DOCSLIB.ORG

A Science Curriculum for Preschool Children Based on a Model Designed to Release Human Potential

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Science Curriculum for Preschool Children Based on a Model Designed to Release Human Potential University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1973 A science curriculum for preschool children based on a model designed to release human potential. Gerard Patrick Baruch University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Baruch, Gerard Patrick, "A science curriculum for preschool children based on a model designed to release human potential." (1973). Doctoral Dissertations 1896 - February 2014. 2786. https://scholarworks.umass.edu/dissertations_1/2786 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. © 1973 GERARD PATRICK BARUCH ALL RIGHTS RESERVED m A SCIENCE CURRICULUM FOR PRESCHOOL CHILDREN BASED ON A MODEL DESIGNED TO RELEASE HUMAN POTENTIAL A Dissertation Presented By Gerard Patrick Baruch Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION August , 1 973 Major Subject: Education - Human Potential ) A SCIENCE CURRICULUM FOR PRESCHOOL CHILDREN BASED ON A MODEL DESIGNED TO RELEASE HUMAN POTENTIAL A Dissertation Presented By Gerard Patrick Baruch Approved as to style and content by: an (Chairman of Committee) (Head ofHDepartment . Daehler (Member) {T, AcL* Dr. Donald T. Streets (Miember) a . Dr. Leverne Thelen (Member) ff. August, 1973 DEDICATION To my wife, Sylvia, and daughter, Lucita, for their patience, encouragement, and good disposition. TABLE OF CONTENTS Chapter Page I. INTRODUCTION 1 A. Context of the Problem 7 B. Statement of the Problem 9 C. Limitations of the Study 10 D. Educational Significance 11 E. Organization of the Study 13 II. REVIEW OF THE LITERATURE 17 A. The Disadvantaged Learner and Cognitive Competence 18 B. Preschool Programs 24 1. Maria Montessori 25 2. The Bank Street Model 28 3. The EDC Approach 31 4. Glen Nimnicht's Responsive Model 33 5. The Cognitively-Oriented Curriculum.... 36 6. Ira Gordon's Parent Educator Model 38 7. Bushell's Behavior Analysis Model 40 8. Bereiter-Engelmann' s Academically Oriented Program 9. Discussion ^ -v- Chapter Page C. Jean Piaget 49 1. Sensorimotor Intelligence 53 2. Pre-Operational Intelligence 36 3. Concrete Operational Thought 58 4. Formal Operational Thought 61 5. Summary 64 III. SERIATION, CONSERVATION, SPACE, AND TIME AS A BASIS FOR LEARNING COMPETENCE 65 A. Seriation 71 1 . Definition 71 2. Elaborate Description 71 a. Simple vs. Multiple Seriation 73 b. Seriation vs. Classification 74 c. Seriation and Correspondence 75 3. Justification 79 4. Development 81 a. Sensorimotor Seriation 82 b. Pre-Operational Seriation 83 c. Concrete Operational Seriation 87 Studies in 5 . Other Developmental Seriation ®9 B. Conservation 93 -vi- Chapter Page 1 . Definition 93 2. Elaborate Description 93 a. Conservation and Reversibility 95 b. Qualitative and Quantitative Invariants 97 c. Identity and Equivalence Conservation 99 d. First-Order and Second-Order Conservation 101 e. Types of Conservation 101 3. Justification 108 4. Development 110 a. Sensorimotor Growth 110 b. Pre-Operational Growth Ill c. Concrete Operations 114 C. Cognitive Space 120 1. Definition 120 2. Elaborate Description 120 a. Perceptual Space 121 b. Cognitive Space 122 c. Levels of Space 123 d. Processes for Understanding Space.. 131 139 3 . Justification -vii- Chapter Page 4 . Development 142 a. Perceptual vs. Representational Space 142 b. Stages of Spacial Concepts 143 c. Topological Space 145 d. Projective Space 147 e. Transition Between Projective and Euclidean Space 150 f. Euclidean Space 150 D. Cognitive Time 152 1. Definition 152 2. Elaborate Description 152 a. Space and Time 155 b. Succession and Duration 157 c. Qualitative and Quantitative Time.. 160 d. Physical vs. Psychological Time.... 164 e. Relativity 166 3. Justification 167 4. Development 169 a. Space and Time 169 b. Clock Time 171 c. Piaget’s Conception of Time 172 d. Concept of Age 179 -viii- Chapter Page IV. THE GROWTH OF SERIAT ION, CONSERVATION, SPACE, AND TIME IN ADOLESCENCE AND THEIR RELATIONSHIP TO EARLY CHILDHOOD 181 A. The INRC Group 181 1 . Identity 182 2. Negation-Inversion 183 3. Reciprocity 185 4. Correlation 187 5 . Summary 189 B. The 16 Binary Propositions 190 1. Independence and Their Inverses 193 2. Conjunction/Disjunction and Their Inverses 194 3. Negation-Tautology 196 4. Reciprocal Implication-Exclusion 196 5. Implication 197 C. The Role of Seriation, Conservation, Time, and Space in Formal Operations 199 1. Seriation 199 2. Conservation 203 210 3. Space 21 4. Time ^ oon 5. Conclusion 222 D. Summary -ix- Chapter Page V. THE CURRICULUM 223 A. Seriation 225 1. Educational Objectives 225 2. Guidelines for Writing Educational Experiences 227 3. Prerequisites for Seriation Competence. 227 4. Prototypical Experiences 228 B. Conservation 237 1. Educational Objectives 237 2. Guidelines for Writing Educational Experiences 238 3. Prerequisites 241 4. Prototypical Experiences 242 C. Cognitive Space 251 1 . Educational Objectives 251 2. Guidelines for Writing Prototypical Experiences 254 3. Prerequisites 255 4. Prototypical Experiences 256 2 ^5 D. Cognitive Time 1. Educational Objectives 265 2. Guidelines for Writing Educational Experiences -x- Chapter Page 3. Prerequisites 268 4. Prototypical Experiences 269 E. Current Elementary Science Programs and the ANISA Model 278 1. Elementary Science Study (ESS) 278 2. Science Curriculum Improvement Study (SCIS) 281 3. American Association for the Advancement of Science (AAAS) 283 F. Summary 285 VI. EVALUATION AND CONCLUSIONS 287 A. Formative Evaluation Methods 290 B. Evaluation and Extinction Techniques 292 1 . Conservation 293 2. Seriation, Space, and Time 294 C. Other Considerations in Evaluating Seriation, Conservation, Space, and Time... 295 1 . Seriation 295 2. Conservation 297 3. Cognitive Space 298 4. Cognitive Time 299 D. Limitations in Using the Curriculum 301 E. Suggestions for Further Research 302 -xi- Chapter Page BIBLIOGRAPHY 304 1 . Books 304 2. Journal Articles 308 3. Unpublished Materials 314 -xii- A Science Curriculum For Preschool Children Based On A Model Designed To Release Human Potential Gerard P. Baruch, B.S., Roosevelt University M.Ed., University of Massachusetts Directed by Dr. Daniel C. Jordan When new educational programs are devised, the focus of the curriculum is confined to the children for whom the program is designed and to specific subjects. Because of this approach educational ventures have failed to construct a conceptual model that includes all of human growth, and which could provide the basis for coordinating efforts between subject areas. Furthermore, it is only recently and at the preschool level that curriculum specialists have traced developmental growth within a subject level. For instance, no fewer than seven different curriculum models for preschool education have been designed within the past five years. Yet none of these programs addresses the need to construct an overall model which can identify the strategic areas of human growth. Furthermore, while some of these models are developmentally oriented due to the use of Piaget’s research, they are limited only to the preschool and early elementary school period and only to the development of logical reasoning. 2 This dissertation addresses itself to these shortcomings. The primary purpose of this research is to describe in detail the processes of seriation, conservation, cognitive space, and cognitive time, to elaborate on the developmental stages from infancy to adolescence and adulthood, and to integrate these four processes into a cohesive unit. The secondary purpose is to develop a set of prototypical learning experiences that demonstrate how these processes can release children's cognitive potentialities not only within the area of cognitive growth but also concerning such areas of human growth as increasing children's ability to focus their attention, promoting their understanding of people in other cultures, and facilitating children's setting of and completing goals. The methodology for undertaking this study emphasizes the research of Jean Piaget with respect to the four areas mentioned earlier. Furthermore, the ANISA program, a comprehensive educational model designed to foster learning competence, is used as the basis for integrating cognitive development within the framework of human growth, and as a tool for predicting how cognitive processes might foster the development of growth in areas of human competence other than cognition. processes The detailed elaboration of each of the four prototypical generates educational objectives from which 3 experiences are designed. Moreover, three elementary science curricula, AAAS, ESS, and SCIS, are used as sources for generating learning experiences that promote cognitve competence. Although this curriculum has not been field tested, evaluation procedures are discussed and used in the learning experiences. These procedures require that alternative approaches to evaluation be designed since a developmentally based model of learning assumes that learning is acquired over a period of time and is dynamic. It is hoped that such an approach to curriculum development will provide the teacher with a diagnostic tool for determining the
Load more

Recommended publications
  • Part II Specialized Studies Chapter Vi
    Part II Specialized Studies chapter vi New Sites and Lingering Questions at the Debert and Belmont Sites, Nova Scotia Leah Morine Rosenmeier, Scott Buchanan, Ralph Stea, and Gordon Brewster ore than forty years ago the Debert site exca- presents a model for the depositional history of the site vations signaled a new standard for interdisci- area, including two divergent scenarios for the origins of the Mplinary approaches to the investigation of late cultural materials at the sites. We believe the expanded areal Pleistocene archaeological sites. The resulting excavations extent of the complex, the nature of past excavations, and produced a record that continues to anchor northeastern the degree of site preservation place the Debert- Belmont Paleoindian sites (MacDonald 1968). The Confederacy of complex among the largest, best- documented, and most Mainland Mi’kmaq (the Confederacy) has been increasingly intact Paleoindian sites in North America. involved with the protection and management of the site The new fi nds and recent research have resolved some complex since the discovery of the Belmont I and II sites in long- standing issues, but they have also created new debates. the late 1980s (Bernard et al. 2011; Julien et al. 2008). The Understanding the relative chronologies of the numerous data reported here are the result of archaeological testing site areas and the consequent relationship among the sites associated with these protection eff orts, the development of requires not only understanding depositional contexts for the Mi’kmawey Debert Cultural Centre (MDCC), and the single occupations but tying together varied contexts (rede- passage of new provincial regulations solely dedicated to pro- posited, disturbed, glaciofl uvial, glaciolacustrine, Holocene tecting archaeological sites in the Debert and Belmont area.
    [Show full text]
  • Archaeological Tree-Ring Dating at the Millennium
    P1: IAS Journal of Archaeological Research [jar] pp469-jare-369967 June 17, 2002 12:45 Style file version June 4th, 2002 Journal of Archaeological Research, Vol. 10, No. 3, September 2002 (C 2002) Archaeological Tree-Ring Dating at the Millennium Stephen E. Nash1 Tree-ring analysis provides chronological, environmental, and behavioral data to a wide variety of disciplines related to archaeology including architectural analysis, climatology, ecology, history, hydrology, resource economics, volcanology, and others. The pace of worldwide archaeological tree-ring research has accelerated in the last two decades, and significant contributions have recently been made in archaeological chronology and chronometry, paleoenvironmental reconstruction, and the study of human behavior in both the Old and New Worlds. This paper reviews a sample of recent contributions to tree-ring method, theory, and data, and makes some suggestions for future lines of research. KEY WORDS: dendrochronology; dendroclimatology; crossdating; tree-ring dating. INTRODUCTION Archaeology is a multidisciplinary social science that routinely adopts an- alytical techniques from disparate fields of inquiry to answer questions about human behavior and material culture in the prehistoric, historic, and recent past. Dendrochronology, literally “the study of tree time,” is a multidisciplinary sci- ence that provides chronological and environmental data to an astonishing vari- ety of archaeologically relevant fields of inquiry, including architectural analysis, biology, climatology, economics,
    [Show full text]
  • ARTIFACTS and FEATURES DENDROCHRONOLOGY This
    4/28/2004 ARTIFACTS AND FEATURES DENDROCHRONOLOGY This article is one of an occasional series discussing matters archaeological, especially with reference to the Maturango Museum. In previous articles we have talked about why chronologies are important in archaeology, and about a few qualitative techniques for establishing dates or sequences. Today we move on to another topic, quantitative chronological techniques. The first quantitative technique to be developed and applied in archaeology was dendrochronology, or tree-ring dating. It was developed in 1928 by A. E. Douglass of the University of Arizona, an astronomer who was studying sun-spot cycles. He theorized that climatic moisture was affected by the 11-year sun-spot cycle, and concluded that the evidence should be observable in tree rings. In the course of the studies he verified that the climatic sequence of wet and dry years does in fact leave a detectable pattern in the tree ring record: in general, wet years lead to wide rings and dry years to narrow rings. The important byproduct of this for archaeology is that the sequence of wet and dry years in a given locality never repeats itself, so the tree rings contain a unique signature which allows correlating between an old log and a new one, as long as there is some overlap. Douglass, to his credit, realized that his data would be useful to archaeologists, who at that time had no methods for assigning quantitative dates. Qualitative methods such as pottery seriation, stratigraphic excavation, and marker artifacts allow construction of sequences, but not absolute dating. Dendrochronology, for the first time, would allow an archaeologist to assign a date to the event of cutting down a tree to build a structure or use as fuel.
    [Show full text]
  • Strategies and Activities: Preschool
    Arkansas Child Development and Early Learning Standards Strategies and Activities: Preschool November 2017 Published 2017 by Early Care and Education Projects Fayetteville, AR 72701 ©Early Care and Education Projects College of Education and Health Professions University of Arkansas All rights reserved December 2017 Strategies and Activities: Preschool page |ii Contents Introduction ........................................................................................................................................................... v Reading and Using Strategies and Activities: Preschool ...................................................................................... vii Books That Support Strategies and Activities: Preschool .................................................................................. 109 Bibliography ....................................................................................................................................................... 115 Resources ........................................................................................................................................................... 117 Social and Emotional Development ........................................................................................................................... 1 Cognitive Development ............................................................................................................................................. 9 Physical Development and Health ..........................................................................................................................
    [Show full text]
  • MJ O'brien, RL Lyman
    M.J. O'Brien, R.L. Lyman Seriation, Stratigraphy, and Index Fossils The Backbone of Archaeological Dating It is difficult for today's students of archaeology to imagine an era when chronometric dating methods were unavailable. However, even a casual perusal of the large body of literature that arose during the first half of the twentieth century reveals a battery of clever methods used to determine the relative ages of archaeological phenomena, often with considerable precision. Stratigraphic excavation is perhaps the best known of the various relative-dating methods used by prehistorians. Although there are several techniques of using artifacts from superposed strata to measure time, these are rarely if ever differentiated. Rather, common practice is to categorize them under the heading `stratigraphic excavation'. This text distinguishes among the several techniques and argues that stratigraphic excavation tends to result in discontinuous measures of time - a point little appreciated by modern archaeologists. 1999, XIII, 253 p. Although not as well known as stratigraphic excavation, two other methods of relative dating have figured important in Americanist archaeology: seriation and the use of index fossils. The latter (like stratigraphic excavation) measures time discontinuously, while Printed book the former - in various guises - measures time continuously. Perhaps no other method used in archaeology is as misunderstood as seriation, and the authors provide detailed Hardcover descriptions and examples of each of its three different techniques. ▶ 109,99 € | £99.99 | $139.99 ▶ *117,69 € (D) | 120,99 € (A) | CHF 130.00 Each method and technique of relative dating is placed in historical perspective, with particular focus on developments in North America, an approach that allows a more eBook complete understanding of the methods described, both in terms of analytical technique and disciplinary history.
    [Show full text]
  • Dating and Chronology Building - R
    ARCHAEOLOGY – Dating and Chronology Building - R. E. Taylor DATING AND CHRONOLOGY BUILDING R. E. Taylor University of California, USA Keywords: Dating methods, chronometric dating, seriation, stratigraphy, geochronology, radiocarbon dating, potassium-argon/argon-argon dating, Pleistocene, Quaternary. Contents 1. Chronological Frameworks 1.1 Relative and Chronometric Time 1.2 History and Prehistory 2. Chronology in Archaeology 2.1 Historical Development 2.2 Geochronological Units 3. Chronology Building 3.1 Development of Historic Chronologies 3.2 Development of Prehistoric Chronologies 3.3 Stratigraphy 3.4 Seriation 4. Chronometric Dating Methods 4.1 Radiocarbon 4.2 Potassium-argon and Argon-argon Dating 4.3 Dendrochronology 4.4 Archaeomagnetic Dating 4.5 Obsidian Hydration Acknowledgments Glossary Bibliography Biographical Sketch Summary One of the purposes of archaeological research is the examination of the evolution of human cultures.UNESCO Since a fundamental defini– tionEOLSS of evolution is “change over time,” chronology is a fundamental archaeological parameter. Archaeology shares with a number of otherSAMPLE sciences concerned with temporally CHAPTERS mediated phenomenon the need to view its data within an accurate chronological framework. For archaeology, such a requirement needs to be met if any meaningful understanding of evolutionary processes is to be inferred from the physical residue of past human behavior. 1. Chronological Frameworks Chronology orders the sequential relationship of physical events by associating these events with some type of time scale. Depending on the phenomenon for which temporal placement is required, it is helpful to distinguish different types of time scales. ©Encyclopedia of Life Support Systems (EOLSS) ARCHAEOLOGY – Dating and Chronology Building - R. E. Taylor Geochronological (geological) time scales temporally relates physical structures of the Earth’s solid surface and buried features, documenting the 4.5–5.0 billion year history of the planet.
    [Show full text]
  • Americanist Stratigraphic Excavation and the Measurement of Culture Change
    Journal of Archaeological Method and Theory, Vol. 6, No. 1, 1999 Americanist Stratigraphic Excavation and the Measurement of Culture Change R. Lee Lyman1 and Michael J. O'Brien1 Many versions of the history of Americanist archaeology suggest there was a "stratigraphic revolution" during the second decade of the twentieth century—the implication being that prior to about 1915 most archaeologists did not excavate stratigraphically. However, articles and reports published during the late nineteenth century and first decade of the twentieth century indicate clearly that many Americanists in fact did excavate stratigraphically. What they did not do was attempt to measure the passage of time and hence culture change. The real revolution in Americanist archaeology comprised an analytical shift from studying synchronic variation to tracking changes in frequencies of artifact types or styles—a shift pioneered by A. V. Kidder, A. L. Kroeber, Nels C. Nelson, and Leslie Spier. The temporal implications of the analytical techniques they developed—frequency seriation and percentage stratigraphy—were initially confirmed by stratigraphic excavation. Within a few decades, however, most archaeologists had begun using stratigraphic excavation as a creational strategy—that is, as a strategy aimed at recovering superposed sets of artifacts that were viewed as representing occupations and distinct cultures. The myth that there was a "stratigraphic revolution" was initiated in the writings of the innovators of frequency seriation and percentage stratigraphy. KEY WORDS: chronology; culture change; stratigraphic excavation; stratigraphic revolution. INTRODUCTION As far as we are aware, Willey (1968, p. 40) was the first historian of Americanist archaeology to use the term "stratigraphic revolution"—in quotation marks—to characterize the fieldwork of, particularly, Manuel 1Department of Anthropology, University of Missouri, Columbia, Missouri 65211.
    [Show full text]
  • Teaching Archaeology in the Classroom
    Beyond Artifacts: Teaching Archaeology in the Classroom Florida Unearthed, pg. 36 Peanut Butter & Jelly Archaeology, pg. 30 Summer 2008 This page left intentionally blank (ish). Table of Contents Introduction iv Activities General Archaeology (1 class period) Cookie Excavation 1 Cookie Grid 3 Excavación en la galleta 4 Archaeology Jeopardy 6 Archaeology and Pseudoscience 7 Ancient Graffiti 9 Archaeology & the Media 12 Archaeology Goes to the Movies 19 Indiana Jones Script 21 Lara Croft Script 22 Archaeologist Script 23 Prehistoric Archaeology (1 class period) Archaeology Crossword Relay Race 24 Crossword Puzzle 26 What’s Missing ? 27 Worksheet 28 PowerPoint slide 29 Peanut Butter and Jelly Archaeology 30 Arqueología con Crema de Maní y Mermelada 33 Florida Unearthed for Elementary Students 36 Florida Unearthed Board Construction 38 Atlatl Antics 40 Sheet for Throwing Dart by Hand 42 Sheet for Throwing Dart with Atlatl 43 How to make an Atlatl and a Dart 44 Historic Archaeology (1- 2 class periods) Arcadia Sample Lesson: Introduction to Archaeology 47 Arcadia Sample Lesson: Invisible People 49 Arcadia Sample Lesson: Predictive Modeling & 51 the Natural Environment i Underwater Archaeology (1 class period) Build A Boat 53 You Sunk My Battleship! 57 Integrated (multiple class periods/ multiple disciplines) Enriching Traditional Subjects through the Teaching 59 of Archaeology (grades 6-8) Table for Core Courses 61 Sample Math Worksheet 63 Sample Science Worksheet 64 Curriculum (framework) 9-week Archaeology Class for 6th Graders Introduction
    [Show full text]
  • How to Get a Date
    How to get a date: establishing chronologies (relative and absolute) change change change change change change Later than last week (relative) March 3, 2010 (absolute) Temporal, or chronological, order • Relative dating – lining things up (before, after) – ‘it is all relative’ • Absolute dating – chronometric dating – actual chronological date assigned – allows measurement of ‘how much’ time has passed between two points Expression of Absolute Dates (culturally specific!) • B.C./A.D. (Before Christ, Anno Domini) • Islamic calendar from A.D. 622 (the Hegira, Mecca to Medina) • B.C.E./C.E. (Before Common Era, Common Era) • B.P. (Before Present) Relative Dating Principle of stratigraphic succession Law of ‘superposition’ (the lower you go, the older you get) Important concepts in geology too Relative Dating Principle of stratigraphic succession Law of ‘superposition’ (the lower you go, the older you get) Typology • Artifact classification into types on the basis of certain similarities… Pots vs. baskets Fine ceramics vs. cooking wares (multiple typologies possible!) • Assumes products of a given place and time have a recognizable style • Styles tend to change through time, but gradually… Unchanging… Constantly changing… Unchanging… Constantly changing… Seriation • Relative dating method involving arranging archaeological materials into a presumed chronological sequence based on cultural and stylistic change • As long as items are gathered from the same cultural tradition, archaeologists assume that stylistic change occurs relatively gradually over time • By tracing similarities and differences in styles and by measuring the relative popularity of these differing styles, one can reconstruct a relative sequence (battleship curve) Seriation ? ? James Deetz seriation studies in New England graveyards Death’s head Cherub Willow and urn ‘battleship curves’ Problems? • Heirlooms • Archaism (‘retro’ looks) (actually a serious issue) Absolute dates Pompeii 24 August A.D.
    [Show full text]
  • An Introduction to the R Package Seriation
    Getting Things in Order: An Introduction to the R Package seriation Michael Hahsler Kurt Hornik Southern Methodist University Wirtschaftsuniversität Wien Christian Buchta Wirtschaftsuniversität Wien Abstract Seriation, i.e., finding a suitable linear order for a set of objects given data and a loss or merit function, is a basic problem in data analysis. Caused by the problem’s combinatorial nature, it is hard to solve for all but very small sets. Nevertheless, both exact solution methods and heuristics are available. In this paper we present the package seriation which provides an infrastructure for seriation with R. The infrastructure comprises data structures to represent linear orders as permutation vectors, a wide array of seriation methods using a consistent interface, a method to calculate the value of various loss and merit functions, and several visualization techniques which build on seriation. To illustrate how easily the package can be applied for a variety of applications, a comprehensive collection of examples is presented. Keywords: combinatorial data analysis, seriation, permutation, R. 1. Introduction A basic problem in data analysis, called seriation or sometimes sequencing, is to arrange all objects in a set in a linear order given available data and some loss or merit function in order to reveal structural information. Together with cluster analysis and variable selection, seriation is an important problem in the field of combinatorial data analysis (Arabie and Hubert 1996). Solving problems in combinatorial data analysis requires the solution of discrete optimization problems which, in the most general case, involves evaluating all feasible solutions. Due to the combinatorial nature, the number of possible solutions grows with problem size (number of objects, n) by the order O(n!).
    [Show full text]
  • Measuring Cultural Relatedness Using Multiple Seriation Ordering Algorithms
    Binghamton University The Open Repository @ Binghamton (The ORB) Anthropology Faculty Scholarship Anthropology 4-2016 Measuring Cultural Relatedness Using Multiple Seriation Ordering Algorithms Mark E. Madsen University of Washington - Seattle Campus Carl P. Lipo Binghamton University--SUNY, [email protected] Follow this and additional works at: https://orb.binghamton.edu/anthropology_fac Part of the Anthropology Commons Recommended Citation Madsen, Mark E. and Lipo, Carl P., "Measuring Cultural Relatedness Using Multiple Seriation Ordering Algorithms" (2016). Anthropology Faculty Scholarship. 15. https://orb.binghamton.edu/anthropology_fac/15 This Conference Proceeding is brought to you for free and open access by the Anthropology at The Open Repository @ Binghamton (The ORB). It has been accepted for inclusion in Anthropology Faculty Scholarship by an authorized administrator of The Open Repository @ Binghamton (The ORB). For more information, please contact [email protected]. Measuring Cultural Relatedness Using Multiple Seriation Ordering Algorithms Mark E. Madsen and Carl P. Lipo Manuscript version: 2016-03-17: 3f6f16a– draft for Electronic Symposium, “Evolutionary Archaeologies: New Approaches, Methods, And Empirical Sufficiency” at the Society for American Archaeology conference, April 2016 Abstract Seriation is a long-standing archaeological method for relative dating that has proven effective in probing regional-scale patterns of inheritance, social net- works, and cultural contact in their full spatiotemporal context. The orderings pro- duced by seriation are produced by the continuity of class distributions and uni- modality of class frequencies, properties that are related to social learning and trans- mission models studied by evolutionary archaeologists. Linking seriation to social learning and transmission enables one to consider ordering principles beyond the classic unimodal curve.
    [Show full text]
  • An R Package for Analysis, Seriation, and Visualization of Archaeological Count Data Nicolas Frerebeau
    tabula: An R Package for Analysis, Seriation, and Visualization of Archaeological Count Data Nicolas Frerebeau To cite this version: Nicolas Frerebeau. tabula: An R Package for Analysis, Seriation, and Visualization of Archae- ological Count Data. Journal of Open Source Software, Open Journals, 2019, 4 (44), pp.1821. 10.21105/joss.01821. hal-02389249 HAL Id: hal-02389249 https://hal.archives-ouvertes.fr/hal-02389249 Submitted on 2 Dec 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Distributed under a Creative Commons Attribution| 4.0 International License tabula: An R Package for Analysis, Seriation, and Visualization of Archaeological Count Data Nicolas Frerebeau1, 2 1 IRAMAT-CRP2A (UMR 5060 - CNRS, Université Bordeaux Montaigne) 2 Laboratoire de Mathématiques Jean Leray (UMR 6629 - CNRS, Université de Nantes) DOI: 10.21105/joss.01821 Software • Review Background • Repository • Archive Detecting and quantifying material and cultural variations in time and space are important methodological issues in archaeology. To solve these issues, we need to construct reliable chronologies and quantitative descriptions of archaeological assemblages, i. e. archaeological Editor: Olivia Guest sites or intrasite units, each described as a set of p different objects.
    [Show full text]