scholarly journals Progressive Decline of Semantic Memory with Preservation of Number Processing and Calculation

1993 ◽  
Vol 6 (4) ◽  
pp. 239-242 ◽  
Author(s):  
H. F. A. Diesfeldt
Keyword(s):  
Formal Education ◽  
Word Comprehension ◽  
Progressive Decline ◽  
Multiplication Tables ◽  
The Core ◽  
Arithmetic Fact ◽  
Core Deficit ◽  
Calculation System ◽  
Selective Preservation ◽  
Fact Retrieval

A 75-year-old man with seven years of formal education displayed a syndrome of progressive and severe lexical impairments to word comprehension and production (semantic dementia). While he lost the ability to recognize written arithmetical signs, he could still retrieve the arithmetical facts for addition and subtraction of all number combinations of 1 to 9 and 11 to 19, though his mastery of multiplication tables (2 to 9) was unreliable. Calculation procedures were intact. Over the course of 18 months the components of the calculation system dissolved selectively: arithmetical procedures and number reading were spared, despite increasing damage to the arithmetic fact store. He retained the ability to read the time on analogue clocks. Selective preservation of components of the calculation system in the context of severe language deficits and dementia, supports the independent status of numerical abilities. The dissociation between intact arithmetical procedures and impaired table fact retrieval was paralleled by a dissociation between preserved procedures of phonology and syntax of language and impaired retrieval of content words, suggesting that the core deficit was a degradation of the central semantic store of learned knowledge of both words and arithmetic table facts.

Comorbidity: Cognition and biology count!

2010 ◽  
Vol 33 (2-3) ◽  
pp. 168-170 ◽  
Author(s):  
Orly Rubinsten ◽  
Avishai Henik
Keyword(s):  
Behavioral Disorders ◽  
The Core ◽  
Brain Levels ◽  
Core Deficit

AbstractWe agree with Cramer et al. that pure cases of behavioral disorders with no symptom overlaps are rare. However, we argue that disorders do exist and the network idea is limited and limiting. Networks of symptoms are observed mainly at behavioral levels. The core deficit is commonly at the cognitive or brain levels, and there the story is completely different.

scholarly journals Continuous prayer in Catherine of Siena

2017 ◽  
Vol 73 (3) ◽  
Author(s):  
Diana L. Villegas
Keyword(s):  
Formal Education ◽  
Oral Communication ◽  
The Self ◽  
Literary Analysis ◽  
14Th Century ◽  
The Core

Catherine of Siena offers considerable wisdom regarding continuous prayer. However, this wisdom in not well known because it is scattered among her texts, including over 373 letters, and is expressed in images and metaphors, the product of oral communication by a 14th-century woman with no formal education. Through a literary analysis of original texts, I will show the interconnection among the meanings of her symbolic communications, offering a narrative about continuous prayer. I will explore the meaning of inner cell and time spent in this cell for knowledge of self and God. I will show how this dual knowledge results in transformation of the deepest motivation at the core of the person. Living consciously and for God’s kingdom out of this transformed core of the self constitutes continuous prayer.

Developmental Dyscalculia in Adults: Beyond Numerical Magnitude Impairment

2017 ◽  
Vol 51 (6) ◽  
pp. 600-611 ◽  
Author(s):  
Alice De Visscher ◽  
Marie-Pascale Noël ◽  
Mauro Pesenti ◽  
Valérie Dormal
Keyword(s):  
Mental Representation ◽  
Healthy Adults ◽  
Numerical Magnitude ◽  
Developmental Dyscalculia ◽  
Common System ◽  
The Core ◽  
Magnitude Processing ◽  
Core Deficit ◽  
Face Categorization ◽  
Numerical Magnitudes

Numerous studies have tried to identify the core deficit of developmental dyscalculia (DD), mainly by assessing a possible deficit of the mental representation of numerical magnitude. Research in healthy adults has shown that numerosity, duration, and space share a partly common system of magnitude processing and representation. However, in DD, numerosity processing has until now received much more attention than the processing of other non-numerical magnitudes. To assess whether or not the processing of non-numerical magnitudes is impaired in DD, the performance of 15 adults with DD and 15 control participants was compared in four categorization tasks using numerosities, lengths, durations, and faces (as non-magnitude-based control stimuli). Results showed that adults with DD were impaired in processing numerosity and duration, while their performance in length and face categorization did not differ from controls’ performance. Our findings support the idea of a nonsymbolic magnitude deficit in DD, affecting numerosity and duration processing but not length processing.

scholarly journals Pathways to arithmetic fact retrieval and percentage calculation in adolescents

2017 ◽  
Vol 87 (4) ◽  
pp. 647-663 ◽  
Author(s):  
Ulf Träff ◽  
Kenny Skagerlund ◽  
Linda Olsson ◽  
Rickard Östergren
Keyword(s):  
Arithmetic Fact ◽  
Fact Retrieval ◽  
Arithmetic Fact Retrieval

scholarly journals The Pathogenesis and Treatment of Emotion Dysregulation in Borderline Personality Disorder

2015 ◽  
Vol 2015 ◽  
pp. 1-11 ◽  
Author(s):  
Andreas Laddis
Keyword(s):  
Borderline Personality Disorder ◽  
Personality Disorder ◽  
Emotion Dysregulation ◽  
Borderline Personality ◽  
Efficacy Study ◽  
Emotional Lability ◽  
Imaging Findings ◽  
The Core ◽  
Core Deficit ◽  
Key Factor

Uncontrollable emotional lability and impulsivity are a paramount phenomenon of Borderline Personality Disorder (BPD). This paper aims to review theories that entertain emotion dysregulation as the core deficit of BPD and a key factor in the etiology of BPD, in order, then, to propose the author’s own theory, which arguably transcends certain limitations of the earlier ones. The author asserts that his psychodynamic theory explains the symptoms of BPD more thoroughly and it inspires a more parsimonious interpretation of brain imaging findings. In closing, the author draws implications of the proposed theory for clinical practice. He reports an efficacy study for treatment of emotion dysregulation based on that theory.

scholarly journals Curriculum Provisions for Classroom Instruction and Students’ Self-Efficacy at Secondary Level in Khyber Pakhtunkhwa

2019 ◽  
Vol IV (III) ◽  
pp. 55-63
Author(s):  
Shah Faisal ◽  
Nabi Bux Jumani ◽  
Seema Gul
Keyword(s):  
Self Efficacy ◽  
Core Curriculum ◽  
Formal Education ◽  
Classroom Instruction ◽  
National Curriculum ◽  
Secondary Level ◽  
Khyber Pakhtunkhwa ◽  
The Core ◽  
Western Province ◽  
North Western

Classroom instruction, as a key feature of formal education, primarily provided in the National Curriculum that aimed to materialize the curricular targets. This study was conducted with the objective to analyze the provisions for classroom instruction in the National Curriculum at secondary level that affects self-efficacy of the students in Khyber Pakhtunkhwa, a North-western province of Pakistan. The study was qualitative by design and conducted by employing Foucauldian discourse analysis of the core curriculum of Urdu, Mathematics, and Islamiyat for the sources of self-efficacy. The study found that the provisions, were either ignored or made idealistic without concrete provision in the classroom, proved to be pepped talk and were devoid of practical utility in the classroom for the purpose and, hence, were adversely affecting the efficacy belief of the students.

scholarly journals Panorámica de la trilogía cine, historia y educación en España (1995-2020)

Panta Rei ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 197-223
Author(s):  
Concha Fuentes-Moreno ◽  
Alba Ambrós-Pallarés
Keyword(s):  
Formal Education ◽  
Review Of The Literature ◽  
Historical Source ◽  
The Third ◽  
The Core ◽  
The Past ◽  
Non Fiction ◽  
Ongoing Training ◽  
Analytical Synthesis ◽  
Analysis Point

Se realiza una síntesis analítica de las principales líneas de trabajo que se han gestado en los últimos 25 años sobre el cine y el aprendizaje de la historia. Se revisa la literatura desde una perspectiva histórica mediante el uso de bases de datos, organizando las salidas en tres categorías. En la primera categoría, historia y cine, se agrupan las investigaciones relacionadas con la aceptación del cine como fuente histórica y como testimonio de una época. Una segunda categoría concentra los trabajos sobre historia, cine y educación, englobando las siguientes temáticas: cine y currículum escolar; cine de ficción y no ficción y cine como constructor de identidades. La tercera categoría se focaliza en el uso del cine en el aula de historia considerando aspectos didácticos relevantes. Los resultados demuestran que las recientes investigaciones reivindican el cine como instrumento de análisis y reflexión sobre el pasado como otra fuente histórica más, así como vía para fomentar el análisis crítico y empático propios de la competencia ciudadana. Del mismo modo, existe una tendencia que defiende la inclusión de la educación mediática y la alfabetización cinematográfica dentro de la educación formal y la formación inicial y permanente de todos los docentes. The aim of the paper consists on an analytical synthesis of the main lines of research that have been developed in the last 25 years on the teaching of history with films. A systematic review of the literature inside databases from a historical perspective has been the followed methodology. The analysis has been structured in three categories. The first one, called history and cinema, evidences the existence of a research line focused on the acceptance of cinema as a historical source and also as witness of an Era. The second one relates history, films and education, and three more lines emerge from it: films and curriculum; fiction and non-fiction films, and using films as a constructor of identities. The third and last category is based on the use of films in the History classroom attending on methodological relevant aspects. The core results of the analysis point at two complementary directions. First, the vindication of films as a tool of analysis and reflection on the past as a historical source. Second, the acceptance of films as an instrument to promote critical and empathetic analysis of citizenship competence. Similarly, there is a trend that advocates the inclusion of media education and film literacy within formal education and the initial and ongoing training of all teachers.

scholarly journals Beyond the Core-Deficit Hypothesis in Developmental Disorders

2020 ◽  
Vol 29 (5) ◽  
pp. 431-437 ◽  
Author(s):  
Duncan E. Astle ◽  
Sue Fletcher-Watson
Keyword(s):  
Developmental Disorders ◽  
Developmental Psychology ◽  
Learning Difficulties ◽  
Diagnostic Category ◽  
Case Control ◽  
Deficit Thinking ◽  
The Core ◽  
Core Deficit ◽  
And Behavior ◽  
Control Designs

Developmental disorders and childhood learning difficulties encompass complex constellations of relative strengths and weaknesses across multiple aspects of learning, cognition, and behavior. Historically, debate in developmental psychology has been focused largely on the existence and nature of core deficits—the shared mechanistic origin from which all observed profiles within a diagnostic category emerge. The pitfalls of this theoretical approach have been articulated multiple times, but reductionist, core-deficit accounts remain remarkably prevalent. They persist because developmental science still follows the methodological template that accompanies core-deficit theories—highly selective samples, case-control designs, and voxel-wise neuroimaging methods. Fully moving beyond “core-deficit” thinking will require more than identifying its theoretical flaws. It will require a wholesale rethink about the way we design, collect, and analyze developmental data.

Sign in / Sign up

Export Citation Format

Share Document