Spanish to English translations [PRO]
Social Sciences - Linguistics / semiotics | | Spanish term or phrase: indexicalizar | this is from an academic text that uses a lot of semiotics terms...in addition to this one, there is "indiciarios." The sentence in question reads: "El afiche de 'La noche alegre' (página 65) ubica en posición central una fotografía de una escena en la cual se indexicalizan las características de la comedia de enredos." followed by a list of typical characters...
Thanks!! |
|  Wendy GosselinKudoZ activityQuestions: 291 ( 9 open) ( 7 without valid answers) ( 25 closed without grading) Answers: 2
Argentina
| | Local time: 18:31
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| | indexicalize | Explanation:
http://www.sociallifeofinformation.com/Situated_Learning.htm
Structuring Activity
Authentic activity, as we have argued, is important for learners, because it is the only way they gain access to the standpoint that enables practitioners to act meaningfully and purposefully. It is activity that shapes or hones their tools. How and why remain to be explained. Activity also provides experience, which is plainly important for subsequent action. Here, we try to explain some of the products of activity in terms of idiosyncratic "indexicalized" representations.
Representations arising out of activity cannot easily (or perhaps at all) be replaced by descriptions. Plans, as Suchman argues (1987), are distinct from situated actions. Most people will agree that a picture of a complex machine in a manual is distinctly different from how the machine actually looks. (In an intriguing way you need the machine to understand the manual, as much as the manual to understand the machine.) The perceptions resulting from actions are a central feature in both learning and activity. How a person perceives activity may be determined by tools and their appropriated use. What they perceive, however, contributes to how they act and learn. Different activities produce different indexicalized representations, not equivalent, universal ones. And, thus, the activity that led to those representations plays a central role in learning.
Representations are, we suggest, indexicalized rather in the way that language is. That is to say, they are dependent on context. In face-to-face conversations, people can interpret indexical expressions (containing such words as I, you, here, now, that, etc.), because they have access to the indexed features of the situation, though people rarely notice the significance of the surroundings to their understanding. The importance of the surroundings becomes apparent, however, when they try to hold similar conversations at a distance. Then indexical expressions become problematic until ways are found to secure their interpretation by situating their reference (see, for instance, Rubin, 1980, on the difference between speech and writing).
Hope this helps!
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Note added at 11 mins (2006-03-06 21:05:37 GMT)
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Como ves en el tercer párrafo, "indiciario" se traduce por "indexical" (por las dudas: "indexicary" no existe...) |
| Selected response from:
  Fabio Descalzi
Uruguay
Local time: 19:31
| Grading comment Thanks!! THere are few references for these on the internet, but I guess that it because it is so very technical!
4 KudoZ points were awarded for this answer |
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| Discussion entries: 0 |
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Automatic update in 00:
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7 mins confidence:   |
10 mins confidence: peer agreement (net): +1 | indexicalize
Explanation:
http://www.sociallifeofinformation.com/Situated_Learning.htm
Structuring Activity
Authentic activity, as we have argued, is important for learners, because it is the only way they gain access to the standpoint that enables practitioners to act meaningfully and purposefully. It is activity that shapes or hones their tools. How and why remain to be explained. Activity also provides experience, which is plainly important for subsequent action. Here, we try to explain some of the products of activity in terms of idiosyncratic "indexicalized" representations.
Representations arising out of activity cannot easily (or perhaps at all) be replaced by descriptions. Plans, as Suchman argues (1987), are distinct from situated actions. Most people will agree that a picture of a complex machine in a manual is distinctly different from how the machine actually looks. (In an intriguing way you need the machine to understand the manual, as much as the manual to understand the machine.) The perceptions resulting from actions are a central feature in both learning and activity. How a person perceives activity may be determined by tools and their appropriated use. What they perceive, however, contributes to how they act and learn. Different activities produce different indexicalized representations, not equivalent, universal ones. And, thus, the activity that led to those representations plays a central role in learning.
Representations are, we suggest, indexicalized rather in the way that language is. That is to say, they are dependent on context. In face-to-face conversations, people can interpret indexical expressions (containing such words as I, you, here, now, that, etc.), because they have access to the indexed features of the situation, though people rarely notice the significance of the surroundings to their understanding. The importance of the surroundings becomes apparent, however, when they try to hold similar conversations at a distance. Then indexical expressions become problematic until ways are found to secure their interpretation by situating their reference (see, for instance, Rubin, 1980, on the difference between speech and writing).
Hope this helps!
--------------------------------------------------
Note added at 11 mins (2006-03-06 21:05:37 GMT)
--------------------------------------------------
Como ves en el tercer párrafo, "indiciario" se traduce por "indexical" (por las dudas: "indexicary" no existe...)
| Fabio Descalzi
Uruguay
Local time: 19:31
Works in field
Native speaker of:  Spanish
PRO pts in category: 12
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| | Grading comment | Thanks!! THere are few references for these on the internet, but I guess that it because it is so very technical! |
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