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Books on the topic 'Symbol learning in aphasia'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

Savage-Rumbaugh, E. Sue. Ape language: From conditionedresponse to symbol. Columbia University Press, 1986.

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2

Ape language: From conditioned response to symbol. Columbia University Press, 1986.

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3

Savage-Rumbaugh, E. Sue. Ape language: From conditioned response to symbol. Oxford University Press, 1986.

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Savage-Rumbaugh, E. Sue. Ape language: From conditioned response to symbol. Columbia University Press, 1986.

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5

Seeing stars: Symbol imagery for phonemic awareness, sight words and spelling. Gander Pub., 1997.

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6

Foolish men!: Sor Juana Inés de la Cruz as spiritual protagonist, educational prism, and symbol for women. LEPS Press, Northern Illinois University, 1994.

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7

Northrup, Peggy S. The Literacy Link: A Multisensory Approach to Sound-Symbol Connections. Thinking Publications, 2002.

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8

Salazar, Norma. Foolish Men: Sor Juana Ines De LA Cruz As Spiritual Protagonist, Educational Prism, and Symbol for Hispanic Women. Educational Studies Pr, 1993.

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9

McNeil, Malcolm Ray. Revised token test. Pro-Ed, 1985.

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10

Katz, Daniel. Notebook: I Love Giraffes and Coffee Funny Heart Symbol Gift Journal and Take Note Notebook for Writing and Learning for Men and Women and Kids to Write and with Collge Line Large Size 8. 5inchx11inch. Independently Published, 2020.

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11

H, Brownell Hiram, and Joanette Yves, eds. Narrative discourse in neurologically impaired and normal aging adults. Singular Pub. Group, 1993.

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12

Rueschemeyer, Shirley-Ann, and M. Gareth Gaskell, eds. The Oxford Handbook of Psycholinguistics. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198786825.001.0001.

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This handbook reviews the current state of the art in the field of psycholinguistics. Part I deals with language comprehension at the sublexical, lexical, and sentence and discourse levels. It explores concepts of speech representation and the search for universal speech segmentation mechanisms against a background of linguistic diversity and compares first language with second language segmentation. It also discusses visual word recognition, lexico-semantics, the different forms of lexical ambiguity, sentence comprehension, text comprehension, and language in deaf populations. Part II focuses on language production, with chapters covering topics such as word production and related processes based on evidence from aphasia, the major debates surrounding grammatical encoding. Part III considers various aspects of interaction and communication, including the role of gesture in language processing, approaches to the study of perspective-taking, and the interrelationships between language comprehension, emotion, and sociality. Part IV is concerned with language development and evolution, focusing on topics ranging from the development of prosodic phonology, the neurobiology of artificial grammar learning, and developmental dyslexia. The book concludes with Part V, which looks at methodological advances in psycholinguistic research, such as the use of intracranial electrophysiology in the area of language processing.

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13

Mann, Peter. Legendre Transforms. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198822370.003.0033.

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This chapter introduces vector calculus to the reader from the very basics to a level appropriate for studying classical mechanics. However, it provides only the necessary vector calculus required to understand some of the operations perform in the text and perhaps support self-learning in more advanced topics, so the analysis is not be definitive. The chapter begins by examining the axioms of vector algebra, vector multiplication and vector differentiation, and then tackles the gradient, divergence and curl and other elements of vector integration. Topics discussed include contour integrals, the continuity equation, the Kronecker delta and the Levi-Civita symbol. Particular care is taken to explain every mathematical relation used in the main text, leaving no stone unturned!

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14

Ruck Keene, Hermione, and Lucy Green. Amateur and Professional Music Making at Dartington International Summer School. Edited by Roger Mantie and Gareth Dylan Smith. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190244705.013.16.

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Music summer schools in the United Kingdom offer a holiday context for “serious leisure” for amateurs, and high-level tuition for aspiring professionals. The majority exist in distinct spaces for either the vocational or avocational musician; Dartington International Summer School is anomalous in that it is attended by amateur, aspiring professional and professional musicians. Theories of leisure as symbol, play, and the other, and Bahktin’s theory of the “carnivalesque” are used in this chapter as lenses to view participant experience. Mantie’s concept of the learner-participant dichotomy sheds light on the clashes and complementarity arising from the differing intentions of the participants. The chapter discusses how the leisure-learning context of the summer school impacts on participants’ musical identity, and can serve both to challenge and reinforce hierarchical status relationships between vocational and avocational musicians.

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15

Menary, Richard. Keeping Track with Things. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198769811.003.0016.

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The chapter begins with an evolutionary account of tracking systems, from simple detection systems to complex decoupled and highly flexible tracking systems. The important mediator is the role of the environment in providing the complexity, translucency, and hostility that produces the evolutionary pressures that result in more complex tracking systems. An evolutionary platform is provided for how modern humans could have come to innovate epistemic tracking tools (ETTs) for keeping track of salient features of the environment. Three examples of ETTs in action are given, ranging from highly iconic and contextual learning tools—such as the Mattang—to highly abstract and decoupled conventional symbol systems. Finally, it is argued that ETTs are compatible with a responsibilist-reliabilism since their correct deployment requires epistemic diligence and the reliable functioning of the tool itself. As such, a framework for understanding and exploring how we keep track with things has been given.

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16

Butz, Martin V., and Esther F. Kutter. Decision Making, Control, and Concept Formation. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198739692.003.0012.

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While attention controls the internal, mental focus of attention, motor control directs the bodily control focus. Our nervous system is structured in a cascade of interactive control loops, where the primary self-stabilizing control loops can be found directly in the body’s morphology and the muscles themselves. The hierarchical structure enables flexible and selective motor control and the invocation of motor primitives and motor complexes. The learning of motor primitives and complexes again adheres to certain computational systematicities. Redundant behavioral alternatives are encoded in an abstract manner, enabling fast habitual decision making and slower, more elaborated planning processes for realizing context-dependent behavior adaptations. On a higher level, behavior can be segmented into events, during which a particular behavior unfolds, and event boundaries, which characterize the beginning or the end of a behavior. Combinations of events and event boundaries yield event schemata. Hierarchical combinations of event schemata on shorter and longer time scales yield event taxonomies. When developing event boundary detectors, our mind begins to develop environmental conceptualizations. Evidence is available that suggests that such event-oriented conceptualizations are inherently semantic and closely related to linguistic, generative models. Thus, by optimizing behavioral versatility and developing progressively more abstract codes of environmental interactions and manipulations, cognitive encodings develop, which are supporting symbol grounding and grammatical language development.

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17

Tomasello, Michael. What did we learn from the ape language studies? Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198728511.003.0007.

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The ‘ape language’ studies have come and gone, with wildly divergent claims about what they have shown. Without question, the most sophisticated skills have been displayed by Kanzi, a male bonobo exposed from youth to a human-like communicative system. This chapter attempts to assess, in an objective a manner as possible, the nature of the communicative skills that Kanzi and other great apes acquired during the various ape language projects. The overall conclusion is that bonobos and other apes possess most of the requisite cognitive skills for something like a human language, including such things as basic symbol learning, categorization, sequential (statistical) learning, etc. What they lack are the skills and motivations of shared intentionality—such things as joint attention, perspective-taking and cooperative motives—for adjusting their communicative acts for others pragmatically, or for learning symbols whose main function is pragmatic. Il y a eu beaucoup d’études sur la langue des singes avec des résultats très divergents. Sans question, on a vu les compétences les plus avancées chez Kanzi, un bonobo mâle qui a été exposé dès la jeunesse à un système de communication humain. Ici j’essaye d’évaluer le plus objectivement possible l’origine des compétences de communication que Kanzi et d’autres Grands singes ont appris pendant les différents projets linguistiques. Je conclue que les bonobos et les autres grands singes possèdent la plupart des compétences cognitives nécessaires à un langage humain, inclut les bases d’apprentissage de symboles, catégorisation, apprentissage séquentiel statistique, etc. Ils manquent les compétences et motivations d’intentionnalité commune—comme attention commune, prendre une perspective différente, motifs coopératifs—pour qu’ils améliorent leurs actes communicatives pragmatiquement.

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