The effect of interpersonal multisensory stimulation on the self-face recognition in adults with autistic syndrome disorder

2016 ◽  
Vol 33 (S1) ◽  
pp. S367-S368
Author(s):  
N. Deltort ◽  
J.R. Cazalets ◽  
A. Amestoy ◽  
M. Bouvard
Keyword(s):  
Face Recognition ◽  
Mental Representation ◽  
Recognition Task ◽  
The Self ◽  
Control Group ◽  
Multimodal Integration ◽  
Multisensory Stimulation ◽  
Significant Difference ◽  
Unfamiliar Face ◽  
Multimodal Process

Studies on individuals without developmental disorder show that mental representation of self-face is subject to a multimodal process in the same way that the representation of the self-body is. People with autistic spectrum disorder (ASD) have a particular pattern of face processing and a multimodal integration deficit.The objectives of our study were to evaluate the self-face recognition and the effect of interpersonal multisensory stimulation (IMS) in individuals with ASD. We aimed to show a self-face recognition deficit and a lack of multimodal integration among this population.IMS consisted of the presentation of a movie displaying an unfamiliar face being touched intermittently, while the examiner applied the same stimulation synchronously or asynchronously on the participant. The effect resulting from IMS was measured on two groups with or without ASD by a self-face recognition task on morphing movies made from self-face and unfamiliar-face pictures.There was a significant difference between groups on self-recognition before stimulation. This result shows a self-face recognition deficit in individuals with ASD. Results for the control group showed a significant effect of IMS on self-face recognition in synchronous condition. This suggests the existence of an update of self-face mental representation by multimodal process. In contrast, there was no significant effect of IMS demonstrated in ASD group, suggesting a multimodal integration deficit for the constitution of self-representation in this population.Our results show the existence of a self-face recognition deficit in individuals with ASD, which may be linked to a lack of multimodal integration in the development of the self-face representation.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals The Effectiveness of a Suggested Model for Learning through Projects Based on Shared Learning Using Social Communication Networks in Developing Critical Thinking Skills and Self-Efficiency in PNU Students

2016 ◽  
Vol 10 (3) ◽  
pp. 561
Author(s):  
Wadha H. Al-Otaibi
Keyword(s):  
Critical Thinking ◽  
Communication Networks ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Self ◽  
Control Group ◽  
Suggested Model ◽  
Shared Learning ◽  
Significant Difference ◽  
Experimental Group

The study aimed at identifying the effectivness of a suggested model for learning through projects based on shared learning in developing critical thinking skills and self-efficiency in Princess Nourah bint Abdularhman University (PNU). The study included a sample of 76 students from the specialization of primary level teachers in PNU randomly chosen, in which 39 students represented the experimental group. This group was taught the course of learning through projects using a suggested model. The other 37 students formed the control group and were taught the course in the conventional teaching manner. The critical thinking test and the self-efficiency scale were both administered before and after the experiment. The study revealed a significant difference (p < 0.05) in the means between the experimental and control groups in the critical thinking skills test and the self-efficiency sclae in favor of the experimental group. 

Application of 3D Modeling and Fusion Technology of Medical Image Data in Image Teaching

2020 ◽  
Author(s):  
Quan Yuan ◽  
Xiaomei Chen ◽  
Jian Zhai ◽  
Yadi Chen ◽  
Qingxiang Liu ◽  
...  
Keyword(s):  
Medical Imaging ◽  
Self Efficacy ◽  
Assessment System ◽  
The Self ◽  
Learning Ability ◽  
Control Group ◽  
Learning Behavior ◽  
Self Directed Learning ◽  
Significant Difference ◽  
Directed Learning

Abstract Backgroundwe combined anatomy with imaging, transformed the 2D information of various imaging techniques into 3D information, and form the assessment system of real medical imaging cases in order to make up for the deficiencies in the current teaching of the medical imaging technology students. MethodsA total of 460 medical imaging students were selected and randomly divided into two groups. The research group received the teaching of the fusion of the original CT and MR data 3D model and the original image combined with 3D anatomical image. Statistical analysis Academic self-efficacy scale and Self-directed learning ability scale was adopted by self-directed learning evaluation scale between two groups.ResultsCompare the theoretical scores and case analysis scores of the two groups. The scores of the study and control groups were significantly higher than those of the control group.Before the experiment, no significant difference was detected in the self-efficacy of learning ability and learning behavior between the two groups , while after the experiment, these differences between the two groups were statistically significan. Moreover, the learning ability self-efficacy and learning behavior of the two groups of students after the experiment was significantly higher than that before the experiment. The self-efficacy of the learning behavior of the control group was higher after the experiment than that before the experiment, albeit the difference was not statistically significant . ConclusionsThe modern, information-based and humanized experimental teaching mode will be constantly improved under the support of PACS system in order to optimize the medical imaging teaching activities for the development of modern medical education.

Comparison of the effect of self-care education in a disaster with two student-centered and family-centered approaches to self-care in students

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Ali Eskandari ◽  
Minoo Motaghi
Keyword(s):  
Self Care ◽  
The Self ◽  
Care Group ◽  
Control Group ◽  
Student Centered ◽  
Care Education ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Family Centered

Abstract Objectives The purpose of this research was to compare the effect of self-care education in disasters with two student-centered and family-centered approaches to self-care in students of the Red Crescent Societies in the city of Lenjan in 2017. Methods One hundred and fifty individuals were selected by random sampling from 270 people. The research instrument was a questionnaire. The questionnaire was approved by the opinion of supervisors and other experts. The present research is a quasi-experimental study. The covariance analysis was used to determine the difference between the two groups in the experimental and control groups and the effect of educational intervention. All of the above steps were performed using the SPSS 23 statistical program. Results The results indicate that there is a significant difference between the two groups in self-care through the student-centered approach. The mean of the self-care group with a family-centered approach (21.72) was more than the mean of the control group in this variable (16.61). Moreover, the mean of the self-care group’s education with family-centered approaches (42.61) was more than the mean of self-care education h in a disaster with a student-centered approach (31.23). Conclusion According to the results of this study, it can be concluded that there is a significant difference between self-care education with two student-centered and family-based approaches to self-care in students, and a family-centered approach has better outcomes.

Special Education Placement and the Self-Concepts of Elementary-School age Children

1980 ◽  
Vol 3 (3) ◽  
pp. 30-35 ◽  
Author(s):  
Beth E. Yauman
Keyword(s):  
Special Education ◽  
Reading Achievement ◽  
Pairwise Comparison ◽  
The Self ◽  
Self Concept ◽  
School Age Children ◽  
Control Group ◽  
Special Education Placement ◽  
Significant Difference ◽  
Education Participation

This study investigated the relationship between degree or extent of special education participation and measured self-concept. Subjects were 45 third-grade male students of average or above intelligence who were divided into three groups: 1) students in self-contained LD classes, 2) students provided individual tutoring, and 3) a control group of students from regular classes. Since achievement has consistently been found to correlate with scores on self-concept measures, a reading achievement score was obtained for each subject in order to examine the differences in self-concept while statistically controlling for achievement. The results indicated a significant difference among the three groups on both reading achievement and self-concept measures. With the effect of reading achievement covaried out, no significant difference remained among the three groups on measured self-concept. Rank ordering and statistical pairwise comparison of self-concept scores indicated poorer self-concepts for the tutored group despite higher achievement levels than the self-contained group.

scholarly journals The Other in Me: Interpersonal Multisensory Stimulation Changes the Mental Representation of the Self

PLoS ONE ◽  
2012 ◽  
Vol 7 (7) ◽  
pp. e40682 ◽  
Author(s):  
Ana Tajadura-Jiménez ◽  
Stephanie Grehl ◽  
Manos Tsakiris
Keyword(s):  
Mental Representation ◽  
The Self ◽  
The Other ◽  
Multisensory Stimulation

Relationship between Narcissistic Tendencies and Psychiatric Conditions in Patients Undergoing Physical Rehabilitation

1996 ◽  
Vol 83 (2) ◽  
pp. 403-408 ◽  
Author(s):  
Isao Fukunishi ◽  
Takayuki Aoki
Keyword(s):  
Patient Group ◽  
Psychiatric Symptoms ◽  
Adjustment Disorder ◽  
Physical Rehabilitation ◽  
The Self ◽  
Control Group ◽  
Self Sufficiency ◽  
Significant Difference ◽  
Healthy Control ◽  
Psychiatric Conditions

This study examined the relationship between psychiatric conditions and narcissism in 78 patients with physical rehabilitation for illnesses such as cerebrovascular disease. The frequency of psychiatric disorders (Major Depression and Adjustment Disorder) was significantly higher for the patient group than for the healthy control group. The patients had significantly higher scores on measures of psychiatric symptoms including depression and lower scores on a narcissistic factor (Self-sufficiency) than the controls. In the patient group, the Self-sufficiency scores were significantly and positively correlated with Vigor scores In the patient and control groups, although the correlation coefficient was not high and no significant difference was noted, the Self-sufficiency scores were negatively correlated with the Depression scores. These findings suggest that, in patients undergoing physical rehabilitation, poor Self-sufficiency is related to a decrease in vigor as a depressive symptom, perhaps due to the loss of physical functioning.

Emotional recognition during the course of schizophrenia

2016 ◽  
Vol 33 (S1) ◽  
pp. s243-s243
Author(s):  
D. Bošnjak ◽  
P. Makarić ◽  
M. Rojnić Kuzman
Keyword(s):  
Recognition Task ◽  
First Episode ◽  
Control Group ◽  
Emotion Identification ◽  
Emotional Recognition ◽  
Self Evaluation ◽  
Syndrome Scale ◽  
Significant Difference ◽  
Patient Groups ◽  
Competing Interest

IntroductionAdequate emotion identification ability facilitates forming emotional relationships and effective communication. Patients suffering from schizophrenia have deficits in emotional recognition (ER), which leads to impaired social and occupational functioning.ObjectivesTo compare the differences in ER between the healthy control group (HC) and two patient groups at different phases of illness: first episode psychosis (FEP) and chronic, multi-episode schizophrenia (MEP).AimsTo investigate the pattern of emotional recognition deficit during the course of schizophrenia.MethodsWe compared three groups of participants: MEP, FEP and HC, each containing 50 participants, based on their emotional recognition abilities using the Penn Emotion Recognition Task and The I FEEL Pictures. Patients were diagnosed using Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) criteria for schizophrenia (schizophreniform disorder) with their psychopathology rated with the Positive and Negative Syndrome Scale (PANSS) scale. Besides ER tasks, patients were administered self-evaluation scales for the assessment of quality of life, depression, suicidality, impulsivity, aggression, and relationship with their parents.ResultsOur findings showed deficits in emotional recognition ability of both patient groups in comparison with HC, especially in the identification of negative emotions: sadness, fear and anger. There was no statistically significant difference between groups in the identification of happiness. First episode patients showed better results than the MEP group.ConclusionsAlthough the FEP group was more successful than the ME group, our results showed that the emotional recognition impairment exists at a significant level even at the beginning of the illness.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals The Effectiveness of the Self-differentiation Training Based on the Bowen Theory on Marital Satisfaction

2021 ◽  
Vol 11 (5) ◽  
pp. 333-340
Author(s):  
Mina Mohammadi ◽  
◽  
Seyedeh Zahra Alibakhshi ◽  
Keyword(s):  
Marital Satisfaction ◽  
Married Women ◽  
The Self ◽  
Control Group ◽  
Bowen Theory ◽  
Significant Difference ◽  
Post Test ◽  
Self Differentiation ◽  
And Control ◽  
Experimental Group

Background: Marital satisfaction is a basis of other social organization health. The aim of this study was to investigate the effectiveness of the self-differentiation training based on the Bowen Theory to increase marital satisfaction. Methods: The research method was semi-experimental and the pre-test-posttest design with the control group. In this intervention, the population of this study was selected by the convenience sampling method and 38 married women were randomly assigned to the experimental (n= 12) and control (n= 12) groups in Tehran in 2018. The Differentiation of Self Inventory (DSI) and Marital Satisfaction Inventory (MSI) were completed by married women. The control group received no training. The intervention included 10 sessions of self-differentiation training based on the Bowen theory. Twelve women participated in this semi-experimental project selected by convenience sampling as an experimental group and twelve women as a control group. The brief couple-based therapy was taught in 10 sessions based on techniques of Bowen therapy and four components of differentiation. The data were analyzed by SPSS v. 23 software. Results: There was a significant difference between the post-test scores of the experimental and control groups. In addition, training based on the DST approach could significantly increase marital satisfaction (t= 21.62, df= 22, P<0.001). Conclusion: The results indicated that there was a significant difference between the pre-test and post-test scores of the experimental group. Therefore, the training could significantly increase the self-differentiation of married women. These findings can be used to design interventional programs to improve conflict, adaptation, intimacy, and marital satisfaction of the couples.

Low self-awareness of ADHD in adults using a self-report screening questionnaire

2012 ◽  
Vol 27 (5) ◽  
pp. 314-320 ◽  
Author(s):  
I. Manor ◽  
N. Vurembrandt ◽  
S. Rozen ◽  
D. Gevah ◽  
A. Weizman ◽  
...  
Keyword(s):  
Clinical Assessment ◽  
Subscale Score ◽  
The Self ◽  
Self Report ◽  
Control Group ◽  
Self Awareness ◽  
Adhd Symptoms ◽  
Operating Characteristics ◽  
Screening Questionnaire ◽  
Significant Difference

AbstractIntroductionAwareness of attention deficit hyperactivity disorder (ADHD) in adults has been growing over the last decade. One of the most interesting issues related to this topic is these adults’ self-awareness of their ADHD symptoms and their estimation of their own impairments. Our hypothesis while studying young adult ADHD populations was that there would be a significant difference between their self-report and their clinical assessment.MethodOne hundred and three students volunteered for this study. In order to validate our ADHD screening questionnaire (ADHD-SQ), and to assess the level of awareness they have of their own symptoms, participants underwent a complete clinical assessment for ADHD. They were divided into a control group (n = 24), and an ADHD study group (n = 79), which in turn was composed of two sub-groups, one comprising 24 ADHD predominantly inattentive (ADHD-I) and the other 55 ADHD combined type (ADHD-C).ResultsFactor analysis yielded two factors explaining 41% of the variance. The Inattention (IA) subscale score tended to be higher in both ADHD sub-groups as compared to the control group (6.5±2.1 vs. 2.34±2.3 with P<0.001), with no significant difference between the two ADHD sub-groups. Hyperactivity Impulsivity (HI) subscale was significantly higher for the ADHD-C sub-group than in the ADHD-I sub-group, whose score was similar to that of the control group (control: 1.6±2.1; ADHD-I: 1.55±1.0; ADHD-C: 4.5±2.6, P<0.0001). Receiver Operating Characteristics (ROC) analysis showed similar results. The area under the curve (AUC) of IA subscale score was 0.90 (95% confidence: 0.83–0.96) and for HI subscale score was 0.75, (95% confidence: 0.63–0.86). Classification into groups used a cut-off point of 3+ items out of nine, in the SQ and 6+ items out of nine in the clinical assessment. These two classifications showed 68% agreement (46% sensitivity and 95% specificity). In both ADHD sub-groups, the self-reported average number of positive symptoms per student was relatively low for both clusters; this phenomenon was pronounced in the specific subtypes. The self-rated HI cluster score was considerably low in the ADHD-C sub-group (4.5±2.6), and the IA one was particularly low in the ADHD-IADHD-I sub-group (5.9±1.9).ConclusionThis study's results indicate that ADHD symptoms are under-reported for both inattentive and hyperactive-impulsive clusters, indicating that adults with ADHD tend to under-estimate their own ADHD-related impairments. We suggest that this questionnaire may be used both in research and academic settings to help counsellors and students to obtain early indication of ADHD and to refer students suspected of having ADHD to full clinical assessment.

scholarly journals Real-World Face Recognition: The Importance of Surface Reflectance Properties

Perception ◽  
10.1068/p5779 ◽  
2007 ◽  
Vol 36 (9) ◽  
pp. 1368-1374 ◽  
Author(s):  
Richard Russell ◽  
Pawan Sinha
Keyword(s):  
Face Recognition ◽  
Real World ◽  
Recognition Task ◽  
Color Images ◽  
Surface Reflectance ◽  
Shape Information ◽  
Familiar Face ◽  
The Face ◽  
Unfamiliar Face ◽  
Facial Attributes

The face recognition task we perform most often in everyday experience is the identification of people with whom we are familiar. However, because of logistical challenges, most studies focus on unfamiliar-face recognition, wherein subjects are asked to match or remember images of unfamiliar people's faces. Here we explore the importance of two facial attributes—shape and surface reflectance—in the context of a familiar-face recognition task. In our experiment, subjects were asked to recognise color images of the faces of their friends. The images were manipulated such that only reflectance or only shape information was useful for recognizing any particular face. Subjects were actually better at recognizing their friends' faces from reflectance information than from shape information. This provides evidence that reflectance information is important for face recognition in ecologically relevant contexts.

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