1,721,047 research outputs found
Toward a teaching embodied-centered: perspectives of research and intervention
No full textThe aim of this study is to present experimental evidence in support of the idea that an "embodied-centered" teaching approach based on multimodal sensory grounding should be more effective than a classic verbal-centered teaching approach. The study is based on the comparison between learning and retrieval of sentences presented in a verbal only or verbal plus related visual images modality. Concrete and abstract meanings were used. Participants had to learn and then recognize these sentences (name and verb recognition). The preliminary data showed a general facilitation of the verbal plus visual image of the learning material. Moreover, a difficulty with abstract sentences emerged. The pattern of results supports the effectiveness of an embodied centered teaching based on educational stimulations that have a strong experiential sensory-motor basis. The implications of these results are discussed
The lost ability to find the way: Topographical disorientation after a left brain lesion.
No full textObjective: We report the case of a patient (M.S.) who, after a left brain damage in posteromedial areas,
showed a deficit in determining the direction of any destination with respect to his current position or to
external frames (heading disorientation). Given that spatial cognition includes a wide range of cooperating
abilities, we deemed that M.S.’s spatial disorientation could be ascribed to specific alterations
within this multicomponent system where landmarks and spatial frames of reference contribute to
organize information for different purposes. Method: M.S. and 12 healthy elderly people (NCs) were
submitted to an extensive neuropsychological assessment and to 2 ad hoc spatial tasks: (a) Object-
Location Memory Task (what, where, and their binding); and (b) spatial memory task combining
categorical (nonmetric)/coordinate (metric) relations with egocentric/allocentric frames of reference (in
verbal and visuomotor conditions). Results: M.S.’s performance was compared with that of NCs by
means of a modified t test to small control sample size. M.S. met difficulty in positional processing and
binding but not in object recognition. M.S. showed a selective deficit in the coordinate component in
verbal (combined with both egocentric and allocentric frames) and visuomotor (only with the egocentric
frame) spatial judgment tasks. In contrast, the categorical component looked always preserved in both
frames of reference. Conclusions: The left posteromedial brain areas contribute in combining and
translating metric relations according to frames of reference and in using these representations to guide
actions according to an egocentric perspective
Who is speaking? Implicit and explicit self and other voice recognition.
No full textIn the domain of self-recognition, voice is a critical feature for self/other distinction. The aim of this study was to explore if people have an implicit and/or explicit knowledge of their voice. A group of healthy participants were submitted to an implicit and an explicit self-voice recognition task. They listened to pairs of pre-recorded auditory stimuli (words or pseudowords) pronounced by themselves, by a familiar or an unfamiliar person. Afterwards, in the ‘‘Implicit task’’ participants had to judge whether the pair of stimuli were pronounced by same or different speakers; in the ‘‘Explicit task’’ they had to identify if one of the stimuli was or not their own voice. Results showed a difference between Implicit and Exp licit tasks since participants were more accurate in implicit than explicit self voice-recognition. Moreover, in the Implicit task, participants had the same level of accuracy when they had to judge stimuli pronounced with self or others’ voice, whereas when an explicit voice-recognition was required, they were less accurate with self than with others ’ voice
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
Simulating the elimination of simulation: The case of language comprehension.
No full textIn her target article Tina Iachini (2011) proposes to adopt an embodied multimodal approach to account for classical psychological and more recent neuroscientific results on mental imagery. Her proposal is challenging, and I share with the author the persuasion that the times are mature to introduce and defend an embodied approach to mental imagery. While the challenge has well known antecedents in the area of motor imagery (e.g., Jeannerod, 1994), it strikes me as quite new if we consider the research field of mental imagery as a whole (for a related proposal see Grush, 2004).
Even though I deeply appreciate the effort made by the author to combine the two perspectives, my task here consists of addressing some unsolved issues that I think should be pointed out. Therefore in my commentary I will briefly start with three critical observations/proposals, then I will focus on a crucial point: the notion of simulation
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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