Relevant bibliographies by topics / Non verbal learning disability

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Non verbal learning disability'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Non verbal learning disability"

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Ryburn, B., V. Anderson, and R. Wales. "Asperger syndrome: How does it relate to non-verbal learning disability?" Journal of Neuropsychology 3, no. 1 (March 2009): 107–23. http://dx.doi.org/10.1348/174866407x272448.

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Deb, Shoumitro, and Joseph Joyce. "Psychiatric Illness and Behavioural Problems in Adults with Learning Disability and Epilepsy." Behavioural Neurology 11, no. 3 (1999): 125–29. http://dx.doi.org/10.1155/1999/538368.

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We retrospectively collected data on the rate and type of psychiatric illness and behavioural problems on 143 adults with learning disability and epilepsy. 55% behavioural problems. 19% verbal aggression and temper tantrums, and 13% injurious behaviour. The overall rates of behavioural problems and different types of behaviours found in the current study cohort are similar to what was found before in learning disabled adults in general, as well as in epileptic and non-epileptic learning disabled adults. Psychiatric diagnosis was made in 12.6% combined diagnosis of schizophrenia, delusional disorder and schizo-affective disorder was most common (5%) diagnosis of depressive episode (3%) bipolar affective disorder.
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Al-Shabibi, Amal. "Mathematical problem-solving and metacognitive skills of 5th grade students as a function of gender and level of academic achievement." Cypriot Journal of Educational Sciences 13, no. 2 (June 26, 2018): 149–59. http://dx.doi.org/10.18844/cjes.v13i2.3306.

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This study aimed to investigate differences in the mathematical problem-solving and metacognitive skills of the fifth-grade students in Oman as a function of gender and level of academic achievement. The participants were 90 grade five students randomly selected from one educational governorate in the Sultanate of Oman. They were evenly divided into three groups based on gender and levels of academic achievement. Four instruments were used in the study: a mathematical problemsolving test, a non-verbal metacognitive scale, Raven Coloured Progressive Matrices and a long-term memory test. The results for metacognitive and mathematical problem-solving skills indicate that students with a high level of academic achievement obtained the highest score while students enrolled in a learning disability program obtained the lowest score. In addition, possible interventions were identified that may improve the metacognitive skills of students enrolled in the learning disability program, which could lead to improvement in their mathematical problem-solving skills. Keywords: Problem-solving, metacognition, learning disability, academic achievement.
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Anderson, Vicki. "Learning Difficulties: Neuropsychological Interpretations and Interventions." Australian Educational and Developmental Psychologist 9, no. 1 (May 1992): 16–27. http://dx.doi.org/10.1017/s0816512200026559.

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ABSTRACTLearning difficulties affect up to 20 percent of school-aged children. While many children “grow out” of their disability, a significant proportion experience ongoing problems which can hinder academic, social, and emotional development.Neuropsychological models suggest that these children may suffer from subtle deficits in memory and organizational abilities, which make them vulnerable within a classroom environment. Understanding the specific neuropsychological strengths and weaknesses of children with learning difficulties may provide information regarding the most appropriate form of intervention and the likelihood of its success.In recent study at the Royal Children's Hospital, Melbourne, 160 learning disabled children were evaluated. Findings from the group suggested a high frequency of general health problems as well as mild episodes of central nervous system dysfunction. Neuropsychological data showed that the sample, as a whole, performed within the average range on standardized intellectual measures, but achieved poor results on measures of new learning and executive function. Furthermore, data supported the presence of a number of patterns of learning disability, including linguistic deficit, non-verbal deficit, and information processing deficit. These subtypes are discussed with reference to educational characteristics, and models of intervention are suggested.
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Cervino, M., P. Castrillo, and R. Guijarro. "Non-verbal learning disorder: Neuropsychological profile and neural correlates. A structural magnetic resonance imaging study." European Psychiatry 41, S1 (April 2017): S344. http://dx.doi.org/10.1016/j.eurpsy.2017.02.310.

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Non-verbal learning disorder (NVLD) is a neurological condition which is considered to be a learning disability. It is characterised by a specific dysfunction in motor, visuospatial and social skills in patients with a normal intellect and development of language. Warning signs in school are poor psychomotor coordination, arithmetic skills and drawing activities. Social judgment and social problem solving are also typically impaired. Furthermore, these patients seem to have increasing risk of emotional disorders. Most of imaging studies and current theories suggest that a dysfunction of white matter in the right hemisphere could be the cause. However, there is a lack of consensus among experts regarding whether NVLD exists and what could be the underlying causes for NVLD symptoms. The aim of this paper is to clarify the neural correlates underlaying the cognitive functioning of these patients. With this objective, we analyzed a sample of brains of children with and without NVLD. We used the structural MRI technique and the voxel-based morphometry analysis. The diagnosis of the children were based on neuropsychological data. The present study suggests that not only white matter of the right hemisphere is dysfunctional in these patients. Some other gray matter areas such as precuneus (superior parietal lobule) may also be affected in NVLD.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Nydén, Agneta, Lena Niklasson, Ola Ståhlberg, Henrik Anckarsäter, Annika Dahlgren-Sandberg, Elisabet Wentz, and Maria Råstam. "Adults with Asperger syndrome with and without a cognitive profile associated with “non-verbal learning disability.” A brief report." Research in Autism Spectrum Disorders 4, no. 4 (October 2010): 612–18. http://dx.doi.org/10.1016/j.rasd.2009.12.004.

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Emly, Marian. "A Methodological Framework for Devising a Non-verbal Behaviour/mood Taxonomy for Use with Adults with Severe Learning Disability." Physiotherapy 82, no. 2 (February 1996): 104. http://dx.doi.org/10.1016/s0031-9406(05)66961-1.

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Puerta, Laura. "Relationship between cognitive processes and academic performance in high school students." Psychologia 9, no. 2 (July 1, 2015): 85–100. http://dx.doi.org/10.21500/19002386.1816.

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The purpose of this investigation was to determine the relationship between the cognitive processes and the academic performance by a non-experimental correlational study with a cross-sectional design. Participants were 60 students between 14 and 17 years old, who were randomly selected from high school tenth grade without a history of personality disorder or intellectual disability. Academic performance was evaluated from the school average reported by educational documents. Cognitive processes measured were: focused and sustained attention, cognitive flexibility and inhibitory control, delayed visual memory, auditory verbal learning and delayed auditory verbal memory, visualconstructive praxis, naming function of language and verbal fluency. A neuropsychological battery was used for that purpose. According to the Rho Spearman, the results indicated that there is a statistically significant relationship between the two following cognitive processes and academic performance: sustained attention (p=0.01) and the naming function of language (p=0.05).
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Collette, M. A., M. Weeks, S. Thompson, E. Gellineau, and S. Grant. "Capacity of children with non-verbal learning disability (NLD) to organize higher order language as a function of response modality." Archives of Clinical Neuropsychology 11, no. 5 (January 1, 1996): 377. http://dx.doi.org/10.1093/arclin/11.5.377.

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Collette, M. "Capacity of children with non-verbal learning disability (NLD) to organize higher order language as a function of response modality." Archives of Clinical Neuropsychology 11, no. 5 (1996): 377. http://dx.doi.org/10.1016/0887-6177(96)83855-8.

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Dissertations / Theses on the topic "Non verbal learning disability"

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Xavier, Clarissa Castell? "Learning non-verbal relations under open information extraction paradigm." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2014. http://tede2.pucrs.br/tede2/handle/tede/5275.

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O paradigma Open Information Extraction - Open IE (Extra??o Aberta de Informa??es) de extra??o de rela??es trabalha com a identifica??o de rela??es n?o definidas previamente, buscando superar as limita??es impostas pelos m?todos tradicionais de Extra??o de Informa??es como a depend?ncia de dom?nio e a dif?cil escalabilidade. Visando estender o paradigma Open IE para que sejam extra?das rela??es n?o expressas por verbos a partir de textos em ingl?s, apresentamos CompIE, um componente que aprende rela??es expressas em compostos nominais (CNs), como (oil, extracted from, olive) - (?leo, extra?do da, oliva) - do composto nominal olive oil - ?leo de oliva, ou em pares do tipo adjetivo-substantivo (ASs), como (moon, that is, gorgeous) - (lua, que ?, linda) - do AS gorgeous moon (linda lua). A entrada do CompIE ? um arquivo texto, e sua sa?da ? um conjunto de triplas descrevendo rela??es bin?rias. Sua arquitetura ? composta por duas tarefas principais: Extrator de CNs e ASs (1) e Interpretador de CNs e ASs (2). A primeira tarefa gera uma lista de CNs e ASs a partir do corpus de entrada. A segunda tarefa realiza a interpreta??o dos CNs e ASs gerando as triplas que descrevem as rela??es extra?das do corpus. Para estudar a viabilidade da solu??o apresentada, realizamos uma avalia??o baseada em hip?teses. Um prot?tipo foi constru?do com o intuito de validar cada uma das hip?teses. Os resultados obtidos mostram que nossa solu??o alcan?a 89% de Precis?o e demonstram que o CompIE atinge sua meta de estender o paradigma Open IE extraindo rela??es expressas dentro dos CNs e ASs.
The Open Information Extraction (Open IE) is a relation extraction paradigm in which the target relationships cannot be specified in advance, and it aims to overcome the limitations imposed by traditional IE methods, such as domain-dependence and scalability. In order to extend Open IE to extract relationships that are not expressed by verbs from texts in English, we introduce CompIE, a component that learns relations expressed in noun compounds (NCs), such as (oil, extracted from, olive) from olive oil, or in adjectivenoun pairs (ANs), such as (moon, that is, gorgeous) from gorgeous moon. CompIE input is a text file, and the output is a set of triples describing binary relationships. The architecture comprises two main tasks: NCs and ANs Extraction (1) and NCs and ANs Interpretation (2). The first task generates a list of NCs and ANs from the input corpus. The second task performs the interpretation of NCs and ANs and generates the tuples that describe the relations extracted from the corpus. In order to study CompIE s feasibility, we perform an evaluation based on hypotheses. In order to implement the strategies to validate each hypothesis we have built a prototype. The results show that our solution achieves 89% Precision and demonstrate that CompIE reaches its goal of extending Open IE paradigm extracting relationships within NCs and ANs.
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Xavier, Clarissa Castellã. "Learning non-verbal relations under open information extraction paradigm." Pontifícia Universidade Católica do Rio Grande do Sul, 2014. http://hdl.handle.net/10923/7073.

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The Open Information Extraction (Open IE) is a relation extraction paradigm in which the target relationships cannot be specified in advance, and it aims to overcome the limitations imposed by traditional IE methods, such as domain-dependence and scalability. In order to extend Open IE to extract relationships that are not expressed by verbs from texts in English, we introduce CompIE, a component that learns relations expressed in noun compounds (NCs), such as (oil, extracted from, olive) from olive oil, or in adjectivenoun pairs (ANs), such as (moon, that is, gorgeous) from gorgeous moon. CompIE input is a text file, and the output is a set of triples describing binary relationships. The architecture comprises two main tasks: NCs and ANs Extraction (1) and NCs and ANs Interpretation (2). The first task generates a list of NCs and ANs from the input corpus. The second task performs the interpretation of NCs and ANs and generates the tuples that describe the relations extracted from the corpus. In order to study CompIE’s feasibility, we perform an evaluation based on hypotheses. In order to implement the strategies to validate each hypothesis we have built a prototype. The results show that our solution achieves 89% Precision and demonstrate that CompIE reaches its goal of extending Open IE paradigm extracting relationships within NCs and ANs.
O paradigma Open Information Extraction - Open IE (Extração Aberta de Informações) de extração de relações trabalha com a identificação de relações não definidas previamente, buscando superar as limitações impostas pelos métodos tradicionais de Extração de Informações como a dependência de domínio e a difícil escalabilidade. Visando estender o paradigma Open IE para que sejam extraídas relações não expressas por verbos a partir de textos em inglês, apresentamos CompIE, um componente que aprende relações expressas em compostos nominais (CNs), como (oil, extracted from, olive) - (óleo, extraído da, oliva) - do composto nominal olive oil - óleo de oliva, ou em pares do tipo adjetivo-substantivo (ASs), como (moon, that is, gorgeous) - (lua, que é, linda) - do AS gorgeous moon (linda lua). A entrada do CompIE é um arquivo texto, e sua saída é um conjunto de triplas descrevendo relações binárias. Sua arquitetura é composta por duas tarefas principais: Extrator de CNs e ASs (1) e Interpretador de CNs e ASs (2). A primeira tarefa gera uma lista de CNs e ASs a partir do corpus de entrada. A segunda tarefa realiza a interpretação dos CNs e ASs gerando as triplas que descrevem as relações extraídas do corpus. Para estudar a viabilidade da solução apresentada, realizamos uma avaliação baseada em hipóteses. Um protótipo foi construído com o intuito de validar cada uma das hipóteses. Os resultados obtidos mostram que nossa solução alcança 89% de Precisão e demonstram que o CompIE atinge sua meta de estender o paradigma Open IE extraindo relações expressas dentro dos CNs e ASs.
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Clerkin, Colin P. "Investigation of an intervention to facilitate non-verbal communicative behaviour." Thesis, Bangor University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239878.

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Xavier, Clarissa [Verfasser]. "Learning Non-Verbal Relations Under Open Information Extraction Paradigm / Clarissa Xavier." Munich : GRIN Verlag, 2015. http://d-nb.info/1097578720/34.

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Fukuda-Oddie, Mayumi School of Modern Language Studies UNSW. "Non-verbal and verbal behaviour of beginner learners of Japanese: pragmatic failure and native speaker evaluation." Awarded by:University of New South Wales. School of Modern Language Studies, 2007. http://handle.unsw.edu.au/1959.4/27313.

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This study, undertaken within the field of interlanguage pragmatics, investigates the kinds of pragmatic failures observed among tertiary level foreign learners of Japanese and also seeks to find reasons to help explain the occurrence of these failures. The focus of the study is on the data generated from a role play where a student has to borrow a book from their Japanese teacher. The primary role play is performed by nine beginner level learners of Japanese studying at an Australian university, but the role play is also performed by ten Japanese native speakers in order to determine what is normative for native speakers in this situation. Unlike previous studies in this area, this research collects kinesic non-verbal data in addition to linguistic data. The data is analysed using Thomas's (1983) concept of pragmatic failure, and Brown and Levinson's (1978, 1987) politeness theory. The study also considers whether Japanese native speakers evenly evaluate the role play performances of the Japanese learners. Despite difficulties in the application of these linguistic theories to beginner level learners, a number of sociopragmatic failures and one pragmalinguistic failure are observed in the role play performances of the Japanese learners. These are partially explained by a lack of instruction, nervousness in performing the role play and the learners' limited proficiency in the Japanese language. Inconsistencies are also observed in the way that JNS participants evaluate the role play performances of the JFL learners.
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Martin, Graham. "Dysexecutive syndrome in offenders and non offenders with a learning disability." Thesis, University of Surrey, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502627.

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Chan, Chi-man. "A study of the effects of multi-sensory stimulation on pre-verbal communication skills of people with a profound learning disability /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36784333.

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Wigham, Ciara. "The interplay between non-verbal and verbal interaction in synthetic worlds which supports verbal participation and production in a foreign language." Thesis, Clermont-Ferrand 2, 2012. http://www.theses.fr/2012CLF20020/document.

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Cette recherche vise à analyser la communication pédagogique multimodale dans des mondes synthétiques (virtuels). L'étude se focalise sur le rapport entre le verbal et le non verbal et son rôle de soutien pour la production et la participation verbales en langue étrangère. Celui-ci est analysé dans une perspective socio-sémiotique de la multimodalité, dans le contexte d'une formation conduite dans le monde synthétique Second Life selon une approche Enseignement d'une Matière Intégré à une Langue Étrangère (Emile). La formation, 'Building Fragile Spaces' menée dans le cadre du projet européen ARCHI21 a été conçue pour des étudiants d'architecture dont la langue étrangère était soit le français soit l'anglais.Le rapport entre le verbal et le non verbal est examiné selon trois angles différents. Premièrement, le rôle du non verbal pendant une activité de construction collaborative est analysé au vu des opportunités offertes par des mondes synthétiques pour la co-création de l'environnement et pour la collaboration. A travers cette étude, nous nous demandons si l'utilisation du mode non verbal a un impact sur la participation des étudiants dans le mode verbal et si le rapport entre ces deux modes a une influence sur la production verbale. Deuxièmement, l'utilisation du non verbal pour la construction des identités est abordée et est considérée en rapport avec l'interaction et la participation verbale des étudiants dans la langue étrangère. Finalement, la recherche se concentre sur le rapport entre les modalités audio et clavardage dans le mode verbal. Plus particulièrement, l'étude s'intéresse au rôle du clavardage dans l'interaction puisqu'il est en compétition non seulement avec l'audio mais également avec plusieurs modalités non verbales. La possibilité d'utiliser le clavardage pour la rétroaction est également abordée.Cette thèse cherche à contribuer aux considérations méthodologiques exigées pour que la recherche concernant la communication pédagogique multimodale dans des mondes synthétiques puisse aller au-delà des exemples spéculatifs et anecdotiques. Une typologie de modalités verbales et non verbales est proposée. Elle sert à étendre une méthodologie proposée pour la transcription des interactions multimodales aux interactions possibles dans les mondes synthétiques. En vue de la problématique plus générale, dans les domaines des Sciences Humaines et des Sciences du Langage, il s'agit de rendre visibles et accessibles publiquement les données utilisées pour les analyses. En effet, cette étude se réfère à un corpus d'apprentissage dans son approche méthodologique. La construction d'un corpus structuré permet d'effectuer des analyses contextualisées des données recueillies lors de la formation 'Building Fragile Spaces'.Cette recherche propose quelques éléments de réponse concernant l'augmentation de la participation verbale en rapport avec l'organisation proxémique des étudiants, la customisation de l'apparence des avatars des étudiants et l'utilisation importante des actes non verbaux. Concernant la production verbale, l'étude décrit comment, dans le mode non verbal, le mouvement de l'avatar est employé en tant que stratégie pour surmonter des difficultés de communication dans le mode verbal. Ces difficultés concernent, en particulier, l'expression de la direction et de l'orientation. L'étude montre également l'intérêt d'utiliser le clavardage pour offrir de la rétroaction concernant la forme linguistique dans le but de soutenir la production verbale des apprenants dans la modalité audio. Au vu des résultats, l'étude propose quelques considérations concernant la conception des activités pédagogiques pour l'apprentissage des langues dans des mondes synthétiques
This research focuses on multimodal pedagogical communication in synthetic (virtual) worlds. The study investigates the interplay between verbal and nonverbal interaction which supports verbal participation and production in a foreign language. This is analysed from a socio-semiotic perspective of multimodality within the context of a course held in the synthetic world Second Life, which adopted a Content and Language Integrated Learning (CLIL) approach. The course, entitled 'Building Fragile Spaces', formed part of the European project ARCHI21. It was designed for higher education students of Architecture whose foreign language was either French or English.The interplay between verbal and nonverbal interaction is examined from three different angles. Firstly, considering the opportunities synthetic worlds offer for the co-creation of the environment through building activities and for collaboration, the role played by the nonverbal mode during a collaborative building activity is investigated. The study questions whether the use of the nonverbal mode impacts on the participation of students in the verbal mode, and whether any interplay exists between these two modes that influences verbal production. Secondly, use of the nonverbal mode by students in inworld identity construction is addressed and considered with reference to their verbal interaction, and participation, in the foreign language. Thirdly, the research concentrates upon interplay between the audio and textchat modalities in the verbal mode. More specifically, the focus is on whether the textchat plays a role during interaction, considering it is in competition not only with the audio modality but also with several nonverbal modalities; and on whether the textchat modality can serve for feedback provision on language form.This thesis seeks to contribute to the methodological considerations to allow research to move beyond speculative and anecdotal examples of multimodal pedagogical communication in synthetic worlds. A typology of nonverbal and verbal modalities is proposed, and then drawn upon, to extend a previous methodology suggested for multimodal transcription to interactions in synthetic worlds. Considering, within the fields of Social Sciences and Language Sciences, the more general research problem to render research data used for analyses visible and publically accessible, the study adopts a LEarning and TEaching Corpus (LETEC) methodological approach. Constituting a structured corpus allows for contextual analyses of the data collected during the 'Building Fragile Spaces' course.This research offers insights into how verbal participation increases with reference to the proxemic organisation of students, the customization of students' avatar appearance and an increased use of nonverbal acts. Concerning verbal production, the study shows how avatar movement in the nonverbal mode was used as a strategy to overcome verbal miscommunication when expressing direction and orientation and also the benefits of using the textchat modality for feedback on language form in order to support learners’ productions in the audio modality. In light of these results, the study suggests some considerations concerning the design of pedagogical activities for language learning within synthetic worlds
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Chan, Chi-man, and 陳志文. "A study of the effects of multi-sensory stimulation on pre-verbal communication skills of people with a profound learning disability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45014486.

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Aidonopoulou-Read, Ana. "Formative assessment for non-verbal students with autism and severe learning difficulties : a case study." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10037918/.

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For a topic as popular as formative assessment, glaring omissions of student populations such as nonverbal students with autism and severe learning difficulties can label the process as non-inclusive. This thesis was developed as a result of a wish to improve the students’ educational experience by examining the uses of formative assessment with the specific student group and attempting to suggest ways in which students can access the formative assessment process, regardless of their challenging communication needs. In this case study, the first part of the research aimed to gather teacher views through semi-structured interviews on problems and successful formative practices, while the second focused on student video observations to establish how effective those practices were for this group of students. Interventions such as rewards and interesting resources were used to establish ways in which students give feedback through body language. The results indicate students can give feedback through body language, while the use of external stimuli can have varying degrees of effectiveness when it comes to attracting student attention. Among others, this thesis examined the themes of dialogue, reciprocation of feedback, behaviour and communication and student voice as related with formative assessment.
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Books on the topic "Non verbal learning disability"

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Sharratt, Margaret Jennifer. A study of cognitive style as it relates to personality, attitude towards a flexible learning initiativeand reading, non-verbal intelligence and spelling quotients in 12 year-old pupils. Birmingham: University of Birmingham, 1994.

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1955-, Fast Yvona, ed. Employment for individuals with Asperger syndrome or non-verbal learning disability: Stories and strategies. London: Jessica Kingsley Publishers, 2004.

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Fast, Yvona. Employment for Individuals With Asperger Syndrome or Non-Verbal Learning Disability: Stories and Strategies. Jessica Kingsley Publishers, 2004.

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Dietzen, Sanford R. Hemispheric specialization for verbal sequential and non-verbal simultaneous information processing styles of low income 3 to 5 year olds. 1986.

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Non-Verbal Learning Disabilities: Characteristics, Diagnosis and Treatment Within an Educational Setting. Jessica Kingsley Publishers, 2002.

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Knoke, Della M. The effects of cues and divided attention on verbal and non-verbal task performance in Parkinson's patients. 1994.

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Wiggins, Julie. An analysis of the communicative behaviours of five non-verbal or minimally verbal children with severe learning difficulties. 1992.

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Kishawi, Tony. Extended Non-Verbal Communication Improvisations: Engage Students and Challenge Them to Take Ownership of Their Own Learning Is the Key Focus of This Workshop Process. Draft2Digital, 2020.

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Producing Verbal Play in English: A Contrastive Study of Advanced German Learners of English and English Native Speakers. Hamburg, Germany: Verlag Dr. Kovac, 2008.

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D, Matthews Dawn, ed. Learning disabilities sourcebook: Basic consumer health information about learning disabilities, including dyslexia, developmental speech and language disabilities, non-verbal learning disorders, developmental arithmetic disorder, developmental writing disorder, and other conditions that impede learning such as attention deficit/hyperactivity disorder, brain injury, hearing impairment, Klinefelter syndrome, dyspraxia, and Tourette syndrome, along with facts about educational issues and assistive technology, coping strategies, a glossary of related terms, and resources for further help and information. 2nd ed. Detroit, MI: Omnigraphics, 2003.

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Book chapters on the topic "Non verbal learning disability"

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van Lieshout, Trix. "Non-verbale leerstoornis (Nonverbal Learning Disability, NLD)." In Pedagogische adviezen voor speciale kinderen, 307–20. Houten: Bohn Stafleu van Loghum, 2009. http://dx.doi.org/10.1007/978-90-313-6891-4_13.

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Pentel, Paul R., Mark G. LeSage, Mark G. LeSage, Paul R. Pentel, Lawrence H. Price, Tomasz Schneider, Maria-Inés López-Ibor, et al. "Verbal and Non-Verbal Learning in Humans." In Encyclopedia of Psychopharmacology, 1359–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-68706-1_178.

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Watanabe, Eiji, Takashi Ozeki, and Takeshi Kohama. "Analysis of Non-verbal Behaviors by Students in Cooperative Learning." In Collaboration Technologies and Social Computing, 203–11. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2618-8_16.

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Schneider, Jan, Dirk Börner, Peter van Rosmalen, and Marcus Specht. "Presentation Trainer: A Toolkit for Learning Non-verbal Public Speaking Skills." In Open Learning and Teaching in Educational Communities, 522–25. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_56.

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Watanabe, Eiji, Takashi Ozeki, and Takeshi Kohama. "Modeling of Non-verbal Behaviors of Students in Cooperative Learning by Using OpenPose." In Collaboration Technologies and Social Computing, 191–201. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28011-6_13.

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Ingkavara, Thanyaluck, and Pratchayapong Yasri. "Teaching Mathematics Among Students with Learning Disability: Non-technological and Technological Approaches." In Communications in Computer and Information Science, 268–77. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9895-7_24.

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Rodil, Kasper, Michelle Fly, Katrine Tranegaard Sigmer, and Nikolaj Løvig. "An Investigation of Dissemination and Retention of Non-verbal Information About the Cultural Heritage of Rock Art in a Virtual Reality Simulation." In Methodologies and Intelligent Systems for Technology Enhanced Learning, 11th International Conference, 75–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86618-1_8.

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Silva, Gustavo, Leonel Morgado, and Armando Cruz. "Impact of Non-verbal Communication on Collaboration in 3D Virtual Worlds: Case Study Research in Learning of Aircraft Maintenance Practices." In Communications in Computer and Information Science, 25–34. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60633-0_3.

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Laouris, Yiannis, Elena Aristodemou, and Pantelis Makris. "Prediction of Learning Abilities Based on a Cross-Modal Evaluation of Non-verbal Mental Attributes Using Video-Game-Like Interfaces." In Cross-Modal Analysis of Speech, Gestures, Gaze and Facial Expressions, 248–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03320-9_24.

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Kager, Klara. "Language Aptitude in Relation to Handedness, Hemispheric Dominance, Cognitive Learning Strategies and Non-verbal IQ: A Combined Quantitative and Qualitative Study." In Exploring Language Aptitude: Views from Psychology, the Language Sciences, and Cognitive Neuroscience, 167–93. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91917-1_9.

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Conference papers on the topic "Non verbal learning disability"

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Feng, Will, Anitha Kannan, Georgia Gkioxari, and C. Lawrence Zitnick. "Learn2Smile: Learning non-verbal interaction through observation." In 2017 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS). IEEE, 2017. http://dx.doi.org/10.1109/iros.2017.8206272.

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Sargent, J. "104 Assessing vision in non-verbal children with severe disability: outcomes of assessments in different settings." In Great Ormond Street Hospital Conference 2018: Continuous Care. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/goshabs.104.

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Blome, Tim, Alexander Diefenbach, Stefan Rudolph, Kristina Bucher, and Sebastian von Mammen. "VReanimate — Non-verbal guidance and learning in virtual reality." In 2017 9th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games). IEEE, 2017. http://dx.doi.org/10.1109/vs-games.2017.8055807.

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Soraya, Dila Umnia, Kartika Candra Kirana, Slamet Wibawanto, Heru Wahyu Herwanto, and Chandra Wijaya Kristanto. "Non-Verbal Communication Behavior of Learners on Online-based Learning." In Proceedings of the 2nd International Conference on Vocational Education and Training (ICOVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icovet-18.2019.2.

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Fukuda, Shuichi, Yoshifusa Matsuura, Tokiko Takahashi, and Premruedee Wongchuphan. "Non-Verbal Transfer of Skill." In ASME 1997 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/detc97/dfm-4367.

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Abstract It is becoming more and more important to consider how we should integrate our knowledge of skills into design, if we really wish to integrate design and manufacturing, because skills play very important roles in manufacturing. Although there are many design systems available, most of them deal only with the symbolic representation of our knowledge and even such media as TV, video, etc. which are considered to be good for skill representation are still in most cases one way from a teacher to a student. To really learn a skill, feedback from a student to a teacher should be established and more interactiveness secured. We developed a prototype system with the simple example of learning the skill of penmanship for the purpose of clarifying the problems of skill representation and with the hope of integrating skill knowledge into design in the future.
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Yu, Lei, and Zhenguo Qi. "Research on English Teaching Based on Non-verbal Cross-cultural Communication." In 2016 International Conference on Education, E-learning and Management Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iceemt-16.2016.74.

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El-Seoud, M. Samir Abou, AbdelGhani Karkar, Jihad M. Al Ja'am, and Omar H. Karam. "A pictorial mobile-based communication application for non-verbal people with autism." In 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017828.

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Kim, Jaebok, Khiet Truong, and Vanessa Evers. "Automatic detection of children's engagement using non-verbal features and ordinal learning." In Workshop on Child Computer Interaction. ISCA, 2016. http://dx.doi.org/10.21437/wocci.2016-5.

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George, Feba Thankachan, Venkata Sindhoor Preetham Patnam, and Kiran George. "Real-time deep learning based system to detect suspicious non-verbal gestures." In 2018 IEEE International Instrumentation and Measurement Technology Conference (I2MTC ). IEEE, 2018. http://dx.doi.org/10.1109/i2mtc.2018.8409864.

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Zavaruieva, Inna. "INTERCULTURAL COMMUNICATION AND THE USE OF NON-VERBAL MEANS IN THE LEARNING FOREIGN." In PSYCHOLOGICAL AND PEDAGOGICAL PROBLEMS OF MODERN SPECIALIST FORMATION. ХОГОКЗ (KRPOCH), 2017. http://dx.doi.org/10.26697/9789669726094.2017.57.

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