Towards a Cognitive Theory of Picturebooks

2013 ◽  
Vol 6 (2) ◽  
pp. 143-160 ◽  
Author(s):  
Bettina Kümmerling-Meibauer ◽  
Jörg Meibauer
Keyword(s):  
Cognitive Development ◽  
Cognitive Abilities ◽  
Theoretical Basis ◽  
Cognitive Theory ◽  
Sound Theoretical Basis

Growing scholarly interest in picturebooks requires a sound theoretical basis. While various seminal approaches to picturebook theory exist, the fundamental relatedness of picturebooks to the cognitive development of children has not been focused so far. In this article, it is argued that a cognitive theory of picturebooks is needed. Picturebooks, prototypically consisting of picture–text relations, are systematically engaged with the child's maturing cognitive abilities. In fact, picturebooks foster these abilities through being used in situations of joint reading and attention. The relatedness of picturebooks to the child's cognitive development is sketched with respect to three types of picturebooks: early-concept books, picturebooks telling stories of lying, and picturebooks displaying maps.

Translation Research for the Rehabilitation of Left Spatial Neglect and Associated Disorders of Attention in Stroke Patients

2008 ◽  
Vol 18 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Nkiruka Arene ◽  
Argye E. Hillis
Keyword(s):  
Theoretical Basis ◽  
Attention Bias ◽  
Spatial Neglect ◽  
Clinical Use ◽  
Stroke Patients ◽  
Translation Research ◽  
Unilateral Neglect ◽  
Assessment And Treatment ◽  
Sound Theoretical Basis ◽  
Review Current

Abstract The syndrome of unilateral neglect, typified by a lateralized attention bias and neglect of contralateral space, is an important cause of morbidity and disability after a stroke. In this review, we discuss the challenges that face researchers attempting to elucidate the mechanisms and effectiveness of rehabilitation treatments. The neglect syndrome is a heterogeneous disorder, and it is not clear which of its symptoms cause ongoing disability. We review current methods of neglect assessment and propose logical approaches to selecting treatments, while acknowledging that further study is still needed before some of these approaches can be translated into routine clinical use. We conclude with systems-level suggestions for hypothesis development that would hopefully form a sound theoretical basis for future approaches to the assessment and treatment of neglect.

Philosophers and Physicians on the Scientific Validity of Latin Physiognomy, 1200-1500

2007 ◽  
Vol 12 (3) ◽  
pp. 285-312 ◽  
Author(s):  
Joseph Ziegler
Keyword(s):  
Early Modern ◽  
Middle Ages ◽  
Theoretical Basis ◽  
Scientific Validity ◽  
Body Of Knowledge ◽  
Rational Explanation ◽  
The Status ◽  
Jean Buridan ◽  
Natural Philosophers ◽  
Sound Theoretical Basis

AbstractThe article surveys and contextualizes the main arguments among philosophers and academic physicians surrounding the status of physiognomy as a valid science from the thirteenth to the early sixteenth centuries. It suggests that despite constant doubts, learned Latin physiognomy in the later Middle Ages was recognized by natural philosophers (William of Spain, Jean Buridan, William of Mirica) and academic physicians (Rolandus Scriptor, Michele Savonarola, Bartolomeo della Rocca [Cocles]) as a body of knowledge rooted in a sound theoretical basis. Physiognomy was characterized by stability and certainty. As a demonstrative science it was expected to provide rational explanation for every bodily sign. In this respect, learned physiognomy in the Middle Ages was dramatically different from its classical sources, from Islamic and possibly from early-modern physiognomy as well.

scholarly journals Repeating the same mistakes: A century of research interested in the effects of bilingualism on non-linguistic cognitive functions

2020 ◽  
Author(s):  
Jennifer Mattschey
Keyword(s):  
Cognitive Development ◽  
Adverse Effects ◽  
Executive Functioning ◽  
20Th Century ◽  
Cognitive Functions ◽  
Cognitive Abilities ◽  
Psychological Research ◽  
Intelligence Tests ◽  
Background Factors ◽  
Matched Samples

At the beginning of the 20th Century, researchers became increasingly interested in the effects of bilingualism on cognitive development. With the emergence of the first standardised intelligence tests, it quickly became clear that bilinguals of all ages performed worse on them than their monolingual peers. Bilingualism was subsequently considered to be detrimental to non-verbal cognitive development. In these early studies, poorly matched samples of bilinguals and monolinguals repeatedly produced results suggesting adverse effects of bilingualism on non-linguistic cognitive functions due to unrelated background factors and/or unsuitable tests. This interest in how bilingualism affects non-linguistic cognitive abilities has continued through time, reflecting trends in psychological research. Researcher addressed its effect on meta-cognition and meta-linguistics in the 1970s and 1980s, before the focus shifted towards executive functioning in the 1990s. However, recent research suggests we may be repeating the same mistakes: poorly matched groups, no accounting for background factors, and inappropriate tasks.

scholarly journals Comparitive Study of Cognitive Development of Students of Different School Systems in Pakistan

2020 ◽  
Vol Volume 4 (Issue 3) ◽  
pp. 232-250
Author(s):  
Dr. Rukhsana Durrani ◽  
Dr. Farkhunda Rasheed Choudhary
Keyword(s):  
Public Schools ◽  
Cognitive Development ◽  
Systems Analysis ◽  
Cognitive Abilities ◽  
Quantitative Research ◽  
Educational Systems ◽  
Teaching Methodologies ◽  
Significant Difference ◽  
The Mean ◽  
Development Of Students

This study was conducted to explore the cognitive development of students of Madaris, public sectors and private sectors of Islamabad. It was quantitative research. A sample of 716 students was selected randomly from three streams of education. To measure the cognitive development of students, a standardized tool was used to collect data. The tests were administered, scored, and was analyzed through SPSS. Results showed a significant difference among cognitive development of students of three educational systems. Analysis of the data showed a significant difference among scores in subtests i.e. analogies, the odd one out, and similarities. Similarly, students of the private sector had better overall means scores than the mean score of students of Madaris and public schools. As the three systems claim for development of cognitive abilities of students therefore it is recommended that the curriculum, teaching methodologies and learning resources of the three systems may be compared and streamline them for harmonious cognitive abilities of students.

Development of Lying and Cognitive Abilities

2018 ◽  
pp. 398-407
Author(s):  
Victoria Talwar
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Development ◽  
Theory Of Mind ◽  
Executive Functioning ◽  
Cognitive Functions ◽  
Cognitive Abilities ◽  
Autism Spectrum ◽  
Spectrum Disorder

The emergence and development of children’s lie-telling is closely associated with their developing cognitive abilities. Telling a lie involves complicated cognitive functions including theory-of-mind understanding and executive functioning abilities. Recent research has found that lie-telling emerges in the preschool years and children’s abilities to maintain their lies improves with age. The current chapter reviews existing literature on the development of children’s lie-telling behavior and its relation to various aspects of children’s cognitive development. It covers the work of Lewis, Stanger, and Sullivan (1989), including the well-known guessing-game experiment, where the child is left alone with temptation and the instruction not to peek. Much of Talwar, Lee, et al.’s research into three-to-seven-year-old children’s lie-telling behavior is covered; and the interaction between these studies and Theory of Mind is emphasized; this is illuminated in the account of research using child subjects with Autism Spectrum Disorder.

scholarly journals Aging, sex and cognitive Theory of Mind: a transcranial direct current stimulation study

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Mauro Adenzato ◽  
Rosa Manenti ◽  
Elena Gobbi ◽  
Ivan Enrici ◽  
Danila Rusich ◽  
...  
Keyword(s):  
Social Cognition ◽  
Theory Of Mind ◽  
Direct Current ◽  
Transcranial Direct Current Stimulation ◽  
Cognitive Abilities ◽  
Healthy Aging ◽  
Cognitive Theory ◽  
Controlled Study ◽  
Double Blind ◽  
Direct Current Stimulation

AbstractAging is accompanied by changes in cognitive abilities and a great interest is spreading among researchers about aging impact on social cognition skills, such as the Theory of Mind (ToM). Transcranial direct current stimulation (tDCS) has been used in social cognition studies founding evidence of sex-related different effects on cognitive ToM task in a young people sample. In this randomized, double-blind, sham-controlled study, we applied one active and one sham tDCS session on the medial prefrontal cortex (mPFC) during a cognitive ToM task, including both social (i.e., communicative) and nonsocial (i.e., private) intention attribution conditions, in sixty healthy aging individuals (30 males and 30 females). In half of the participants the anode was positioned over the mPFC, whereas in the other half the cathode was positioned over the mPFC. The results showed that: (i) anodal tDCS over the mPFC led to significant slower reaction times (vs. sham) for social intention attribution task only in female participants; (ii) No effects were found in both females and males during cathodal stimulation. We show for the first time sex-related differences in cognitive ToM abilities in healthy aging, extending previous findings concerning young participants.

Atmospheric chemistry of alkyl iodides: theoretical studies on the mechanisms and kinetics of CH3I/C2H5I + NO3 reactions

RSC Advances ◽  
2015 ◽  
Vol 5 (107) ◽  
pp. 88087-88095 ◽  
Author(s):  
Feng-Yang Bai ◽  
Xu Wang ◽  
Yan-Qiu Sun ◽  
Xiu-Mei Pan
Keyword(s):  
Atmospheric Chemistry ◽  
Theoretical Basis ◽  
Theoretical Studies ◽  
Alkyl Iodides ◽  
Kinetics Of ◽  
Sound Theoretical Basis

Mechanisms and kinetics of the reactions of the NO3 radical with CH3I and C2H5I have been investigated from a sound theoretical basis.

scholarly journals Predictive learning: its key role in early cognitive development

2019 ◽  
Vol 374 (1771) ◽  
pp. 20180030 ◽  
Author(s):  
Yukie Nagai
Keyword(s):  
Cognitive Development ◽  
Cognitive Abilities ◽  
Prediction Error ◽  
Autism Spectrum ◽  
Human Robot Interaction ◽  
Prediction Ability ◽  
Predictive Learning ◽  
Social Difficulties ◽  
Spectrum Condition ◽  
Prosocial Behaviours

What is a fundamental ability for cognitive development? Although many researchers have been addressing this question, no shared understanding has been acquired yet. We propose that predictive learning of sensorimotor signals plays a key role in early cognitive development. The human brain is known to represent sensorimotor signals in a predictive manner, i.e. it attempts to minimize prediction error between incoming sensory signals and top–down prediction. We extend this view and suggest that two mechanisms for minimizing prediction error lead to the development of cognitive abilities during early infancy. The first mechanism is to update an immature predictor. The predictor must be trained through sensorimotor experiences because it does not inherently have prediction ability. The second mechanism is to execute an action anticipated by the predictor. Interacting with other individuals often increases prediction error, which can be minimized by executing one's own action corresponding to others’ action. Our experiments using robotic systems replicated developmental dynamics observed in infants. The capabilities of self–other cognition and goal-directed action were acquired based on the first mechanism, whereas imitation and prosocial behaviours emerged based on the second mechanism. Our theory further provides a potential mechanism for autism spectrum condition. Atypical tolerance for prediction error is hypothesized to be a cause of perceptual and social difficulties. This article is part of the theme issue ‘From social brains to social robots: applying neurocognitive insights to human–robot interaction’.

Reënforcement of Rubber by Fillers

1929 ◽  
Vol 2 (1) ◽  
pp. 21-31
Author(s):  
John T. Blake
Keyword(s):  
Fatty Acids ◽  
Theoretical Basis ◽  
Polar Compounds ◽  
The Other ◽  
Rubber Matrix ◽  
Double Integral ◽  
Other Hand ◽  
Sound Theoretical Basis ◽  
Volume Range

Abstract Wiegand's “Δ A” function, as represented by the double integral of tensile with respect to elongation and volume of a pigment over the base mix, is a practical means of expressing the reënforcing effect of the filler. On the other hand, the volume range over which the bonding of the filler is greater than the strength of the rubber matrix gives a better understanding of the condition of the filler in the rubber. Apparently, the importance of fatty acids and other polar compounds in dispersions can be put on a sound theoretical basis.

Masterfunctions Providing a Sound Theoretical Basis for the Extraction of AccuratekpData from PLP−SEC Chain-Length Distributions Exhibiting Poissonian and Gaussian Broadening

2003 ◽  
Vol 36 (26) ◽  
pp. 10021-10028 ◽  
Author(s):  
Andreas Kornherr ◽  
Oskar Friedrich Olaj ◽  
Irene Schnöll-Bitai ◽  
Gerhard Zifferer
Keyword(s):  
Chain Length ◽  
Theoretical Basis ◽  
Sound Theoretical Basis
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