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81.
The purpose of this study was to examine whether teaching three participants with learning disabilities to name and identify critical components (i.e., opening sentence, detail sentences, and key words) for four expository text structures, and to discriminate between well-written and poorly written components would improve their expository writing performance. After instruction, one participant immediately improved her expository paragraph writing skills. However, two participants needed additional instruction and feedback on their writing before their paragraph writing improved. Social validation of the study outcomes was assessed by comparing participants' paragraphs before and after instruction to paragraphs produced by same age peers without disabilities. After instruction, participants' paragraph scores were above the mean score of the normative comparison group. Implications for teaching writing skills to students with learning disabilities, and suggestions for future research are discussed. 相似文献
82.
Professional autonomy interferes at a structural level with the variousaspects of the health care system. The health care systems that can bedistinguished all feature a specific design of professional autonomy,but experience their own governance problems. Empirical health caresystems in the West are a nationally coloured blend of ideal type healthcare systems. From a normative perspective, the optimal health caresystem should consist of elements of all the ideal types. A workableoptimum taking national values into account could be attained bygovernance structures that also introduce elements from other ideal typesystems. Thus a normative approach to medical practice guaranteeing anessential degree of professional autonomy for a relationship of trustbetween the patient and the physician, could be combined with anefficient and equitable allocation of health care resources. 相似文献
83.
Rhythm perception seems to be crucial to language development. Many studies have shown that children with developmental dyslexia and developmental language disorder have difficulties in processing rhythmic structures. In this study, we investigated the relationships between prosody and musical processing in Italian children with typical and atypical development. The tasks aimed to reproduce linguistic prosodic structures through musical sequences, offering a direct comparison between the two domains without violating the specificities of each one. About 16 Typically Developing children, 16 children with a diagnosis of Developmental Dyslexia, and 16 with a diagnosis of developmental language disorder (age 10–13 years) participated in the experimental study. Three tasks were administered: an association task between a sentence and its humming version, a stress discrimination task (between couples of sounds reproducing the intonation of Italian trisyllabic words), and an association task between trisyllabic nonwords with different stress position and three‐notes musical sequences with different musical stress. Children with developmental language disorder perform significantly lower than Typically Developing children on the humming test. By contrast, children with developmental dyslexia are significantly slower than TD in associating nonwords with musical sequences. Accuracy and speed in the experimental tests correlate with metaphonological, language, and word reading scores. Theoretical and clinical implications are discussed within a multidimensional model of neurodevelopmental disorders including prosodic and rhythmic skills at word and sentence level. 相似文献
84.
Vanessa Ayres-Pereira Erik Arntzen 《Journal of the experimental analysis of behavior》2021,115(2):540-560
The purpose of the present experiment was to describe responding as a function of One-to-Many (OTM) and Many-to-One (MTO) training structures and identify baseline performances correlated with the accuracy level in tests for equivalence class formation. Participants were 42 adults assigned to either the MTO or the OTM groups, trained on 24 baseline relations, and assessed on the emergence of three 9-member equivalence classes. Participants in the MTO group presented similar frequencies of responses to each of the comparisons throughout baseline training. Also, the number of trials required to meet the baseline mastery criterion was negatively correlated with test accuracy. Participants in the OTM group presented more variable frequencies of responses to each of the comparisons (participants tended to select some of the comparisons less often than others at the beginning of the training). In addition, the number of reinforced responses to the node presented as a sample during training was positively correlated with the number of correct responses during testing for the OTM group. The experiment contributed to an in-depth stimulus control analysis of baseline and test performances, and its results have implications for understanding potential sources of variability between the training structures. 相似文献
85.
Several studies have revealed syntactic priming effects in 3- and 4-year-old children. However, the eventual role of syntactic priming in the learning of complex syntactic structures has rarely been investigated. The current paper investigated in young children the effect of being exposed to complex syntaxic structures employed by adults. In this perspective, we used a syntactic priming paradigm with kindergarten children. It aimed at studying whether children would in turn spontaneously produce more complex syntactic structures, compared to another condition with no prior exposure to such complex sentences. We determined the cognitive and linguistic factors susceptible to explain inter-individual differences in syntactic priming. The finding suggests that syntactic priming procedure can to be used to train young children to produce complex syntactic structures. Lexical knowledge and short-term phonological memory could explain inter-individual differences in the use of these complex syntactic structures. These results are discussed at the theoretical level, but also in terms of possible educational implications. 相似文献
86.
Wei Zhang Xianyou He Xueru Zhao Siyan Lai Shuxian Lai Suiyan Situ 《International journal of psychology》2018,53(1):66-76
How is beauty embodied? According to the viewpoint of embodied cognition, the aesthetic processing of words or pictographs has roots in their referential archetypes. Four experiments tested whether the beauty of referential archetypes was routinely activated during the explicit and implicit aesthetic evaluations of the font structures of concrete Chinese words and pictographs in congruent or incongruent font colour. Results showed font structures of simplified Chinese words and pictographs were judged to be more beautiful when they referred to beautiful archetypes; and this pattern was reversed when they referred to ugly archetypes. Moreover, judgement was facilitated when font colour was congruent for Chinese words and pictographs referred to beautiful archetypes. For those referred to ugly archetypes, judgement was inhibited in congruent font colour but facilitated in incongruent font colour, suggesting aesthetic perceptions of the font structures of Chinese words and pictographs were derived from their referential natural objects. The spontaneous generation hypothesis of beauty is proposed to account for these findings. 相似文献
87.
Ion C. Baianu 《Axiomathes》2007,17(3-4):209-222
An overview of the following three related papers in this issue presents the Emergence of Highly Complex Systems such as living
organisms, man, society and the human mind from the viewpoint of the current Ontological Theory of Levels. The ontology of
spacetime structures in the Universe is discussed beginning with the quantum level; then, the striking emergence of the higher
levels of reality is examined from a categorical—relational and logical viewpoint. The ontological problems and methodology
aspects discussed in the first two papers are followed by a rigorous paper based on Category Theory, Algebraic Topology and
Logic that provides a conceptual and mathematical basis for a Categorical Ontology Theory of Levels. The essential links and
relationships between the following three papers of this issue are pointed out, and further possible developments are being
considered. 相似文献
88.
89.
In this paper we examine Prior’s reconstruction of Master Argument [4] in some modal-tense logic. This logic consists of a
purely tense part and Diodorean definitions of modal alethic operators. Next we study this tense logic in the pure tense language.
It is the logic K
t
4 plus a new axiom (P): ‘p Λ G
p ⊃ P G
p’. This formula was used by Prior in his original analysis of Master Argument. (P) is usually added as an extra axiom to an axiomatization of the logic of linear time. In that case the set of moments is
a total order and must be left-discrete without the least moment. However, the logic of Master Argument does not require linear
time. We show what properties of the set of moments are exactly forced by (P) in the reconstruction of Prior. We make also some philosophical remarks on the analyzed reconstruction.
Presented by Jacek Malinowski 相似文献
90.
Michael Baumgartner 《Synthese》2009,170(1):71-96
While standard procedures of causal reasoning as procedures analyzing causal Bayesian networks are custom-built for (non-deterministic)
probabilistic structures, this paper introduces a Boolean procedure that uncovers deterministic causal structures. Contrary
to existing Boolean methodologies, the procedure advanced here successfully analyzes structures of arbitrary complexity. It
roughly involves three parts: first, deterministic dependencies are identified in the data; second, these dependencies are
suitably minimalized in order to eliminate redundancies; and third, one or—in case of ambiguities—more than one causal structure
is assigned to the minimalized deterministic dependencies. 相似文献