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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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Previous issue date: 2014-03-12O 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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Previous issue date: 2014The 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 synthétiquesThis 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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Geller, Norman J. "Asperger's Syndrome and Non-verbal Learning Disabilities: A study of differential diagnosis agreement across disciplines." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1373.
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Mental health professionals tend to have a clinical perspective that is dependent upon Diagnostic and Statistical Manual of Mental Disorders-IV-TR (DSM-IV) criteria for a differential diagnosis. School-based clinicians are bound by regulations governing special education placement established by Individuals with Disabilities Education Act (IDEA). While both sets of clinicians generate diagnostic recommendations for students, the guidelines and criteria are not of parallel descriptors. AS is only a diagnosis provided for in DSM-IV. Non-verbal learning disability (NVLD) and high functioning autism (HFA) are addressed in both DSM-IV and IDEA. The dilemma presented to clinicians is intertwining the terminology of both fields in order to provide a more concise and meaningful diagnosis for the students who are being served. Although school-based and mental-health clinicians provide services for students, the criteria employed may differ. Essentially, the descriptors that are applied to Asperger's Syndrome (AS) and NVLD are similar and may only differ in the criteria used by different discipline affiliations. Upon review of the literature, there seems to be some question about the different clinical perspectives and diagnosis that may emerge. The criteria used for disability identification is often based upon discipline affiliation. Bashe and Kirby (2000) suggest that psychiatrists may identify students with AS while an education-based organization might suggest a learning disability and yet, a speech and language pathologist might refer to the same set of characteristics as a semantic-pragmatic disorder or an audiologist would refer to a central auditory processing disorder. Furthermore, Bashe and Kirby felt that the "specialist" generally sees and identifies the facet of AS that pertains to their area of expertise. While identification is a critical component of planning intervention, service delivery of both AS and NVLD students are relegated to educators and the school-based program. Therefore, the terminology employed to identify a disability must be applicable to the school setting. The literature often refers to AS in a hyphenated context with HFA. Rather than there being a consistent diagnostic category of AS, AS is often joined with HFA as a means of describing symptoms that transcend characteristics of autism but still have similarities with students classified as having autism. There is also a considerable amount of literature that differentiates the two terms and refers to AS and HFA as two distinct disabilities. Furthermore, there is a great deal of conjecture regarding AS as a type of learning disability. This study will ascertain whether there is agreement between disciplines in diagnosis of AS and NVLD, whether or not there is consistency between and among disciplines regarding the importance of specific characteristics of the two disabilities, and the application of these characteristics when rendering a diagnosis and intervention recommendations. While the results of this study did not demonstrate an interaction between diagnosis and professional discipline affiliation, it did demonstrate that the rate of correct diagnosis for AS was significantly higher than that of NVLD and autism. An alternative conclusion is that AS is overly diagnosed and impacting the rate of correct diagnosis for NVLD and autism. While there was an association between the elements used for clinical diagnosis of both autism and AS, there was a demonstrable correlation of service delivery models for both NVLD and AS and a departure of similarities in service delivery between AS and autism. Implications of these results are discussed in greater detail.
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Amini, Reza. "Learning Data-Driven Models of Non-Verbal Behaviors for Building Rapport Using an Intelligent Virtual Agent." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1765.
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There is a growing societal need to address the increasing prevalence of behavioral health issues, such as obesity, alcohol or drug use, and general lack of treatment adherence for a variety of health problems. The statistics, worldwide and in the USA, are daunting. Excessive alcohol use is the third leading preventable cause of death in the United States (with 79,000 deaths annually), and is responsible for a wide range of health and social problems. On the positive side though, these behavioral health issues (and associated possible diseases) can often be prevented with relatively simple lifestyle changes, such as losing weight with a diet and/or physical exercise, or learning how to reduce alcohol consumption. Medicine has therefore started to move toward finding ways of preventively promoting wellness, rather than solely treating already established illness.
Evidence-based patient-centered Brief Motivational Interviewing (BMI) interven- tions have been found particularly effective in helping people find intrinsic motivation to change problem behaviors after short counseling sessions, and to maintain healthy lifestyles over the long-term. Lack of locally available personnel well-trained in BMI, however, often limits access to successful interventions for people in need. To fill this accessibility gap, Computer-Based Interventions (CBIs) have started to emerge.
Success of the CBIs, however, critically relies on insuring engagement and retention of CBI users so that they remain motivated to use these systems and come back to use them over the long term as necessary.
Because of their text-only interfaces, current CBIs can therefore only express limited empathy and rapport, which are the most important factors of health interventions. Fortunately, in the last decade, computer science research has progressed in the design of simulated human characters with anthropomorphic communicative abilities. Virtual characters interact using humans’ innate communication modalities, such as facial expressions, body language, speech, and natural language understanding. By advancing research in Artificial Intelligence (AI), we can improve the ability of artificial agents to help us solve CBI problems.
To facilitate successful communication and social interaction between artificial agents and human partners, it is essential that aspects of human social behavior, especially empathy and rapport, be considered when designing human-computer interfaces. Hence, the goal of the present dissertation is to provide a computational model of rapport to enhance an artificial agent’s social behavior, and to provide an experimental tool for the psychological theories shaping the model. Parts of this thesis were already published in [LYL+12, AYL12, AL13, ALYR13, LAYR13, YALR13, ALY14].
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Abu-Hamour, Bashir Essa. "The Relationships among Cognitive Ability Measures and Irregular Word, Non-Word, and Word Reading." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195329.
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This study examined the relationships between and among: (a) Processing Speed (PS) Cluster and Rapid Automatized Naming (RAN) Total to reading ability; (b) measures of RAN and PS to irregular word, non-word, and word reading; and (c) the relationships among irregular word, non-word, and word reading. The word reading measures were predicted by using multiple cognitive abilities including Phonological Awareness (PA), RAN, PS, and Working Memory (WM). Sixty participants, 39 students who were average readers and 21 students with reading difficulties in Grades 1, 2, 3, and 4 were recruited.Correlational designs testing predictive relationships were used to conduct this study. The results indicated that the PS Cluster had the strongest correlation with irregular word reading, whereas the RAN Total had the strongest correlation with both word reading and non-word reading ability. Reading performance was best predicted by RAN-Letters. In addition, the Woodcock-Johnson III Visual Matching test had the strongest predictive power of reading ability among all of the PS measures.High correlations were found among the reading variables within normally distributed data, whereas there was no significant correlation between irregular and nonword reading within the group of students with Reading Difficulties. These findings provide support for the dual-route theory. Among the 21 students with RD, 10 students presented problems in both non-word reading and irregular word reading; 9 students presented problems just in non-word reading; and 2 students presented problems just in irregular word reading. A model consisting of RAN, PA, and PS, as included in the study measures, provided the most powerful prediction of all reading skills. These findings also lend more support to the double-deficit model and indicate that PA and naming speed problems contribute independently to variance in reading.This study provides direction for the assessment of specific reading disability and the cognitive underpinnings of this disorder. These findings support the need to assess PA, RAN, and PS, as well as various types of word reading skills, when making a reading disability diagnosis. Further research may cross validate the results of this study, or add other aspects of reading (eg., reading fluency or comprehension) to this line of research.
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Jamison, Kathleen. "The Effects of Trained Facilitation of Learning-Oriented Feedback on Learner Engagement, Performance, Self-Efficacy, and Enjoyment." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27369.
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The level of learner engagement, performance, self-efficacy, and enjoyment on a knot-tying task by college students who received positive verbal and non-verbal learning-oriented feedback by trained facilitators was examined. Secondary learner outcomes were learner perception of engagement and learner perception of facilitator support. Facilitator variables were attitude and competency.
Changes in facilitators" attitudes toward (1) flow theory (Csikszentmihalyi, 1997), (2) systematic feedback (Ilgen, Fisher, & Taylor, 1979; Liden & Mitchell, 1985; Locke & Latham, 1985), and (3) hands-on learning (Joplin, 1995; Kolb, 1984; Pfieffer & Jones, 1985; Williamson, 1995) were examined. Facilitators" competence in (1) delivering learning-oriented feedback, (2) using verbal learning-oriented feedback to increase learner engagement, and (3) using nonverbal learning-oriented feedback to increase learner engagement was measured.
One hundred twenty-six college students from an introductory human development class were randomly selected and randomly assigned to one of three treatment groups as facilitators, learners, or timekeepers for a knot-tying task. Twelve psychology majors, members of an independent study group in the same class, were trained as observers and randomly assigned to one of the three treatment groups. The treatment was the administration of learning-oriented feedback by trained facilitators during a knot-tying task.
The primary findings were that learning-oriented feedback provided by trained facilitators increased learner engagement, learner self-efficacy, learner task enjoyment, learner perception of facilitator support, and learner perception of personal engagement in the task. Learner performance was not affected by the administration of learning oriented feedback. Facilitators showed significant change in their attitude toward flow theory, systematic feedback, and hands-on learning.
It can be concluded that facilitators who received training in learning-oriented feedback had a greater effect on the affective side of learning (engagement, self-efficacy, enjoyment) than those who did not receive training. However, the training of facilitators in the use of learning-oriented feedback had no effect on learner performance. Further, teaching a task using facilitated verbal and nonverbal cues positively affects how facilitators feel about flow theory, hands-on learning, and feedback. Further research to verify effects of learning-oriented feedback on learner engagement using other tasks is suggested. Additional research to examine the attitudes of facilitators is suggested.Ph. D.
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Truong, Xuan-Dan, and Sara Nilsson. "The Recurring Understanding of Cultural Intelligence : A Qualitative Study of Companies in the Forestry Based Industry in Sweden." Thesis, Umeå universitet, Företagsekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-101062.
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Due to the recent phenomenon of globalization, the mobility of people has increased significantly. In a world where national and cultural borders are getting more blurred and undefinable, people from different parts of the world encounter individuals with different cultural backgrounds. Due to these different worldviews, perceptions and experiences, misunderstandings may arise when people engage in cross-cultural communication. This is true for recreational as well as professional cross-cultural communication. An individual who successfully interacts and communicates with people from other cultures possesses what has come to be known as cultural intelligence. In order to get a deeper understanding for how people perceive cross-cultural communication in the professional field, this study investigates how managers in the forestry based industry in Västerbotten have experienced communication with their international business partners. The investigation was conducted through personal interviews and a self-completion questionnaire was also distributed to make an attempt to measure the respondents’ cultural intelligence. The results point in the direction that cross-cultural communication is vital for organizations that operate on the global market. Both verbal communication and non-verbal communication do affect the collaboration, but there is no general answer to how. Every situation has to be dealt with in a unique way. This implies that the process of cultural learning and understanding is ongoing and dynamic.
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Ahmed, Ishtiaq. "Mathematics Education from a Non-Visual and Disability Studies Perspective: Experiences of Students, Families, and Educators." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593699490689104.
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Ahlberg, Sara. "Kommunikation i särskolan : En kvalitativ studie om kommunikation kopplat till individanpassad musikundervisning." Thesis, Linnéuniversitetet, Institutionen för musik och bild (MB), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84827.
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Individualized teaching in schools with children with learning disabilities is a prerequisite, in order to be able to convey knowledge and teaching in an educational and developing way. The purpose of this study is to explore how musical communication can be used in school's with children with learning disabilities in different ways and how teachers can create an individualized teaching through this, during the music lessons. The study's result describes the interviews that have been conducted that have occurred in varied locations around Sweden with teachers in the subject area music in learning disabilities. The result presents how teachers use musical communication in their teaching and in what way the teaching is tailored to the needs of the students to become developing. The discussion that is linked to the subject of the study focuses on individual adaptation and alternative ways in which the teacher can make use of it in order to obtain an educational teaching, in which the students are given the opportunity for an in-depth understanding and a developed knowledge.
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Xu, Xin. "Physical, psychological, demographic and modifiable risk factors for age related cognitive impairment associated with possible dementia and frailty." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/14542.
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The population of China is ageing. Accompanying this aging population, dementia and frailty have a growing importance. However there is little consensus on the association between dementia and frailty, in terms of how the criteria that are part of this two syndromes overlap, as both disorders are age-related and increase the risk for falls, further leading to loss of independence. To meet the above needs, the thesis describes research into different frailty diagnostic criteria, as well as its association with dementia symptoms. We examined cognitive measures that can be used for assessment of Mild Cognitive Impairment (MCI) and dementia screening (the Hopkins Verbal Learning Test, HVLT) and compared its discriminant ability with the commonly used cognitive screening tool, the Mini-Mental State Examination (MMSE) in distinguishing Cognitive Impairment (including MCI and dementia) from No Cognitive Impairment (NCI, normal controls) in two community-dwelling elderly Chinese populations and in one institutionalised elderly population in Shanghai, China. Subsequently we investigated whether physical and cognitive symptoms clustered together to form frailty phenotypes. We employed indicators that have been widely used to diagnose frailty, including physical measures (grip strength, Time-Up and Go test, 15 feet gait speed test and Berg balance test), and psychological measures (the HVLT and the MMSE) to predict cognitive impairment (CI) and frailty. Additionally, we described demographics (age, gender, education) and other potential modifiers when detecting cognitive impairment and functional disability. We then built up a model for possible frailty phenotype using various indicators. Lastly, we examined whether demographic (age, gender, education and profession), and lifestyle (smoking/alcohol history, exercise frequency, and dietary habit) could be used to predict future cognitive impairment. It was found that advanced age, lower education (no or primary level), and being vegetarian were significant risk factors for cognitive impairment. Furthermore, whereas high consumption of green vegetables is a protector against cognitive impairment, high intake of tofu was negatively related to cognitive performance among community-dwelling elderly in China. To meet the above needs, the thesis describes research into different frailty diagnostic criteria, as well as its association with dementia symptoms. We examined cognitive measures that can be used for assessment of Mild Cognitive Impairment (MCI) and dementia screening (the Hopkins Verbal Learning Test, HVLT) and compared its discriminant ability with the commonly used cognitive screening tool, the Mini-Mental State Examination (MMSE) in distinguishing Cognitive Impairment (including MCI and dementia) from No Cognitive Impairment (NCI, normal controls) in two community-dwelling elderly Chinese populations and in one institutionalised elderly population in Shanghai, China. Subsequently we employed these two cognitive measures to investigate whether they were part of the frailty syndrome among elderly from the community-based studies. We investigated whether physical and cognitive symptoms clustered together to form frailty phenotypes. We employed indicators that have been widely used to diagnose frailty, including physical measures (grip strength, Time-Up and Go test, 15 feet gait speed test and Berg balance test), and psychological measures (the HVLT and the MMSE) to predict cognitive impairment (CI). We found four distinct subtypes of elderly characterised by increasing care needs: 1. Persona elderly as defined by age >78, year of education<6 years, grip strength <11.8 KG, and a MMSE total score <25; 2. Persona Physical frailty (fitness), defined by a total score on the Timed-Up and Go (TUG) test >12.7 seconds and 15 feet gait speed >4.4 seconds; 3. Persona Cognitive impairment, defined by a MMSE total score <25, a HVLT Immediate Recall (IR) score <15, and a HVLT Delayed Recall (DR) <5; 4. Persona Physical frailty (balance,) defined by a Berg Balance test score of <53. Additionally, we described demographics (age, gender, education) and other potential modifiers when detecting cognitive impairment and functional disability. We then built up a model for possible frailty phenotype using various indicators, Frailty here was defined as: 1. Low BMI as measured by this algorithm: BMI= Weight (kg)/Height (m)2 2. Weakness (upper and lower body): grip strength in the lowest quintile, adjusted for gender; and TUG get up with assistance or unable to get up 3. Slowness (lower body): TUG score in the lowest quintile, adjusted for gender; and 15 feet gait speed in the lowest quintile, adjusted for gender; 4. Poor balance: Berg Balance test score in the lowest quintile, adjusted for gender; 5. Low physical activity: engaging in exercise less than once per week. An individual with 4 or more present frailty components out of a total of 7 was considered to be frail , whereas equal or less than 3 characteristics were hypothesized to be pre-frail . Those with no present frailty components were considered as robust. Lastly, we examined whether demographic (age, gender, education and profession), and lifestyle (smoking/alcohol history, exercise frequency, and dietary habit) could be used to predict future cognitive impairment (as defined by a HVLT IR score of ≤19). The results of our studies show that compared to the MMSE, the HVLT is superior in differentiating MCI and dementia from NCI, and is also less affected by demographic factors in detecting frailty. Furthermore, in the current study, physical, psychological, demographic and other modifiable risk factors cluster together into different phenotypes of cognitive impairment and functional disability in these cohorts. A phenotype of frailty is built up using BMI, grip strength, TUG, 15 feet gait speed, balance and exercise frequency as indicators. The most common was the elderly phenotype followed by the cognitively impaired. A novel finding of the current study is that only 4.8% (8 out 168) of the whole sample fulfilled all three categories in the current study (cognitive impairment, functional disability and frailty). Finally, advanced age, lower education (no or primary level), and being vegetarian were significant risk factors for cognitive impairment. Furthermore, whereas high consumption of green vegetables is a protector against cognitive impairment, high intake of tofu was negatively related to cognitive performance among community-dwelling elderly in China.
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Laauwen, Hermanean May. "Explaining "non-reform" in special needs education policy in South Africa." Thesis, University of Pretoria, 2004. http://hdl.handle.net/2263/27834.
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The purpose of my case study research is to explain the development trajectory of Special Needs Education policy in South Africa. I also intended to establish whether this policy reform trajectory could be explained as “non-reform” in Special Needs Education. The development path of policies has been widely researched and explained in relation to theories of change. Over the past decade there has, however, been a growing body of knowledge that has moved the theoretical basis for the development of policy from a traditional linear and causal model to a more complex, dynamic model of change. I was able to draw from both models to engage in my case study research on the development of the Special Needs Education policy. This policy eventually culminated in a Government White Paper on Special Needs Education. My primary research question is to understand why the policy on Special Needs Education did not emerge in South Africa when it was widely expected. I examined “up close” the views, perspectives and understandings of policy makers to establish the reasons for the non-emergence of the Special Needs Policy in South Africa. On closer analysis, I found that not only was there a significant delay between the policy formulation and policy adoption, but that this had created a critical policy vacuum in the Special Needs Education system in South Africa, which warranted an explanation. I found that the main reasons for the “policy-lag” were situated in the intended paradigm shift from a medical based model to an eco-systemic model, the intended restructuring of the special school system, logistical factors, and the availability of resources. This study addresses a gap in the related literature by its focus on the policy-making process for Special Needs Education in a transitional context. Its significance lies in shifting explanations of policy reform from the domain of the causal-linear to a political account of the process. The research was guided by a conceptual framework that combined the linear and iterative models of the policy development processes with the conceptual devices of “theory of action” and “theory in use”. The role of specific paradoxes and the ensuing tensions was formulated using qualitative content analysis. The study produced several new findings with regard to the factors that affect education policy-making in South Africa. Principal amongst these findings was the observation that the politics of participation was the main factor constraining the speed and direction of policy development in Special Needs Education. The findings of this research warrant several conclusions regarding the implementation and the dynamic nature of policy-making. The study concludes with suggestions for future research in policy-making related to Special Needs Education in South Africa.Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2004.
Education Management and Policy Studies
unrestricted
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Bes, Izuel Mª Asunción. "La interacción en el proceso de instrucción formal en grupos multilingües de español L2 de nivel principiante." Doctoral thesis, Universitat Pompeu Fabra, 2007. http://hdl.handle.net/10803/7586.
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Esta investigación se enmarca dentro del campo de la enseñanza-aprendizaje de segundas lenguas, concretamente, dentro del ámbito de la enseñanza del español como segunda lengua. El marco teórico en el que se inscribe es el que aporta la teoría sociocultural y la metodología de investigación utilizada proviene del paradigma interpretativo (cualitativo). En síntesis, este trabajo ha consistido en el estudio de los procesos de construcción y gestión del conocimiento explícito durante la instrucción formal de la lengua objeto de estudio, en dos grupos multilingües de nivel principiante de una escuela oficial de idiomas, sin lengua vehicular común a todos los aprendientes. Hemos analizado y hemos descrito el tipo de comunicación que se genera entre profesor y aprendiente en la clase de español/ L2, entendiendo por comunicación tanto la verbal como la no verbal (kinésica y proxémica), y hemos comparado las percepciones que tanto profesores como aprendientes tienen de todo este procesoThis research is framed in the second language acquisition field, specifically, in the studies of Spanish as a second language. The theoretical framework in which this research is included is the one that provides with the sociocultural tradition and the methodology used for comes from the interpretative (qualitative) paradigm. In summary, this research work consisted in the study of how is constructed and negotiated explicit knowledge during the formal instruction of the language studied in class, in two multilingual groups of beginners without a common vehicular language to all the learners. We studied and we described the way of communication that is generated among teacher and students during Spanish formal instruction, understanding the communication concept both verbal and non-verbal communication, and we compared the perceptions that teachers and students have about all this process
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Mouawad, Pauline. "Modeling and predicting affect in audio signals : perspectives from acoustics and chaotic dynamics." Thesis, Bordeaux, 2017. http://www.theses.fr/2017BORD0627/document.
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La présente thèse décrit un projet de recherche multidisciplinaire qui porte sur la reconnaissance de l’émotion dans les sons, couvrant les théories psychologiques, l’analyse du signal acoustique,l’apprentissage automatique et la dynamique chaotique.Dans nos interactions et nos relations sociales, nous dépendons considérablement de la communication de l’information et de notre perception des messages transmis. En fait, la communication se produit lorsque les signaux transmettent des informations entre une source et une destination. Le signal peut être verbal, et l’information est ensuite portée par des motifs sonores, tels que des mots. Dans la communication vocale non verbale, cependant,l’information peut être des modèles perceptifs qui véhiculent des indices affectifs, que nous percevons et évaluons sous la forme d’intentions, d’attitudes, d’humeurs et d’émotions.La prévalence de la composante affective peut être observée dans les interactions informatiques humaines (HCI) où le développement d’applications automatisées qui comprennent et expriment les émotions est devenu crucial. De tels systèmes doivent être significatifs et faciles à utiliser pour l’utilisateur final, de sorte que notre interaction avec eux devient une expérience positive. Bien que la reconnaissance automatique des émotions dans les sons ait reçu une attention accrue au cours des dernières années, il s’agit encore d’un jeune domaine de recherche.Non seulement cela contribue à l’informatique affective en général, mais il fournit également une compréhension approfondie de la signification des sons dans notre vie quotidienne.Dans cette thèse, le problème de la reconnaissance des affects est abordé à partir d’une double perspective: nous commençons par adopter une approche standard de l’analyse acoustique du signal, où nous examinons et expérimentons les fonctionnalités existantes pour déterminer leur rôle dans la communication émotionnelle. Ensuite, nous nous tournons vers la dynamique chaotique et la symbolisation des séries temporelles, pour comprendre le rôle de la dynamique inhérente des sons dans l’expressivité affective. Nous menons nos études dans le contexte des sons non verbaux, à savoir les sons vocaux, musicaux et environnementaux.D’un point de vue de l’écoute humaine, une tâche d’annotation est menée pour construire un ground-truth de voix de chant non verbales, marquées par des descriptions catégoriques du modèle bidimensionnel d’émotions. Deux types de sons sont inclus dans l’étude: vocal et glottal.D’un point de vue psychologique, la présente recherche porte sur un débat qui existe depuis longtemps parmi les scientifiques et les psychologues, concernant les origines communes de la musique et de la voix. La question est abordée à partir d’une analyse acoustique ainsi que d’une approche dynamique non linéaire.D’un point de vue de la modélisation, ce travail propose une nouvelle approche dynamique non linéaire pour la reconnaissance de l’affect dans le son, basée sur la dynamique chaotique et la symbolisation adaptative des séries temporelles. Tout au long de cette thèse, les contrastes clés dans l’expressivité de l’émotion sont illustrés parmi les différents types de sons, à travers l’analyse des propriétés acoustiques, les métriques de la dynamique non linéaire et les performances des prédictions.Enfin, d’un point de vue progressif, nous suggérons que les travaux futurs étudient des caractéristiques motivées par les études cognitives. Nous suggérons également d’examiner dans quelle mesure nos caractéristiques reflètent les processus cognitifs. En outre, nous recommandons que nos fonctionnalités dynamiques soient testées dans des études à grande échelle de la reconnaissance d’émotions à travers la participation aux défis expérimentaux, dans le but de vérifier s’ils obtiennent un consensusThe present thesis describes a multidisciplinary research project on emotion recognition in sounds, covering psychological theories, acoustic-based signal analysis, machine learning and chaotic dynamics.In our social interactions and relationships, we rely greatly on the communication of information and on our perception of the messages transmitted. In fact communication happens when signals transmit information between a source and a destination. The signal can be verbal,and the information is then carried by sound patterns, such as words. In non verbal vocal communication however, information can be perceptual patterns that convey affective cues,that we sense and appraise in the form of intentions, attitudes, moods and emotions.The prevalence of the affective component can be seen in human computer interactions(HCI) where the development of automated applications that understand and express emotions has become crucial. Such systems need to be meaningful and friendly to the end user, so thatour interaction with them becomes a positive experience. Although the automatic recognition of emotions in sounds has received increased attention in recent years, it is still a young fieldof research. Not only does it contribute to Affective Computing in general, but it also provides insight into the significance of sounds in our daily life.In this thesis the problem of affect recognition is addressed from a dual perspective: we start by taking a standard approach of acoustic-based signal analysis, where we survey and experiment with existing features to determine their role in emotion communication. Then,we turn to chaotic dynamics and time series symbolization, to understand the role of the inherent dynamics of sounds in affective expressiveness. We conduct our studies in the context of nonverbal sounds, namely voice, music and environmental sounds.From a human listening point of view, an annotation task is conducted to build a ground truth of nonverbal singing voices, labelled with categorical descriptions of the two-dimensional model of affect. Two types of sounds are included in the study: vocal and glottal.From a psychological perspective, the present research addresses a debate that is of long standing among scientists and psychologists, concerning the common origins of music and voice.The question is addressed from an acoustic-based analysis as well as a nonlinear dynamics approach.From a modeling viewpoint, this work proposes a novel nonlinear dynamics approach for the recognition of affect in sound, based on chaotic dynamics and adaptive time series symbolization.Throughout this thesis, key contrasts in the expressiveness of affect are illustrated among the different types of sounds, through the analysis of acoustic properties, nonlinear dynamics metrics and predictions performances. Finally from a progressive perspective, we suggest that future works investigate features that are motivated by cognitive studies. We also suggest to examine to what extent our features reflect cognitive processes. Additionally we recommend that our dynamic features be tested inlarge scale ER studies through the participation in ER challenges, with an aim to verify if they gain consensus
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Kang, Shin Tae. "Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2158.
Full textAbstract:
La langue est sans aucun doute le reflet d’une culture et en cela elle permet à deux peuples non seulement de communiquer mais aussi de se découvrir. C’est la raison pour laquelle ce travail vise à répondre à deux objectifs : le premier est d’optimiser l’enseignement des langues, ici le français en Corée, le second est de favoriser les échanges entre nos deux pays en mesurant la portée culturelle véhiculée par une langue. Pour cela nous avons cherché à identifier les contraintes de l’apprentissage du français en décrivant les interactions entre enseignants français natifs et apprenants coréens dans l’enseignement supérieur en Corée. La constitution d’un corpus d’interactions authentiques mettant en contact 180 apprenants coréens avec 7 enseignants au travers de 13 cours de FLE a permis de décrire des phénomènes interactionnels récurrents d’ordre sociolinguistique. La grande distance linguistique séparant le français du coréen s’est manifestée par des incompréhensions et des malentendus d’origine phonétique, morphosyntaxique et sémantique issus de transferts entre les deux langues. Pour surmonter ces difficultés linguistiques, nous préconisons d’accompagner les cours de grammaire d’une immersion en langue cible par des cours de conversation. Mais notre étude montre combien les habitudes d’apprentissage des apprenants coréens, entre silences, rire d’embarras, hochements de tête et autres gestes illustratifs palliatifs à des lacunes langagières, doivent être prises en compte dans toute démarche didactiqueThe language is undoubtedly the reflection of a culture and it allows two peoples not only to communicate but also to discover each other. It is the reason why this work aims at answering two objectives: the first one is to optimize the languages teaching, here French in Korea, the second is to favour the exchanges between our two countries by measuring the cultural significance conveyed by a language. For this we tried to identify the constraints of the learning of French by describing the interactions between French native teachers and Korean learners in the higher education in Korea. The constitution of a corpus of authenticinteractions putting in touch 180 Korean learners with 7 teachers through 13 courses of FLE allowed to describe interactionnels recurring phenomena of sociolinguistic type. The linguistic great distance separating French of the Korean showed itself by incomprehensions and phonetic, morphosyntactic and semantic misunderstandings of origin stemming from transfers between both languages. To overcome these linguistic difficulties, we recommend to accompany the grammar courses with an immersion in target language by courses of conversation. But our study shows how many the learning habits of the Korean learners,between silences, laughter of embarrassments, nods and other palliative illustrative gestures in linguistic deficiencies, must be taken into account in any didactic approach
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Garcia, Sainz Elvira Alicia. "La interpretación del significado de locuciones verbales en español : Estrategias de aprendientes y hablantes nativos para describir el sentido figurado al Pensar en Voz Alta." Thesis, Stockholms universitet, Romanska och klassiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-167331.
Full textAbstract:
Idioms are frequently used in any language and thereby it is important to investigate how these linguistic resources are understood, acquired and mastered. More studies need to be conducted, specially in the learning of a second language. Cooper (1999) examined the processing of idioms in English by L2 learners using the Think-aloud procedure (TAP). He found that a heuristic model consists of the numerous strategies used by these speakers to find the meaning of written idioms by exploring and try to find the meaning which is less familiar to them, compared to the native speakers knowledge and holistic or integrated approach. In the currrent work, realized in Sweden, the TAP was applied to compare the responses given by learners of Spanish as a second language and native speakers about common verbal idioms. The aim is to analyze the interpretation and comprehension of non-literal or figurative meaning of these expressions. As the result indicates, the Spanish idioms were less familiar to the L2 learners, but their figurative meaning was understood in 41% of the times, and including partial associations in 76% of the attempts using the TAP. The descriptions of these L2 Spanish speakers’ group varied notoriously: amid match and partial coincidences with figurative meaning, unusual images were referred and the literal meaning was presented in a few cases as part of the figurative. The heuristic and a kind of hybrid approach to the idiomatic meaning in the oral and semantic elaborations and interpretative strategies were confirmed. However, it was relatively easier to the L2 speakers to propose lexical definitions. With a more holistic processing and descriptions of meaning, the native speakers accessed the non-literal idioms’ meaning with a complete description in 85% of the cases, and including linked information in 98%, which confirmed that regional idioms could be particularly unknown. Some difficulties to give explicit information about concrete terms by members of the group of native speakers were identified.Las locuciones son expresiones de uso común en el habla cotidiana y por ello es importante investigar cómo son comprendidas y adquiridas, tanto en el aprendizaje de lenguas maternas como en el de segundas lenguas. Cooper (1999) examinó cómo los hablantes de inglés como segunda lengua, usando el procedimiento Pensar en Voz Alta (PVA), describen el significado de locuciones presentadas por escrito. Él identificó que un modelo heurístico de procesamiento se conforma por numerosas estrategias con las cuales estos hablantes intentan encontrar y dar respuestas acertadas acerca del significado idiomático. El PVA se usó en este estudio, realizado en Suecia, para comparar las respuestas de aprendientes de español como segunda lengua y hablantes nativos, enfocando locuciones verbales de uso común en esa lengua. El propósito fue analizar las interpretaciones y comprensión de significado no literal o figurado de las secuencias convencionales presentadas. Los resultados muestran que para los hablantes de español como segunda lengua las locuciones eran poco familiares, pero acertaron en el 41% de sus intentos al describir significados coincidentes con el sentido figurado, y en 76% con asociaciones parciales de significado. Las respuestas de estos hablantes variaron notoriamente: entre aproximación al significado convencional proporcionaron imágenes inusuales y algunos significados literales como parte del figurado, confirmando un abordaje heurístico o indagatorio y cierta aproximación híbrida al conocimiento idiomático en la L2. Sin embargo, fue relativamente más fácil para estos participantes formular definiciones léxicas. El abordaje de los hablantes nativos fue en cambio más holístico o integrador, con la descripción completa de significados del sentido figurado en 85% de casos, y en 98% con asociación de información relacionada, lo que confirma que algunas expresiones pueden ser conocidas de distinta forma en regiones diferentes. En algunos casos hubo ciertas dificultades para exponer información explícita sobre términos concretos en este grupo de hablantes nativos.
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Zlakomanova, Ludmila. "Agir enseignant et « naturel » didactique en situation hétéroglotte : études d'interactions verbales en classe de FLE dans les universités russes : le cas des cours de deuxième et troisième années de l’université pédagogique de Vologda." Thesis, Lyon 2, 2009. http://www.theses.fr/2009LYO20030/document.
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Notre projet de recherche porte sur l’enseignement/apprentissage de l’oral en FLE aux étudiants russes de deuxième – et en partie de troisième - année de la faculté de langues de l’université pédagogique. Nous sommes notamment centrés sur l’agir de l’enseignant, celui-ci étant la figure clé assurant la progression du processus de l’apprentissage organisé dans une situation exolingue, en milieu hétéroglotte. Son rôle est plurifonctionnel, ses manifestations sont variables. Les polylogues pédagogiques se trouvent au cœur de nos analyses, dont le but est d’optimiser le processus d’enseignement/apprentissage par l’intermédiaire des modifications de l’agir de l’enseignant en y appliquant notre thèse du « naturel didactique » censée créer des conditions d’expression naturelles dans une situation didactique en motivant ainsi la parole des apprenants, d’une part, et en diminuant la dissymétrie des relations enseignant-apprenants, d’autre part.Les analyses quantitatives ont permis de dégager les particularités discursives des interactions verbales en groupe de FLE de l’université pédagogique russe, notamment la manière spécifique d’agir de l’enseignant. Les éléments dégagés de cette observation permettent d’ouvrir une réflexion sur la pédagogie à concevoir en contexte de la RussieOur research project is concerned with the teaching/apprentiship of oral French in the « French as a Foreign Language » (FLE) program for Russian students in the second and, in part, third years in the Faculty of Languages of the teaching university of Vologda. We concentrated in particular on the action of the teacher, since the teacher is the key actor who ensures progress in the learning process in a situation using a non-native language in a foreign language context. The teacher assumes multiple functions with varying manifestations. Pedagogical polylogues are at the heart of our analyses. They aim to optimize the process of teaching/learning by modifying the action of the teacher via the application of our hypothesis of « natural didactics ». This method favors the creation of conditions allowing natural expression in a didactic situation by motivating the learners to speak on the one hand, and by reducing the asymmetry of the teacher-student relation on the other. Quantitative analyses allowed us to isolate particular aspects of verbal interaction in a FLE group within the Russian teaching university and in particular the specific action of the teacher. The results of these observations open up the possibility of a study of pedagogical methods appropriate for use in Russia
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Glass, Kimberly Lynne. "Comprehension of humor in children with non-verbal learning disabilites." Thesis, 2003. http://hdl.handle.net/2152/601.
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Glass, Kimberly Lynne Semrud-Clikeman Margaret. "Comprehension of humor in children with non-verbal learning disabilites." 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3122808.
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Thijsse, Lynette Joan. "The neuropsychological profiles of learners with Asperger Syndrome." Thesis, 2008. http://hdl.handle.net/10500/1359.
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A qualitative case study research design is used to investigate the results of a
neuropsychological test battery, collated and used with four individual cases. A
literature study consisting of research with respect to AS as well as
neuropsychological assessments provides the theoretical framework from which
existing theory is tested and expanded on. The cases are analysed individually and
then by cross case analysis to ascertain any patterns of strength and weaknesses
which could result in a "typical" profile of a learner with AS.
Findings conclude confusions with respect to diagnostic criteria for AS and a
distinction of DSM-IV-TR criteria is used. The neuropsychological test battery
includes questionnaires (personal history, Gilliam Asperger's disorder scale,
Conners' parent and teacher questionnaire, Dunn's sensory profile) interviews
(parents, teachers), observations (classroom and playground) and formal testing
(intelligence, motor functions, academic achievement, theory of mind and executive
functions).
Findings from the literature show similarities between AS children and children with
non verbal learning disabilities. Evidence of AS differing from individuals with high
functioning autism is conclusive in all previous research using theory of mind tests.
Evidence from the literature shows many children had been given another diagnosis,
typically ADHD, before being given the diagnosis of AS. Additional disorders such as
anxiety and depression were also given. AS children had consistent difficulties with
social interaction.
A typical neuropsychological profile of AS is not identified, but rather a "personality
type" that is dominated by anxiety and individual "quirks" of personality which affects
responses to the formal test battery - thereby influencing the scores obtained. Two of the cases presented with an academic profile similar to that of a non verbal
learning disability and one presented with similarities with a semantic pragmatic
disorder. The thesis concludes with a proposed differentiating model of behavioural,
communication and learning disorders in which AS is defined in terms of that
originally described by Hans Asperger himself, and specifically treated within the
education environment.Educational Studies
D.Ed. (Psychology of Education)
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Hsieh, Yi-Chen, and 謝依臻. "The Study of The Recognition and Correct the Misused Character among Students without Verbal Learning Disability and Verbal Learning Disability Students of the 1st Graders of Junior High School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/15033194322359844380.
Full textAbstract:
碩士國立臺南大學
特殊教育學系碩博士班
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The main purpose of the study is to identify the difference of the ability of recognition and correct the misused character between students without verbal learning disability and verbal learning disability students of the 1st graders of junior high school. Moreover, to further discuss the difference in performance within these two groups of students when misused character was divided into phonetic similarity and graphemic similarity. A quasi-experimental design was adopted to investigate 60 subjects with students without verbal learning disability and verbal learning disability students of the 1st grader of junior high school, and were divided into two groups. The test of recognition and correct the misused character was implemented to the study, the subjects need to circle & correct 48 misused characters which including 24 phonetic similarity and 24 graphemic similarity. The testing data were be analyzed by the descriptive statistics, t-test, and Pearson’s Product- Moment Correlation which is lead to the test result is as following: 1. There is slightly difference on 1st grade of junior high school that students without verbal learning disability when proceeding recognize and correct misused character. 2. There is significant difference among 1st grade of junior high school verbal learning disability students when proceeding recognize and correct misused character. Who is getting higher performance in the area of correcting graphemic similarity when compare with the ability to correct phonetic similarity. 3. The performance of recognition and correct misused character was dramatically difference between students without verbal learning disability and verbal learning disability of the 1st grader of junior high school. Students without verbal learning disability are getting higher score when compared with verbal learning disability students. 4. The score of the test of recognition and correct the misused character between the students without verbal learning disability and verbal learning dasability of the 1st grade of junior high school is similar to the result of correlation of collect in word recognition. However, it is difference to the result of the correlation of reading comprehension. Based on the findings above, specific suggestions would be proposed for educational practice and further studies.
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Kim, Song. "Multimodal Quantification of Interpersonal Physiological Synchrony between Non-verbal Individuals with Severe Disabilities and their Caregivers during Music Therapy." Thesis, 2013. http://hdl.handle.net/1807/42985.
Full textAbstract:
Physiological interpersonal synchrony, the spontaneous alignment of indicators of physiological activity, is highly associated with the level of empathy between people in emotionally meaningful relationships. However, synchrony has not been studied with nonverbal, severely-disabled individuals, many of whom have a limited means to communicate. In this study, dyadic physiological synchrony in client-parent-therapist triads was quantified through simultaneously recording electrodermal activity, heart rate, cortical brain activity (client-parent only), and cortisol level. For the majority of the trials, a greater level of synchrony was observed in the client-parent dyads compared to the client-therapist dyads; however, the client-therapist dyads demonstrated an increased level of synchrony in the later trials. Electroencephalography analysis revealed widespread interbrain synchrony involving empathy-related regions. Our results suggest that even in the presence of disabilities, synchrony due to empathy exists and that the measurement of this synchrony may serve as a clinical adjunct to the self-report of interpersonal relationships.
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Gewer, Anthony. "Uncovering potential: dynamic assessment of non-verbal reasoning ability in educationally disadvantaged children." Thesis, 2014.
Find full textAbstract:
South African research into dynamic assessment has contributed to the growing body of
international research which supports the efficacy of dynamic assessment in uncovering
learning capacity in a variety of populations of learners with special needs. This study
investigated the application of dynamic assessment to a sample of black children within a
South African township clinic setting. Aged 9-15 years (mean age = 10.96) they had been
referred to the clinic with learning difficulties. The experimental group (n=48) was
exposed to a group dynamic assessment process, using certain tasks of the Learning
Propensity Assessment Device (LPAD). Their performance was assessed prior to and
following the mediated learning intervention. Using Analysis of Covariance, comparisons
of pre and post-test scores combined with an innovative qualitative scoring method
designed by Lurie and Kozulin (1996) yielded positive findings for the experimental group
as compared with a control (n=24) not exposed to mediation. Results of the Raven's
Coloured Progressive Matrices (RCPM) and the Rey-Osterreith Complex Figure Test
(ROCFT), suggest that the intervention yielded changes, not only in the scores attained, but also in the quality of the responses on the post-tests.
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Hu, Wen-Pei, and 胡汶佩. "The study on the Effectiveness of AAC Teaching Plan to Enhance Communication Abilities of an Elementary School Student with Non Verbal and Intellectual and Developmental Disability." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/2chd5m.
Full textAbstract:
碩士國立東華大學
特殊教育學系
106
The main purpose of the study was to investigate the effectiveness of functional vocabulary through Augmentative and Alternative Communication (AAC) for an elementary school student with non verbal abilities and intellectual and developmental disability. In this study, the changing criterion design of the single subject was used as research method. The independent variable was the AAC picture teaching plan, which included functional vocabulary teaching and the generalization. The dependent variables were the immediate and maintain effectiveness of learning vocabulary of functional. The researcher collected all the phases of experimental data, and then, used the visual analysis to analysis the learning effectiveness. In addition, the relevant personnel was interviews by the researcher in order to obtain social validity. The results of the study were as follows: 1. The non Verbal Abilities student with intellectual and developmental disability could improve his functional vocabulary by AAC picture teaching plan learning in all experimental phases. 2. The non Verbal Abilities student with intellectual and developmental disability could improve his sentence structure by AAC picture teaching plan learning in all experimental phases. 3. The non Verbal Abilities student with intellectual and developmental disability could improve his cross-context communication by AAC picture teaching plan learning in all experimental phases.
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Lopes, Jódna. "A comunicação verbal e não-verbal de docentes do ensino médio e o processo de ensino-aprendizagem: um estudo de caso." Master's thesis, 2018. http://hdl.handle.net/10284/6762.
Full textAbstract:
O presente projeto de investigação se preocupou em abordar a comunicação verbal e não-verbal em sala de aula, tendo em vista a influência que estas ocupam no processo de ensino e aprendizagem, como também inquietou-se com as dificuldades pelas quais passam o exercício docente na gestão da sala de aula. Desta forma, esta investigação, que é de cunho qualitativo, desenvolveu-se em uma escola de ensino médio, e buscou compreender as ações comunicacionais verbais e não-verbas de dois professores que trabalham em uma escola de ensino médio, em turmas de 1º ano, no turno vespertino, possuidores de anos de exercício, bem como gêneros diferenciados com o objetivo de compreender se essa diferenciação influencia na manifestação das ações comunicacionais em sala de aula e de que forma fazem uso das mesmas. Para a recolha de dados adotou-se a metodologia de observação direta em sala de aula seguida de entrevistas aos dois participantes. Ao final da investigação, detectou-se diferenças nas manifestações das ações entre os dois docentes. Percebeu-se que ambos os professores não possuem consciência da importância de suas habilidades comunicativas verbais e não-verbais, como também emergiu-se que houve falhas na formação inicial, continuada dos professores, facto que fomentou a proposta de uma formação continuada com a temática abordada.This research project was concerned with addressing verbal and non-verbal communication in the classroom, considering the influence they have on the teaching and learning process, as well as being troubled by the difficulties that teachers undergo. In this way, this research, which is qualitative, developed in a high school, and sought to understand the verbal and non-verbal communication actions of two teachers working in a high school in first year classes, in the afternoon shift, possessing years of exercise, as well as differentiated genres in order to understand if this differentiation influences in the manifestation of the communicational actions in the classroom and in what form they make use of them. To collect data, the methodology of direct observation in the classroom was followed by interviews with the two participants. At the end of the investigation, differences in the manifestations of the actions between the two teachers. It was also noticed that both teachers are not aware of the importance of their verbal and non-verbal communicative abilities, as well as emerged that there were failures in the initial formation, continued of the teachers, fact that fomented the proposal of a continuous formation with the thematic approach.
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Blair, Tracey. "Successful social skills : designing a way of learning non-verbal communication skills : a thesis submitted for the degree of Master of Design, Massey University, Wellington, New Zealand." 2007. http://hdl.handle.net/10179/722.
Full textAbstract:
This research identifies, and respond to, the particular challenges of teaching social skills to children with autistic characteristics, specifically in this case Asperger’s Syndrome (AS). For most children the process of understanding and developing non-verbal communication begins early in childhood. For children with AS this is not the case and non-verbal communication needs to be taught to them. This project provides support for the educators of children who require assistance in the social skills area. This has been achieved with a structured interactive computer prototype. This prototype has been designed with consideration for the unique cognitive attributes and sensory issues that AS individuals encounter. A visual language has been used to identify the routine of an everyday event, and to introduce the concept of change within this routine. The result provides these individuals with the most productive environment for learning.
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Mewburn, Inger Blackford. "Constructing bodies: gesture, speech and representation at work in architectural design studios." 2009. http://repository.unimelb.edu.au/10187/6731.
Full textAbstract:
Previous studies of the design studio have tended to treat learning to design as a matter of learning to think in the right way, despite the recognition that material artifacts and the ability to make and manipulate them in architectural ways is important to the design process. Through the use of empirical data gathered from watching design teachers and students in action, this thesis works to discover how material things and bodies are important to the fabrication of architectural meaning and architectural subjectivity within design studios. In particular the role of gesture is highlighted as doing important work in design studio knowledge practices.The approach taken in this thesis is to treat design activity in design studios in a ‘post-human’ way. An analytical eye is turned to how things and people perform together and are organised in various ways, using Actor network theory (ANT) as a way to orientate the investigation. The assumption drawn from ANT is that that architectural meaning, knowledge and identity can positioned as network effects, enacted into being as the design studio is ‘done’ by the various actors — including material things, such as architectural representations, and human behaviours, such as gesture.
Gesture has been largely ignored by design studio researchers, perhaps because it tends to operate below the threshold of conscious awareness. Gesture is difficult to study because the meanings of most gestures produced during conversations are spontaneous and provisional. Despite this humans seem to be good interpreters of gesture. When studied in detail, ongoing design studio activity is found to rely on the intelligibility of gesture done in ‘architectural ways’. The main site for the observation of gesture during this study was the ‘desk crit’ where teachers and students confer about work in progress. In the data gathered for this thesis gesture is found to operate with representations in three key ways: explaining and describing architectural composition, ‘sticking’ spoken meanings strategically to representations and conveying the phenomenological experience of occupying architectural space – the passing of time, quality of light, texture and movement.
Despite the fact that most of the work of the thesis centres on human behaviour, the findings about the role of gesture and representation trouble the idea of the human as being at the centre of the action, putting the bodies of teachers and students amongst a crowd of non human others who participate together in design knowledge making practices.
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Zikmundová, Klára. "Možnosti komunikace dětí s dětskou mozkovou obrnou." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-322947.
Full textAbstract:
The aim of this thesis is to attempt to summarize what communication possibilities children suffering from a serious form of infantile cerebral palsy have, to describe them and possibly to clarify what exactly restricts these possibilities. The thesis also tries to answer the question in what way the communication of these individuals differs from the communication of intact persons. The core of the thesis resides in a theoretical exposition which deals - among others - with the communication process and its verbal and non-verbal parts, the diagnostic characterization of the infantile cerebral palsy and the impaired communication ability in symptomatic speech disorders which are associated with this disability. It describes how especially mobility impairment and mental retardation are reflected in the way and possibilities of communication. Special attention is paid to methods of alternative and augmentative communication which can be used as a therapy in the stimulation of the development of communication and speech skills, and which very often represent one of few possible ways of communicating for persons with this disability. The theoretical part is accompanied by video recordings showing communication of four girls suffering from infantile cerebral palsy. As manifestations of this diagnosis...
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Bouwer, Berna. "Fasilitering van emosionele intelligensie by leerders met verbale leergestremdhede (Afrikaans)." Diss., 2008. http://hdl.handle.net/2263/26032.
Full textAbstract:
The purpose of this study was to explore and describe the possible facilitation of emotional intelligence with learners who experience verbal learning disabilities. An empirical study of limited extent was conducted from an interpretivist-positivist paradigm. I followed a multi-method approach and employed a case study design, involving two learners as participants, both of whom had been diagnosed with verbal learning disabilities. I utilised qualitative as well as quantitative data collection methods, including observation, informal interviews, analysis of documents, a reflective diary, field notes (qualitative strategies) and the Bar-On EQ-i:YV™ self-report questionnaire (quantitative technique). After having obtained baseline information with regard to the emotional intelligence of the two participating learners at the onset of the study, I identified two skills that could potentially be enhanced, namely intrapersonal and adaptability skills. I then planned and facilitated intervention with the two participants, focussing on these two skills. Upon completion of the intervention, I re-administered the Bar-On EQ-i:YV™ self-report questionnaire to compare the results of the pre- and post-tests. The findings of the study were, firstly, that learners with verbal learning disabilities often experience challenges in terms of the emotional intelligence skills identified by Bar-On and Parker (2000). Secondly, it seems possible to facilitate the improvement of emotional intelligence skills with learners who experience verbal learning disabilities. Besides improvement in terms of their intrapersonal and adaptability skills, the participants displayed enhanced interpersonal and stress management skills.Dissertation (MEd (Educational Psychology))--University of Pretoria, 2008.
Educational Psychology
unrestricted
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Conolly, Joan Lucy. ""From mimism to music in the child" : an oral-style contextual reading of the primary learning theory of Marcel Jousse with special reference to Rudolf Laban." Thesis, 1995. http://hdl.handle.net/10413/6100.
Full textAbstract:
In the essay, "From Mimism to Music in the Child" (1935), Jousse, the French linguistic anthropologist, * describes the process whereby instinctive learning takes place and develops into cognitive motor skills in the Child; *
traces the connections between the stages of learning and the skills acquired by the Child. These skills include gestural mimic imitation, drawing, listening, speaking, and musical expression; * makes specific recommendations about the process of teaching the Child; * relates the stages in the early learning processes in the Child to the development globally and universally of the anthropos; * demonstrates the relationship between Man and his fellows, both as individuals and as expression of cultural distinction, and between Man and the universe; * comments on the distinction between human and animal learning capacities; * explains the roles of key features in human expression; *explains aspects of cultural and linguistic change; * comments on cultural and linguistic change.
In this research-essay, I am * attempting to clarify, in various degrees, all of the above: the learning issues receive more attention than do the rest; *
attempting to identify the similarities and differences between the thinking and views on learning of Jousse with those particularly of Rudolf Laban, and incidentally of Montessori and Lenneberg; * demonstrating an 'Oral-Style text'. The Introduction to this research-essay summarises the thinking of Jousse and Laban. The Body of the study: * provides biographical information about Jousse and Laban; * explains the difficulties and problems encountered with the text of the essay "From Mimism to Music in the Child"; * comments on the nature and operation of Oral-Style texts and their cognitive and affective influence upon the reader; * contextualises and interprets the text of the essay, "From Mimism and Music in the Child".
The Conclusion adds comments, and suggests areas for further study and investigation.Thesis (M.A.)-University of Natal, 1995.
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Schäfer, Sophie Alexandra. "Der Einfluss von verbalen Instruktionen und Placebostimulationen auf instrumentelles Lernen." Doctoral thesis, 2020. http://hdl.handle.net/21.11130/00-1735-0000-0005-13F1-5.
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B, La Grenade Carole. "Représentations sociales des enseignants et pratiques pédagogiques en contexte d'inclusion des étudiants en situation de handicap non visible au collégial." Thèse, 2017. http://hdl.handle.net/1866/20061.
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Dilrajh, Kamla Moonsamy. "Fasiliteringsvaardighede vir T2-Afrikaansonderrig." Thesis, 2002. http://hdl.handle.net/10500/2450.
Full textAbstract:
Text in AfrikaansSummaries in Afrikaans and English
This study aims to investigate and explain how the L2 -facilitator can effectively employ the various facilitation skills of language teaching in Afrikaans Second Language within the Outcomes Based Education framework in the learner-centred classroom. The facilitator is critical in providing an opportunity for multicultural learners to develop the necessary language learning skills to enjoy Afrikaans Second Language/Additional Language learning as an interesting learning experience within a positive learning milieu. In the learner-centred U -classroom, learners too must accept responsibility for their own and their peers' learning within the co-operative learning group. This study reveals how the L2 -facilitator can develop the necessary knowledge and skills concerning groupwork, such as the strategies enhancing L 2 -learning, effective group facilitation skills, learner attitudes towards the facilitator, problem-solving skills, co-operative learning as a control technique, communication, learners' behaviour and the advantages of groupwork. Furthermore, elements of classroom negotiation and the facilitator's methods of working in this negotiated partnership are also discussed. Since language learning is integral to lifelong learning, multicultural learners must be motivated to learn Afrikaans Second/ Additional language with greater enthusiasm. This necessitates the L2 -facilitator creating an interesting, challenging and authentic language learning environment where mutual respect and trust are emphasised. This study reveals how the L2 -facilitator could develop his/her knowledge of task-based L2 -teaching and use it with the effective techniques of facilitation and negotiation skills in the taskorientated second language classroom to lead learners to effective Afrikaans L2 -learning. The new National Language Standardisation Policy 200112002 necessitates the facilitator of Afrikaans L 2 -teaching/learning within the Outcomes Based Education framework and the revised Curriculum 2005 to be aufait with assessment and his/her role in assessment. Being knowledgeable on the various criteria and strategies regarding assessment is therefore imperative. Finally, chapter five illustrates practically how the facilitator could plan, organise, base, integrate and present authentic Afrikaans L 2 -lessons/work based on the theoretical knowledge and aspects of facilitation skills, group-work, task-based learning and assessment discussed in chapters two to four.
Daar word in die studie gepoog om te ondersoek en te verduidelik hoe die T2-fasiliteerder die verskillende fasiliteringsvaardighede ten opsigte van T2 -Afrikaansonderrig binne die UGO -raamwerk in die leerdergesentreerde T2-klaskamer effektief kan gebruik. Die fasiliteerder behoort sy multikulturele leerders die geleentheid te gun om die nodige taalleervaardighede te ontwikkel sodat hulle Afrikaans Tweedetaalleer/ Addisionele Taalleer as 'n interessante leerervaring binne 'n positiewe leerklimaat kan geniet. In die leerdergesentreerde T2 -klaskamer moet die leerders ook die verantwoordelikheid vir bulle eie leer, en vir die leer van ander leerders binne kooperatiewe leergroepe kan aanvaar. Die wyse waarop die fasiliteerder van T2-leer die nodige kennis en vaardighede ten opsigte van groepwerk kan ontwikkel, word deur die studie aan die lig gebring. Die verskillende strategiee wat die aanleer van die tweedetaal binne groepwerk bevorder, effektiewe groepsfasiliteringsvaardighede, leerders se gesindhede teenoor die fasiliteerder, die probleemoplossingsvaardighede, kooperatiewe leer as beheertegniek, kommunikasie, leerdergedragswyses en die voordele van groepwerk kom aan bod. Elemente van klaskameronderhandeling en die fasiliteerder se werkswyse in die onderhandelingsvennootskap word ook bespreek. Aangesien taalleer 'n integrale faset van lewenslange leer vorm, moet multikulturele leerders gemotiveer word om Afrikaans Tweedetaal/ Addisionele Taal op 'n meer entoesiastiese wyse te kan leer. Die T2 -fasiliteerder moet 'n interessante, uitdagende, outentieke taalleeromgewing skep waarin wedersydse respek en vertroue beklemtoon word. Die studie toon die wyse aan waarop die T2 -fasiliteerder sylhaar kennis in verband met taakgerigte T2 -onderrig kan ontwikkel en dit met die effektiewe fasiliteringstegnieke en onderhandelingsvaardighede in die taakgeorienteerde T2-klaskamer kan kombineer en gebruik om leerders tot effektiewe T2 -Afrikaansleer/ Addisionele Taalleer te kan lei. Die nuwe Nasionale Taalstandaardiseringsbeleid 2001/2002 vereis dat die fasiliteerder van T2-Afrikaansonderrig/-leer binne die UGO -raamwerk en die hersiene Kurrikulum 2005 deeglike kennis moet dra van assessering en sylhaar rol in assessering. Deeglike kennis ten opsigte van die verskillende assesseringskriteria en assesseringstegnieke is dus noodsaaklik. Daar word in hoofstuk vyf aangetoon op watter wyse die fasiliteerder outentieke praktiese T2-Afrikaanslesse/-werk, kan beplan, organiseer en dit op die teoretiese kennis en aspekte ten opsigte van fasiliteringsvaardighede, groepwerk, taakgerigte leer en assessering wat in hoofstukke twee tot vier bespreek word, kan toepas en geintegreerd kan aanbied.
Afrikaans and Theory of Literature
D.Litt. et Phil. (Afrikaans)