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Analyst


Still Trying!

Making Sense of What’s Been Collected

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Notes on Issues, Questions, Possible Studies: Relevant Resources:
Primary Research Goal: trace in detail the transition of learning from a side effect of behavior to processes of reflexive self-construction.
Primary Research Agenda: interpret LC3. (For detail, see LC3c Analyses.)
-track language skill & knowledge development
-track spatial skill & knowledge development
-track other skill & knowledge development
-seek levels of description at which tracks of development can be related
LC3c-Text LC3 Vignettes.
LC3c-Video LC3 Video Catalog.

Example1

Peggy Infant and Child

Development of the Pure Point

Example1: Supporting Analysis with Video Clip Evidence

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This abstract for a paper (not published) is broken up in the rows below to bring into registration the observations made and the video material providing support for the analysis. Five are in this post. All ten are at link LC3bV1. -> LC3A4 Abstract for a Presentation at the annual Jean Piaget Society Conference, Berkeley, CA, 2001
LC3bV1 Ten “Pointing” video clips.

Example2

The method discussed here, SCPP (select, copy, paste, & post) was a backstop in place while I tried to figure out a real solution that discussion-group use of these materials required. It has been replaced by the method of Posting Linked Data. For THAT purpose, this document is obsolete (4/23/2013). See the replacement as Example4 or click on Example4 in the Examples list of the right sidebar.

Example2 shows how an archive created by choosing two tags (Y1 and Lng) can be turned into a post. Notice that tags and active links are no longer functional after copy and paste operations. Consider this paragraph as a “typical introduction” to such an archive. Given the focus on early language development, here it is appropriate for an author to insert a link to a short note on the Analyst’s stance with respect to language learning:
Lawler’s Language Learning Mini-Theory

Archive of posts tagged Lng (Language) from Year 1 of LC3 (Infant Peggy Study)
« Older Entries
3V091.2
Posted by admin on 25 January 2011, 9:54 am

3V09102 Peggy’s Vocalization 4/23 serial 0091
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Example3

Example3 shows how one might use this tagging system and these tags to explore the contents of the LC3 datacase. The tags were assigned by the Analyst (they can be modified only by a user with editing control of NLCSA contents; if you have suggestions, send email to RWLawler@NLCSA.net). The tagging system is the Word Press Plugin, SK Multi Tag. Without full set operations, the plugin is nonetheless useful in providing the equivalent of intersection of tag-determined sets. The specific example developed below is how to explore the vignette collection for information about the infant’s language development as she approached two years of age. Continue reading ‘Example3’ »

Guests

Admin 
 

Welcome! Glad you’re here.

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Questions you might have: First Answers:

LC1

Rob during our years at MIT Logo Project

Exploring Natural Learning

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What is really profound in this work?
A little more detail…

LC2

Miriam during The Intimate Study

Analyzing Natural Learning

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What is really profound in this work? Learning is what makes our minds, My research has advanced the study of human learning in both common and unusual situations. See Comments in Review of “Computer Experience and Cognitive Development.”.

LC3

Peggy Infant and Child

Tracking Natural Learning

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What is really profound in this work? The study’s foci and length, and the corpus constructed.

Mentors


like unforgettable melodies, colleagues linger in the mind

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Tagged Data

As of May, 2013, there were 1057 items tagged in the NLCSA database with some set of the 275 different tags. The distribution of assigned tags provides an overview of the contents.

The tags assigned will change in the future, especially with the extension of tagging to videos and the addition of more video materials. It is also quite likely that some judgments about the appropriateness of tags to specific data items will be changed. That said, nonetheless it seems worthwhile to extract these numbers from the SK Multi Tag plugin facility. (You can verify any of these numbers by hovering your mouse over the tag in the left sidebar.)

Of the 1055 data items, 916 are tagged as vignettes; 177 video clips are mentioned (some in text, as a cross reference). Eleven items are based on recall and 9 are speculations.

Distributions of Tags for Time:

  • (by years, for all three subjects) Y1 174; Y2 276; Y3 301 ; Y4 124 ; Y5 21 ; Y6 143 ; Y7 61 ; Y8 44 ;
    The breakout by years reflect the differing lengths of the three studies, as well as the “atomizing” of data items in the infant study (See “Reference”, below).
  • LC1, 102 tags; LC2, 157; LC3, 889. Of the items related to LC2 and LC3, 22 were before the intimate Study, 116 during it, and 29 following.
  • Tagging through 31 quarters ranges from zero (quarter Q20) to 102 in Q9.

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