Conclusion

2021 ◽  
pp. 166-189
Author(s):  
Christine M. Jacknick
Keyword(s):  
Spatial Organization ◽  
Single Case ◽  
Multimodal Analysis ◽  
Embodied Action ◽  
New Phenomena ◽  
Participation Frameworks

This final chapter focuses on theoretical and pedagogical implications of the reconceptualization of “participation” and “engagement” presented in this volume. The immeasurably complex work of doing-being-a-student in a classroom in all its varied forms creates a monumental job for teachers as they engage in participation monitoring. This chapter reviews the contributions of this volume, including the concepts of studenting, waves of embodied action, and multimodal listening. The challenges of multimodal analysis are discussed, including single-case analyses of two new phenomena: covert disengagement and domino (dis)engagement. The importance of spatial organization for creating participation frameworks for engagement is illustrated through two comparative examples. Finally, this chapter returns to the concept of “participation,” including discussion of the performance required of students in the classroom, and the relationships between participation, engagement, and learning.

Consumption experience on Tmall

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Zhen CHEN ◽  
Ming CHEUNG
Keyword(s):  
Visual Information ◽  
Textual Analysis ◽  
Social Semiotics ◽  
Experience Design ◽  
Multimodal Analysis ◽  
Consumption Experience ◽  
Banner Ads ◽  
New Phenomena ◽  
Interactive Resources

This article contributes to the methodology literature of experience design by analysing banner ads on Tmall with a synthesis of social semiotics, multimodal analysis, and interactivity which guides our analysis of consumer-oriented advertising in e-commerce.  Departing from Tmall’s annual Double 11 Carnival, our analysis shows that the banner ads have been incorporated into a gamification design to encourage consumers to spend more and buy things they may not need even after the event has been completed. Our approach of analysing the ads on both the syntagmatic and paradigmatic dimensions is explicitly multimodal, taking the linguistic, visual and interactive resources (the tri-fold convergence) into consideration to study new phenomena in an e-selling environment. The approach of this study could be helpful to scholars and practitioners in the field of experience design, where multimodality and textual analysis of visual information is of great importance.

Participation frameworks and socio-discursive competence in young children: The role of multimodal strategies

2018 ◽  
Vol 21 (2) ◽  
pp. 135-158
Author(s):  
María Ángeles Cobelas Cartagena ◽  
Gabriela Prego-Vázquez
Keyword(s):  
Young Children ◽  
Detailed Examination ◽  
Progressive Increase ◽  
Multimodal Analysis ◽  
Naturally Occurring ◽  
Pragmatic Skills ◽  
Participation Frameworks ◽  
The Way

This article explores the socio-discursive competence of young children in Galician pre-schools. In particular, it deals with the way in which children – aged from 2;10 to 4;05 years – combine embodied actions and verbal resources to co-narrate stories with peers and adults. Using an audiovisual corpus of naturally occurring interactions, we have conducted a qualitative and multimodal analysis, observing how children react to diverse footings and negotiate participation frameworks in multiparty interactions. The findings suggest three progressive stages in the development of socio-discursive competence in which children use different strategies: (a) the stage of interactive proto-narrations, (b) the stage of collaborative narrations and (c) the stage of polyphonic monologue narrations. Our detailed examination reveals (a) a progressive increase in the diversity of the participation frameworks represented by children, as well as in the complexity of the multimodal resources they use, and (b) a rise in children’s grammatical repertoire linked to an improvement in children’s (meta)pragmatic skills.

Embodying epistemic responsibility

2018 ◽  
Vol 2 (2) ◽  
pp. 262-285 ◽  
Author(s):  
Vivien Heller
Keyword(s):  
Peer Interactions ◽  
Epistemic Responsibility ◽  
Collaborative Reasoning ◽  
Epistemic Stance ◽  
Multimodal Analysis ◽  
Socially Constructed ◽  
Video Recordings ◽  
Participation Frameworks

The study explores how children deploy gaze and embodied epistemic stance displays to establish a mutual epistemic responsibility when dealing with potentially controversial questions. Drawing on video recordings of 24 peer interactions involving children aged 9-12 years, the sequential and multimodal analysis describes the practices that construct intercorporeal participation frameworks for collaborative reasoning. Findings demonstrate that children coordinate gaze and multimodal displays of epistemic stance to mobilize co-participants' attention toward their position, while at the same time subjecting it to negotiation. Furthermore, children recruit the current speaker's gaze to issue a friendly challenge to his/her pre-determined stance. When the mutual epistemic responsibility was at stake, children occasioned a recalibration of stance displays at the earliest possible place. The children's embodied participation frameworks thus reflect their orientation to knowledge as being socially constructed.

Computational Micrograph Registration with Sieve Processes

1996 ◽  
Vol 54 ◽  
pp. 440-441
Author(s):  
P.J. Phillips ◽  
J. Huang ◽  
S. M. Dunn
Keyword(s):  
Planar Graph ◽  
Efficient Algorithm ◽  
Spatial Organization ◽  
Spatial Arrangement ◽  
Stereo Image ◽  
Image Model ◽  
Geometric Invariants ◽  
Point Set

In this paper we present an efficient algorithm for automatically finding the correspondence between pairs of stereo micrographs, the key step in forming a stereo image. The computation burden in this problem is solving for the optimal mapping and transformation between the two micrographs. In this paper, we present a sieve algorithm for efficiently estimating the transformation and correspondence.In a sieve algorithm, a sequence of stages gradually reduce the number of transformations and correspondences that need to be examined, i.e., the analogy of sieving through the set of mappings with gradually finer meshes until the answer is found. The set of sieves is derived from an image model, here a planar graph that encodes the spatial organization of the features. In the sieve algorithm, the graph represents the spatial arrangement of objects in the image. The algorithm for finding the correspondence restricts its attention to the graph, with the correspondence being found by a combination of graph matchings, point set matching and geometric invariants.

Caveolin-1, galectin-3 and lipid raft domains in cancer cell signalling

2015 ◽  
Vol 57 ◽  
pp. 189-201 ◽  
Author(s):  
Jay Shankar ◽  
Cecile Boscher ◽  
Ivan R. Nabi
Keyword(s):  
Plasma Membrane ◽  
Lipid Rafts ◽  
Cancer Cell ◽  
Cellular Response ◽  
Spatial Organization ◽  
Essential Feature ◽  
Cell Signalling ◽  
Coated Pits ◽  
Signalling Molecules ◽  
Raft Domains

Spatial organization of the plasma membrane is an essential feature of the cellular response to external stimuli. Receptor organization at the cell surface mediates transmission of extracellular stimuli to intracellular signalling molecules and effectors that impact various cellular processes including cell differentiation, metabolism, growth, migration and apoptosis. Membrane domains include morphologically distinct plasma membrane invaginations such as clathrin-coated pits and caveolae, but also less well-defined domains such as lipid rafts and the galectin lattice. In the present chapter, we will discuss interaction between caveolae, lipid rafts and the galectin lattice in the control of cancer cell signalling.

Moving Forward Four Words at a Time: Effects of a Supplemental Preschool Vocabulary Intervention

2020 ◽  
Vol 51 (1) ◽  
pp. 165-175 ◽  
Author(s):  
Lindsey A. Peters-Sanders ◽  
Elizabeth S. Kelley ◽  
Christa Haring Biel ◽  
Keri Madsen ◽  
Xigrid Soto ◽  
...  
Keyword(s):  
Group Intervention ◽  
Single Case ◽  
Single Case Design ◽  
Vocabulary Intervention ◽  
Iterative Development ◽  
At Risk Children ◽  
Before And After ◽  
Child Friendly ◽  
Interactive Lessons ◽  
Case Design

Purpose This study evaluated the effects of an automated, small-group intervention designed to teach preschoolers challenging vocabulary words. Previous studies have provided evidence of efficacy. In this study, we evaluated the effects of the program after doubling the number of words taught from 2 to 4 words per book. Method Seventeen preschool children listened to 1 prerecorded book per week for 9 weeks. Each storybook had embedded, interactive lessons for 4 target vocabulary words. Each lesson provided repeated exposures to words and their definitions, child-friendly contexts, and multiple opportunities for children to respond verbally to instructional prompts. Participants were asked to define the weekly targeted vocabulary before and after intervention. A repeated acquisition single-case design was used to examine the effects of the books and embedded lessons on learning of target vocabulary words. Results Treatment effects were observed for all children across many of the books. Learning of at least 2 points (i.e., 1 word) was replicated for 74.5% of 149 books tested across the 17 participants. On average, children learned to define 47% of the target vocabulary words (17 out of 36). Conclusions Results support including 4 challenging words per book, as children learned substantially more words when 4 words were taught, in comparison to previous studies. Within an iterative development process, results of the current study take us 1 step closer to creating an optimal vocabulary intervention that supports the language development of at-risk children.

A Pilot Study of Early Storybook Reading With Babies With Hearing Loss

2019 ◽  
Vol 62 (9) ◽  
pp. 3397-3412
Author(s):  
Michelle I. Brown ◽  
David Trembath ◽  
Marleen F. Westerveld ◽  
Gail T. Gillon
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Visual Analysis ◽  
Single Case ◽  
Eye Contact ◽  
Preliminary Evidence ◽  
Storybook Reading ◽  
Book Selection ◽  
Turn Taking ◽  
Parent Child

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

Successful Implicit Vocabulary Intervention for Three Cantonese-Speaking Toddlers: A Replicated Single-Case Design

2020 ◽  
Vol 63 (12) ◽  
pp. 4148-4161
Author(s):  
Christine S.-Y. Ng ◽  
Stephanie F. Stokes ◽  
Mary Alt
Keyword(s):  
Single Case ◽  
Cross Cultural ◽  
Neighborhood Density ◽  
Expressive Vocabulary ◽  
Single Case Design ◽  
Vocabulary Intervention ◽  
Phonological Neighborhood Density ◽  
Phonological Neighborhood ◽  
And Control ◽  
Case Design

Purpose We report on a replicated single-case design study that measured the feasibility of an expressive vocabulary intervention for three Cantonese-speaking toddlers with small expressive lexicons relative to their age. The aim was to assess the cross-cultural and cross-linguistic feasibility of an intervention method developed for English-speaking children. Method A nonconcurrent multiple-baseline design was used with four baseline data points and 16 intervention sessions per participant. The intervention design incorporated implicit learning principles, high treatment dosage, and control of the phonological neighborhood density of the stimuli. The children (24–39 months) attended 7–9 weeks of twice weekly input-based treatment in which no explicit verbal production was required from the child. Each target word was provided as input a minimum of 64 times in at least two intervention sessions. Treatment feasibility was measured by comparison of how many of the target and control words the child produced across the intervention period, and parent-reported expressive vocabulary checklists were completed for comparison of pre- and postintervention child spoken vocabulary size. An omnibus effect size for the treatment effect of the number of target and control words produced across time was calculated using Kendall's Tau. Results There was a significant treatment effect for target words learned in intervention relative to baselines, and all children produced significantly more target than control words across the intervention period. The effect of phonological neighborhood density on expressive word production could not be evaluated because two of the three children learned all target words. Conclusion The results provide cross-cultural evidence of the feasibility of a model of intervention that incorporated a high-dosage, cross-situational statistical learning paradigm to teach spoken word production to children with small expressive lexicons.

Bang for Your Buck: A Single-Case Experimental Design Study of Practice Amount and Distribution in Treatment for Childhood Apraxia of Speech

2019 ◽  
Vol 62 (9) ◽  
pp. 3160-3182 ◽  
Author(s):  
Edwin Maas ◽  
Christina Gildersleeve-Neumann ◽  
Kathy Jakielski ◽  
Nicolette Kovacs ◽  
Ruth Stoeckel ◽  
...  
Keyword(s):  
Single Case ◽  
Evidence Base ◽  
Distributed Practice ◽  
Single Subject ◽  
Single Subject Design ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Opposite Pattern ◽  
Massed Practice ◽  
Treatment Conditions

Purpose The aim of this study was to examine 2 aspects of treatment intensity in treatment for childhood apraxia of speech (CAS): practice amount and practice distribution. Method Using an alternating-treatments single-subject design with multiple baselines, we compared high versus low amount of practice, and massed versus distributed practice, in 6 children with CAS. Conditions were manipulated in the context of integral stimulation treatment. Changes in perceptual accuracy, scored by blinded analysts, were quantified with effect sizes. Results Four children showed an advantage for high amount of practice, 1 showed an opposite effect, and 1 showed no condition difference. For distribution, 4 children showed a clear advantage for massed over distributed practice post treatment; 1 showed an opposite pattern, and 1 showed no clear difference. Follow-up revealed a similar pattern. All children demonstrated treatment effects (larger gains for treated than untreated items). Conclusions High practice amount and massed practice were associated with more robust speech motor learning in most children with CAS, compared to low amount and distributed practice, respectively. Variation in effects across children warrants further research to determine factors that predict optimal treatment conditions. Finally, this study adds to the evidence base supporting the efficacy of integral stimulation treatment for CAS. Supplemental Material https://doi.org/10.23641/asha.9630599

A Phonomotor Approach to Apraxia of Speech Treatment

2020 ◽  
Vol 29 (4) ◽  
pp. 2109-2130
Author(s):  
Lauren Bislick
Keyword(s):  
Phase I ◽  
Treatment Effects ◽  
Single Case ◽  
Motor Planning ◽  
The Other ◽  
Multimodal Approach ◽  
Apraxia Of Speech ◽  
Duration Of Treatment ◽  
Treatment Gains ◽  
Future Work

Purpose This study continued Phase I investigation of a modified Phonomotor Treatment (PMT) Program on motor planning in two individuals with apraxia of speech (AOS) and aphasia and, with support from prior work, refined Phase I methodology for treatment intensity and duration, a measure of communicative participation, and the use of effect size benchmarks specific to AOS. Method A single-case experimental design with multiple baselines across behaviors and participants was used to examine acquisition, generalization, and maintenance of treatment effects 8–10 weeks posttreatment. Treatment was distributed 3 days a week, and duration of treatment was specific to each participant (criterion based). Experimental stimuli consisted of target sounds or clusters embedded nonwords and real words, specific to each participants' deficit. Results Findings show improved repetition accuracy for targets in trained nonwords, generalization to targets in untrained nonwords and real words, and maintenance of treatment effects at 10 weeks posttreatment for one participant and more variable outcomes for the other participant. Conclusions Results indicate that a modified version of PMT can promote generalization and maintenance of treatment gains for trained speech targets via a multimodal approach emphasizing repeated exposure and practice. While these results are promising, the frequent co-occurrence of AOS and aphasia warrants a treatment that addresses both motor planning and linguistic deficits. Thus, the application of traditional PMT with participant-specific modifications for AOS embedded into the treatment program may be a more effective approach. Future work will continue to examine and maximize improvements in motor planning, while also treating anomia in aphasia.

Sign in / Sign up

Export Citation Format

Share Document