Book Description
Notre thèse porte sur l'implication de processus attentionnels dans les traitements global et local de stimuli visuels complexes et s'appuie sur des données comportementales issues d'expériences présentant des stimuli hiérarchisés en champ visuel divisé. Nous montrons l'influence d’un processus de haut niveau, qui module l'implication de mécanismes latéralisés selon leur spécialisation pour l'analyse globale ou locale, mais aussi pour des catégories (Lettre / Dessin d'objet). Nous étudions aussi le processus attentionnel permettant d'alterner le traitement des détails et de la forme globale et montrons qu'il s’appuie sur plusieurs opérations : l’une d'elles, la désélection du mode d'analyse inapproprié, s'appuie sur un mécanisme d'inhibition qui se distingue par une dominance de l'hémisphère droit. La sélection d'un niveau est enfin étudiée à travers les effets d'interférence induits par l'information concurrente située au niveau devant être inhibé. Après le Chapitre I proposant 8 expériences sur ces processus auprès de jeunes adultes, le Chapitre II étudie leur mise en place avec 2 expériences chez des enfants de 6 à 10 ans. Les 2 expériences du Chapitre III isolent enfin des anomalies spécifiques à des types de dyslexie différents. Les enfants atteints de dyslexie avec des troubles phonologiques majeurs présentent une latéralisation hémisphérique fonctionnelle anormale pour traiter les catégories Lettre et Dessin d'objet, alors qu'un déficit spécifique du mécanisme d'inhibition d'information issue du niveau local caractérise les enfants dyslexiques sans trouble phonologique. La spécificité de ces déficits conforte l'hypothèse d’un trouble des représentations linguistiques dans le premier type de dyslexie, et l'existence d'un autre type de dyslexie, caractérisé par des troubles de l'attention visuo-spatiale dont cette recherche contribue à préciser la nature.
Author: Eduard Vieta Publisher: Cambridge University Press ISBN: 1107663326 Category : Medical Languages : en Pages : 143
Book Description
Presents a novel, evidence-based psychological intervention to help therapists manage cognitive and functional deficits in bipolar disorder patients.
Author: Susan E. Gathercole Publisher: Psychology Press ISBN: 9781841699189 Category : Medical Languages : en Pages : 268
Book Description
This special issue ponders a detailed and contemporary analysis of the theoretical underpinnings of short-term and working memory. Articles focus on short-term memory for phonological, semantic, and spatial material, on executive function and on short-term forgetting. The empirical perspectives include the neuroimaging of short-term memory, short-term memory development and the neuropsychology and neurobiology of memory, in addition to laboratory-based experimental studies. Together, these articles identify significant current models and approaches to short-term and working memory, providing a broad set of perspectives which illustrate the wide impact of working memory on the understanding of human cognition.
Author: Kate Cain Publisher: Guilford Press ISBN: 1593858329 Category : Language Arts & Disciplines Languages : en Pages : 321
Book Description
Comprehension is the ultimate aim of reading and listening. How do children develop the ability to comprehend written and spoken language, and what can be done to help those who are having difficulties? This book presents cutting-edge research on comprehension problems experienced by children without any formal diagnosis as well as those with specific language impairment, autism, ADHD, learning disabilities, hearing impairment, head injuries, and spina bifida. Providing in-depth information to guide research and practice, chapters describe innovative assessment strategies and identify important implications for intervention and classroom instruction. The book also sheds light on typical development and the key cognitive skills and processes that underlie successful comprehension.
Author: Publisher: Academic Press ISBN: 0128043261 Category : Medical Languages : en Pages : 510
Book Description
The Frontal Lobes, Volume 163, updates readers on the latest thinking on the structure and function of the human frontal lobe. Sections address methodology, anatomy, physiology and pharmacology, function, development, aging and disorders, and rehabilitation. Patients with focal lesions in the frontal lobes have long been studied to reveal the organization and function of the frontal lobes. Over the last two decades, studies of patients with neurodegenerative diseases and developmental disorders have increased, with new findings discussed in this volume. In addition, the book includes discussions on genetics and molecular biology, optogenetics, high-resolution structural and functional neuroimaging and electrophysiology, and more. Lastly, new knowledge on the biology, structure and function of the frontal lobes, new treatment targets for pharmacology, non-invasive brain stimulation, and cognitive/social remediation are presented. The last section covers new efforts that will hopefully lead to better outcomes in patients with frontal lobe disorders. Provides an overview of the structure, function, disorder and rehabilitation of the frontal lobes Addresses a wide variety of methodologies – from genetics and molecular biology, to optogenetics and hi-res fMRI, and more Contains content of interest to advanced students, junior researchers and clinicians getting involved in research Features the input of leaders in neuroanatomical research from around the globe – the broadest, most expert coverage available
Author: Susan Carey Publisher: Psychology Press ISBN: 1317784634 Category : Psychology Languages : en Pages : 354
Book Description
Reflecting the focus of a Jean Piaget Symposium entitled Biology and Knowledge: Structural Constraints on Development, this volume presents many of the emergent themes discussed. Among these themes are: Structural constraints on cognitive development and learning come in many shapes and forms and involve appeal to more than one level of analysis. To postulate innate knowledge is not to deny that humans can acquire new concepts. It is unlikely that there is only one learning mechanism, even if one prefers to work with general as opposed to domain-specific mechanisms. The problems of induction with respect to concept acquisition are even harder than originally thought.
Author: Eric B. Shiraev Publisher: Taylor & Francis ISBN: 1134871317 Category : Psychology Languages : en Pages : 454
Book Description
Written in a conversational style that transforms complex ideas into accessible ones, this international best-seller provides an interdisciplinary review of the theories and research in cross‐cultural psychology. The book’s unique critical thinking framework, including Critical Thinking boxes, helps to develop analytical skills. Exercises interspersed throughout promote active learning and encourage class discussion. Case in Point sections review controversial issues and opinions about behavior in different cultural contexts. Cross‐Cultural Sensitivity boxes underscore the importance of empathy in communication. Numerous applications better prepare students for working in various multicultural contexts such as teaching, counseling, health care, and social work. The dynamic author team brings a diverse set of experiences in writing this book. Eric Shiraev was raised in the former Soviet Union and David Levy is from Southern California. Sensation, perception, consciousness, intelligence, human development, emotion, motivation, social perception, interaction, psychological disorders, and applied topics are explored from cross‐cultural perspectives. New to the 6th Edition: Over 200 recent references, particularly on studies of non-western regions such as the Middle East, Africa, Asia, & Latin America as well as the US and Europe. New chapter on personality and the self with an emphasis on gender identity. New or revised chapter opening vignettes that draw upon current events. More examples related to the experiences of international students in the US and indigenous people. Many more figures and tables that appeal to visual learners. New research on gender, race, religious beliefs, parenting styles, sexual orientation, ethnic identity and stereotypes, conflict resolution, immigration, intelligence, physical abuse, states of consciousness, DSM-5, cultural customs, evolutionary psychology, treatment of psychological disorders, and acculturation. Revised methodology chapter with more attention to issues related specifically to cross-cultural research and more on qualitative and mixed methods. A companion website at www.routledge.com/9781138668386 where instructors will find a test bank containing multiple choice, true and false, short answer, and essay questions and answers for each chapter, and a complete set of tables and figures from the text; and students will find chapter outlines, flashcards of key terms, and links to further resources and the authors' Facebook page. Intended as a text for courses on cross-cultural psychology, multicultural psychology, cultural psychology, cultural diversity, and the psychology of ethnic groups and a resource for practitioners, researchers, and educators who work in multicultural environments.
Author: Mark Sadoski Publisher: Routledge ISBN: 0415898471 Category : Education Languages : en Pages : 170
Book Description
Imagery and Text: A Dual Coding Theory of Reading and Writing presents, for the first time, a unified theory of both reading and writing that derives from and is completely consistent with the Dual Coding Theory of cognition, one of the most influential and empirically sound theories of cognition ever developed. This is the first book to take a systematic theoretical approach to all of the central issues of literacy, including decoding, comprehension, and memory in reading; and planning, drafting, and reviewing in writing. Additionally, theoretical accounts are provided for such profound and elusive literacy concepts as meaning, engagement, inspiration, and persona. Dual Coding Theory is unique in theorizing how both verbal and nonverbal cognition are woven throughout all aspects of literacy. An outstanding advancement in understanding literacy, Imagery and Text: A Dual Coding Theory of Reading and Writing: * Explains the major aspects of both reading and writing from an empirically well-established cognitive theory that embraces both language and mental imagery, emphasizing the powerful role of nonlinguistic knowledge and mental imagery in literacy; * Offers a human alternative to current computer-based theories of cognition and literacy derived from artificial intelligence, treating literacy as an essentially human activity that includes imagery and affect; * Provides moment-by-moment accounts of both the reading process and the writing process and comparisons with other theories; and * Presents an extensive review of educational research on the application of dual coding theory.
Author: Luc Keïta
Author: Eduard Vieta
Author: Susan E. Gathercole
Author: Patrick Rabbitt
Author: Kate Cain
Author: 
Author: Susan Carey
Author: Eric B. Shiraev
Author: Ennio De Renzi
Author: Mark Sadoski