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PROSPECTS - In response to the global crisis resulted from the spread of the coronavirus in Brazil, many schools and universities suspended face-to-face classes and began to offer remote classes... 相似文献
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Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterised by impairments in social communication and social cognition. Difficulties in emotion understanding, from emotion recognition to emotion regulation are common features that can affect the inclusion process. One outstanding question is the extent to which age and IQ affect such impairments. The effect of IQ and age on emotion understanding was estimated in 55 children with ASD aged between 5 and 10 and with IQ ranging from 70 to 130. Emotion understanding and non-verbal cognitive ability were assessed, respectively, with the Test of Emotion Comprehension and the Leiter-R scale. The majority of participants scored significantly lower on the TEC compared to the normative sample. Performance compared against norms decreased with age and improved with increasing IQ; children with ‘borderline cognitive functioning’ performed significantly worse than children with ‘normative cognitive functioning’. Emotion understanding skills in children with ASD are affected by cognitive level and age. Implications for educational interventions are discussed. 相似文献
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Capirci O Cattani A Rossini P Volterra V 《Journal of deaf studies and deaf education》1998,3(2):135-142
We describe an educational experience designed to teach Italian Sign Language (LIS) to a group of hearing children. The hypothesis underlying this experience was that learning a visual-gestural language such as LIS may improve children's attentional abilities, visual discrimination, and spatial memory. To examine this hypothesis, we conducted two studies. The first involved an educational experience lasting two years with a group of hearing children attending a Sign Language class from first to second grade. The Raven PM 47 TEST was administered at the beginning and at the end of each school year to children attending the LIS classes and to a control group of children enrolled in the same school but not exposed to LIS. The second study involved an educational experience in first grade. The Raven PM 47 and Corsi's block tapping tests were administered at the beginning and at the end of the school year to the children attending the LIS classes, to children enrolled in the same school but at tending an English class, and to children not exposed to a second language. We found that in both studies the LIS group performed better than the other groups. These results suggest that learning a sign language may lead to a cognitive advancement in hearing children. 相似文献
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Interdisciplinary research can be defined by the presence of substantive, internalized linkages among component analyses. Three levels of integration of component analyses are defined. The weakest is associated with multidisciplinary research in which components stand on their own. Integration here involves editorial organization, consistent terminology, and concordant concepts. The strongest level involves a shared, over-arching theoretical framework which welds components into a unit. Most interdisciplinary research can realistically aspire only to an intermediate level of integration wherein disciplinary components serve as substantive inputs to each other.Attainment of well-integrated interdisciplinary research is a complex task. This study identifies four frameworks useful in integration based on a probe of 24 technology assessments. Common group learning generates a common intellectual property belonging to the research group. It yields well-integrated research, but often at the cost of a loss of depth of analysis. Formal modeling can structure interrelationships, and, thereby, serve as an integrating framework. Modeling is most applicable to well-specified problems, but it can contribute, in conjunction with other frameworks, to broader, policy-oriented studies as well. Negotiation among experts takes place at the common boundaries between component analyses as these substantively affect each other's findings. It preserves the full depth of expertise and can be used in broad-ranging studies. Integration by the project leader establishes one person as the sole repository of composite knowledge, obtained through one-to-one interactions with assorted experts. It is not well-suited to interdisciplinary research, except in small-scale studies. 相似文献
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