scholarly journals Thought Bubbles

2016 ◽  
Vol 31 (9) ◽  
pp. 1106-1107
Author(s):  
Ariel Lefkowitz
Keyword(s):  
Thought Bubbles

LOITER-TB: Thought Bubbles that Give Feedback on Virtual Agents’ Experiences

2015 ◽  
pp. 283-286 ◽  
Author(s):  
Jeroen Linssen ◽  
Thomas de Groot ◽  
Mariët Theune ◽  
Dirk Heylen
Keyword(s):  
Virtual Agents ◽  
Thought Bubbles

scholarly journals Deafness, thought bubbles, and theory-of-mind development.

2013 ◽  
Vol 49 (12) ◽  
pp. 2357-2367 ◽  
Author(s):  
Henry M. Wellman ◽  
Candida C. Peterson
Keyword(s):  
Theory Of Mind ◽  
Thought Bubbles

scholarly journals Being explicit about the implicit: inference generating techniques in visual narrative

2019 ◽  
Vol 11 (1) ◽  
pp. 66-97 ◽  
Author(s):  
NEIL COHN
Keyword(s):  
Empirical Evidence ◽  
Visual Narrative ◽  
Combinatorial Structures ◽  
Inference Generation ◽  
Visual Narratives ◽  
Sequential Images ◽  
Verbal Discourse ◽  
Broad Level ◽  
Thought Bubbles

abstractInference has long been acknowledged as a key aspect of comprehending narratives of all kinds, be they verbal discourse or visual narratives like comics and films. While both theoretical and empirical evidence points towards such inference generation in sequential images, most of these approaches remain at a fairly broad level. Few approaches have detailed the specific cues and constructions used to signal such inferences in the first place. This paper thereby outlines several specific entrenched constructions that motivate a reader to generate inference. These techniques include connections motivated by the morphology of visual affixes like speech balloons and thought bubbles, the omission of certain narrative categories, and the substitution of narrative categories for certain classes of panels. These mechanisms all invoke specific combinatorial structures (morphology, narrative) that mismatch with the elicited semantics, and can be generalized by a set of shared descriptive features. By detailing specific constructions, this paper aims to push the study of inference in visual narratives to be explicit about when and why meaning is ‘filled in’ by a reader, while drawing connections to inference generation in other modalities.

Thought bubbles

2014 ◽  
Vol 56 (2) ◽  
pp. 41-46
Author(s):  
Matthew Wraith
Keyword(s):  
Thought Bubbles

Young Children's Understanding of Thought Bubbles and of Thoughts

1996 ◽  
Vol 67 (3) ◽  
pp. 768 ◽  
Author(s):  
Henry M. Wellman ◽  
Michelle Hollander ◽  
Carolyn A. Schult
Keyword(s):  
Thought Bubbles

Creating Access to Assessment Methods and Results

2019 ◽  
pp. 146-176
Author(s):  
Karen Postal
Keyword(s):  
Clinical Practice ◽  
Standardized Testing ◽  
Neuropsychological Assessment ◽  
Graduate School ◽  
Assessment Methods ◽  
Assessment Tools ◽  
Basic Assumptions ◽  
Assessment Procedures ◽  
Thought Bubbles ◽  
Assessment Results

Jurors may have no idea how our assessment tools and procedures work. Professionals are so used to speaking and thinking with the basic assumptions of our professions that those assumptions become invisible to us. Standardized testing and normative interpretation are a great example of this concept. After years of graduate school and clinical practice, when a neuropsychologist uses the word testing we have a very precise image in our thought bubbles of a battery of valid and reliably constructed instruments, normed on appropriate populations, administered in a standardized fashion, and interpreted in the context of the larger assessment. But very few jurors will have been exposed to the concept of normative interpretation. To ensure that jurors and triers of fact have access to our broader message regarding assessment results, we need to begin our testimony with a clear, accessible, and engaging description of our assessment tools and process. This chapter addresses strategies for explaining psychological and neuropsychological assessment procedures, as well as specific tests like the MMPI, in a clear, accessible manner.

Comic Strip Videos

2014 ◽  
Vol 21 (1) ◽  
pp. 21-28
Author(s):  
Sylvia Diehl
Keyword(s):  
Communication Skills ◽  
Social Communication ◽  
Learning Experience ◽  
Intervention Strategy ◽  
Autism Spectrum ◽  
Self Management ◽  
Comic Strip ◽  
Acting Out ◽  
Social Communication Skills ◽  
Thought Bubbles

This article describes a pilot of an intervention strategy that combined established evidence from the field of Autism Spectrum Disorders (ASD) with evidence from other fields along with clinician experience to provide a pivotal learning experience that addressed reading comprehension along with social communication skills. The intervention strategy coined “comic strip videos” used speech and thought bubbles in comic strip form followed by video supported self-management. The comic strip format was used much like a storyboard to show the overall outline of the story designed to help the students to focus on important information. The speech and thought bubbles were utilized to help the students gain character perspective and social information. Finally, a video of the students acting out the story was intended to support the development self-management of social communication skills. The intervention addressed a combination of literacy and social communication goals in a single process.

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