1,721,103 research outputs found
Video, Prof Uta Frith on what makes us social, ALD15
No full textProfessor Uta Frith, Emeritus Professor of Cognitive Development at UCL, explains what makes us social. Held at Conway Hall, Ada Lovelace Day Live 2015 featured inspiring women speakers, covering everything from autism to the Mars Rover. Find out more about Ada Lovelace Day and future events on findingada.com. Video sponsored by Digital Science and produced by Howl Films. </div
The Social Brain
No full textThe Mind Group – initiated and coordinated by Thomas Metzinger – is a group of young philosophers and scientists with a strong interest in questions concerning the mind, consciousness and cognition. The aim of the group is to build an international network of mentors and excellent junior researchers in order to integrate different approaches and to foster the development of advanced theories of the mind, which incorporate most recent empirical findings as well as sophisticated conceptual work. Thus, one major purpose of the group is to help bridge the gap between sciences and humanities. The group’s meetings take place at least twice a year with public lectures by well-known cognitive scientists. Pierre Jacob is President of the European Society for Philosophy and Psychology and the Head of Institut Jean Nicod. Chris Frith is Emeritus Professor of Cognitive Neuropsychology, University College London and Niels Bohr Visiting Professor, Aarhus University. Uta Frith is Emeritus Professor of Cognitive Development, University College London and Aarhus University Research Foundation Professor After the public lectures of ‘Levels of Embodiment’ on 20 and 21 November 2009, MIND 11 is the second collaboration between the MIND Group and the ICI Berlin. This time, however, the entire workshop will take place at the ICI Berlin with talks by Pierre Jacob, Chris Frith and Uta Frith who will focus on different aspects of social cognition. Before the evening lecture on 21 May, the Barbara-Wengeler-Preis for outstanding interdisciplinary research in philosophy and the neurosciences will be presented to Saskia Nagel for her PhD thesis entitled Ethics and the Neurosciences – The Ethical and Social Implications of Monitoring and Manipulating the Brain
Descompassos e relações entre leitura e escrita em crianças falantes do português: um teste parcial da teoria de Uta Frith
Full text linkThe development theory of Uta Frith predicts mismatches between reading and spelling, and in some points of the acquisition of skills, reading is more sophisticated and favors the development of spelling, while in other phases the opposite occurs. Although its influence, this view has never been empirically tested. Our objective is to carry out a partial testing of the Frith’s reading and spelling development model trough a cross-sectional study in Brazilian-Portuguese speaking children. From the theory, two hypotheses were generated: (1) if the development of the alphabetic phase in reading depends on the mastery of the written alphabetic phase, then children of 7 years who are in the alphabetic phase of reading (1a) might not have orthographic knowledge in spelling and (1b) will tend to perform better in spelling than in reading; (2) if the performance in the orthographic phase in spelling depends on the mastery of the orthographic performance in reading, then children between 7 and 10 years old who are the orthographic phase in spelling (2a) must be necessarily in the orthographic phase in reading and (2b) will tend to perform better in reading than in spelling. The hypotheses were tested by groups of cases from a sample of 72 children from the 2nd to the 5th year of a public school. The performance profiles obtained in the sample corroborated only the first hypothesis. Longitudinal investigations should be conducted in the future to clarify the relationship between reading and writing in the most advanced stages.A teoria do desenvolvimento de Uta Frith prevê descompassos entre a leitura e a escrita, sendo que em alguns pontos da aquisição dessas habilidades a leitura mostra-se mais sofisticada e favorece o desenvolvimento da escrita, enquanto em outras fases ocorre o contrário. Apesar de sua influência, este ponto de vista nunca foi testado empiricamente. Objetiva-se, a partir de um estudo transversal, realizar um teste parcial do modelo de desenvolvimento da leitura e escrita de Frith em crianças falantes do português brasileiro. A partir da teoria, duas hipóteses foram geradas: (1) se o desenvolvimento da fase alfabética na leitura depende da maestria da fase alfabética escrita, então crianças de 7 anos que estão na fase alfabética da leitura (1a) não podem ter adquirido conhecimento ortográfico na escrita e (1b) tenderão a apresentar melhor desempenho na escrita do que na leitura; (2) se o desempenho na fase ortográfica na escrita depende da maestria do desempenho ortográfico na leitura, então crianças entre 7 e 10 anos que se encontram na fase ortográfica na escrita (2a) devem, necessariamente, encontrar-se na fase ortográfica na leitura e (2b) tenderão a apresentar melhor desempenho na leitura do que na escrita. As hipóteses foram testadas por grupos de casos a partir de amostra de 72 crianças de 2º ao 5º ano de uma escola pública. Os perfis de desempenho obtidos na amostra corroboraram apenas a primeira hipótese
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