1,720,962 research outputs found
DSA. DISTURBI SPECIFICI DELL'APPRENDIMENTO
No full textLa presente pubblicazione vuole essere un'opera di sensibilizzazione sulle tattiche dei disturbi specifici dell'apprendimento (DSA) ed un aiuto immediato per tutti coloro che, ogni giorno, lavorano con bambini con difficoltà di apprendimento, in particolare i Docenti di scuola primaria. Gli argomenti trattati sono solo degli stimoli per chi volesse approfondire tale tematica, ma si ritiene necessario comprendere l'entità e le caratteristiche del disturbo per evitare la stigmatizzazione di alunni con DSA e favorirne, al contrario, l'apprendimento
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)
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)
Numerical Intelligence, Verbal Competence and Intelligence in preschool children with cochlear implants: our findings in a clinical sample
No full textThis study synthesizes some preliminary observations made by the clinicians of the Audiology and Phoniatrics Department of Padua-Treviso University on the development of numerical intelligence in deaf children who received cochlear implantation at an early age. This study collected data from clinical observation and standardized instruments, such as Leiter-R and PRCR-Numeri, on a group of 11 preschool deaf children.These data were then compared with those obtained from language performances and audiometric examinations. It is generally recognized that a normal cognitive profile corresponds to scaled scores between 85 and 122. Specifically, the Numerical Intelligence competence is lower in deaf children than in normally hearing children. In particular, the most obvious difference is in the ‘‘number comparison’’ performance, which involves mental operations. In our study, we observed a meaningful connectionbetween Intelligence Quotient (IQ) and the Fluid Reasoning (Fr)score, that is, the ability to solve non-verbal problems independent of previous learning. These results appear to demonstrate a pronounced connectivity of the subcomponents which, taken together, produce visualspatial functionality
Analogic and Symbolic Comparison of Numerosity in Preschool Children with Cochlear Implants
No full textThe main purpose of our study was to understand whether, and in what ways, verbal
and non-verbal numerical knowledge were integrated in a group of CI preschoolchildren. Our aim was two-fold. First, we wanted to investigate whether the numerical
knowledge of the 4–5-year-old CI preschoolers in this study was comparable to
that of their hearing peers. A second aim was to understand whether early nonverbal
and verbal numerical skills were integrated in their numerical knowledge
before the start of formal mathematical instruction.The study confirmed that, despite their early auditory deprivation and initial difficulty
in accessing verbal language, CI children may perform well in numerical tasks
that require visuo-spatial analysis (i.e. analogical comparison tasks).One of the most interesting results of the present study is that the CI children in
this study performed as well as HC in digit comparisons. It is also interesting that
verbal counting did not differ in the two groups.
Our results seem to suggest the opposite:
the encoding of the numerical semantic representation seems to be relatively good
for the CI children in our study. It is the integration between this ability and their
verbal counting skills to be not yet complete at this age. Counting helps the child
compare digits when his/her ability to access the corresponding magnitude representation
is not yet perfectly efficient. This apparently happened in the control group,
but not in the CI group.
What
happens in the hearing child, who soon appears to integrate verbal and non-verbal
numerical skills in a coherent cognitive numerical system, seemed not to happen
easily in the CI children in this study. In the near future, researchers and educators
might be able to explain how this happens or how it can be stimulated
Learning disabilities in children with hearing loss: a systematic review
Full text linkPurpose: The main aim of this systematic review was to investigate the possible association between hearing loss [and/or history of otitis media with effusion (OME)] and learning difficulties in children. Secondary aims were to: (i) investigate if deaf and hard of hearing (DHH) children with learning difficulties might show different clinical and neuropsychological features compared with those with other neurodevelopmental disorders; (ii) identify possible predictors of learning difficulty in DHH children. Methods: A review was conducted of the scientific literature reported by Pubmed, Cochrane and Scopus databases. The following inclusion criteria were used: (i) studies published after 2000; (ii) studies conducted considering subjects with age < 18 years; (iii) studies considering patients who showed both learning difficulties and hearing loss and/or episodes of OME; (iv) articles written in English. The exclusion criteria were: (i) presence in the studied cohort of any other proven c..
Going 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
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
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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