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Book Description
L'évaluation logico-mathématique classiquement réalisée en orthophonie au moyen de l'UDN II, batterie d'approche piagétienne (Meljac et Lemmel, 1999), repose en grande parti sur l'analyse visuo-spatiale et la manipulation de matériel concret sans étayage verbal. Cela soulève la question de la difficulté du diagnostic de dyscalculie chez l'enfant porteur de dyspraxie développementale, car il est alors délicat de distinguer performance à une épreuve et compétence logique sous-jacente. Cette distinction est d'autant plus difficile qu'elle renvoei à la question de la présence intrinsèque de troubles logiques chez l'individu dyspraxique question qui ne peut être tranchée en l'absence de matériel d'évaluation adapté. Dans un souci d' objectivation d'un éventuel trouble logico-mathématique chez ces enfants, le présent mémoire tente d'adapter le matériel standard d'évaluation de deux compétences logico mathématiques, en en supprimant toute composante visuo-spatiale et toute manipulation. Les performances de 12 enfants de 7 à 9 ans, porteurs de dyspraxie développementale, ont donc été comparées à celles d'enfants tout-venant, lors d'épreuves de dénombrement et de sériation présentées selon trois modalités différentes. Nous nous attendions à ce que les performances des enfants dyspraxiques aux épreuves de l'UDN II soient uniquement induites par leur gêne visuo-spatiale et gestuelle. Or, cela n'e pas constaté et conduit à s'interroger sur la présence quasi-systématique d'un trouble logique chez les enfants dyspraxiques rencontrés. Notamment, la gêne praxique semble nuire à la vitesse et à la qualité du dénombrement sur afférence visuelle, ce qui empêcherait la généralisation de la procédure mentale de dénombrement y compris lorsque l'afférence de la tâche est modifiée. Bien que comportant un certain nombre de biais méthodologiques, cett étude explore l'évaluation logico-mathématique par des versants non traditionnels trè révélateurs des stratégies de l'enfant.
Book Description
L'évaluation logico-mathématique classiquement réalisée en orthophonie au moyen de l'UDN II, batterie d'approche piagétienne (Meljac et Lemmel, 1999), repose en grande parti sur l'analyse visuo-spatiale et la manipulation de matériel concret sans étayage verbal. Cela soulève la question de la difficulté du diagnostic de dyscalculie chez l'enfant porteur de dyspraxie développementale, car il est alors délicat de distinguer performance à une épreuve et compétence logique sous-jacente. Cette distinction est d'autant plus difficile qu'elle renvoei à la question de la présence intrinsèque de troubles logiques chez l'individu dyspraxique question qui ne peut être tranchée en l'absence de matériel d'évaluation adapté. Dans un souci d' objectivation d'un éventuel trouble logico-mathématique chez ces enfants, le présent mémoire tente d'adapter le matériel standard d'évaluation de deux compétences logico mathématiques, en en supprimant toute composante visuo-spatiale et toute manipulation. Les performances de 12 enfants de 7 à 9 ans, porteurs de dyspraxie développementale, ont donc été comparées à celles d'enfants tout-venant, lors d'épreuves de dénombrement et de sériation présentées selon trois modalités différentes. Nous nous attendions à ce que les performances des enfants dyspraxiques aux épreuves de l'UDN II soient uniquement induites par leur gêne visuo-spatiale et gestuelle. Or, cela n'e pas constaté et conduit à s'interroger sur la présence quasi-systématique d'un trouble logique chez les enfants dyspraxiques rencontrés. Notamment, la gêne praxique semble nuire à la vitesse et à la qualité du dénombrement sur afférence visuelle, ce qui empêcherait la généralisation de la procédure mentale de dénombrement y compris lorsque l'afférence de la tâche est modifiée. Bien que comportant un certain nombre de biais méthodologiques, cett étude explore l'évaluation logico-mathématique par des versants non traditionnels trè révélateurs des stratégies de l'enfant.
Author: Christopher S. Henshilwood Publisher: John Benjamins Publishing ISBN: 9027211892 Category : Social Science Languages : en Pages : 251
Book Description
The emergence of symbolic culture, classically identified with the European cave paintings of the Ice Age, is now seen, in the light of recent groundbreaking discoveries, as a complex nonlinear process taking root in a remote past and in different regions of the planet. In this book the archaeologists responsible for some of these new discoveries, flanked by ethologists interested in primate cognition and cultural transmission, evolutionary psychologists modelling the emergence of metarepresentations, as well as biologists, philosophers, neuro-scientists and an astronomer combine their research findings. Their results call into question our very conception of human nature and animal behaviour, and they create epistemological bridges between disciplines that build the foundations for a novel vision of our lineage's cultural trajectory and the processes that have led to the emergence of human societies as we know them.
Author: Joanne Arciuli Publisher: John Benjamins Publishing Company ISBN: 9027270325 Category : Language Arts & Disciplines Languages : en Pages : 283
Book Description
Communication in Autism adopts a multidisciplinary approach to explore one of the most common developmental disorders associated with communication impairment. Perhaps the most fascinating thing about communication in autism is that variation is as extreme as it could possibly be. While some individuals with autism have age-appropriate language, a number have exceptional language skills; others have little or no spoken language. In between these extremes are individuals who experience significant linguistic impairments. These impairments can affect peer relations and literacy skills. The chapters in this volume provide comprehensive coverage of both the theoretical underpinnings and the practical aspects of autistic communication. The result is a volume that showcases the wide range of methodologies being used in this field of research. It is invaluable for scientists, service providers, parents, individuals with autism, and students learning about communication and autism (e.g., in psychology, speech pathology, and education).
Author: MD Kenneth M. Heilman Publisher: Oxford University Press ISBN: 0195384873 Category : Medical Languages : en Pages : 707
Book Description
Since its first publication in 1979, Clinical Neuropsychology has been a valued resource for students and scientists interested in brain-behavior relationships. The text covers all of the major syndromes, but reflects the major advances in understanding and treatment of neurobehavioral disorders since the previous edition was published.
Author: Nikolas Rose Publisher: Princeton University Press ISBN: 0691149615 Category : Medical Languages : en Pages : 352
Book Description
"The brain sciences are influencing our understanding of human behavior as never before, from neuropsychiatry and neuroeconomics to neurotheology and neuroaesthetics. Many now believe that the brain is what makes us human, and it seems that neuroscientists are poised to become the new experts in the management of human conduct. Neuro describes the key developments--theoretical, technological, economic, and biopolitical--that have enabled the neurosciences to gain such traction outside the laboratory. It explores the ways neurobiological conceptions of personhood are influencing everything from child rearing to criminal justice, and are transforming the ways we "know ourselves" as human beings. In this emerging neuro-ontology, we are not "determined" by our neurobiology: on the contrary, it appears that we can and should seek to improve ourselves by understanding and acting on our brains. Neuro examines the implications of this emerging trend, weighing the promises against the perils, and evaluating some widely held concerns about a neurobiological "colonization" of the social and human sciences. Despite identifying many exaggerated claims and premature promises, Neuro argues that the openness provided by the new styles of thought taking shape in neuroscience, with its contemporary conceptions of the neuromolecular, plastic, and social brain, could make possible a new and productive engagement between the social and brain sciences."--Publisher's description.
Author: Helen Tager-Flusberg Publisher: Psychology Press ISBN: 1317783808 Category : Language Arts & Disciplines Languages : en Pages : 237
Book Description
After decades of research most scholars generally agree that language acquisition is a complex and multifaceted process that involves the interaction of innate biologically-based mechanisms devoted to language, other non-linguistic cognitive and social mechanisms, linguistic input, and information about the social and physical world. Theoretical work in the field of language acquisition now needs to focus in greater depth and detail on some specific aspects of this general model, which is the main goal of this book. The chapters in this volume provide some new insights into one of the most remarkable accomplishments achieved by almost all children. The particular questions that are raised by contributors include: * What kinds of constraints operate on the process of language development? * Which aspects of the acquisition process depend on language-specific mechanisms? * Are there critical brain structures necessary for the acquisition of language? * What role do cognitive and social mechanisms play in language development? * How critical is perceptual input about the physical and social world? * What is the specific role played by linguistic input in the child's construction of a linguistic system? Questions are addressed from the perspective of children who come to the task of acquiring language with many hurdles to overcome, including deafness and blindness, mental retardation, autism, and prenatal or perinatal brain damage involving the left hemisphere. Each section contributes some insight on how an innate language-specific biological substrate interacts with cognitive and social factors, as well as external information, to support the child's construction of a linguistic system. Studies of atypical children offer a singular contribution to this enterprise by allowing us to see the specific influences of each component, and in turn, they shed new light on how all children are able to acquire language so effortlessly and during such a brief period of development.
Author: Aude Goubel
Author: Aude Goubel
Author: Christopher S. Henshilwood
Author: Joanne Arciuli
Author: MD Kenneth M. Heilman
Author: Hazel Emslie
Author: Nikolas Rose
Author: Helen Tager-Flusberg
Author: Nancy R. Kaufman
Author: 
Author: Barbara A. Wilson