scholarly journals Description of Routes in People With Intellectual Disability

2019 ◽  
Vol 124 (2) ◽  
pp. 116-130 ◽  
Author(s):  
Yannick Courbois ◽  
Hursula Mengue-Topio ◽  
Mark Blades ◽  
Emily K. Farran ◽  
Pascal Sockeel
Keyword(s):  
Intellectual Disability ◽  
Recognition Task ◽  
Spatial Knowledge ◽  
The Other ◽  
Verbal Description ◽  
Learning Criterion ◽  
Landmark Recognition ◽  
Mental Age ◽  
Completion Task ◽  
Description Task

Abstract The ability to describe routes was assessed in participants with intellectual disability (ID) and participants without ID matched on chronological age (CA) or on mental age (MA). In two experiments, participants learned a route through a virtual environment until they reached a learning criterion. They were then asked to externalize their spatial knowledge in a verbal description task, a landmark recognition task, or a map completion task. Results revealed that participants with ID mainly described the route as a succession of actions (“turn left”), and participants in the CA group prescribed actions referring to a landmark (“turn left at the swing”). Yet, results from the other tasks showed that people with ID had good landmark knowledge of the environment.

Children With Intellectual Disability and Victimization: A Logistic Regression Analysis

2021 ◽  
pp. 107755952199417
Author(s):  
Katherine R. Brendli ◽  
Michael D. Broda ◽  
Ruth Brown
Keyword(s):  
Logistic Regression ◽  
Regression Analysis ◽  
Intellectual Disability ◽  
Logistic Regression Analysis ◽  
District Of Columbia ◽  
The Other ◽  
Future Research ◽  
Common Assumption ◽  
Research And Practice ◽  
Demographic Correlates

It is a common assumption that children with disabilities are more likely to experience victimization than their peers without disabilities. However, there is a paucity of robust research supporting this assumption in the current literature. In response to this need, we conducted a logistic regression analysis using a national dataset of responses from 26,572 parents/caregivers to children with and without disabilities across all 50 states, plus the District of Columbia. The purpose of our study was to acquire a greater understanding of the odds of victimization among children with and without intellectual disability (ID), while controlling for several child and parent/adult demographic correlates. Most notably, our study revealed that children with ID have 2.84 times greater odds of experiencing victimization than children without disabilities, after adjusting for the other predictors in the model. Implications for future research and practice are discussed.

Auditory Driving in Cinematic Art

2017 ◽  
Vol 35 (1) ◽  
pp. 77-93 ◽  
Author(s):  
Marilyn G. Boltz
Keyword(s):  
Moving Objects ◽  
Recognition Task ◽  
The Other ◽  
Visual Modality ◽  
Auditory Dominance ◽  
Perceptual Systems ◽  
Methodological Strategy ◽  
Auditory Rate

Although the visual modality often dominates the auditory one, one exception occurs in the presence of tempo discrepancies between the two perceptual systems: variations in auditory rate typically have a greater influence on perceived visual rate than vice versa. This phenomenon, termed “auditory driving,” is investigated here through certain techniques used in cinematic art. Experiments 1 and 2 relied on montages (slideshows) of still photos accompanied by musical selections in which the perceived rate of one modality was assessed through a recognition task while the rate of the other modality was systematically varied. A similar methodological strategy was used in Experiments 3 and 4 in which film excerpts of various moving objects were accompanied by the sounds they typically produce. In both cases, auditory dominance was observed, which has implications at both a theoretical and applied level.

scholarly journals Nærlys på tvang og makt overfor personer med utviklingshemming

2015 ◽  
Vol 10 (2) ◽  
pp. 4 ◽  
Author(s):  
Margunn Rommetveit ◽  
Anita Tollefsen
Keyword(s):  
Human Rights ◽  
Intellectual Disability ◽  
Object Relation ◽  
The Other ◽  
Font Size ◽  
Ethical Considerations ◽  
The Way

<p align="left"><strong><span style="font-size: medium;">Focusing at the use of coercion and force against people with intellectual disability </span></strong></p><em><em></em></em><p>The use of coercion and force against people with intellectual disability has been regulated by law in Norway since 1999. Each episode of coercion is challenging the human rights and has the potential to be an act of violation. The requirements for proceedings, ethical considerations and the requirements for professional competences, is special in Norway comparing to the other Scandinavian Countries. The article examines the notifications of coercion and the claim form from the staff working in communities with people with intellectual disability. The notifications of coercion have different approach. The attitude and the way of behavior are strongly related to the approach. The language in the notifications is strongly different. We talk about a subject-subject-relation and a subject-object-relation. It seems like there can be less use of coercion and force, if the staff involved, has the knowledge of how important the relation affect on the good interaction. The staffs own role, in preventing the need of using coercion and force, can be better recognized and improved.</p><em></em>

Effects of Rewarded Pretraining and Partial Reinforcement on Lever Pulling by Retarded and Nonretarded Children

1973 ◽  
Vol 36 (3_suppl) ◽  
pp. 1295-1307 ◽  
Author(s):  
Charles S. Hayes ◽  
Donald K. Routh
Keyword(s):  
Frustrative Nonreward ◽  
Partial Reinforcement ◽  
Partial Reward ◽  
The Other ◽  
Negative Reaction ◽  
Reinforcement Condition ◽  
Slowing Down ◽  
Mental Age

The task of pulling 2 levers for marble rewards was given to 72 retarded and 72 nonretarded children matched for mental age (approximately 7 yr.). Half of the children were given a pretraining task on which they experienced success and the other half a control pretraining procedure. On the lever pulling task half the Ss received 50% reward on the first lever and the other half 100% reward on the first lever, both groups being always rewarded after pulling the second lever. Rewarded pretraining led to a slowing down of starting speeds on both levers which was more marked in retarded than in nonretarded children. For nonretarded Ss the 50% reinforcement condition led to consistently faster responding on both levers, but this partial reward superiority was seen in retarded Ss only on the early trials. Interpretations of these effects in terms of Amsel's theory of frustrative nonreward and Zigler's concept of a retardate negative reaction tendency were offered.

Stimulus-Presentation Methods and Ability to Shift Dimensions in Color-Form Preference of Retardates

1973 ◽  
Vol 36 (3) ◽  
pp. 807-810 ◽  
Author(s):  
Wendell J. Goesling
Keyword(s):  
Preference Test ◽  
Stimulus Presentation ◽  
The Other ◽  
One Dimension ◽  
Sorting Task ◽  
Successive Presentation ◽  
Mental Age ◽  
Color Form ◽  
Presentation Methods ◽  
Form Preference

A color-form sorting task was given to 40 institutionalized male retardates divided into two groups equated in mental age. Part I, a preference test, required that 8 stimulus figures, varying in color (red or green) and form (triangle or square), be sorted into 2 bins each marked by a comparison stimulus-figure resembling test stimuli on only one dimension. In Part II, stimuli were again presented but with the instructions to shift the basis of categorization. The procedure with both groups differed only in the method of stimulus presentation; one group received 8 figures simultaneously, the other successively. Retardates in general preferred color to form in categorization and ability to shift dimensions is facilitated by successive presentation.

A Commonsense Approach to Representing Spatial Knowledge Between Extended Objects

2011 ◽  
pp. 142-156
Author(s):  
Tiansi Dong
Keyword(s):  
Spatial Knowledge ◽  
The Other ◽  
Formal Representation ◽  
Topological Relations ◽  
Reference Framework ◽  
Orientation Relations ◽  
Connection Relation ◽  
Other Orientation

This chapter proposes a commonsense understanding of distance and orientation knowledge between extended objects, and presents a formal representation of spatial knowledge. The connection relation is taken as primitive. A new axiom is introduced to govern the connection relation. Notions of ‘near extension’ regions and the ‘nearer’ predicate are coined. Distance relations between extended objects are understood as degrees of the near extension from one object to the other. Orientation relations are understood as distance comparison from one object to the sides of the other object. Therefore, distance and orientation relations are internally related through the connection relation. The ‘fiat projection’ mechanism is proposed to model the mental formation of the deictic orientation reference framework. This chapter shows diagrammatically the integration of topological relations, distance relations, and orientation relations in the RCC frameworks.

scholarly journals Better to Be Alone than in Bad Company: Cognate Synonyms Impair Word Learning

2020 ◽  
Vol 10 (8) ◽  
pp. 123
Author(s):  
Eneko Antón ◽  
Jon Andoni Duñabeitia
Keyword(s):  
Word Learning ◽  
Word Association ◽  
Recognition Task ◽  
The Other ◽  
Matching Task ◽  
L2 Acquisition ◽  
New Words ◽  
L2 Word Learning ◽  
Concrete Concepts ◽  
Better Than

The effects of cognate synonymy in L2 word learning are explored. Participants learned the names of well-known concrete concepts in a new fictional language following a picture-word association paradigm. Half of the concepts (set A) had two possible translations in the new language (i.e., both words were synonyms): one was a cognate in participants’ L1 and the other one was not. The other half of the concepts (set B) had only one possible translation in the new language, a non-cognate word. After learning the new words, participants’ memory was tested in a picture-word matching task and a translation recognition task. In line with previous findings, our results clearly indicate that cognates are much easier to learn, as we found that the cognate translation was remembered much better than both its non-cognate synonym and the non-cognate from set B. Our results also seem to suggest that non-cognates without cognate synonyms (set B) are better learned than non-cognates with cognate synonyms (set A). This suggests that, at early stages of L2 acquisition, learning a cognate would produce a poorer acquisition of its non-cognate synonym, as compared to a solely learned non-cognate. These results are discussed in the light of different theories and models of bilingual mental lexicon.

scholarly journals Brazilian legislation and the school inclusion of individuals with communication disorders

Revista CEFAC ◽  
2019 ◽  
Vol 21 (3) ◽  
Author(s):  
Vanessa Boldarini de Godoy ◽  
Lia Netto Vaz Faiad ◽  
Maria Aparecida Miranda de Paula Machado ◽  
Patrícia de Abreu Pinheiro Crenitte ◽  
Dionísia Aparecida Cusin Lamônica ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Federal Government ◽  
Hearing Impairment ◽  
Communication Disorders ◽  
The Other ◽  
Special Educational Needs ◽  
Inclusion Criteria ◽  
Effective School ◽  
National Education ◽  
Brazilian Legislation

ABSTRACT Objective: to verify if the current Brazilian Legislation assures the effective school inclusion of individuals with communication disorders. Methods: the present study is an integrative review. Legislation related to the topic was searched on public databases, such as the website of the Planalto Palace (Brazilian Federal government headquarters), the website of the Culture and Education Ministry (Ministério de Educação e Cultura - MEC) the website of the National Education Council from Federal Government. Brazilian laws, ordinances and guidelines regarding special education of individuals with autism, intellectual disability, hearing impairment and dyslexia were consulted, since the descriptor "Communication Disorders" did not show any results. Results: twenty-one (21) identified norms met the inclusion criteria. Among these, thirteen (13) address disabilities in a generalized manner. The other eight (8) regulations are specific in relation to autism, intellectual disability, hearing impairment and dyslexia. Conclusion: despite the significant number of norms, the current Brazilian legislation does not allow for real school inclusion. Individuals with communication disorders do not have a specific legislation that could guide the peculiarities of each disorder, as well as their special educational needs. Thus, it was concluded that these individuals need legal support respecting their specificities, to allow their effective school inclusion.

Siblings' Mediated Learning Strategies in Families With and Without Children With Intellectual Disabilities

2014 ◽  
Vol 119 (6) ◽  
pp. 565-588 ◽  
Author(s):  
David Tzuriel ◽  
Dikla Hanuka-Levy
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Learning Strategies ◽  
Chronological Age ◽  
Mediated Learning ◽  
Typically Developing ◽  
Negatively Associated ◽  
Mental Age ◽  
Older Siblings ◽  
Verbal Responsiveness

Dyads of siblings in which the younger sibling had an intellectual disability (ID, n  =  25) were videotaped interacting. The ID group was compared with typically developing sibling dyads matched on mental age (n  =  25) and chronological age (n  =  25). We observed the mediation strategies, activation, and antimediation behaviors of older siblings and younger siblings' responsiveness to mediation. Mediation strategies were analyzed by the Observation of Mediation Interaction scale. The ID group scored highest on mediation strategies and lowest on activation and antimediation behaviors. Younger siblings' responsiveness to mediation was highest among the ID group. Mediation for Intentionality and Reciprocity and Meaning were positively associated with the verbal responsiveness of the younger siblings. Activation and antimediation behaviors were negatively associated with the verbal responsiveness.

Effects of Presentation Mode on Veridical and False Memory in Individuals with Intellectual Disability

2012 ◽  
Vol 117 (3) ◽  
pp. 183-193 ◽  
Author(s):  
Michael Carlin ◽  
Michael P. Toglia ◽  
Colleen Belmonte ◽  
Chiara DiMeglio
Keyword(s):  
Intellectual Disability ◽  
Best Practices ◽  
False Alarm ◽  
Presentation Mode ◽  
Visual Presentation ◽  
Work Environments ◽  
Mental Age ◽  
Auditory Recognition ◽  
Presentation Formats ◽  
False Alarm Rates

Abstract In the present study the effects of visual, auditory, and audio–visual presentation formats on memory for thematically constructed lists were assessed in individuals with intellectual disability and mental age–matched children. The auditory recognition test included target items, unrelated foils, and two types of semantic lures: critical related foils and related foils. The audio–visual format led to better recognition of old items and lower false-alarm rates for all foil types. Those with intellectual disability had higher false-alarm rates for all foil types and experienced particular difficulty discriminating presented items from those most strongly activated internally during acquisition (i.e., critical foils). Results are consistent with the activation-monitoring framework and fuzzy-trace theory and inform best practices for designing visual supports to maximize performance in educational and work environments.

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