1,720,969 research outputs found
RAPPORTO CRITICO: EFFETTI DEL MASCHERAMENTO CONTROLATERALE IN ORECCHI NORMALI E PATOLOGICI
No full textEffetti dell'impianto cocleare sulle vie acustiche centrali nel soggetto sordo pre e post-linguale
No full textnot availabl
Genetics of Communication Disorders
No full textA communication disorder is an inability to understand and/or
use speech and language to relate to others. For the majority of
communication disorders, we do not understand the cause. We
know that many result from hearing impairment, intellectual
disabilities, cerebral palsy, mental retardation, and cleft lip
and/or cleft palate.
Over the past 10 years, there has been considerable progress
in human genetics, and the mechanisms by which genetic
defects can cause speech, language, hearing, cognitive, and
behavioral disorders have been described.
The presence of a genetic component of a disease can be difficult
to identify. Evidence supporting a genetic component
includes familial clustering of cases, increased incidences of consanguineous
mating (i.e., mating between closely related individuals),
increased prevalence that exists within genetically
segregated communities, increased risk that exists for the children
or siblings of affected individuals, and concurrence of identical
twins with the disorder. When more than one member in a
family is affected by the same rare condition, it is tempting to
speculate that there is a genetic contribution to the aetiology.
Although for a long time the ability to speak was considered
instinctive and specific to human beings and innate bases were
suggested for language acquisition, only quite recently has the
genetic role been taken into consideration in language studies.
In the past few decades, language studies and research on
the acquisition of a first language have given great importance to
the fact that linguistic abilities and their development depend
on the existence of innate information. The complex interactions
between “nature” and “nurture” have also been underlined;
that is the interactions between genes and environment through
which the genotype, or the genetic information coded in the
DNA of each individual, becomes the phenotype—observable
physical and behavioural features. Individual differences in cognitive
abilities, primarily verbal, appear to originate at the interface
between genetic and environmental aspects, family, school,
therapeutic experiences, and so on. On a theoretical basis, finding
a genetic influence on individual differences in vocabulary
does not contradict the assumption that words are learned. It
means that DNA differences between people affect how easily
they learn, remember, and use words. On the clinical plane,
supposing there is a reciprocal interaction between environment
and genes in the constitution of a specific behavioural profile
means going beyond a diagnosis based on symptoms, in order to
try to identify the aetiology of specific cognitive and behavioural
phenotypes
Mathematical vs. reading and writing disabilities in deaf children, a pilot study on the development of numerical knowledge
No full textIn the literature there is limited research on the interaction of language and
arithmetic performance of deaf students, although previous studies have
demonstrated that many of these students are delayed in both their language acquisition and arithmetic performance. The focus of the first part of
this work is a brief review of the literature on acquisition of learning
abilities in prelingually deaf children with hearing aids and cochlear implants. Children who experience severe to profound deafness early in their
life have a better prognosis for normal literacy development than ever
before. In fact, the restoration of the auditory threshold allows children to
achieve language and learning abilities like normally hearing children. In
the second part we describe our initial experiences in the field. We discuss some preliminary results of an investigation of the longitudinal development
of cognitive abilities related to numerical cognition in hearing-impaired
children who have had a hearing aid or a cochlear implant at a young age.
Specifically, we analyse the development of numerical abilities related to
verbal abilities (such as those implied in counting tasks), reading and
writing numbers, and analogical numerical abilities (such as those based on
quantity recognition as in number comparison and number seriation)
Abilità percettivo-verbali e sviluppo del linguaggio in bambini impiantati con e senza disabilità associate
No full textGoing Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Mathematical vs. Reading and Writing Disabilities in Deaf Children: A Pilot Study on the Development of Numerical Knowledge
No full textIn the literature there is limited research on the interaction of language and arithmetic performance of deaf students, although previous studies have demonstrated that many of these students are delayed in both their language acquisition and arithmetic performance. The focus of the first part of this work is a brief review of the literature on acquisition of learning abilities in prelingually deaf children with hearing aids and cochlear implants. Children who experience severe to profound deafness early in their life have a better prognosis for normal literacy development than ever before. In fact, the restoration of the auditory threshold allows children to achieve language and learning abilities like normally hearing children. In the second part we describe our initial experiences in the field. We discuss some preliminary results of an investigation of the longitudinal development of cognitive abilities related to numerical cognition in hearing-impaired children who have had a hearing aid or a cochlear implant at a young age. Specifically, we analyse the development of numerical abilities related to verbal abilities (such as those implied in counting tasks), reading and writing numbers, and analogical numerical abilities (such as those based on quantity recognition as in number comparison and number seriation)
Variations on the Author
Full text link“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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