Journal articles: 'Picture prompts'

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Frank, Alan R. "Operating Microcomputers from Picture Prompts." TEACHING Exceptional Children 20, no. 3 (March 1988): 66–67. http://dx.doi.org/10.1177/004005998802000320.

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Boers, Frank. "Picture prompts and some of their uses." Language Teaching Research 22, no. 4 (June 29, 2018): 375–78. http://dx.doi.org/10.1177/1362168818785219.

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Vedora, Joseph, and Tiffany Barry. "The use of picture prompts and prompt delay to teach receptive labeling." Journal of Applied Behavior Analysis 49, no. 4 (July 14, 2016): 960–64. http://dx.doi.org/10.1002/jaba.336.

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Harintama, Fitrana. "THE EFFECTIVENESS OF USING PHOTOGRAPHS ON TEACHING WRITING NARRATIVE TEXT FOR NON-ENGLISH DEPARTMENT STUDENTS." JURNAL SCHEMATA : Pascasarjana UIN Mataram 7, no. 2 (December 17, 2018): 196–204. http://dx.doi.org/10.20414/schemata.v7i2.519.

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This study concerns about teaching writing, especially writing narrative text by using picture prompts as media. Picture prompts are believed can make the students relax to study and can encourage them to begin to write. Picture prompts have many advantages in teaching and learning writing. Related to the objective of the study, the aim of this study is to find whether picture prompts can help the students to get higher scores or not. This research will be done in UIN Maulana Malik Ibrahim Malang in Arabic Language and Literature Department with the research object of class A for experimental group and class B for control group. The objective of the study is to investigate the effectiveness of using picture prompts in writing class in helping students write narrative texts. The quasi-experimental research design will be used in writing this research. This research design was chosen because it was impossible for the researcher to randomize the subjects to the intended conditions. This was due to the fact that moving the students from one class to another in order to get the ideal groups for the sake of the experiment was not allowed. As the study deals with the students of two different classes, the explanation about teaching-learning processes will be applied to it. In the processes, the researcher will conduct pretest to know the students’ writing ability before getting treatment of writing narrative using picture prompts. After the treatment, the researcher conducts posttest to compare the result and to discover whether the students get higher score or not. Then the results of the research between two subjects will be analyzed using SPSS (Statistical Package for The Social Science) data analysis of group pair data. Keywords: Picture Prompts, Narrative Text, Writing

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Eisenberg, Sarita L., and Ling-Yu Guo. "Sample Size for Measuring Grammaticality in Preschool Children From Picture-Elicited Language Samples." Language, Speech, and Hearing Services in Schools 46, no. 2 (April 2015): 81–93. http://dx.doi.org/10.1044/2015_lshss-14-0049.

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Purpose The purpose of this study was to investigate whether a shorter language sample elicited with fewer pictures (i.e., 7) would yield a percent grammatical utterances (PGU) score similar to that computed from a longer language sample elicited with 15 pictures for 3-year-old children. Method Language samples were elicited by asking forty 3-year-old children with varying language skills to talk about pictures in response to prompts. PGU scores were computed for each of two 7-picture sets and for the full set of 15 pictures. Results PGU scores for the two 7-picture sets did not differ significantly from, and were highly correlated with, PGU scores for the full set and with each other. Agreement for making pass–fail decisions between each 7-picture set and the full set and between the two 7-picture sets ranged from 80% to 100%. Conclusion The current study suggests that the PGU measure is robust enough that it can be computed on the basis of 7, at least in 3-year-old children whose language samples were elicited using similar procedures.

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Frank, A. R., D. P. Wacker, W. K. Berg, and C. M. McMahon. "Teaching selected microcomputer skills to retarded students via picture prompts." Journal of Applied Behavior Analysis 18, no. 2 (1985): 179–85. http://dx.doi.org/10.1901/jaba.1985.18-179.

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Alberto, Paul A., David F. Cihak, and Robert I. Gama. "Use of static picture prompts versus video modeling during simulation instruction." Research in Developmental Disabilities 26, no. 4 (July 2005): 327–39. http://dx.doi.org/10.1016/j.ridd.2004.11.002.

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Brinton, Bonnie, Martin Fujiki, and Naomi Asai. "The Ability of Five Children With Developmental Language Disorder to Describe Mental States in Stories." Communication Disorders Quarterly 40, no. 2 (June 19, 2018): 109–16. http://dx.doi.org/10.1177/1525740118779767.

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This study described the ability of five children with Developmental Language Disorder (DLD) to relate the mental states of story characters in two conditions: spontaneous story generation and in response to direct questions. Children spontaneously generated stories from wordless picture books. Subsequently, they were prompted, “What was (character) thinking” and “How does (character) feel?” for each story illustration. For each condition, the number of internal responses, internal plans, and emotion words that children produced were identified and analyzed for accuracy according to the pictured story content. Descriptions of story characters’ internal states, especially emotions, increased in response to prompts, but the accuracy of those descriptions decreased. In response to the prompts, children frequently conveyed emotion words that did not reflect the pictured story content accurately. The ability to relate internal states in story generation was constrained not only by linguistic deficits but also by limited social and emotional knowledge.

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Sella, Ana Carolina, Carmen Silvia Motta Bandini, Heloísa Helena Motta Bandini, Daniela Mendonça Ribeiro, and Hilton Caio Vieira. "Effects of picture prompts on story retelling performance in typically developing children." Psicologia: Reflexão e Crítica 28, no. 2 (June 2015): 397–403. http://dx.doi.org/10.1590/1678-7153.201528220.

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Carp, Charlotte L., Sean P. Peterson, Amber J. Arkel, Anna I. Petursdottir, and Einar T. Ingvarsson. "A FURTHER EVALUATION OF PICTURE PROMPTS DURING AUDITORY-VISUAL CONDITIONAL DISCRIMINATION TRAINING." Journal of Applied Behavior Analysis 45, no. 4 (December 2012): 737–51. http://dx.doi.org/10.1901/jaba.2012.45-737.

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Li, Jiuliang. "Establishing Comparability Across Writing Tasks With Picture Prompts of Three Alternate Tests." Language Assessment Quarterly 15, no. 4 (December 8, 2017): 368–86. http://dx.doi.org/10.1080/15434303.2017.1405422.

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Kelley, Kelly R., David W. Test, and Nancy L. Cooke. "Effects of Picture Prompts Delivered by a Video iPod on Pedestrian Navigation." Exceptional Children 79, no. 4 (July 2013): 459–74. http://dx.doi.org/10.1177/001440291307900405.

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Motzek, Tom, Kathrin Bueter, and Gesine Marquardt. "Investigation of Eligible Picture Categories for Use as Environmental Cues in Dementia-Sensitive Environments." HERD: Health Environments Research & Design Journal 10, no. 4 (November 23, 2016): 64–73. http://dx.doi.org/10.1177/1937586716679403.

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Objectives: Environmental cues, such as pictures, could be helpful in improving room-finding and wayfinding abilities among older patients. The aim of this study was to identify picture categories that are preferred and easily remembered by older patients and cognitively impaired patients and which therefore might be suitable for use as environmental cues in acute care settings. Methods: Twelve pictures were presented to a sample of older patients ( n = 37). The pictures represented different categories: familiarity (familiar vs. unfamiliar), type of shot (close-up vs. wide shot), and picture content (nature vs. animal vs. urban). We tested the patients’ votes of preference and abilities to identify and immediately recall pictures. Cognitively impaired patients ( n = 14) were assessed by the abbreviated mental test and the mini mental state examination and were compared with patients without cognitive impairments ( n = 23) using a repeated measures analysis of variance. Results: The results showed a main effect of familiarity on positive vote and recall of pictures. The absence of interaction effects of familiarity and group indicated an overall impact of familiarity on the sample. Within cognitively impaired patients, a significant difference in recall of picture content between urban (20%) and animal (9%) was found. Conclusions: Pictures, which patients were able to relate to in terms of familiarity and the characteristics urban and nature, seem to be suitable for use as environmental cues. Besides functioning as such, we assume, based on literature, that pictures could further enhance the ambiance or serve as prompts for communication and interaction.

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Barnett, Monique R., Erica S. Jowett Hirst, and Paige S. Boydston. "A comparison of simple versus elaborative verbal prompts on acquisition of picture associations." Behavior Analysis: Research and Practice 20, no. 1 (February 2020): 24–35. http://dx.doi.org/10.1037/bar0000160.

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Boyd, Hazel C., Nina M. Evans, Roger D. Orpwood, and Nigel D. Harris. "Using simple technology to prompt multistep tasks in the home for people with dementia: An exploratory study comparing prompting formats." Dementia 16, no. 4 (September 30, 2015): 424–42. http://dx.doi.org/10.1177/1471301215602417.

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Objectives To investigate the relative effectiveness of different prompts for people with dementia during multistep tasks in the home, to inform prompting technology design. Methods Nine pairs of participants (one with dementia and a partner or relative) participated at home. The participants with mild to moderate dementia (5M/4F, aged 73–86 years) functioned at the Planned or Exploratory levels of the Pool Activity Level instrument. A touchscreen computer displayed different prompts during two set tasks: “card-and-envelope” and “CD player.” The trials were scored to establish the relative effectiveness of the prompts. Individual tasks were also explored. Results Text and audio prompts were each more effective than video or picture prompts for a card-and-envelope task, but this was not seen in a CD player task. The differences may be related to the type of actions within the tasks; the card-and-envelope actions were easier to convey verbally; the CD player actions lent themselves to visual prompts. Conclusions Designers of technology-based prompts for people with dementia should consider that the effectiveness of different prompts is likely to be task dependent. Familiar, unambiguous language can increase the success of tailored prompts. There are significant practical challenges associated with choosing and deconstructing everyday tasks at home.

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Jung, Pyung-Gang, and Kristen L. McMaster. "Classification Accuracy of Curriculum-Based Measures for Beginning Writers in First Grade." Assessment for Effective Intervention 43, no. 3 (October 4, 2017): 131–43. http://dx.doi.org/10.1177/1534508417730823.

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We examined the classification accuracy of Curriculum-Based Measurement in writing (CBM-W) Picture Word prompts scored for words written (WW), words spelled correctly (WSC), and correct word sequences (CWS). First graders ( n = 133) were administered CBM-W prompts and the Test of Written Language–Third Edition (TOWL-3; Hammill & Larsen, 1996). Prompts scored for WSC showed acceptable levels of sensitivity (.947) and specificity (.587) with the TOWL-3 Contextual Language. Positive predictive values were low (approximately .20 to .30), and negative predictive values were high (mostly above .95). Overall classification accuracy, represented by the area under curve (AUC), ranged from .727 to .831. Further research regarding ways to improve classification accuracy of CBM-W and preliminary implications for practice are discussed.

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de Jong, Nel, and Mary Lou Vercellotti. "Similar prompts may not be similar in the performance they elicit: Examining fluency, complexity, accuracy, and lexis in narratives from five picture prompts." Language Teaching Research 20, no. 3 (October 9, 2015): 387–404. http://dx.doi.org/10.1177/1362168815606161.

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Yaden, David B., Laura B. Smolkin, and Laurie MacGillivray. "A Psychogenetic Perspective on Children's Understanding about Letter Associations during Alphabet Book Readings." Journal of Reading Behavior 25, no. 1 (March 1993): 43–68. http://dx.doi.org/10.1080/10862969309547801.

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This study examined two preschoolers' understandings about letter associations during repeated alphabet book read alouds with their parents from a Piagetian perspective. Data for the present investigation was excerpted from a larger study in which six preschoolers, ages 3 1/2 to 4 1/2, read seven picture storybooks and two alphabet books three times each in a multiple baseline design over approximately a 30-day period. Applying the principles of Piaget's clinical or inquiry method, a qualitative analysis of the two children's responses to their parents' prompts or use of the formulaic phrase “—– is for —–” showed that neither one associated representative letters with the beginning sounds of names or other appropriate words. Letters were either associated indiscriminately with objects in the pictures or with words in the oral dialogue, irrespective of their beginning sounds. A psychogenetic theory of alphabet book reading is postulated where children first associate letters with any pictured object, then with selected words in the oral text, and only later with initial sound segments. Implications for research and practice regarding the slow evolution of metalinguistic differentiation at the phoneme level and the influence of genre on parent-child discourse are offered.

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Johnson, Rebecca R., and Raymond G. Miltenberger. "THE DIRECT AND GENERALIZED EFFECTS OF SELF INSTRUCTIONS AND PICTURE PROMPTS ON VOCATIONAL TASK PERFORMANCE." Behavioral Interventions 11, no. 1 (January 1996): 19–34. http://dx.doi.org/10.1002/(sici)1099-078x(199601)11:1<19::aid-bin148>3.0.co;2-g.

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Johnson, Rebecca R., and Raymond G. Miltenberger. "THE DIRECT AND GENERALIZED EFFECTS OF SELF INSTRUCTIONS AND PICTURE PROMPTS ON VOCATIONAL TASK PERFORMANCE." Behavioral Interventions 11, no. 1 (January 1996): 19–34. http://dx.doi.org/10.1002/(sici)1099-078x(199601)11:1<19::aid-brt148>3.0.co;2-g.

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CHOIYEONHEE. "Effects of picture option positions and contents of writing test prompts on EFL students’ performance." English Teaching 69, no. 2 (June 2014): 71–96. http://dx.doi.org/10.15858/engtea.69.2.201406.71.

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Wilson, Philip G., Maureen M. Schepis, and Martha Mason-Main. "In Vivo Use of Picture Prompt Training to Increase Independent Work at a Restaurant." Journal of the Association for Persons with Severe Handicaps 12, no. 2 (June 1987): 145–50. http://dx.doi.org/10.1177/154079698701200209.

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Procedures used to train an adult with severe disabilities to perform a variety of food service tasks in a restaurant are described. Dependent measures included (a) the rate of prompts delivered per 5-min interval and (b) the percentage of steps of the task analyses performed correctly. A multielement feature was embedded within a multiple baseline design, which allowed experimenters to determine when fading of instructional stimuli should occur. Maintenance and long-term follow-up data are presented. Following 20 months of employment, the owners continue to express their satisfaction with the participant's work performance.

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Fedorovskaya-Viridarskaya, M. M. "The case of colpo-hyperplasiae-cysticae (vaginitis emphy-sematosa)." Journal of obstetrics and women's diseases 11, no. 11 (December 22, 2020): 1330–33. http://dx.doi.org/10.17816/jowd11111330-1333.

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The relative rarity of cases of this kind of diseases of the female genital apparatus prompts me to share with my esteemed comrades the observation of a case of this kind, which I met in the clinic of the Imperial Midwifery Institute. But before reporting the clinical picture of our case, I consider it not superfluous to preface the literary data that I managed to collect on this issue.

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Van Laarhoven, Toni, Erika Kraus, Keri Karpman, Rosemary Nizzi, and Joe Valentino. "A Comparison of Picture and Video Prompts to Teach Daily Living Skills to Individuals With Autism." Focus on Autism and Other Developmental Disabilities 25, no. 4 (October 8, 2010): 195–208. http://dx.doi.org/10.1177/1088357610380412.

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Thierman, G. J., and G. L. Martin. "Self-management with picture prompts to improve quality of household cleaning by severely mentally handicapped persons." International Journal of Rehabilitation Research 12, no. 1 (March 1989): 27–40. http://dx.doi.org/10.1097/00004356-198903000-00003.

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Glodowski, Kathryn R., and Nicole M. Rodriguez. "The Effects of Scenic Picture Prompts on Variability During the Acquisition of Intraverbal Categorization for Children With Autism." Analysis of Verbal Behavior 35, no. 2 (November 1, 2019): 134–48. http://dx.doi.org/10.1007/s40616-019-00120-2.

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Bassette, Laura A., Teresa Taber-Doughty, Roberto I. Gama, Paul Alberto, Gulnoza Yakubova, and David Cihak. "The Use of Cell Phones to Address Safety Skills for Students With a Moderate ID in Community-Based Settings." Focus on Autism and Other Developmental Disabilities 33, no. 2 (August 31, 2016): 100–110. http://dx.doi.org/10.1177/1088357616667590.

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The purpose of this study was to examine the impact of a video modeling (VM) intervention in conjunction with a system of least prompts (SLP) to teach safety skills using cell phones to students with a moderate intellectual disability. A multiple-probe design across three participants was used to assess student acquisition in taking and sending a picture of a key identifier (i.e., a sign) during a role-play scenario in which students pretended to be lost in the community. Intervention sessions were conducted at the students’ middle school, at their community-based instruction site, and at an unfamiliar community location. All students successfully learned to take and send the picture in the community locations at the mastery criterion and generalized the skills at an unfamiliar community site. Implications of the use of VM to address the integration of technology with safety skill instruction and other areas of future research are discussed.

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Mousazadeh, Zahra, Jaleh Hassaskhah, and Amir Mahdavi Zafarghandi. "The Effects of Computer Assisted Mediating Prompts on EFL Learners' Writing Ability." International Journal of Education and Literacy Studies 6, no. 1 (January 31, 2018): 64. http://dx.doi.org/10.7575/aiac.ijels.v.6n.1p.64.

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This study aims to examine the EFL learners' perception and process of writing development through using a digital storytelling tool, called Storyjumper. To do so, 15 intermediate-level students were participants of the study. The participants’ writing development was frequently assessed through a series of repeated writing tests before and after the treatment during one term of study, and the significance of change was examined by Repeated measure ANOVA (rANOVA). The researcher also used paired sample t-test to compare mean difference between two sets of observations. In addition, to gain an in-depth picture of fluctuations of the process of writing development, learners' views were obtained through both semi-structured interviews and self-reported reflective journals which were also recorded and analyzed. The qualitative independent variable (stories produced via Storyjumper) was the within-subjects factor, and the dependent quantitative variable on which each participant was measured (repeated writing tests) was the between-subjects factor. The findings of both quantitative and qualitative data analyses show that there was a significant difference between EFL learners' writing development before and after receiving the treatment. Moreover, majority of the learners admitted that their experiences in using Storyjumper were positive. As a result, this study is contributory in its own rights as it underscores the significance of digital storytelling as a pedagogical tool for the EFL learners' writing enhancement.

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Lee, Shinhye, and Paula Winke. "Young learners’ response processes when taking computerized tasks for speaking assessment." Language Testing 35, no. 2 (May 3, 2017): 239–69. http://dx.doi.org/10.1177/0265532217704009.

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We investigated how young language learners process their responses on and perceive a computer-mediated, timed speaking test. Twenty 8-, 9-, and 10-year-old non-native English-speaking children (NNSs) and eight same-aged, native English-speaking children (NSs) completed seven computerized sample TOEFL® Primary™ speaking test tasks. We investigated the children’s attentional foci on different test components (e.g., prompts, pictures, and a countdown timer) by means of their eye movements. We associated the children’s eye-movement indices (visit counts and fixation durations) with spoken performance. The children provided qualitative data (interviews; picture-drawings) on their test experiences as well. Results indicated a clear contrast between NNSs and NSs in terms of speech production (large score differences) as expected. More interestingly, the groups’ eye-movement patterns differed. NNSs tended to fixate longer on and looked more frequently at the countdown timer than their NS peers, who were more likely to look at content features, that is, onscreen pictures meant to help with building up speech. Specifically, the NNSs’ fixations on timers were likely to co-occur with hesitation phenomena (e.g., hemming; pausing; silence). We discuss (a) the potential effects of test-specific features on children’s performance and (b) child-appropriate test accommodations and practices.

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Hu, Ran, Xiaoming Liu, and Xun Zheng. "Examining meaning making from reading wordless picture books in Chinese and English by three bilingual children." Journal of Early Childhood Literacy 18, no. 2 (April 25, 2016): 214–38. http://dx.doi.org/10.1177/1468798416643357.

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This qualitative study examined three bilingual children’s (aged 2, 3 and 4) meaning making and storytelling in relation to five wordless picture books over a period of 10 weeks. Guided by the Gradual Release of Responsibility Model the children were asked to read each book through four stages in both English and Chinese: I Read You Listen, I Read You help, You Read I help and You Read I Listen. The results suggested that the children applied a variety of techniques in their meaning-making process and that there were commonalities among the strategies they used as well as differences due to age, personal experiences and language ability. The children interacted with these books by making different connections and prompts from adults were also useful in facilitating their storytelling. Finally, the children’s preferences for language use and their unique characteristics in storytelling were also discussed.

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Gingerich, Joel R., Piotr M. Czaykowski, Ralph P. Wong, and Andrew W. Maksymiuk. "Thoracic Sarcoidosis Mimicking Metastatic Testicular Cancer: Three Case Reports." Clinical medicine. Oncology 1 (January 2007): CMO.S403. http://dx.doi.org/10.4137/cmo.s403.

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Recurrence of testicular tumors in young males generally prompts rapid investigation and treatment. We report 3 patients with past histories of treated testicular cancer referred with radiographic evidence suggestive of intrathoracic metastases. In each case chest imaging demonstrated mediastinal/hilar lymphadenopathy. In one case pulmonary nodules were also identified. In all three patients further work-up revealed non-caseating granulomas consistent with sarcoidosis. All patients have since been followed and remain free of testicular cancer. No patient has required therapy for sarcoidosis. Although rare, new intra-thoracic lymphadenopathy in previously treated testicular cancer patients can represent sarcoidosis. Tissue diagnosis is essential when the clinical picture remains unclear.

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Brandão, Lenisa, Ana Maria Monção, Richard Andersson, and Kenneth Holmqvist. "Discourse intervention strategies in Alzheimer's disease: Eye-tracking and the effect of visual cues in conversation." Dementia & Neuropsychologia 8, no. 3 (September 2014): 278–84. http://dx.doi.org/10.1590/s1980-57642014dn83000012.

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OBJECTIVE:The goal of this study was to investigate whether on-topic visual cues can serve as aids for the maintenance of discourse coherence and informativeness in autobiographical narratives of persons with Alzheimer's disease (AD).METHODS:The experiment consisted of three randomized conversation conditions: one without prompts, showing a blank computer screen; an on-topic condition, showing a picture and a sentence about the conversation; and an off-topic condition, showing a picture and a sentence which were unrelated to the conversation. Speech was recorded while visual attention was examined using eye tracking to measure how long participants looked at cues and the face of the listener.RESULTS:Results suggest that interventions using visual cues in the form of images and written information are useful to improve discourse informativeness in AD.CONCLUSION: This study demonstrated the potential of using images and short written messages as means of compensating for the cognitive deficits which underlie uninformative discourse in AD. Future studies should further investigate the efficacy of language interventions based in the use of these compensation strategies for AD patients and their family members and friends.

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Jacobson, Anne Jaap. "New Souls for Old." Perspectives on Politics 11, no. 2 (May 21, 2013): 516–19. http://dx.doi.org/10.1017/s1537592713000960.

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John Hibbing's paper prompts me to outline three points: (1) Cognitive psychology and neuroscience are developing a new picture of human beings' cognitive functioning, broadly understood. One startling implication is that we often understand ourselves much less well than we are inclined to think. (2) It is seriously mistaken to think that reading the output of an fMRI experiment is as easy and clear as interpreting a realistic picture. Among other things, various interpretations of an output may be equally acceptable. (3) Neuroscience can, and has been, used to support widespread prejudices, such as the intellectual inferiority of the female mind. Major researchers have given in to the temptation to see their older views in the new sciences of the mind. The second and third points may well lead us to think that incorporating the insights from the new fields involves us in genuinely interdisciplinary research. At the very least, we cannot count on skimming through an admired text to find out what is right. But serious research that spans different disciplines can be immensely rewarding.

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Venus, Merlijn, Russell E. Johnson, Shuxia Zhang, Xiao-Hua (Frank) Wang, and Klodiana Lanaj. "Seeing the Big Picture: A Within-Person Examination of Leader Construal Level and Vision Communication." Journal of Management 45, no. 7 (February 28, 2018): 2666–84. http://dx.doi.org/10.1177/0149206318761576.

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Despite the importance of leader vision communication to effective leadership, little is known about what prompts leaders to communicate a vision in the first place. Drawing from construal level theory, we examined the within-person relationship of leader construal level in the morning with vision communication during that workday. Leadership self-identity, or the extent to which “being a leader” is central to one’s self-concept, was specified as a cross-level moderator of the daily construal level–vision communication relationship. We tested our predictions using an experience sampling design across 15 consecutive workdays. In total, we obtained a total of 394 matched morning and afternoon surveys from 44 mid- to high-level managers. Results revealed that a high-level construal level in the morning was positively associated with vision communication during the day but only when leadership self-identity is high (vs. low). We discuss the theoretical implications of our findings, in particular with regard to the emerging field of visionary leadership as well as the emerging literature that uses construal level theory to explain leadership phenomena.

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Agran, Martin, Julie Fodor-Davis, Stephen Moore, and Marlene Deer. "The Application of a Self-Management Program on Instruction-Following Skills." Journal of the Association for Persons with Severe Handicaps 14, no. 2 (June 1989): 147–54. http://dx.doi.org/10.1177/154079698901400206.

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The effects of a multicomponent self-management program on the instruction-following behaviors of five students with moderate to severe intellectual disabilities are investigated in a vocational skills training program that included self-generated verbal prompts, picture cues, double instructions, and reinforcement. Training components for individual participants were added as needed to facilitate task performance. The percentage of appropriate responses to both trained and untrained instructions was evaluated within a multiple baseline design. Results demonstrated that training was effective in teaching the students to respond appropriately to instructions. Furthermore, the findings suggested that the students learned to respond to novel instructions. Suggestions for using flexible self-management programs, in which training components are established as effective for individual participants, are discussed.

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M. Meara, Paul, and Inma Miralpeix. "Bayesian vocabulary tests." Vigo International Journal of Applied Linguistics, no. 18 (January 18, 2021): 177–205. http://dx.doi.org/10.35869/vial.v0i18.3370.

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This paper proposes a new way of looking at productive vocabulary in L1 and L2 speakers. An experiment was conducted where 160 participants provided six words for five different picture prompts they were presented with. Data from this minimal vocabulary test was analysed using Bayesian statistics in order to decide whether a set of responses were generated by an L1 speaker or by an L2 advanced learner. Results obtained provide some interesting insights into the viability of minimal vocabulary tests (small sets of words can carry large amounts of information on vocabulary use), as well as some indications of how Bayesian methods could help us explore productive vocabularies of L2 speakers at different proficiency levels.

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Lang, Peter J. "Emotion and Motivation: Attention, Perception, and Action." Journal of Sport and Exercise Psychology 22, s1 (January 2000): S122—S140. http://dx.doi.org/10.1123/jsep.22.s1.s122.

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Emotions are organized around 2 basic motivational systems, appetitive and defensive, that evolved from primitive neural circuits in the mammalian brain. The appetitive system is keyed for approach behavior, founded on the preservative, sexual, and nurturant reflexes that underlie pleasant affects; the defense system is keyed for withdrawal, founded on protective and escape reflexes that underlie unpleasant affects. Both systems control attentional processing: Distal engagement by motive-relevant cues prompts immobility and orienting. With greater cue proximity (e.g., predator or prey imminence), neural motor centers supercede, determining overt defensive or consummatory action. In humans, these systems determine affective expression, evaluation behavior, and physiological responses that can be related to specific functional changes in the brain. This theoretical approach is illustrated with psychophysiological and brain imagery studies in which human subjects respond to emotional picture stimuli.

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Bauer, M., C. A. Aguillón, and G. E. García. "Conditional interpretation of time in quantum gravity and a time operator in relativistic quantum mechanics." International Journal of Modern Physics A 35, no. 21 (July 21, 2020): 2050114. http://dx.doi.org/10.1142/s0217751x20501146.

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The problem of time in the quantization of gravity arises from the fact that time in Schrödinger’s equation is a parameter. This sets time apart from the spatial coordinates, represented by operators in quantum mechanics (QM). Thus “time” in QM and “time” in general relativity (GR) are seen as mutually incompatible notions. The introduction of a dynamical time operator in relativistic quantum mechanics (RQM), that follows from the canonical quantization of special relativity and that in the Heisenberg picture is also a function of the parameter [Formula: see text] (identified as the laboratory time), prompts to examine whether it can help to solve the disfunction referred to above. In particular, its application to the conditional interpretation of time in the canonical quantization approach to quantum gravity is developed.

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Drain, Samantha, and Paul E. Engelhardt. "Naturalistic Observations of Nonverbal Children with Autism: A Study of Intentional Communicative Acts in the Classroom." Child Development Research 2013 (June 25, 2013): 1–10. http://dx.doi.org/10.1155/2013/296039.

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We examined evoked and spontaneous communicative acts in six nonverbal children with autism (10–15 years, M = 12.8, SD = 2.1). All participants attended the same special school for children with autism but were in different classes. Each was observed for 30 minutes during a typical school day. An observer coded the presence/absence of an antecedent, the form and function of the communicative act, and the teacher’s response to the child. One hundred and fifty-five communicative acts were observed, 41% were spontaneous and 59% were evoked. The main antecedents to evoked communicative acts were verbal prompts, and most of the evoked communicative acts were physical in nature (i.e., motor acts and gestures). However, verbalizations and the use of the Picture Exchange Communication System (PECS) were higher for spontaneous communicative acts. The functions of spontaneous communicative acts were primarily requests. Results showed a substantial number of “nonresponses” from teachers, even following evoked communicative acts. These results suggest that teachers may not actively promote intentional communication as much as possible. Therefore, our findings provide information concerning ways in which educators could facilitate intentional communication in non-verbal children with autism.

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Flores, Eileen Pfeiffer, Laís Fernandes Pires, and Carlos Barbosa Alves de Souza. "Dialogic Reading of a Novel for Children: Effects on Text Comprehension." Paidéia (Ribeirão Preto) 24, no. 58 (May 2014): 243–52. http://dx.doi.org/10.1590/1982-43272458201412.

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Experimental studies have shown positive effects of dialogic reading of picture books (reading aloud interspersed with prompts and feedback for verbalizations by the listener) on the vocabulary and verbal expression of small children. This study assessed the effect of dialogic reading on the comprehension of a children’s novel by three children aged 7-8 years, using a single-subject reversal design. In Condition A, the text was read without intervention. In Condition B, reading was interspersed with dialogic interventions based on narrative functions. Comprehension was superior in all measures in Condition B for the two participants who underwent the B-A-B design, however, not for the participant who underwent the A-B-A design. We discuss possible interactions of dialogic reading with characteristics of text genre and the need for systematic replications with more sessions and reversals of conditions.

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Alavi, Seyed Saber, Thomas Chow Voon Foo, and Mansour Amini. "L2 Learners’ Proficiency Development through Noticing Feedback." International Journal of Multicultural and Multireligious Understanding 2, no. 5 (October 7, 2015): 25. http://dx.doi.org/10.18415/ijmmu.v2i5.24.

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This experimental study investigated the relationship between noticing of corrective feedback and L2 development considering the learners’ perspective on error correction. Specifically, it aimed to uncover the noticeability and effectiveness of recasts, prompts, a combination of the two, to determine a relationship between noticing of CF and learning of the past tense. The participants were four groups of college ESL learners (n = 40). Each group was assigned to a treatment condition, but the researcher taught the control group. CF was provided to learners in response to their mistakes in forming the past tense. While noticing of CF was assessed through immediate recall and questionnaire responses, learning outcomes were measured through picture description administered via pre-test, post-test, and delayed post-test design. Learner beliefs about CF were probed by means of a 40-item questionnaire. The results indicated that the noticeability of CF is dependent on the grammatical target it addresses and that the feedback techniques that push learners to self-correct alone or in combination with target exemplars are more effective in. In relation to the learning outcomes, the overall past tense accuracy increased more than that for questions, but there were no significant differences between the groups. Finally, in relation to the beliefs about CF, the participants’ responses centered on the importance of oral CF, recasts as CF technique, prompts as CF technique, and affective consequences of CF, two of which mediated the noticeability of the supplied CF, but none impacted the learning outcomes.

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Timmermans, Grégory, Frédérique Depierreux, François Wang, Isabelle Hansen, and Pierre Maquet. "Cosmetic Injection of Botulinum Toxin Unmasking Subclinical Myasthenia Gravis: A Case Report and Literature Review." Case Reports in Neurology 11, no. 2 (August 16, 2019): 244–51. http://dx.doi.org/10.1159/000502350.

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Cosmetic or therapeutic use of botulinum toxin type A (BoNT-A) is usually safe but can rarely cause iatrogenic botulism. Iatrogenic botulism and myasthenia gravis (MG) share similar clinical features, because both BoNT-A and anti-acetylcholine receptorantibodies impair neuromuscular transmission. We report a patient who underwent cosmetic BoNT-A injection and later developed serious local and systemic adverse reactions. The peculiarity of this case is that a latent seropositive MG was eventually discovered, suggesting that both iatrogenic botulism and MG contributed to the clinical picture. This patient is one of the less than 10 reported cases worldwide in whom MG was unmasked by BoNT-A injection. He is the first to be assessed in detail by single-fiber electromyography. This case emphasizes the risk associated with BoNT-A injection in patients with subclinical impairment of neuromuscular transmission and prompts the search for MG in case of exaggerated response.

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Roberts, Julie, Frances Griffiths, and Alice Verran. "Seeing the Baby, Doing Family: Commercial Ultrasound as Family Practice?" Sociology 51, no. 3 (July 10, 2015): 527–42. http://dx.doi.org/10.1177/0038038515591945.

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Medical sociologists and anthropologists have studied the social significance of obstetric ultrasound for families but little is known about how women and families make use of commercially available ultrasound scans. This article draws on interviews with women who booked a scan with a commercial company in the UK. For some women, commercial ultrasound can be understood as a family practice. We investigate this theme by examining who accompanies women to commercial scan appointments, how scan images are shared and how sonograms are used as prompts to resemblance talk. We argue that commercial scans are more than an additional opportunity to acquire ‘baby’s first picture’ and offer a flexible resource to do family, creating and affirming family relationships and rehearsing roles as parents, siblings and grandparents. Our findings confirm the importance of imagination in doing family and raise questions about the role of technology and commercial interests in shaping family practices.

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Tao, Geru, Guohua Song, and Shucun Qin. "Molecular hydrogen: current knowledge on mechanism in alleviating free radical damage and diseases." Acta Biochimica et Biophysica Sinica 51, no. 12 (November 18, 2019): 1189–97. http://dx.doi.org/10.1093/abbs/gmz121.

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Abstract Ever since molecular hydrogen was first reported as a hydroxyl radical scavenger in 2007, the beneficial effect of hydrogen was documented in more than 170 disease models and human diseases including ischemia/reperfusion injury, metabolic syndrome, inflammation, and cancer. All these pathological damages are concomitant with overproduction of reactive oxygen species (ROS) where molecular hydrogen has been widely demonstrated as a selective antioxidant. Although it is difficult to construe the molecular mechanism of hydrogen’s biomedical effect, an increasing number of studies have been helping us draw the picture clearer with days passing by. In this review, we summarized the current knowledge on systemic and cellular modulation by hydrogen treatment. We discussed the antioxidative, anti-inflammatory, and anti-apoptosis effects of hydrogen, as well as its protection on mitochondria and the endoplasmic reticulum, regulation of intracellular signaling pathways, and balancing of the immune cell subtypes. We hope that this review will provide organized information that prompts further investigation for in-depth studies of hydrogen effect.

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Bednarek-Hatlinska, Daria, Anna Prymas, Marta Mrall-Wechta, and Anna Surdacka. "Pathological lesions in the oral cavity in the course of connective tissue diseases." Current Issues in Pharmacy and Medical Sciences 31, no. 4 (December 1, 2018): 209–12. http://dx.doi.org/10.1515/cipms-2018-0039.

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Abstract Dentistry, is one of the intensively and rapidly growing branches of medicine. This prompts dentists to take an interdisciplinary approach to their patients. Thus, the dentist, being a general practitioner, can make significant contributions to the early diagnosis of systemic disease and the faster implementation of appropriate treatment. In view of the aforementioned, we undertook research on the relationship of pathological changes observed in the oral cavity with diseases of the connective tissue system. Collagenosis is a chronic autoimmune disease initiated by many factors, among which the genetic factor and viral infections are mentioned. The changes observed in the oral cavity may be a picture of the disease, a complication of the disease or a side effect of the treatment. The aim of the study is, thus, too present the pathological changes in the oral cavity which often accompany collagenosis, and to discuss the risk factors of connective tissue system diseases and methods of dental treatment.

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Lee, Gabrielle T., Hua Feng, Sheng Xu, and Shao-Ju Jin. "Increasing “Object-Substitution” Symbolic Play in Young Children With Autism Spectrum Disorders." Behavior Modification 43, no. 1 (November 1, 2017): 82–114. http://dx.doi.org/10.1177/0145445517739276.

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Children with autism spectrum disorders (ASD) may not develop symbolic play skills, so such skills need to be taught specifically. We report an experiment regarding a procedure targeting “object-substitution” symbolic play skills. The “object-substitution” symbolic play behavior occurred when the child labeled a common object with the name of a substitute and used the object to perform a play action (e.g., As she put a bowl on her head, she called it a hat). A multiple probe across behaviors design was employed with five children (four boys and one girl, aged 3 to 6 years) with ASD. All children had verbal communication and demonstrated functional play and generalized imitation, but no symbolic play skills prior to the study. The instruction consisted of intraverbal training, picture prompts, and modeling of play actions. All children demonstrated object-substitution symbolic play skills after the instruction. The occurrences of response generalization were also discussed.

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de Bruyn, Julia, John Msuya, and Elaine Ferguson. "Evaluating pictorial charts as a means of collecting participant-recorded data on household dietary diversity in low-literacy communities in Tanzania." British Journal of Nutrition 122, no. 12 (October 14, 2019): 1432–40. http://dx.doi.org/10.1017/s0007114519002587.

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AbstractInnovative methods to collect dietary data at multiple times across the year are needed to better understand seasonal or temporal changes in household diets and measure the impact of nutrition-sensitive agricultural programmes in low-income countries. The present study aims to validate a picture-based research tool for participants to self-record their household’s dietary diversity each month in villages of Manyoni District, Tanzania. Pictorial record charts were developed to reflect local food resources. In 113 randomly selected households, the person responsible for food preparation was trained to mark all items consumed by any household member within the home, or prepared for consumption outside the home, for a single recording day. The next day, an interview-based household 24-h food recall (H24HR) was collected for the same period. Separate analyses tested agreement (a) between picture charts and H24HR and (b) between H24HR following chart completion and on an alternative day. Concordance between methods differed between food groups and items but was high to very high for all cereals, vegetables, pulses, legumes and nuts and almost all fruits. Recording of ten items (including non-cultivated fruits and ingredients of mixed dishes) differed significantly between H24HR assessments, all of which were reported by more households in interviews following chart completion. Results suggest potential for visual prompts and the contemporaneous nature of data collection to improve the accuracy of interview-based recall. With adequate investment in developing and implementing context-adapted tools, pictorial charts may also offer an effective standalone method for use at multiple time-points in agricultural programmes.

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Kartchava, Eva, and Ahlem Ammar. "Noticing and Learning: Relationship Patterns." Studies in English Language Teaching 1, no. 1 (February 2, 2013): 8. http://dx.doi.org/10.22158/selt.v1n1p8.

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The goal of this study was to empirically investigate the noticeability of three corrective feedback (CF) techniques (recasts, prompts, and a mixture of the two) and to determine whether such noticing predicts second language (L2) development. Four groups of high-beginner college level francophone ESL learners (n = 99) and their teachers participated. Each teacher was assigned to a treatment condition that fit his CF style, and each provided feedback in response to errors with past tense and questions in the past. While the noticing of CF was assessed through immediate recall, learning was measured with picture description and spot-the-differences tasks. Inferential and qualitative analyses of noticing and learning revealed varied conclusions. Statistically, a minimal relationship between noticing and past tense scores was found. However, qualitatively, noticing appeared to predict gains on both targets for some learners, but did not prove to be a universal prerequisite for learning.

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Guess, Andrew M. "Measure for Measure: An Experimental Test of Online Political Media Exposure." Political Analysis 23, no. 1 (2015): 59–75. http://dx.doi.org/10.1093/pan/mpu010.

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Self-reported measures of media exposure are plagued with error and questions about validity. Since they are essential to studying media effects, a substantial literature has explored the shortcomings of these measures, tested proxies, and proposed refinements. But lacking an objective baseline, such investigations can only make relative comparisons. By focusing specifically on recent Internet activity stored by Web browsers, this article's methodology captures individuals' actual consumption of political media. Using experiments embedded within an online survey, I test three different measures of media exposure and compare them to the actual exposure. I find that open-ended survey prompts reduce overreporting and generate an accurate picture of the overall audience for online news. I also show that they predict news recall at least as well as general knowledge. Together, these results demonstrate that some ways of asking questions about media use are better than others. I conclude with a discussion of survey-based exposure measures for online political information and the applicability of this article's direct method of exposure measurement for future studies.

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Gayathri, V., Eric Clapten, S. Mahalakshmi, and S. Rajes Kannan. "Color and Texture Feature Based Scene Classification." Journal of Computational and Theoretical Nanoscience 17, no. 11 (November 1, 2020): 4897–901. http://dx.doi.org/10.1166/jctn.2020.9254.

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Right now, overall trademark based multiscale multiresolution multistructure (M3LBP) neighborhood parallel example and nearby characteristic based totally min blend feature extraction is proposed for scene category. To extract international functions, characterize the leading spatial features in a couple of scale, a couple of choice, more than one structure way. The micro/macro shape facts and rotation invariance are guaranteed inside the worldwide function extraction approach. Neighborhood function extraction, coloration histogram characteristic (CHF) can thoroughly explain the spatial coloration statistics of an image. It also describes the image brightness, color statistics of a photo, which encompass the picture coloration distribution, photo assessment. The CHF can be computed from the min max shade quantizes. Ultimately Fused feature instance amongst nearby and international capabilities because the scene descriptor to prepare a portion based absolutely extreme finding a workable pace for scene style is outfitted. The proposed strategy is radically assessed on benchmark scene datasets (the 21 magnificence land use scene), and the trial results show that the proposed procedure prompts predominant kind standard execution as contrasted and the realm of-work of art style systems.

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Journal articles on the topic 'Picture prompts'

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