Development of A Dadam(茶談) Meditation Program To Enhance Communicative Ability

2021 ◽  
Vol 52 ◽  
pp. 145-180
Author(s):  
Hye-gyeong Choi
Keyword(s):  
Communicative Ability

scholarly journals Recasts versus clarification requests: The relevance of linguistic target, proficiency, and communicative ability

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Nadia Mifka-Profozic
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Corrective Feedback ◽  
Communicative Ability ◽  
Proficiency Level ◽  
Language Classroom ◽  
Linguistic Structures ◽  
Grammatical Structures ◽  
Communicative Skill ◽  
Passe Compose

AbstractThis paper compares the effects of recasts and clarification requests as two implicit types of corrective feedback (CF) on learning two linguistic structures denoting past aspectual distinction in French, the passé composé and the imparfait. The participants in this classroom-based study are 52 high-school learners of French FL at a pre-intermediate level of proficiency (level B1 of CEFR). A distinctive feature of this study is the use of focused, context constrained communicative tasks in both treatment and tests. The paper specifically highlights the advantages of feedback using recasts for the acquisition of morpho-syntactically complex grammatical structures such as is the French passé composé. The study points to the participants’ communicative ability as an essential aspect of language proficiency, which seems to be crucial to bringing about the benefits of recasts. Oral communicative skill in a foreign language classroom is seen as a prerequisite for an appropriate interpretation and recognition of the corrective nature of recasts.

Compansion: From research prototype to practical integration

1998 ◽  
Vol 4 (1) ◽  
pp. 73-95 ◽  
Author(s):  
KATHLEEN F. MCCOY ◽  
CHRISTOPHER A. PENNINGTON ◽  
ARLENE LUBEROFF BADMAN
Keyword(s):  
Language Processing ◽  
Augmentative And Alternative Communication ◽  
Communication Aids ◽  
Alternative Communication ◽  
Communicative Ability ◽  
Linguistic Ability ◽  
Research Prototype ◽  
Intelligent Communication ◽  
Processing Techniques ◽  
Parser Generator

Augmentative and Alternative Communication (AAC) is the field of study concerned with providing devices and techniques to augment the communicative ability of a person whose disability makes it difficult to speak or otherwise communicate in an understandable fashion. For several years, we have been applying natural language processing techniques to the field of AAC to develop intelligent communication aids that attempt to provide linguistically correct output while increasing communication rate. Previous effort has resulted in a research prototype called Compansion that expands telegraphic input. In this paper we describe that research prototype and introduce the Intelligent Parser Generator (IPG). IPG is intended to be a practical embodiment of the research prototype aimed at a group of users who have cognitive impairments that affect their linguistic ability. We describe both the theoretical underpinnings of Compansion and the practical considerations in developing a usable system for this population of users.

The Efficacy of Computer-Provided Reading Treatment for Chronic Aphasic Adults

1997 ◽  
Vol 40 (3) ◽  
pp. 493-507 ◽  
Author(s):  
Richard C. Katz ◽  
Robert T. Wertz
Keyword(s):  
Treatment Group ◽  
Cognitive Rehabilitation ◽  
Language Performance ◽  
Communicative Ability ◽  
Visual Matching ◽  
Language Measure ◽  
Language Measures ◽  
Reading Activities ◽  
Language Content ◽  
Stimulation Group

We examined the effects of computer-provided reading activities on language performance in chronic aphasic patients. Fifty-five aphasic adults were assigned randomly to one of three conditions: computer reading treatment, computer stimulation, or no treatment. Subjects in the computer groups used computers 3 hours each week for 26 weeks. Computer reading treatment software consisted of visual matching and reading comprehension tasks. Computer stimulation software consisted of nonverbal games and cognitive rehabilitation tasks. Language measures were administered to all subjects at entry and after 3 and 6 months. Significant improvement over the 26 weeks occurred on five language measures for the computer reading treatment group, on one language measure for the computer stimulation group, and on none of the language measures for the notreatment group. The computer reading treatment group displayed significantly more improvement on the Porch Index of Communicative Ability “Overall” and “Verbal” modality percentiles and on the Western Aphasia Battery Aphasia “Quotient” and “Repetition” subtest than the other two groups. The results suggest that (a) computerized reading treatment can be administered with minimal assistance from a clinician, (b) improvement on the computerized reading treatment tasks generalized to non-computer language performance, (c) improvement resulted from the language content of the software and not stimulation provided by a computer, and (d) the computerized reading treatment we provided to chronic aphasic patients was efficacious.

scholarly journals Formation Of Professional Communicative Competence Of Programmers Them In A Competitive Environment

2021 ◽  
Vol 58 (2) ◽  
pp. 1327-1330
Author(s):  
Turaev Muzaffar Farmonovich
Keyword(s):  
Labor Market ◽  
Communicative Competence ◽  
Competitive Environment ◽  
Practical Application ◽  
Knowledge Application ◽  
Quality Requirements ◽  
Technological Processes ◽  
Communicative Ability ◽  
Self Development ◽  
Modern Technologies

This article describes the formation of professional communicative competence in the training of future engineers and programmers and their preparation for a competitive environment. Suggestions and recommendations for training future engineers-programmers on the basis of the content and quality requirements for training competitive personnel in accordance with the needs of the labor market, improving them on the basis of technological processes, practical application of knowledge, application of modern technologies, teamwork and self-development. At the same time, the concepts of competence, competence, the essence of communicative competence, the rules of communicative ability are described.

A comparison of the performance of five aphasic patients on different tests of language ability

1974 ◽  
Vol 21 (1) ◽  
Author(s):  
Barbara Solarsh
Keyword(s):  
Differential Diagnosis ◽  
Expressive Language ◽  
Language Ability ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Accurate Predictor ◽  
Communicative Ability ◽  
Communicative Success ◽  
Language Sample

The performance of five aphasic patients was rated on three tests of language ability: The Minnesota Test for  Differential  Diagnosis; Luria's Tests of aphasia; and a Test of expressive language based on graded stimuli from the Peabody Picture Vocabulary Test. In order to assess communicative-ability of the subjects, each expressive language sample was administered to four judges and a score of communicative success was computed. The study aimed at comparing each subject's performance on these tests of aphasia and its relationship to the degree of communicative success, in an attempt to ascertain which test is the most accurate predictor of  "amount" of aphasic impairment. It also aimed at extracting those variables most useful and appropriate in the diagnosis of the impairment found in aphasic patients. Inter-test correlations revealed that tests of aphasia appear to be accurate predictors of "amount" of communicative success. Inter-item comparison revealed fourteen sub-tests which indicated greatest difference in the performance of all the subjects.

Assessing early communicative ability: a cross-reporter cumulative score for the MacArthur CDI

2005 ◽  
Vol 32 (4) ◽  
pp. 735-758 ◽  
Author(s):  
ANNICK DE HOUWER ◽  
MARC H. BORNSTEIN ◽  
DIANE B. LEACH
Keyword(s):  
Middle Class ◽  
Communicative Ability ◽  
Communicative Development ◽  
Cumulative Score ◽  
Upper Middle Class ◽  
Macarthur Communicative Development Inventory ◽  
Communicative Abilities ◽  
Multiple Reporters

Thirty middle- to upper middle-class monolingual Dutch speaking families consisting of at least a mother and a father completed the Infant Form ‘Words and Gestures’ of the Dutch adaptation of the MacArthur Communicative Development Inventory for the same child at 1;1. Considerable inter- and intrafamily variation emerged in how two (or three) different reporters who are all presumably close to the child assess a particular child's communicative abilities. The greater the child's communicative ability, as rated by any one reporter, the more differences tended to emerge between reporters. In order to take into account multiple reporters' assessments of the same child, we propose the use of a Cumulative CDI Score that credits the child with the best score for any item on the CDI as checked by any single reporter. We conclude that single reporter CDI reports may underestimate the child's communicative knowledge.

The relation between sensory loss and communicative and cognitive development in children with congenital deafblindness

2020 ◽  
pp. 026461962091390
Author(s):  
Flemming Larsen ◽  
Jesper Dammeyer
Keyword(s):  
Communication Systems ◽  
Sensory Loss ◽  
Hearing Impairments ◽  
Expressive Communication ◽  
Communicative Ability ◽  
Starting Point ◽  
Questionnaire Form ◽  
Intervention Planning ◽  
Sense Modalities ◽  
Disability Level

People with congenital deafblindness (CDB) are a heterogenic group, and CDB is defined in a variety of ways in the scientific literature. In this study, we aim to examine whether some of the heterogeneity may be more easily resolved from the perspective of ability than from the perspective of impairment. In order to do this, we take as a starting point for our investigations the communication systems that are used and the different sense modalities they require. Information about almost the entire known population of children with CDB in Denmark (age = 3–18 years, N = 71) was collected using a questionnaire form, covering degree of visual and hearing impairments, intellectual disability, level of expressive communication and use of communication systems. No correlation was found between severity of CDB based on degree of sensory impairment and level of intellectual and communicative disability within the population. However, whether or not the child with CDB was able to make use of residual senses to access a linguistic culture (spoken or signed) correlated significantly with both cognitive and communicative ability. In addition, the two groups had inverse correlations between number of systems used for communication and communicative ability. The actual systems used for communication may be useful for categorizing people with CDB into severity subgroups for scientific study and for intervention planning. In addition, the acquisition of a tactile language for the subgroup of people with CDB who do not utilize a visual or auditory linguistic culture should be given special attention in research and practice.

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