scholarly journals Human-cobot Teams: Exploring Design Principles and Behaviour Models to Facilitate the Understanding of Non-verbal Communication from Cobots

2019 ◽  
Author(s):  
Marijke Bergman ◽  
Elsbeth de Joode ◽  
Marijke de Geus ◽  
Janienke Sturm
Keyword(s):  
Design Principles ◽  
Verbal Communication ◽  
Behaviour Models

A peek in the micro-sized world: a review of design principles, engineering tools, and applications of engineered microbial community

2020 ◽  
Vol 48 (2) ◽  
pp. 399-409
Author(s):  
Baizhen Gao ◽  
Rushant Sabnis ◽  
Tommaso Costantini ◽  
Robert Jinkerson ◽  
Qing Sun
Keyword(s):  
Microbial Community ◽  
Microbial Communities ◽  
Environmental Remediation ◽  
Real Life ◽  
Design Principles ◽  
Microbial Interactions ◽  
Potential Applications ◽  
New Gene ◽  
Global Biogeochemical Cycles ◽  
Synthetic Microbial Communities

Microbial communities drive diverse processes that impact nearly everything on this planet, from global biogeochemical cycles to human health. Harnessing the power of these microorganisms could provide solutions to many of the challenges that face society. However, naturally occurring microbial communities are not optimized for anthropogenic use. An emerging area of research is focusing on engineering synthetic microbial communities to carry out predefined functions. Microbial community engineers are applying design principles like top-down and bottom-up approaches to create synthetic microbial communities having a myriad of real-life applications in health care, disease prevention, and environmental remediation. Multiple genetic engineering tools and delivery approaches can be used to ‘knock-in' new gene functions into microbial communities. A systematic study of the microbial interactions, community assembling principles, and engineering tools are necessary for us to understand the microbial community and to better utilize them. Continued analysis and effort are required to further the current and potential applications of synthetic microbial communities.

Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review

2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Fidelity Of Implementation ◽  
Spectrum Disorder ◽  
Education Programs ◽  
Minimally Verbal ◽  
Parent Education Programs

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.

Some effects of anxiety on the intelligibility of verbal communication in psychotherapy

1964 ◽  
Author(s):  
Arthur Platz ◽  
Gilbert Honigfeld ◽  
Roderic Gillis
Keyword(s):  
Verbal Communication

What discourse analytic approaches contribute to the study of language and autism

2017 ◽  
Vol 1 (1) ◽  
pp. 30-54 ◽  
Author(s):  
Laura Sterponi ◽  
Jenton De Kirby
Keyword(s):  
Conversation Analysis ◽  
Clinical Intervention ◽  
Children With Autism ◽  
Verbal Communication ◽  
Theoretical Premise ◽  
Interactional Processes

In this article, we offer a framework for conceptualizing the contribution of discourse analytic approaches to the study of the verbal communication of children with autism, with an emphasis on conversation analysis. We argue that insights from these approaches serve to complexify traditional deficit interpretations of prototypical features of autistic language, such as pronoun atypicality, pragmatic difficulties, and echolalia. Our framework is presented in three parts, each comprising a theoretical premise about language made by discourse analytic approaches and the premise’s methodological corollary. To illustrate, we analyze extracts from three children with autism, pointing to competencies and interactional processes and that are largely invisible in mainstream research. Finally, we describe how these insights offer fruitful suggestions for clinical intervention.

Design Principles for Improving Creative Thinking Competency in Corporate Education

2020 ◽  
Vol 26 (3) ◽  
pp. 477-510
Author(s):  
Cheolil Lim ◽  
Hyeongjong Han ◽  
Sumin Hong ◽  
Yukyeong Song ◽  
Dayeon Lee
Keyword(s):  
Creative Thinking ◽  
Design Principles ◽  
Corporate Education
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