The effects of modeling and verbal cues on concept acquisition of moderate retardates

1979 ◽  
Vol 3 (1) ◽  
pp. 87-90 ◽  
Author(s):  
G. Ron Norton ◽  
Carolyne J. Lester
Keyword(s):  
Concept Acquisition ◽  
Verbal Cues

The Use of Neuroplastic Principles Affects the Swallow Motor Plan of a Patient in Severe Cognitive Decline: A Case Study

2016 ◽  
Vol 1 (15) ◽  
pp. 79-83
Author(s):  
Ed Bice ◽  
Kristine E. Galek
Keyword(s):  
Central Nervous System ◽  
Cognitive Decline ◽  
Full Range ◽  
Movement Speed ◽  
Positive Outcomes ◽  
Verbal Cues ◽  
Motor Plan ◽  
Bolus Size ◽  
The Central Nervous System

Dysphagia is common in patients with dementia. Dysphagia occurs as a result of changes in the sensory and motor function of the swallow (Easterling, 2007). It is known that the central nervous system can undergo experience-dependent plasticity, even in those individuals with dementia (Park & Bischof, 2013). The purpose of this study was to explore whether or not the use of neuroplastic principles would improve the swallow motor plan and produce positive outcomes of a patient in severe cognitive decline. The disordered swallow motor plan was manipulated by focusing on a neuroplastic principles of frequency (repetition), velocity of movement (speed of presentation), reversibility (Use it or Lose it), specificity and adaptation, intensity (bolus size), and salience (Crary & Carnaby-Mann, 2008). After five therapeutic sessions, the patient progressed from holding solids in her mouth with decreased swallow initiation to independently consuming a regular diet with full range of liquids with no oral retention and no verbal cues.

CONCEPT ACQUISITION AND THE PROCESS OF MEANINGFUL LEARNING

1979 ◽  
Vol 24 (6) ◽  
pp. 537-537 ◽  
Author(s):  
A. LEON PINES
Keyword(s):  
Meaningful Learning ◽  
Concept Acquisition

How verbal cues help to see and understand art.

2020 ◽  
Author(s):  
Manuela Glaser ◽  
Manuel Knoos ◽  
Stephan Schwan
Keyword(s):  
Verbal Cues

The Effect of Schema Articulation vs. Schema Detection on Concept Acquisition and Problem Solving Performance

2002 ◽  
Author(s):  
Timothy J. Nokes ◽  
Stellan Ohlsson
Keyword(s):  
Problem Solving ◽  
Concept Acquisition

Enhancing learning of verbal cues in horses (Equus caballus) through cooperative teaching

2007 ◽  
Author(s):  
E. Hartmann ◽  
M. Kiley-Worthington
Keyword(s):  
Equus Caballus ◽  
Verbal Cues ◽  
Cooperative Teaching

Hearing words changes color perception: Facilitation of color discrimination by verbal and visual cues

2017 ◽  
Author(s):  
Lewis Forder ◽  
Gary Lupyan
Keyword(s):  
Visual Cues ◽  
Color Word ◽  
Color Perception ◽  
Color Discrimination ◽  
Target Color ◽  
Discrimination Accuracy ◽  
Verbal Cues ◽  
The Moment

As part of learning some languages, people learn to name colors using categorical labels such as “red”, “yellow”, and “green”. Such labeling clearly facilitates communicating about colors, but does it also impact color perception? We demonstrate that simply hearing color words enhances categorical color perception, improving people’s accuracy in discriminating between simultaneously presented colors in an untimed task. Immediately after hearing a color word participants were better able to distinguish between colors from the named category and colors from nearby categories. Discrimination was also enhanced between typical and atypical category members. Verbal cues slightly decreased discrimination accuracy between two typical shades of the named color. In contrast to verbal cues, a preview of the target color, an arguably more informative cue, failed to yield any changes to discrimination accuracy. The finding that color words strongly affect color discrimination accuracy suggests that categorical color perception may be due to color representations being augmented in-the-moment by language.

Demonstrative Thought

2018 ◽  
Author(s):  
Joseph Levine
Keyword(s):  
Concept Acquisition ◽  
Phenomenal Concept ◽  
Demonstrative Reference ◽  
Demonstrative Thought ◽  
Phenomenal Concept Strategy

In this paper I develop a model of what it is to entertain a demonstrative thought, whether about an individual or a property. The primary question I investigate is the mechanism responsible for securing the referent of the demonstrative component of the thought. I characterize mechanisms of demonstrative reference for both token-demonstratives and type-demonstratives, drawing a distinction between genuine type-demonstratives and “quasi” type-demonstratives in the process. I then use the results of this discussion to criticize various philosophical uses of the notion of a demonstrative concept, including the “phenomenal concept strategy” for responding to challenges to materialism and the attempt to explain concept acquisition by appeal to demonstrative concepts.

An Assessment of the Cues College Students Interpret From a Sexual Partner to Determine They Are Refusing

2021 ◽  
pp. 088626052199793
Author(s):  
Tiffany L. Marcantonio ◽  
Danny Valdez ◽  
Kristen N. Jozkowski
Keyword(s):  
United States ◽  
College Students ◽  
Sexual Partner ◽  
Online Survey ◽  
The United States ◽  
Sexual Partners ◽  
Sexual Scripts ◽  
Nonverbal Cues ◽  
Sexual Experiences ◽  
Verbal Cues

The purpose of this study was to assess the cues college students use to determine a sexual partner is refusing vaginal-penile sex (i.e., refusal interpretations). As a secondary aim, we explored the influence of item wording ( not willing/non-consent vs refusal) on college students’ self-reported refusal interpretations. A sample of 175 college students from Canada and the United States completed an open-ended online survey where they were randomly assigned to one of two wording conditions ( not willing/non-consent vs refusal); students were then prompted to write about the cues they used to interpret their partner was refusing. An inductive coding procedure was used to analyze open-ended data. Themes included explicit and implicit verbal and nonverbal cues. The refusal condition elicited more explicit and implicit nonverbal cues than the not willing/non-consent condition. Frequency results suggested men reported interpreting more explicit and implicit verbal cues. Women reported interpreting more implicit nonverbal cues from their partner. Our findings reflect prior research and appear in line with traditional gender and sexual scripts. We recommend researchers consider using the word refusal when assessing the cues students interpret from their sexual partners as this wording choice may reflect college students’ sexual experiences more accurately.

Verbal cues effectively orient children's auditory attention in a CV-syllable dichotic listening paradigm

2015 ◽  
Vol 21 (4-6) ◽  
pp. 484-501 ◽  
Author(s):  
Marion Phélip ◽  
Julien Donnot ◽  
Jacques Vauclair
Keyword(s):  
Dichotic Listening ◽  
Auditory Attention ◽  
Verbal Cues
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