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Developmental dyslexia
No full textReading and writing are highly valued cultural activities in our societies; therefore, a lot of time and energy are invested in teaching them to children. Although a large share of the school-age population acquire them relatively quickly, a subset of children (approximately 4 to 12 percent) experience severe difficulties in reading and spelling acquisition despite normal intelligence, normal perception, and adequate education, with effects that are persistent and difficult to treat. These children suffer from developmental dyslexia, one the most prevalent learning disabilities. In this entry the cognitive, cerebral, genetic, and environmental bases of the disorder are described, and the possible links connecting all these levels are highlighted. On top of the expected benefits for the diagnosis and the remediation of dyslexic children, research on developmental dyslexia promises to shed some light on the complex causal chains among specific genetic, neural, and cognitive factors that contribute to language development
Les troubles des apprentissages: dyslexie et dyscalculie
No full textLes troubles spécifiques des apprentissages ou troubles “dys” touchent environ 5 à 7% des enfants d’âge scolaire, qui selon les troubles concernés présentent des difficultés dans les domaines de la lecture (dyslexie), de l’expression écrite (dysorthographie) ou des mathématiques (dyscalculie). Ces troubles peuvent être associés à des difficultés de langage oral (dysphasie), de coordination motrice (dyspraxie) ou encore de concentration (déficit de l’attention avec ou sans hyperactivité, TDAH). Les troubles spécifiques des apprentissages ont tendance à persister dans le temps, ayant pour conséquence d’impacter les performances scolaires des enfants qui en souffrent et parfois aussi donnant lieu à des difficultés psychologiques et comportementales, telles que l’anxiété de performance ou le manque de confiance en soi.
On observe une certaine co-occurrence de ces troubles chez les individus atteints, ou comorbidité. Ainsi, environ 40 % des enfants avec un trouble spécifique des apprentissages en présentent plusieurs. La présence de comorbidité entre troubles développementaux tend à suggérer l’existence de mécanismes sous-jacents communs, qui n’ont pas encore été parfaitement décrits dans la littérature scientifique. Parallèlement, les mécanismes sous-jacents pourraient différer entre les individus présentant des comorbidités, et les individus présentant un trouble des apprentissages isolé.
Dans ce chapitre, nous nous intéressons à décrire deux de ces troubles ayant un impact important sur les performances scolaires et la réussite professionnelle des individus qui en souffrent, à savoir le trouble spécifique des apprentissages avec déficit en lecture (ou dyslexie développementale) et le trouble spécifique des apprentissages avec déficit du calcul (dyscalculie)
Action video games: From effects on cognition and the brain to potential educational applications
No full textIndividual differences in the acquisition of non‐linguistic audio‐visual associations in 5 year olds
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A novel non-linguistic audio-visual learning paradigm to test the cognitive correlates of learning rate.
No full textaudio‐visual (AV) associative learning is central to many aspects of cognitive development and is key in reading acquisition. most studies thus far have examined AV associative learning involving linguistic stimuli. Yet it is of importance to examine cross-modal learning free of familiarity confounds. we, therefore, designed an AV learning paradigm relying on novel, non-linguistic auditory and visual stimuli, which were both unfamiliar to participants. on top of AV learning, we collected performance in reading-related abilities, as well as in more domain-general skills, in a population of healthy Italian-speaking adults (N=57). By fitting trial-by-trial performance in our novel learning task, we demonstrate the expected variability in speed of learning (learning rate) across participants. we then show that speed of learning in our novel learning task is positively associated with working memory and replicate this result in a set of French-speaking participants (N=32), showing that it holds in another language
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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