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981.
Niparko JK Blankenhorn R 《Mental retardation and developmental disabilities research reviews》2003,9(4):267-275
The cochlear implant is best characterized as a device that provides access to the sound environment. The device enables the hearing pathway to respond to environmental and speech sounds, providing informational cues from the surroundings and from others that may escape visual detection. As the developmental effects of a profound hearing loss are multiple, cochlear implants have been applied to ever younger children in an attempt to promote a more normal level of developmental learning through audition. In deafness, transducer elements of the inner ear fail to trigger auditory nerve afferent nerves in the presence of sound input. However, large reserves of afferent fibers exist even in the auditory nerve of a profoundly deaf patient. Furthermore, these nerve fibers retain the ability to respond to prosthetic activation. Through developmental learning in the early, formative years, auditory centers of the brain appear capable of processing information from the implant to provide speech comprehension and oral language development. Multichannel implants have replaced original single channel designs. multichannel devices enable larger percentages of recipients to recognize the spoken word without visual cues because they provide spectral information in addition to temporal and intensity cues. Testing under conditions of auditory (implant)-only input reveals significant open-set speech understanding capabilities in more than 75% of children after three years of device use. The benefit provided by implants may vary with a number of conditions including: hearing history, age of deafness onset, age at implantation, etiology of deafness, linguistic abilities, and the presence of a motivated system of support of oral language development. Patient variables should be given individual consideration in judging candidacy for a cochlear implant and in planning rehabilitative and education services after surgery and activation of the device. 相似文献
982.
Halvorsen JG 《CNS spectrums》2003,8(3):217-224
Whose job is it to discover and manage patients' sexual concerns? If you believe that you have a role to play, just what is that role and how will you perform it? Sexual disorders are common, yet infrequently diagnosed. A willingness to inquire about sexual function is the most critical diagnostic step for clinicians. Once a problem is discovered, a systematic diagnostic process can uncover etiologic organic and psychogenic factors using customary diagnostic tools, including taking a psychosexual and medical history, comprehensive and focused physical examinations, psychological assessment instruments, laboratory tests, and special procedures. 相似文献
983.
Jackson JP 《History of psychology》2003,6(2):195-202
In a recent article, Howard H. Kendler (2002) criticized Kenneth B. Clark and the other social scientists who worked in Brown v. Board of Education for polluting their science with value judgments. This article argues that Kendler's critique is misguided because it conflates a policy judgment with a value judgment. In addition, Kendler inconsistently applied his own standard of objectivity when he examined in the social science used in Brown. 相似文献
984.
Gardenier JS 《Science and engineering ethics》2003,9(3):425-434
This paper informally summarizes a two-day symposium held at the U.S. National Academy of Sciences in Washington, D.C., September
5–6, 2002. The issue was to what extent the progress of science and societal capacity for continued technological innovation
are threatened by excessive protection of intellectual property. Excessive protection creates disadvantages not only for scientists
and inventors but also for educators/students and for librarians/clientele. Speakers from a variety of disciplines and institutions
agreed unanimously that scientific and technological progress is, indeed, under serious threat. Various opinions were expressed
about the degree of threat, currently and prospectively, as well as what counter-measures are best suited to resist undue
restrictions on creative uses of scientific and technical data and information. This summary is based entirely on the author’s
notes from the symposium, and the commentary offered is his alone. My apologies to the speakers if this paper does not accurately
reflect the primary intent of their presentations. The “Suggested Readings” offered at the end are not specific to the speakers’
statements but rather are offered as a general resource to aid further research. The definitive record of the symposium is
planned to be available from the National Academies Press as a Proceedings publication in the summer of 2003.
John Gardenier is an independent researcher, ethicist and science writer. 相似文献
985.
Sherrington J 《Science and engineering ethics》2003,9(3):419-423
This paper was presented at a seminar that outlined the work of the Surrey Ethics Forum. The Forum provides an opportunity for reflection by staff of the Federal University of Surrey and its Associated Institutions on ethical questions, the place of ethics in the curriculum and the role of ethics in the life of future graduates. The purpose of this paper is to argue that openness to the relationship between ethics and faith is itself an ethical task because both ethics and faith claim to protect human dignity and give meaning to the concept of "human flourishing". Analysis of the relationship between ethics, faith, flourishing and narrative can lead to clearer understanding of differences in ethical debates. 相似文献
986.
987.
988.
Three experiments were performed on reach and grasp in 9- to 10-year-old children (8 controls and 8 with developmental coordination disorder [DCD]). In normal reaching, children in the DCD group were less responsive to the accuracy demands of the task in controlling the transport component of prehension and spent less time in the deceleration phase of hand transport. When vision was removed as movement began, children in the control group spent more time decelerating and reached peak aperture earlier. Children in the DCD group did not do that, although, like the control group, they did increase grip aperture in the dark. When depth cues were reduced and only the target or only the target and hand were visible, children in the control group used target information to maintain the same grip aperture in all conditions, but DCD children behaved as if the target was not visible. Throughout the studies, the control group of 9- to 10-year-olds did not produce adult-like adaptations to reduced vision, suggesting that they had not yet attained adult-like integration of sensory input. Compared with control children, children with DCD did not exhibit increased dependence on vision but showed less recognition of accuracy demands, less adaptation to the removal of vision, and less use of minimal visual information when it was available. 相似文献
989.
Category learning is often modeled as either an exemplar-based or a rule-based process. This paper shows that both strategies can be combined in a cognitive architecture that was developed to model other task domains. Variations on the exemplar-based random walk (EBRW) model of Nosofsky and Palmeri (1997b) and the rule-plus-exception (RULEX) rule-based model of Nosofsky, Palmeri, and McKinley (1994) were implemented in the ACT-R cognitive architecture. The architecture allows the two strategies to be mixed to produce classification behavior. The combined system reproduces latency, learning, and generalization data from three category-learning experiments--Nosofsky and Palmeri (1997b), Nosofsky et al., and Erickson and Kruschke (1998). It is concluded that EBRW and ACT-R have different but equivalent means of incorporating similarity and practice. In addition, ACT-R brings a theory of strategy selection that enables the exemplar and the rule-based strategies to be mixed. 相似文献
990.
Ziman J 《Science and engineering ethics》2001,7(2):165-176
Research scientists are trained to produce specialised bricks of knowledge, but not to look at the whole building. Increasing public concern about the social role of science is forcing science students to think about what they are actually learning to do. What sort of knowledge will they be producing, and how will it be used? Science education now requires serious consideration of these philosophical and ethical questions. But the many different forms of knowledge produced by modern science cannot be covered by any single philosophical principle. Sociology and cognitive psychology are also needed to understand what the sciences have in common and the significance of what they generate. Again, traditional modes of ethical analysis cannot deal adequately with the values, norms and interests activated by present-day technoscience without reference to its sociological, political and economic dimensions. What science education now requires is ‘metascience’, a discipline that extends beyond conventional philosophy and ethics to include the social and humanistic aspects of the scientific enterprise. For example, students need to learn about the practices, institutions, career choices, and societal responsibilities of research scientists, and to rehearse in advance some of the moral dilemmas that they are likely to meet. They need also to realise that science is changing rapidly, not only in its research techniques and organisational structures but also in its relationships with society at large. 相似文献