Interaction of visual information, verbal information, and linguistic competence in the preschool-aged child

1979 ◽  
Vol 8 (6) ◽  
pp. 559-566 ◽  
Author(s):  
Fred L. Perry ◽  
Allan Shwedel
Keyword(s):  
Visual Information ◽  
Linguistic Competence ◽  
Verbal Information ◽  
Preschool Aged Child ◽  
Aged Child

Defining Asthma in the Preschool-Aged Child

PEDIATRICS ◽  
2002 ◽  
Vol 109 (Supplement_E1) ◽  
pp. 357-361
Author(s):  
Robert C. Strunk
Keyword(s):  
Chart Review ◽  
Skin Testing ◽  
Definitive Diagnosis ◽  
Pulmonary Medicine ◽  
Specific Test ◽  
Sweat Chloride ◽  
Preschool Aged Child ◽  
Aged Child ◽  
Allergy Skin Testing ◽  
Rule Out

A physician faces many challenges in making a definitive diagnosis of asthma in young children. Although there are clinical and historical features consistent with asthma, identical features are present in many other diseases. Furthermore, there is no specific test for asthma. Other diseases must always be ruled out before a definitive diagnosis of asthma is made. Determining whether cough or wheeze is the primary symptom is important because asthma is primarily a wheezing disease. Sweat chloride testing, chest radiography, and allergy skin testing should be performed in children with persistent wheezing to rule out other causes and help support a diagnosis of asthma. Allergy skin testing provides particularly useful information for making a diagnosis of asthma in the preschool-aged child. A chart review of patients presenting consecutively to the Division of Allergy and Pulmonary Medicine provides insight and information on an approach to make an asthma diagnosis for this population.

scholarly journals 1217 Narcolepsy in a Preschool-Aged Child

SLEEP ◽  
2017 ◽  
Vol 40 (suppl_1) ◽  
pp. A454-A454
Author(s):  
EJ Jerkins ◽  
OM Rodriguez
Keyword(s):  
Preschool Aged Child ◽  
Aged Child

scholarly journals Yeah, that’s it!: Verbal Reference to Visual Information in Film Texts and Film Translations

2008 ◽  
Vol 53 (1) ◽  
pp. 6-25 ◽  
Author(s):  
Nicole Baumgarten
Keyword(s):  
Visual Information ◽  
English Language ◽  
Motion Pictures ◽  
German Language ◽  
Narrative Construction ◽  
Verbal Information ◽  
Spoken Discourse ◽  
Film Texts ◽  
The Relationship ◽  
Verbal Utterance

Abstract This article presents an account of the meaning relationship between visual and verbal information in film and the differences between the conventions of making verbal reference to visual information in English films and their German-language versions. The analysis of a diachronic corpus of popular motion pictures and their German-dubbed versions indicates that the film translations ‘handle’ the co-occurring visual information differently than their English source texts. The translations tend to use alternative, non-equivalent, linguistics structures to refer to visual information and insert additional pronominal references and deictic devices, which overtly connect linguistic items to pictorial elements. As a result, the ongoing spoken discourse is explicitly linked with the physical surroundings of the communicative encounter. In contrast, in the English language versions, the relationship between the verbal utterance and the accompanying visual information more often remains lexically implicit. The shifts in translation affect the ideational, interpersonal, and textual meanings expressed in the film texts which, in turn, may result in a variation in the films’ narrative construction and the realization of extralinguistic concepts, such as, for example, gender relations.

scholarly journals Long-Latency ERPs and Recognition of Facial Identity

2003 ◽  
Vol 15 (1) ◽  
pp. 136-151 ◽  
Author(s):  
Ela I. Olivares ◽  
Jaime Iglesias ◽  
Socorro Rodríguez-Holguín
Keyword(s):  
Mismatch Negativity ◽  
Visual Information ◽  
Semantic Information ◽  
Event Related Potential ◽  
Verbal Information ◽  
Facial Identity ◽  
Cross Domain ◽  
Facial Processing ◽  
Long Latency ◽  
Temporal Localization

N400 brain event-related potential (ERP) is a mismatch negativity originally found in response to semantic incongruences of a linguistic nature and is used paradigmatically to investigate memory organization in various domains of information, including that of faces. In the present study, we analyzed different mismatch negativities evoked in N400-like paradigms related to recognition of newly learned faces with or without associated verbal information. ERPs were compared in the following conditions: (1) mismatching features (eyes-eyebrows) using a facial context corresponding to the faces learned without associated verbal information (“pure” intradomain facial processing); (2) mismatching features using a facial context corresponding to the faces learned with associated occupations and proper names (“nonpure” intradomain facial processing); (3) mismatching occupations using a facial context (cross-domain processing); and (4) mismatching names using an occupation context (intra-domain verbal processing). Results revealed that mismatching stimuli in the four conditions elicited a mismatch negativity analogous to N400 but with different timing and topo-graphical patterns. The onset of the mismatch negativity occurred earliest in Conditions 1 and 2, followed by Condition 4, and latest in Condition 3. The negativity had the shortest duration in Task 1 and the longest duration in Task 3. Bilateral parietal activity was confirmed in all conditions, in addition to a predominant right posterior temporal localization in Condition 1, a predominant right frontal localization in Condition 2, an occipital localization in Condition 3, and a more widely distributed (although with posterior predominance) localization in Condition 4. These results support the existence of multiple N400, and particularly of a nonlinguistic N400 related to purely visual information, which can be evoked by facial structure processing in the absence of verbal-semantic information.

scholarly journals Analisis Pengajuan Soal Matematika Siswa SMP Ditinjau Dari Gaya Kognitif Fast Accurate dan Slow in Accurate

2017 ◽  
Vol 5 (2) ◽  
pp. 89
Author(s):  
Ana Rahmawati
Keyword(s):  
High School Students ◽  
Cognitive Style ◽  
Junior High School ◽  
Visual Information ◽  
Verbal Information ◽  
School Students ◽  
Descriptive Research ◽  
Medium Level ◽  
The Subject ◽  
Data Credibility

<span>this research is a descriptive research with qualitative approach as it is meant to describe question submission of Junior High School students seen from cognitive style, namely; fast-accurate style cognitive style and slow-inaccurate style. The data collection method used in this research are test and interview. The data credibility is then tested through triangulation of time. the result shows that the description of question submission submitted by subject of fast-accurate are; most of the questions submitted are mathematical questions except few of them are not, the questions submitted by the subject are varied, most of the questions submitted are from visual information, all questions submitted can be solved, the questions submitted by the fast-accurate subject are balance between medium and high difficulty, the solution of all questions submitted are correct. The submission of questions done by slow-inaccurate group are: most of the questions submitted by slow-inaccurate group are mathematical questions except one, the questions submitted are varied, the questions submitted from visual and verbal information are balance where 6 questions are from visual and the other 6 are from verbal, most of the questions can be solved except one, most of the questions are in medium level of difficulty, most of the questions can be solved correctly except question number 9 which can be solved as the information given are not enough to solve the problem.</span>

scholarly journals Different bias mechanisms in recall and recognition of conceptual and perceptual information of an event

2018 ◽  
Vol 39 (2) ◽  
pp. 261-278 ◽  
Author(s):  
Elvira García-Bajos ◽  
Malen Migueles ◽  
Alaitz Aizpurua
Keyword(s):  
Response Bias ◽  
False Recognition ◽  
Visual Information ◽  
Recognition Task ◽  
Recall Task ◽  
Perceptual Information ◽  
Verbal Information ◽  
Memory Biases ◽  
High Tendency ◽  
Better Than

AbstractThe aim of this research was to study the memory and response bias for conceptual and perceptual information in the recall and recognition of an event. The participants watched a movie trailer video and their memory of verbal and visual actions and details was evaluated using specific recall questions or a true/false recognition task. The participants recalled and recognized actions better than details, and visual information better than verbal information. Memory biases affected recall and recognition differently. The participants showed a high tendency to accept false verbal actions consistent with the gist of the event as true in the recognition task, while in the recall task the participants were more likely to answer incorrectly questions involving visual perceptual details. These results reflect the different mechanisms which are involved in the processing and cognitive management of conceptual and perceptual information of an event.

scholarly journals Unpredictive linguistic verbal cues accelerate congruent visual targets into awareness in a breaking continuous flash suppression paradigm

2021 ◽  
Author(s):  
Chris L. E. Paffen ◽  
Andre Sahakian ◽  
Marijn E. Struiksma ◽  
Stefan Van der Stigchel
Keyword(s):  
Visual Information ◽  
Sensory Information ◽  
Reaction Time Task ◽  
Verbal Information ◽  
Similar Question ◽  
Verbal Cues ◽  
Linguistic Information ◽  
Continuous Flash Suppression ◽  
Wide Range ◽  
Visual Targets

AbstractOne of the most influential ideas within the domain of cognition is that of embodied cognition, in which the experienced world is the result of an interplay between an organism’s physiology, sensorimotor system, and its environment. An aspect of this idea is that linguistic information activates sensory representations automatically. For example, hearing the word ‘red’ would automatically activate sensory representations of this color. But does linguistic information prioritize access to awareness of congruent visual information? Here, we show that linguistic verbal cues accelerate matching visual targets into awareness by using a breaking continuous flash suppression paradigm. In a speeded reaction time task, observers heard spoken color labels (e.g., red) followed by colored targets that were either congruent (red), incongruent (green), or neutral (a neutral noncolor word) with respect to the labels. Importantly, and in contrast to previous studies investigating a similar question, the incidence of congruent trials was not higher than that of incongruent trials. Our results show that RTs were selectively shortened for congruent verbal–visual pairings, and that this shortening occurred over a wide range of cue–target intervals. We suggest that linguistic verbal information preactivates sensory representations, so that hearing the word ‘red’ preactivates (visual) sensory information internally.

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