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Hits 5.361 – 5.380 of 5.384
| 5361 |
Learning Words from Context: A Powerful Associative Mechanism of Early Word Learning
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In: http://141.14.165.6/CogSci09/papers/50/paper50.pdf
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| 5362 |
Mechanisms Underlying the Effects of Labels on Cognitive Development
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In: http://csjarchive.cogsci.rpi.edu/Proceedings/2005/docs/p1878.pdf
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| 5363 |
www.mind-consciousness-language.com, (2005) A presentation of Operational Methodology
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In: http://www.mind-consciousness-language.com/a presentation of operational methodology.pdf
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| 5364 |
Learning to hear new speech sounds: A dynamical approach.
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| 5365 |
Topographic analysis of late auditory evoked potentials (LAEPs) to linguistic and acoustically similar non-linguistic stimuli.
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| 5366 |
Memory deficits for faces and names in Alzheimer's disease: Investigation with a faces-names Stroop-like task.
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| 5367 |
The interaction of sentence context and local acoustic information during sentence comprehension.
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| 5368 |
Children attend to intrinsic motions when learning nouns.
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| 5369 |
Verbal fluency in bilingual Alzheimer's disease patients.
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| 5370 |
Local contextual impenetrability of lexical access and gap-filling: A comparison of outcomes from cross-modal lexical priming and word-by-word reading tasks.
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| 5372 |
Now you hear it, now you don't: The effect of markedness on the perception of unattested clusters.
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| 5374 |
The source of null phonemic masking effects with homophones: The role of phonological competition and list structure.
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| 5375 |
"How to milk a coat": The effect of acoustic parameter and semantic sentence context on phonemic categorization and lexical selection.
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| 5376 |
Perception of facial affect: A functional magnetic resonance imaging study of adolescents and adults with and without nonverbal learning disabilities.
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Abstract:
Individuals with nonverbal learning disabilities (NLD) have an impaired ability to interpret facial expressions of emotion (FEE), the consequences of which can include progressively debilitating socioemotional disturbances. Thus, it is important to determine how the neuroanatomical structures underlying the perception of FEE in people with NLD differ from the normal population. To this end, functional magnetic resonance imaging was used to compare brain activation patterns in male and female adolescent subjects and male adult subjects with and without NLD. The subjects were presented with FEE at low and high intensities while they performed a gender decision task. Subjects with NLD displayed less activation in limbic areas responsible for processing emotion in the normal population. The NLD subjects exhibited more activity than controls in the orbital gyrus, inferior, middle and superior frontal gyri, fusiform and superior temporal gyri, insula, striatum and inferior and superior parietal lobules. Several of these structures participate in language function: as individuals with NLD have superior verbal abilities, it is probable that this population relies on their linguistic strengths to compensate for their nonverbal weaknesses whilst processing FEE. Additionally, because of an impaired capacity for attention to and discrimination of visual details, the NLD subjects showed more active responses for low intensity FEE in comparison to controls. This may have led to a failure of regions such as the middle and superior frontal and superior temporal gyri to habituate or sensitize appropriately to emotionally salient visual stimuli. In comparison with the normal population, people with NLD utilize different neural structures when processing FEE, in accordance with the strengths and deficits associated with the NLD syndrome. ; Thesis (Ph.D.)--Florida Atlantic University, 2003. ; Individuals with nonverbal learning disabilities (NLD) have an impaired ability to interpret facial expressions of emotion (FEE), the consequences of which can include progressively debilitating socioemotional disturbances. Thus, it is important to determine how the neuroanatomical structures underlying the perception of FEE in people with NLD differ from the normal population. To this end, functional magnetic resonance imaging was used to compare brain activation patterns in male and female adolescent subjects and male adult subjects with and without NLD. The subjects were presented with FEE at low and high intensities while they performed a gender decision task. Subjects with NLD displayed less activation in limbic areas responsible for processing emotion in the normal population. The NLD subjects exhibited more activity than controls in the orbital gyrus, inferior, middle and superior frontal gyri, fusiform and superior temporal gyri, insula, striatum and inferior and superior parietal lobules. Several of these structures participate in language function: as individuals with NLD have superior verbal abilities, it is probable that this population relies on their linguistic strengths to compensate for their nonverbal weaknesses whilst processing FEE. Additionally, because of an impaired capacity for attention to and discrimination of visual details, the NLD subjects showed more active responses for low intensity FEE in comparison to controls. This may have led to a failure of regions such as the middle and superior frontal and superior temporal gyri to habituate or sensitize appropriately to emotionally salient visual stimuli. In comparison with the normal population, people with NLD utilize different neural structures when processing FEE, in accordance with the strengths and deficits associated with the NLD syndrome. ; School code: 0119. ; hdl
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Keyword:
Biology; Cognitive.; Education; Neuroscience.; Psychology; Special.
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URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3095032
http://digitool.fcla.edu:80/R/?func=dbin-jump-full&object_id=12051
http://ezproxy.fau.edu
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| 5377 |
Investigating Semantic Competition Between Global Knowledge and Local Context in Real-Time Sentence Processing
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| 5379 |
Assessing the Importance of Metalinguistic Skills to the Word Reading and Reading Comprehension Abilities of Adult Basic Education Students
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| 5380 |
The Integratibility of Words and Their Referents into Embodied Representations
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