دور التربية الخطية في تأهيل ذوي صعوبة تعلم القراءة : رؤية معرفية سيميولوجية لنشاط الرسم = The Role of Graphic Training in the Rehabilitation of Children with Reading Learning Difficulties : A Cognitive and Semiotic Perspective of the Drawing Activity

2018 ◽  
pp. 110-141
Author(s):  
إسماعيل لعيس
Keyword(s):  
Learning Difficulties ◽  
Semiotic Perspective

scholarly journals The Role of Flexibility in the Realization of Inclusive Education

2021 ◽  
Vol 13 (8) ◽  
pp. 4452
Author(s):  
Laura Lübke ◽  
Martin Pinquart ◽  
Malte Schwinger
Keyword(s):  
Social Skills ◽  
Inclusive Education ◽  
Learning Difficulties ◽  
Social Benefits ◽  
Direct Effects ◽  
Behavioral Disturbances ◽  
Teachers Attitudes ◽  
And Behavior ◽  
Mainstream Students

This study focused on associations between teachers’ flexibility and their use of evidence-based strategies in inclusive education in a sample of N = 119 teachers. Flexibility showed direct effects on teachers’ attitudes towards the achievement of mainstream students and students with learning difficulties, attitudes towards social benefits of inclusion for students with emotional and behavioral disturbances, and on teachers’ self-efficacy regarding the support of students’ social skills. Furthermore, indirect effects of flexibility on intentions and behavior regarding the support of social skills were found. The findings emphasize the importance of teachers’ flexibility in the realization of inclusive education.

If only cultural chameleons could fly too

2012 ◽  
Vol 12 (2) ◽  
pp. 229-245 ◽  
Author(s):  
Maribel Blasco ◽  
Liv Egholm Feldt ◽  
Michael Jakobsen
Keyword(s):  
Intercultural Competence ◽  
Cultural Intelligence ◽  
Learning Processes ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Cultural Dimension ◽  
Short Term ◽  
Semiotic Perspective ◽  
Human Attributes

The article offers a critique of the concept of cultural intelligence (CQ) from a semiotic perspective. It addresses three assumptions that underpin the CQ concept: that CQ exists, that conflict and misunderstandings are antithetical to CQ and that metacognition involves a cultural dimension. The analysis focuses in particular on the dimension of cultural metacognition which has recently been claimed to be the CQ concept’s main contribution compared to earlier concepts such as cross-cultural or intercultural competence, a claim which is found to be overstated. The article uses the example of CQ training to illustrate the need for greater attention to context and motivation when CQ is deployed for business purposes, as well as to the role of experience in cultural learning processes. At a broader level, the article urges caution in assuming that all human attributes can be trained for business purposes, especially through short-term interventions.

Learning Difficulties and Oxidative Stress in Autism Spectrum Disorder: A Review of the Role of Nutritional Interventions

2021 ◽  
Vol 15 (4) ◽  
pp. 422-434
Author(s):  
Maryam Turkestani ◽  
Norah Aldosiry ◽  
Najat Hamed ◽  
Ramesa Shafi Bhat ◽  
Afaf El-Ansary
Keyword(s):  
Oxidative Stress ◽  
Autism Spectrum Disorder ◽  
Learning Difficulties ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Nutritional Interventions ◽  
And Oxidative Stress

Strategy Instruction in Planning: Effects on the Writing Performance and Behavior of Students with Learning Difficulties

1997 ◽  
Vol 63 (2) ◽  
pp. 167-181 ◽  
Author(s):  
Susan De La Paz ◽  
Steve Graham
Keyword(s):  
Learning Difficulties ◽  
Strategy Instruction ◽  
Writing Performance ◽  
Composing Process ◽  
And Behavior ◽  
Over Time

Students with learning difficulties typically approach writing by retrieving from memory whatever seems appropriate and writing it down. This retrieve-and-write process minimizes the role of reflection and planning in the composing process. In the current study, we taught three students with learning difficulties a strategy designed to help them become more reflective when writing opinion essays. Following instruction in the strategy, students wrote essays that were longer, provided more support for their premise, and were qualitatively better. Two of the students also changed their approach to writing, developing an initial plan prior to writing that they continued to elaborate and refine as they wrote. Changes in both writing performance and behavior were maintained over time.

Specific Mental Arithmetic Difficulties and General Arithmetic Learning Difficulties: The Role of Phonological Working Memory

2020 ◽  
pp. 003329412091686
Author(s):  
Yi Ding ◽  
Ru-De Liu ◽  
Wei Hong ◽  
Qiong Yu ◽  
Jia Wang ◽  
...  
Keyword(s):  
Working Memory ◽  
Memory Load ◽  
Mental Arithmetic ◽  
Learning Difficulties ◽  
Sixth Graders ◽  
Control Group ◽  
Working Memory Load ◽  
Phonological Working Memory ◽  
Significant Difference

The aim of this paper was to examine the role of phonological working memory in specific mental arithmetic difficulties and general arithmetic learning difficulties (ALD; difficulties presenting in both mental arithmetic and written arithmetic). In Study 1, we categorized 53 sixth graders into a control group, a group with specific mental arithmetic difficulties, and a group with general ALD. The findings indicated the group with specific mental arithmetic difficulties performed significantly worse on the task involving phonological working memory than did the control group. However, a significant difference was not found between the group with general ALD and the control group. In Study 2 involving 54 sixth graders, we decreased the load of phonological working memory by changing the format of the problems from horizontal (more reliance on phonological codes) to vertical (more reliance on visual resources). We found that the group with specific mental arithmetic difficulties performed comparably to the control group. In other words, when the working memory load is reduced, they no longer lag significantly behind on mental arithmetic. However, the group with general ALD still performed significantly worse than the control group when the problems were presented vertically, indicating that reduced phonological working memory load did not alleviate their arithmetic difficulties. The findings in both studies suggested that poor phonological working memory might contribute to the underlying mechanism for specific mental arithmetic difficulties but not as much for general ALD.

Interpretation of the Wood Drum of the Wa Nationality from a Symbolic Semiotic Perspective

2012 ◽  
Vol 503-504 ◽  
pp. 354-357 ◽  
Author(s):  
Wu Jian Li ◽  
Rui Bo Hu ◽  
Xi Ye ◽  
Na Li ◽  
Yu Chen
Keyword(s):  
Crucial Role ◽  
Traditional Culture ◽  
Cultural Meanings ◽  
The Public ◽  
Primitive Society ◽  
Public Voice ◽  
Semiotic Perspective ◽  
New Perspective ◽  
Tourism Economy

As the public voice to protect traditional culture is upsurging gradually today, it is significant to study the wood drum of the traditional Wa culture so as to better protect and exploit the culture. This essay, mainly consisting of three parts: the origin of the wood drum, its functions and its cultural meanings, aims to interprate the important role of the wood drum in the Wa community form a new perspective. Through the study of the three aspects, it is concluded that the reasons why wood drums have played such a crucial role in the Wa community are mainly derived form the primitive society the Wa nationality was in and its surroundings. Therefore, to exploite the wood drum of the Wa nationality can not only protect the nation’s traditional culture but can also improve its tourism economy.

scholarly journals The act of documenting: Joshua Oppenheimer’s The Act of Killing

2019 ◽  
Vol 13 (1) ◽  
pp. 88-104
Author(s):  
Cristina Demaria ◽  
Patrizia Violi
Keyword(s):  
Authoritarian Regime ◽  
Traumatic Memory ◽  
Body Images ◽  
Moving Images ◽  
Semiotic Perspective ◽  
The Impact ◽  
The Relationship ◽  
Opaque Context

The case study considered by the authors of this article is a peculiar example of a documentary that intervened in the landscape of democratization conflicts in the opaque context of current democracy in Indonesia. Half a century after the genocide, the film reopens the memory of a terrible and non- elaborated past, questioning the impact of the genocide in a difficult democratization process. Is it possible to move from an authoritarian regime that infected and corrupted all aspects of civil coexistence to a new and supposedly more democratic era without working through its traumatic legacy? What role might remorse and forgiveness play in the foundation of a possible new democratic pact? Joshua Oppenheimer’s film, The Act of Killing, confronts all these questions through the documentary use of the Indonesia genocide perpetrators’ words, body images, silences and denials. Engaging the images of this film through a semiotic perspective, the authors interrogate the relationship between aesthetic texts and political emancipating processes, as well as the role of traumatic memory elaboration in the foundation of democratization. Essential for their analysis is the investigation of how moving images are implicated in the imagination and actions of perpetrators, including their possible functions and effects in relation to the audience.

scholarly journals Semantic Imagination as Condition to our Linguistic Experience

2018 ◽  
Vol 21 (3) ◽  
pp. 339-378
Author(s):  
Nazareno Eduardo De Almeida
Keyword(s):  
Essential Feature ◽  
Necessary Condition ◽  
Semantic Role ◽  
Cognitive Sciences ◽  
Linguistic Experience ◽  
Semantic Function ◽  
Sign Systems ◽  
Counterfactual Thought ◽  
Semiotic Perspective

The main purpose of this article is, from a semiotic perspective, arguing for the recognizing of a semantic role of the imagination as a necessary condition to our linguistic experience, regarded as an essential feature of the relations of our thought with the world through signification processes (and the sign systems they perform); processes centered in but not reducible to discourse. The text is divided into three parts. The first part presents the traditional position in philosophy and cognitive sciences that had barred until recent times the possibility to investigate the semantic function performed by imagination, mainly due to the anti-psychologist arguments on which it is based. After that, I situate my perspective inside of the recent research panorama in philosophy and cognitive science. The second part presents the semiotic framework on the relation between thought, language, and world, conceived through the concepts of signification processes and sense-conditions. Within this framework, I introduce the concept of linguistic experience, characterizing semantic imagination as one of its sense-conditions. In the third part, several pieces of evidence for corroborating the semantic function of imagination are discussed. These pieces come from the fields of phenomena denoted as diagrammatic thought and counterfactual thought. Diagrammatic thought, briefly discussed, points out the semantic work of imagination in the semi-discursive sign systems constructed in mathematics, logic, and natural science. After defending a widening of the concept of counterfactual thought, and its intrinsic relation with semantic imagination, the role of semantic imagination is briefly discussed in some types of counterfactual thought found in our conceptions of modal concepts, in thought experiments, in apagogical arguments, and in the creative discursive devices.

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