Audio/telecommunications system to assist in speech and cognitive skills development for the verbally handicapped

1995 ◽  
Vol 97 (1) ◽  
pp. 734-734
Author(s):  
Michael J. Coleman ◽  
Patricia G. Coleman
Keyword(s):  
Cognitive Skills ◽  
Skills Development

Computerized Cognitive Training with Learning Disabled Students: A Pilot Study

1992 ◽  
Vol 71 (3_suppl) ◽  
pp. 1347-1356 ◽  
Author(s):  
F. Talbot ◽  
M. Pépin ◽  
M. Loranger
Keyword(s):  
Pilot Study ◽  
Training Program ◽  
Cognitive Training ◽  
Cognitive Skills ◽  
Mental Arithmetic ◽  
Learning Disabled ◽  
Skills Development ◽  
Control Group ◽  
Disabled Students ◽  
Computerized Cognitive Training

The effects of practicing computerized exercises in class by 59 learning disabled students who received an 8-hr. training program, 30 min. per week, were evaluated. Six exercises designed to facilitate basic cognitive skills development were used. Twelve subjects were assigned to a control group without any form of intervention. Covariance analysis (pretest scores used as covariates) showed a significant effect of training on mental arithmetic. These results suggest that practicing a computerized exercise of mental arithmetic can facilitate the automatization of basic arithmetic skills (addition, subtraction, and multiplication). The nature, progress, and evaluation of such types of intervention are discussed.

scholarly journals Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain

RELC Journal ◽  
2020 ◽  
pp. 003368822093044
Author(s):  
Darío Luis Banegas ◽  
Marta del Pozo Beamud
Keyword(s):  
Reflective Practice ◽  
Cognitive Skills ◽  
Teacher Educators ◽  
Interaction Analysis ◽  
Skills Development ◽  
Language Awareness ◽  
Integrated Learning ◽  
Curricular Content ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Content and language integrated learning (CLIL) is a dual-focussed approach that promotes the learning of curricular content in tandem with an additional language, usually English. Since its inception in the 1990s in Europe, CLIL provision has increased considerably not only in Europe but also in other contexts, such as Latin America, given its purported benefits in terms of motivation, cognitive skills development, and language awareness. However, little is known about how future teachers, i.e. pre-service teachers, are trained to teach through CLIL. This article aims to address this gap by describing how we – two CLIL teacher educators based in Argentina and Spain – offer CLIL courses. Through duoethnography, we show how we plan and implement CLIL input and what lessons we have learnt drawing on reflective practice in interaction. Analysis of our interaction illustrates how CLIL is conceived and operationalized and what CLIL competences are prioritized in our practices. Pedagogical implications are included.

scholarly journals Cognitive Skills Development Among International Students at Research Universities in the United States

2015 ◽  
Vol 5 (4) ◽  
pp. 526-540
Author(s):  
Young K. Kim ◽  
David Edens ◽  
Michael F. Iorio ◽  
Christie J. Curtis ◽  
Edwin Romero
Keyword(s):  
International Students ◽  
Cognitive Skills ◽  
Research University ◽  
The United States ◽  
College Experiences ◽  
Skills Development ◽  
University System ◽  
Research Engagement ◽  
Undergraduate Experience ◽  
Experience Survey

Set in the context of a statewide research university system, this study attempted to improve our understanding of cognitive skills development among international students. Specifically, this study examined how the patterns and predictors of cognitive skills development among this population differ from their domestic counterparts. The study utilized data from the 2010 University of California Undergraduate Experience Survey (UCUES). This study identified unique patterns in both cognitive skills development and college experiences among international students. Findings also suggest that some college experiences, such as research engagement with faculty and satisfaction with advising, can possibly facilitate greater gains in cognitive skills among international students. The study discusses the theoretical and practical implications of the findings.

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