1,720,969 research outputs found
Sequence Learning in Cerebral Palsy
No full textWe investigated sequence-learning skills in 64 children with cerebral palsy (aged 4.01-14.7 years; 49 with bilateral, two with dystonic, and 13 with unilateral cerebral palsy), compared with a matched control group of typically developing children. Participants' motor and handling abilities were classified according to the Gross Motor Function Classification System and the Manual Ability Classification System. General cognitive, visuoperceptual, and constructive abilities were assessed. Participants performed an experimental computerized version of Corsi Span, followed by a normalized Supraspan sequence. Controls outperformed cerebral palsy participants in visual memory and accuracy. Participants with cerebral palsy were likelier to fail the test (cerebral palsy, 37.5%; control subjects, 5%) and obtain overall lower scores. Sequence learning skills were not related to motor and handling impairments. Failure to learn sequences resulted in an overall lower functioning profile regarding visuoperceptual, verbal, and performance abilities. The ability to fix sequences seemed to split the cerebral palsy group into an overall high-functioning group (successful in sequence learning) and low-functioning (failing) group. Results are discussed in light of a specific implicit memory impairment and the abnormal development of white matter frontostriatal and parietal connections. (C) CD 2011 Elsevier Inc. All rights reserved
Sequence memory skills in Spastic Bilateral Cerebral Palsy are age independent as in normally developing children
No full textPurpose: To study the development of sequence memory skills
in a group of participants with Spastic Bilateral Cerebral Palsy
(CP) and their matched controls (TD). Sequence memory skills
are defined as a blend of implicit and explicit competences
that are crucial for the acquisition and consolidation of most
adaptive skills along the lifespan. Method: A computerized
sequence learning task was administered to 51 participants
with CP (age range: 4.1–14.7) and their controls. General
performance, accuracy and learning strategy were analyzed,
as well as cognitive competencies (IQ and explicit visual
spatial memory). Results: Explicit learning developed along
with age in all participants. Sequence learning skills were
age independent and unevenly distributed among CP
participants: most TD (96.1%) and only about half (58.8%) of
CP participants succeeded in sequence learning, in dynamic
relation with cognitive and manipulation abilities. Conclusion:
Sequence memory skills should be verified to plan therapeutic
strategies. Therapeutic plans based on implicit learning
(more resistant to disruption and stress) could be effective
and highly advantageous for most but not for all CP children.
Independently from age, many CP children could fix sequences
more efficiently by explicit strategies, a more effortful but
probably more effective way
Evaluation of Linguistic abilities in a group of Italian children affected by Duchenne Muscular Dystrophy
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Robot-assisted lower limb rehabilitation may improve locomotion performance in children with cerebral palsy
No full textMRI predicts efficacy of constraint-induced movement therapy in children with brain injury.
No full textMultisite trial on efficacy of constraint-induced movement therapy in children with hemiplegia: study design and methodology.
No full text
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
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