Different inputs from a multisensory object or event are often integrated into a coherent and unitary percept, despite differences in sensory formats, neural pathways, and processing times of the involved modalities. Presumably, multisensory integration occurs if the cross-modal inputs are presented within a certain window of temporal integration where inputs are perceived as being simultaneous. Here, we examine the role of ongoing neuronal alpha (i.e. 10-Hz) oscillations in multimodal synchrony perception. While EEG was measured, participants performed a simultaneity judgement task with visual stimuli preceding auditory ones. At stimulus onset asynchronies (SOA's) of 160–200 ms, simultaneity judgements were around 50%. For trials with these SOA's, occipital alpha power was smaller preceding correct judgements, and the individual alpha frequency was correlated with the size of the temporal window of integration. In addition, simultaneity judgements were modulated as a function of oscillatory phase at 12.5 Hz, but the latter effect was only marginally significant. These results support the notion that oscillatory neuronal activity in the alpha frequency range, which has been taken to shape perceptual cycles, is instrumental in multisensory perception.
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This thesis reports on an interpretative case study about student teachers’ and new teachers’ personal interpretations in their teaching practice, during and after an international teaching internship. The main aim of this study was to describe how an international teaching internship interrupts existing, familiar ways of thinking or acting. The findings are an interpretation of how this interruption influences student teachers’ and new teachers’ “personal interpretative frameworks” (Kelchtermans, 2009) during their teacher training programmes and transition from student to teacher. This framework reflects the basis on which a beginning teacher grounds their personal decisions or judgements for action and answers the questions: ‘how can I effectively deal with this particular situation? and ‘why would I work that way?’ (Vanassche & Kelchtermans, 2014, p. 118).
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Teacher beliefs have been shown to play a major role in shaping educational practice, especially in the area of grammar teaching―an area of language education that teachers have particularly strong views on. Traditional grammar education is regularly criticized for its focus on rules-of-thumb rather than on insights from modern linguistics, and for its focus on lower order thinking. A growing body of literature on grammar teaching promotes the opposite, arguing for more linguistic conceptual knowledge and reflective or higher order thinking in grammar pedagogy. In the Netherlands, this discussion plays an important role in the national development of a new curriculum. This study explores current Dutch teachers’ beliefs on the use of modern linguistic concepts and reflective judgment in grammar teaching. To this end, we conducted a questionnaire among 110 Dutch language teachers from secondary education and analyzed contemporary school textbooks likely to reflect existing teachers’ beliefs. Results indicate that teachers generally appear to favor stimulating reflective judgement in grammar teaching, although implementing activities aimed at fostering reflective thinking seems to be difficult for two reasons: (1) existing textbooks fail to implement sufficient concepts from modern linguistics, nor do they stimulate reflective thinking; (2) teachers lack sufficient conceptual knowledge from linguistics necessary to adequately address reflective thinking.
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