Imagery and Skill Acquisition

Using questions to facilitate motor skill acquisition

Journal of Dental Education ◽

10.1002/j.0022-0337.1997.61.1.tb03112.x ◽

1997 ◽

Vol 61 (1) ◽

pp. 56-65 ◽

Cited By ~ 2

Author(s):

GW Knight ◽

PJ Guenzel ◽

P Feil

Keyword(s):

Skill Acquisition ◽

Motor Skill ◽

Motor Skill Acquisition

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Red Flags: Barriers to Listening and Spoken Language in Children with Hearing Loss

Perspectives on Hearing and Hearing Disorders in Childhood ◽

10.1044/hhdc24.1.11 ◽

2014 ◽

Vol 24 (1) ◽

pp. 11-18

Author(s):

Andrea Bell ◽

K. Todd Houston

Keyword(s):

Hearing Loss ◽

Early Diagnosis ◽

Skill Acquisition ◽

Dynamic Process ◽

Spoken Language ◽

Red Flags ◽

Careful Monitoring ◽

Auditory Development ◽

Children With Hearing Loss ◽

Family Centered

To ensure optimal auditory development for the acquisition of spoken language, children with hearing loss require early diagnosis, effective ongoing audiological management, well fit and maintained hearing technology, and appropriate family-centered early intervention. When these elements are in place, children with hearing loss can achieve developmental and communicative outcomes that are comparable to their hearing peers. However, for these outcomes to occur, clinicians—early interventionists, speech-language pathologists, and pediatric audiologists—must participate in a dynamic process that requires careful monitoring of countless variables that could impact the child's skill acquisition. This paper addresses some of these variables or “red flags,” which often are indicators of both minor and major issues that clinicians may encounter when delivering services to young children with hearing loss and their families.

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Clinical Measurement of Esophageal Speech: I. Methodology and Curves of Skill Acquisition

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.2801.42 ◽

1963 ◽

Vol 28 (1) ◽

pp. 42-51 ◽

Cited By ~ 10

Author(s):

Charles I. Berlin

Keyword(s):

Skill Acquisition ◽

Clinical Measurement ◽

Esophageal Speech

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The Effect of Retest Practice on the Speed-Ability Relationship

European Psychologist ◽

10.1027/1016-9040.9.1.24 ◽

2004 ◽

Vol 9 (1) ◽

pp. 24-31 ◽

Cited By ~ 6

Author(s):

Sybille Rockstroh ◽

Karl Schweizer

Keyword(s):

Reaction Time ◽

Skill Acquisition ◽

Reaction Times ◽

Cognitive Tasks ◽

General Intelligence ◽

Attention Switching ◽

Letter Comparison ◽

Sternberg Paradigm ◽

The Relationship ◽

Elementary Cognitive Tasks

Effects of four retest-practice sessions separated by 2 h intervals on the relationship between general intelligence and four reaction time tasks (two memory tests: Sternberg's memory scanning, Posner's letter comparison; and two attention tests: continuous attention, attention switching) were examined in a sample of 83 male participants. Reaction times on all tasks were shortened significantly. The effects were most pronounced with respect to the Posner paradigm and smallest with respect to the Sternberg paradigm. The relationship to general intelligence changed after practice for two reaction time tasks. It increased to significance for continuous attention and decreased for the Posner paradigm. These results indicate that the relationship between psychometric intelligence and elementary cognitive tasks depends on the ability of skill acquisition. In the search for the cognitive roots of intelligence the concept of learning seems to be of importance.

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