Action memory and knowledge-based cuing in school-aged children: The effect of object presentation and semantic integration

2018 ◽  
Vol 186 ◽  
pp. 118-125 ◽  
Author(s):  
Farzaneh Badinlou ◽  
Reza Kormi-Nouri ◽  
Monika Knopf
Author(s):  
Benjamin Gernhardt ◽  
Franz Miltner ◽  
Tobias Vogel ◽  
Holger Brocks ◽  
Matthias Hemmje ◽  
...  

Semantic knowledge representation, management, sharing, access, and re-use approaches can support collaborative production planning in a flexible and efficient as well as an effective way. Therefore, semantic-technology based representations of Collaborative Production Process Planning (CAPP) knowledge integrated into a machine readable process formalization is a key enabling factor for sharing such knowledge in cloud-based semantic-enabled knowledge repositories supporting CAPP scenarios as required in the CAPP4SMES project [1]. Beyond that, Small and Medium Enterprises (SMEs) as represented in CAPP4SMES request for a standardized CAPP-oriented product-knowledge- and production-feature representation that can be achieved by applying function-block based knowledge representation models. Semantic Web- and at the same time Cloud-based technologies, tool suites and application solutions which are based on process-oriented semantic knowledge representation methodologies such as Process-oriented Knowledge-based Innovation Management (German: Wissens-basiertes Prozesess-orientiertes Innovationsmanagement, WPIM) [2] can satisfy these needs, supporting the semantic integration, management, access and re-use in a machine readable and integrated representation of distributed CAPP knowledge that is shared within a cloud-based centralized semantic-enabled knowledge repository. Furthermore semantic knowledge representation and querying add value to knowledge-based and computer-aided re-use of such knowledge within CAPP activities and, finally, pave the way towards further automating planning, simulation and optimization support in a semantic web for CAPP.


Author(s):  
Benjamin Gernhardt ◽  
Tobias Vogel ◽  
Lihui Wang ◽  
Matthias Hemmje

Today, in the era of modern Intelligent Production Environments (IPE) and Industry 4.0, the manufacturing of a product takes place in various partial steps and these mostly in different locations, potentially distributed all over the world. The producing companies must assert in the global market and always find new ways to cut costs by saving tax, changing to the best providers, and by using the most efficient and fastest production processes. Furthermore, they must be inevitably based on a cloud-based repository and distributed architectures to make data and information accessible everywhere as well as development processes and knowledge available for a worldwide cooperation. A so called Collaborative Adaptive (Production) Process Planning (CAPP) can be supported by semantic approaches for knowledge representation and management as well as knowledge sharing, access, and re-use in a flexible and efficient way. In this way, to support CAPP scenarios, semantic representations of such knowledge integrated into a machine-readable process formalization is a key enabling factor for sharing in cloud-based knowledge repositories. This is especially required for, e.g., Small and Medium Enterprises (SMEs). When SMEs work together on a production planning for a joint product, they exchange component production and manufacturing change information between different planning subsystems. These exchanges are mostly based on the already well-established Standard for the Exchange of Product model data (STEP), not least to obtain a computer-interpretable representation. Moreover, so-called Function Block (FB) Domain Models could support these planning process. FBs serve as a high-level planning-process knowledge-resource template and to the representation of knowledge. Furthermore, methodologies are required, which based on process-oriented semantic knowledge-representation, such as Process-oriented Knowledge-based Innovation Management (German: Wissens-basiertes Prozess-orientiertes Innovations Management, WPIM). WPIM is already a web- and cloud-based tool suites and can represent such planning processes and their knowledge resources and can therefore be used to support the integration and the management of distributed CAPP knowledge in Manufacturing Change Management (MCM), as well as its access and re-use. That is also valid for Assembly-, Logistics- and Layout Planning (ALLP). On the one hand, a collaborative planning in a machine-readable and integrated representation will be possible as well as an optimization for mass production. On the other hand, within a cloud-based semantic knowledge repository, that knowledge can be shared with all partners and contributors. To combine all these functionalities, in 2016 we have already introduced a method, called Knowledge-based Production Planning (KPP). We outlined the theoretical advantages of integrating CAPP with Collaborative Manufacturing Change Management (CMCM) in the last year at MSEC16. In this Paper, we will demonstrate our first implementations of the KPP application with an integrated visual direct manipulative process editor as well as a first prototype of our mediator architecture with a semantic integration including a query library based on the KPP ontology.


2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.


2020 ◽  
Vol 29 (4) ◽  
pp. 2049-2067
Author(s):  
Karmen L. Porter ◽  
Janna B. Oetting ◽  
Loretta Pecchioni

Purpose This study examined caregiver perceptions of their child's language and literacy disorder as influenced by communications with their speech-language pathologist. Method The participants were 12 caregivers of 10 school-aged children with language and literacy disorders. Employing qualitative methods, a collective case study approach was utilized in which the caregiver(s) of each child represented one case. The data came from semistructured interviews, codes emerged directly from the caregivers' responses during the interviews, and multiple coding passes using ATLAS.ti software were made until themes were evident. These themes were then further validated by conducting clinical file reviews and follow-up interviews with the caregivers. Results Caregivers' comments focused on the types of information received or not received, as well as the clarity of the information. This included information regarding their child's diagnosis, the long-term consequences of their child's disorder, and the connection between language and reading. Although caregivers were adept at describing their child's difficulties and therapy goals/objectives, their comments indicated that they struggled to understand their child's disorder in a way that was meaningful to them and their child. Conclusions The findings showed the value caregivers place on receiving clear and timely diagnostic information, as well as the complexity associated with caregivers' understanding of language and literacy disorders. The findings are discussed in terms of changes that could be made in clinical practice to better support children with language and literacy disorders and their families.


2008 ◽  
Vol 17 (2) ◽  
pp. 62-68 ◽  
Author(s):  
Cathy Binger

Abstract Many children who use AAC experience difficulties with acquiring grammar. At the 9th Annual Conference of ASHA's Special Interest Division 12, Augmentative and Alternative Communication, Binger presented recent research results from an intervention program designed to facilitate the bound morpheme acquisition of three school-aged children who used augmentative and alternative communication (AAC). Results indicated that the children quickly began to use the bound morphemes that were taught; however, the morphemes were not maintained until a contrastive approach to intervention was introduced. After the research results were presented, the conference participants discussed a wide variety of issues relating to grammar acquisition for children who use AAC. Some of the main topics of discussion included the following: provision of supports for grammar comprehension and expression, intervention techniques to support grammatical morpheme acquisition, and issues relating to AAC device use when teaching grammatical morpheme use.


1970 ◽  
Vol 13 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Mary Mira

Listening, a significant dimension of the behavior of hearing-impaired children, may be measured directly by recording childrens' responses to obtain audio narrations programmed via a conjugate reinforcement system. Twelve hearing-impaired, school-aged children responded in varying ways to the opportunity to listen. Direct and continuous measurement of listening has relevance for evaluation of remediation methods and for discovery of variables potentially related to listening.


2008 ◽  
Vol 9 (2) ◽  
pp. 66-70
Author(s):  
Jennifer Walz Garrett

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.


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