Kinesthetic Strategy Research Articles

Science Unseen: Inclusive Practices in Introductory Biological Anthropology Laboratory Courses for Blind and Low-Vision Students

Science education relies heavily on observable phenomena or imagery, making it by and large inaccessible to blind and low vision (BLV) students. As laboratory science courses are frequently necessary to complete general education requirements in higher education, teaching practices that are not inclusive to BLV students inhibit their retention and scientific literacy. While many disciplines and some anthropological subdisciplines has resources for BLV students, no resources exist for biological anthropology. As introductory courses to biological anthropology fulfill laboratory science requirements at many institutions, it is fundamental that educators consider accommodations for BLV students. This paper describes laboratory activities, adapted for BLV and their sighted peers, satisfying three commonly included conceptual modules (genetics, primatology, and skeletal anatomy) of an introductory biological anthropology course with a lab component. Best practices and student and instructor reflections are also presented to emphasize peer-learning focused on auditory and kinesthetic strategies for learning.

Differences Among Visual, Auditory, and Kinesthetic Memorization Procedures when Children in Upper Elementary Schools are Memorizing a Text

In education, a variety of methods for learning or memorizing content are often used, from reading a passage to listening to a lecture. This plethora of available strategies cause those involved in the educational field to wonder if there is a type of device that helps students best retain information. The study described in this paper determined whether children in the 4th and 5th grade memorize a visual text most effectively when given either a visual, auditory, or kinesthetic strategy. A total of 56 respondents were selected from a local elementary school and divided into three equal groups to memorize as much of a 151-word poem as possible. After students were given 15 minutes to utilize their given device, an assessment was given, during which they had to fill in 15 missing words from the poem they had been assigned. Based on scores from the assessment, this study was able to show that the visual device yielded a higher mean score of 8.5 than either the auditory score of 6.7 and a kinesthetic score of 6.5. A series of t-tests were conducted to conclude that the visual mean produced a p-value of 0.08 against audio and 0.09 against kinesthetic, which is significant at a level of 0.10. This evidence suggests that when young children are assigned the task of memorizing a short passage, visual devices may be the most optimal choice.

Typy uczniów w młodszym wieku szkolnym a ich strategie uczenia się i preferencje – doniesienia z badań

The article presents findings of the research on the diagnosis of student types and strategies and techniques of learning preferred by students with very good performance in learning, as well as those with learning disabilities and special educational needs (SEN). Research reveals the occurrence of certain regularities in individual student groups. Students with high learning outcomes are primarily of an intellectual type and prefer visual learning strategies, whereas students with learning disabilities are of an emotional, acting and cooperating type, their learning based on auditory and kinesthetic strategies. Students with special educational needs are of an emotional type. Hence, they most often use auditory and visual learning strategies. In the individual groups, there a marked correlation was observed between the student types and professional preferences. The intellectual type (students with high scores) would like to engage in occupations related to intellectual and artistic work in the future; the emotional, acting and cooperating type (children with learning difficulties) is interested in performing service professions, while the emotional type (students with special educational needs) sees their future in counselling professions.

Multimodal alexia: Neuropsychological mechanisms and implications for treatment

Letter-by-letter (LBL) reading is the phenomenon whereby individuals with acquired alexia decode words by sequential identification of component letters. In cases where letter recognition or letter naming is impaired, however, a LBL reading approach is obviated, resulting in a nearly complete inability to read, or global alexia. In some such cases, a treatment strategy wherein letter tracing is used to provide tactile and/or kinesthetic input has resulted in improved letter identification. In this study, a kinesthetic treatment approach was implemented with an individual who presented with severe alexia in the context of relatively preserved recognition of orally spelled words, and mildly impaired oral/written spelling. Eight weeks of kinesthetic treatment resulted in improved letter identification accuracy and oral reading of trained words; however, the participant remained unable to successfully decode untrained words. Further testing revealed that, in addition to the visual-verbal disconnection that resulted in impaired word reading and letter naming, her limited ability to derive benefit from the kinesthetic strategy was attributable to a disconnection that prevented access to letter names from kinesthetic input. We propose that this kinesthetic-verbal disconnection resulted from damage to the left parietal lobe and underlying white matter, a neuroanatomical feature that is not typically observed in patients with global alexia or classic LBL reading. This unfortunate combination of visual-verbal and kinesthetic-verbal disconnections demonstrated in this individual resulted in a persistent multimodal alexia syndrome that was resistant to behavioral treatment. To our knowledge, this is the first case in which the nature of this form of multimodal alexia has been fully characterized, and our findings provide guidance regarding the requisite cognitive skills and lesion profiles that are likely to be associated with a positive response to tactile/kinesthetic treatment.

Music Learning Through All the Channels: Combining Aural, Visual, and Kinesthetic Strategies to Develop Musical Understanding

Music Learning Through All the Channels: Combining Aural, Visual, and Kinesthetic Strategies to Develop Musical Understanding

The sectored foraging field: A novel design to quantify spatial strategies, learning, memory, and emotion

Although Norway rats are naturally gregarious, males typically live alone at some point during adulthood. Different social ecologies often require different learning strategies and also modulate response to stressors and gonadal development. To measure effects of the social environment on the interaction between cognition and emotion during aging, we focused on a natural learning context and devised the sectored foraging field, a progressively difficult spatial navigation task. Here, we describe how this apparatus and protocol permits multiple learning strategies in a minimally stressful environment, enabling finely graded analyses of cognition and emotionality. Male Sprague–Dawley rats living alone throughout adulthood adopted a sex-typic discernible spatial strategy. In contrast, males housed in group contexts utilized an algorithmic kinesthetic strategy, repeating the same motor action until they found food. Removal of food and distal, but not local cues, elicited anxious alertness, particularly in group-housed males. Cognitive performance of group-housed rats subsequent to food and cue removal was significantly impaired, yet enhanced in isolates.

Kinesthetic Strategy of Diagnosis and Support to Aid Children's Development

This method of work with children needing assistance involves two elements: (1) intersemiotic transformation of music and pictures into motorial behavior, and (2) visualisation, an important way of coping with one's own problems and deprivations. Every teacher and tutor who focuses his/her efforts on creative education has to combine it with reparation (therapeutic) education. It turns out that recently the teacher has become a therapist of "the first contact", recognising the initial symptoms of a child's failures, their problems, deficiencies. It is the teacher who makes attempts to support the child's development. Activities based on inventing movement according to music and creating kinesthetic interpretations that reach to mental notions of the subject's exercise may become a way of taking up this kind of influence, especially in young aging from seven to ten. These exercises create an opportunity for children's recognition, which is always the first step in a successful therapeutic activity.

Can Treatment for Pure Alexia Improve Letter-by-Letter Reading Speed without Sacrificing Accuracy?

An experimental treatment study designed to improve both the accuracy and the speed of reading was administered to a patient with pure alexia and impaired letter naming. The study focused on the use of letter-by-letter reading. A two-stage approach was employed. The first stage implemented a tactile–kinesthetic strategy to improve accuracy. The second stage concentrated on speed. At the end of the treatment, patient DL was reading both trained and untrained words more accurately and with considerably greater speed than prior to treatment. Accuracy and speed of reading at the sentence level improved as well.

Body-image Therapy

Body image is a complex interplay of factors resulting in a sense of the body perceived by that individual. In eating-disorder clients, there is a distortion between their perceived image of their body and its actuality. This is combined with a sense of dissatisfaction and alienation of mind and body. Cognitive, right-brain, and kinesthetic strategies are described that seek to decrease distortion and dissatisfaction and facilitates individuation-separation and a reintegration of the self. These strategies are both therapeutic and evaluative. Cultural expectations of women have had a profound impact on the proliferation of eating disorders, and they account for the fact that body distortion is found in both normal and eating-disordered women.

The radial maze performance of mice: assessing the dimensional requirements for serial order memory in animals

Two versions of the eight-arm radial maze were used to test the working memory abilities of CD-1 mice. In an elevated open-arm radial maze, mice quickly and successfully learned the multiple-choice procedure. However, mice trained in an enclosed-arm radial maze mastered the task only by developing a kinesthetic strategy of response. When a delay was imposed between choices 4 and 5, mice in the open-arm radial maze retained high performance levels. Choice accuracy declined markedly for mice in the enclosed-arm radial maze under delay conditions. Transference of the two groups of mice between the two mazes resulted in a complete reversal of sampling strategies. Minor changes to the enclosed-arm maze and room illumination permitted mice to successfully perform in the non-egocentric manner which they exclusively employed in the open-arm maze. The results show that mice can demonstrate a working memory capacity when in an environmentally adequate radial maze, and provide evidence against the existence of nonspatial working memory ability. The discussion examines the procedural and environmental requirements for displays of working memory, and a set of hypotheses is presented which serve to integrate the working memory and cognitive mapping theories.