Training class inclusion responding in individuals with autism: Further investigation

2020 ◽  
Vol 53 (4) ◽  
pp. 2067-2080
Author(s):  
Patrycja Zagrabska‐Swiatkowska ◽  
Teresa Mulhern ◽  
Siri Ming ◽  
Ian Stewart ◽  
John McElwee
Keyword(s):  
Class Inclusion ◽  
Training Class

Training class inclusion responding in typically developing children and individuals with autism

2017 ◽  
Vol 51 (1) ◽  
pp. 53-60 ◽  
Author(s):  
Siri Ming ◽  
Teresa Mulhern ◽  
Ian Stewart ◽  
Laura Moran ◽  
Kellie Bynum
Keyword(s):  
Typically Developing ◽  
Typically Developing Children ◽  
Class Inclusion ◽  
Training Class

Learning Class Inclusion

1969 ◽  
Vol 14 (7) ◽  
pp. 394-395
Author(s):  
Jorgen Aage Jensen
Keyword(s):  
Class Inclusion

artikel 9 admistrasi layanan khusus

2020 ◽  
Author(s):  
syafriati
Keyword(s):  
Service Management ◽  
School Level ◽  
Effective Management ◽  
Class Inclusion ◽  
Program Monitoring ◽  
Special Services ◽  
Management Processes ◽  
Special Service ◽  
And Performance ◽  
Management Functions

Special services provided by schools to students are generally the same, but different on the process of the management and utilization. Some form of special services in school is the service: councelling, libraries, laboratories, extracurricular, infirmary, cafeteria, cooperatives, OSIS, transport, boarding, acceleration, class inclusion, and apprentice. As a special service management functions include: (1) planning, such as needs analysis and programming of special services; (2) the organization, such as the division of tasks to carry out special service program; (3) in motion, in the form of the settings in the implementation of special services, and (4) control, in the form of program monitoring and performance assessment special services program in school. So that special services should be managed with effective management processes in order to strengthen the management process of education, particularly at the school level.

Effect of Introducing the Universal Quantifier ‘All’ into the Class Inclusion Question

1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1255-1258
Author(s):  
Ron Gold
Keyword(s):  
Universal Quantifier ◽  
Class Inclusion ◽  
Standard Version ◽  
The Third

The effect of introducing the universal quantifier ‘all’ into the class inclusion question was investigated using 104 children aged 59 to 90 mo. One group of children was asked the standard version of the question, another an ‘all-subset’ version in which ‘all’ preceded the subclass, the third an ‘all-superset’ version with ‘all’ before the superordinate class, and the fourth a ‘double-all’ version with ‘all’ in both locations. When the superordinate class was mentioned last in the question, performance was better on the all-superset and double-all versions than on the standard version. When the subclass was mentioned last, performance was better on the all-superset version only. Performance on the all-subset version did not differ from that on the standard version. The results were explained in terms of the attention-directing role of ‘all’, together with the proposal that performance improves if attention is drawn towards the superordinate class and/or away from the contrast between the subclasses.

Semantic Priming Effect of Metaphor Constituent Terms

2003 ◽  
Vol 96 (1) ◽  
pp. 33-42 ◽  
Author(s):  
Keiko Nakamoto
Keyword(s):  
Semantic Priming ◽  
Priming Effect ◽  
The Other ◽  
Class Inclusion ◽  
Inclusion Model ◽  
Semantic Priming Effect ◽  
The Asymmetry

Camac and Glucksberg reported there was no priming effect between constituent terms of a metaphor and argued that there was no prior similarity or association between the constituents. However, their study had several limitations. An important one was that they neglected the asymmetry of metaphor constituent terms. The purpose of this study is to replicate their experiment under the condition in which one of the constituents preceded the other. The experiment was conducted with Japanese participants using Japanese metaphoric sentences as stimuli. The results showed that the decision was facilitated if the vehicle served as prime and the topic served as target. In contrast, if the topic preceded the vehicle, no priming effect was found. These results are discussed in terms of the class inclusion model proposed earlier by Glucksberg and Keysar.

Class inclusion and working memory

1989 ◽  
Vol 48 (3) ◽  
pp. 379-409 ◽  
Author(s):  
F.Michael Rabinowitz ◽  
Mark L. Howe ◽  
Joan A. Lawrence
Keyword(s):  
Working Memory ◽  
Class Inclusion
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