Nonverbal Concepts Research Articles

Concept learning, Verbal-Nonverbal Taxonomy: A Study from Engram Theory and Conceptual Atomism

This article focuses on concept learning, exploring the variability of this process in relation to verbal and nonverbal taxonomy. The theories of concept and memory, particularly conceptual atomism and engram theory, are examined, which provide a solid foundation for understanding learning processes and concept formation. A novel definition of "dynamic concept" is elaborated based on these theories. Considering this, an experiment was designed to measure conceptual learning, finding statistically significant differences in learning between verbal and non-verbal concepts. Non-verbal concepts were recalled more extensively than verbal ones, with a significant effect size, consistent with prior research. Demographically, women and men showed similar learning patterns in verbal concepts, but men exhibited highest number of correct answers during the test in non-verbal concepts.

Network and Transdisciplinary Approaches as an Opportunity to Expand the Conceptual Composition of Psychology

The expansion of the conceptual field of psychology is a necessary reflection of the actions of the “fluid actor” in the “fluid modernity”. The possibility of its expansion is presented in connection with the understanding of the role of the psychologist from the position of “post-non-classical rationality”, which is guided by an abstract-analytical and (or) effectively transformative strategy. When choosing an abstract — analytical strategy, abstractly selected sides of the object are studied, where the parts define the whole, and cognition from the standpoint of “classical rationality” proceeds within the framework of the basic paradigm and its concepts. In this case, new concepts may arise if the study of the phenomenon is carried out transdisciplinary, when the position of V.M. Bekhterev on the extension of the laws that operate in the Universe, in particular the law of rhythm, is accepted. Its manifestation is noted as “rocking”, which can be correlated with the concept of “oscillation” common in physics and technology. The introduction of the concept of “fluctuations” and its manifestations into psychology is promising for describing the mechanisms of intellectual development, fluctuations of motivation, emotions, behavior. The choice of an effective transformative strategy is determined by the need to solve life problems when interacting with an object (another person) as an integral entity, type, individuality. The systemic and hierarchical structure of the conceptual composition is then supplemented by concepts that are formed in a hierarchically built community of like-minded people (at the horizontal level) and are “new cognitive tools”. The transdisciplinary approach makes it possible to use the concept of “consolidation”, which is used in studies of brain activity when the solution of an urgent problem is carried out by instantaneous restructuring of all brain systems in the direction of their “consolidation”. The concept of “mutual cooperation” is promising for the characteristics of a high level of joint actions of a collective actor. A significant expansion of the conceptual field occurs in the consultative and training options for using an effective transformative strategy, when coordination of actions to solve a problem and the transformation of participants into a collective actor is achieved by creating a new language of verbal and nonverbal concepts.

Mobile Apps for Speech-Language Therapy in Adults With Communication Disorders: Review of Content and Quality.

BackgroundWorldwide, more than 75% of people with acquired brain injury (ABI) experience communication disorders. Communication disorders are impairments in the ability to communicate effectively, that is, sending, receiving, processing, and comprehending verbal and nonverbal concepts and symbols. Such disorders may have enduring impacts on employment, social participation, and quality of life. Technology-enabled interventions such as mobile apps have the potential to increase the reach of speech-language therapy to treat communication disorders. However, ensuring that apps are evidence-based and of high quality is critical for facilitating safe and effective treatment for adults with communication disorders.ObjectiveThe aim of this review is to identify mobile apps that are currently widely available to adults with communication disorders for speech-language therapy and to assess their content and quality using the validated Mobile App Rating Scale (MARS).MethodsGoogle Play Store, Apple App Store, and webpages were searched to identify mobile apps for speech-language therapy. Apps were included in the review if they were designed for the treatment of adult communication disorders after ABI, were in English, and were either free or for purchase. Certified speech-language pathologists used the MARS to assess the quality of the apps.ResultsFrom a total of 2680 apps identified from Google Play Store, Apple App Store, and web searches, 2.61% (70/2680) apps met the eligibility criteria for inclusion. Overall, 61% (43/70) were available for download on the iPhone Operating System (iOS) platform, 20% (14/70) on the Android platform, and 19% (13/70) on both iOS and Android platforms. A content analysis of the apps revealed 43 apps for language, 17 apps for speech, 8 apps for cognitive communication, 6 apps for voice, and 5 apps for oromotor function or numeracy. The overall MARS mean score was 3.7 out of 5, SD 0.6, ranging between 2.1 and 4.5, with functionality being the highest-scored subscale (4.3, SD 0.6), followed by aesthetics (3.8, SD 0.8), information (3.4, SD 0.6), and engagement (3.3, SD 0.6). The top 5 apps were Naming Therapy (4.6/5), Speech Flipbook Standard (4.6/5), Number Therapy (4.5/5), Answering Therapy, and Constant Therapy (4.4/5).ConclusionsTo our knowledge, this is the first study to systematically identify and evaluate a broad range of mobile apps for speech-language therapy for adults with communication disorders after sustaining ABI. We found a lack of interactive and engaging elements in the apps, a critical factor in sustaining self-managed speech-language therapy. More evidence-based apps with a focus on human factors, user experience, and a patient-led design approach are required to enhance effectiveness and long-term use.

GERAK DAN KARAKTER TARI PADA TOKOH WIBISANA DALAM LAKON SMARATAPA WAYANG ORANG KAUTAMAN

Motion research and characters dance on the character Wibisana in the Lakon Smaratapa Wayang Orang Kautaman is reviewing the issues of the form of Wibisana character, motion and character dance in the Wibisana figures in the Lakon Smaratapa on October 19, 2018 at the Teater Besar ISI Surakarta. These two problems are examined using several concepts. Analysis tool to examine the form of Wibisana figures, using the verbal and nonverbal concepts by Maryono. Dance and character discussion on Wibisana figures using the concept of motion arrangement by Dorris Humprey, as well as the concept of character in Wayang Kulit, there are three types of characters: typology, temperanment, and character. The research also seeks to examine the sense of taste from the cast of the characters outlined in the concept of sengguh, lungguh, and mungguh. This research is qualitative, data collected through observations, interviews, library studies, and data analysis. The result of the study was first, Wibisana was one of the characters of Wayang Kulit Purwa in Ramayana Epic, the presentation of the form refers to Wayang kulit which is seen from Antawecana, motion, makeup, and fashion. Secondly, it is known that the cultivation of motion and the character of the dance is based on the motion of the alus banyu mili and is given an emphasis on the motion that brings out the character of the dance figure Wibisana that Alus Lanyap Wibisana characters are also supported by vocals in the form of tembang and antawecana. The discussion of Wibisana’s character is seen from the background, known that his character is authority, defending truth, good, and willingly sacrificing. Keywords: forms of servings, motion, dance characters.

Penyuluhan Kompetensi Komunikasi Non Verbal Bagi Masyarakat di Desa Mekarmukti, Bandung Barat

Non-verbal communication is the delivery of messages without words and gives meaning to verbal communication, where non-verbal communication is older than verbal communication because since we were born we have done it until the age of about 18 months, such as touch, smile, crying eyes, and so on. Without us knowing we have practiced it, it is no wonder, if we doubt someone, we are more confident in the nonverbal message (probably from his movements). This shows how important we are to learn the knowledge of non-verbal communication. This is what underlies the author performs Community Service (PKM) with the title "Communication Non-Verbal Communication Competence for People in the village of Mekarmukti, West Bandung". This extension activity was conducted to the community in the village of Mekarmukti, district. West Bandung. Community Service Activities has the purpose to produce the following outcomes: 1) Providing concrete knowledge and insight about non-verbal communication and its current development to the community in Mekarmukti Village, West Bandung Regency; 2) Providing comprehensive knowledge and insight on non-verbal communication concepts, as well as good communication tips. Method of PKM implementation conducted in this extension activity is ice breaking method; lecture method; and feedback collection methods.

CRITERIOS PARA EL DISEÑO DE MATERIALES MULTIMEDIA EDUCATIVOS

This paper analyzes the functionality of an educational multimedia material, to recognize different media (blogs, websites teachers, multimedia resources ...) in which you can show an educational material. Managing nonverbal concepts may lean toward a good or bad composition also needs to explore trends in user based on their ages and interests, and specify a path outside this same field, find new routes to achieve to improve the work to develop. An initial description of the external features, main objectives and functions of 5 essential multimedia educational resources, 3 blogs, 5 teacher’s websites, an attempt to analyze an educational resource page, 8 educational websites in Spanish is by knowledge areas, and a brief description of the media with more impact in Mexico. Normal 0 false false false ES-MX X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:Calibri; mso-ansi-language:ES-MX; mso-fareast-language:ES-MX;} This paper analyzes the functionality of an educational multimedia material, to recognize different media (blogs, websites teachers, multimedia resources ...) in which you can show an educational material. Managing nonverbal concepts may lean toward a good or bad composition also needs to explore trends in user based on their ages and interests, and specify a path outside this same field, find new routes to achieve to improve the work to develop. An initial description of the external features, main objectives and functions of 5 essential multimedia educational resources, 3 blogs, 5 teacher’s websites, an attempt to analyze an educational resource page, 8 educational websites in Spanish is by knowledge areas, and a brief description of the media with more impact in Mexico.

Grammatical Gender and Mental Representation of Object: The Case of Musical Instruments

A body of research shows that grammatical gender, although an arbitrary category, is viewed as the system with its own meaning. However, the question remains to what extent does grammatical gender influence shaping our notions about objects when both verbal and visual information are available. Two experiments were conducted. The results obtained in Experiment 1 have shown that grammatical gender as a linguistic property of the pseudo-nouns used as names for musical instruments significantly affects people's representations about these instruments. The purpose of Experiment 2 was to examine how the representation of musical instruments will be shaped in the presence of both language and visual information. The results indicate that the co-existence of linguistic and visual information results in formation of concepts about selected instruments by all available information from both sources, thus suggesting that grammatical gender influences nonverbal concepts' forming, but has no privileged status in the matter.

The evocative power of words: activation of concepts by verbal and nonverbal means.

A major part of learning a language is learning to map spoken words onto objects in the environment. An open question is what are the consequences of this learning for cognition and perception? Here, we present a series of experiments that examine effects of verbal labels on the activation of conceptual information as measured through picture verification tasks. We find that verbal cues, such as the word "cat," lead to faster and more accurate verification of congruent objects and rejection of incongruent objects than do either nonverbal cues, such as the sound of a cat meowing, or words that do not directly refer to the object, such as the word "meowing." This label advantage does not arise from verbal labels being more familiar or easier to process than other cues, and it does extends to newly learned labels and sounds. Despite having equivalent facility in learning associations between novel objects and labels or sounds, conceptual information is activated more effectively through verbal means than through nonverbal means. Thus, rather than simply accessing nonverbal concepts, language activates aspects of a conceptual representation in a particularly effective way. We offer preliminary support that representations activated via verbal means are more categorical and show greater consistency between subjects. These results inform the understanding of how human cognition is shaped by language and hint at effects that different patterns of naming can have on conceptual structure.

Extending the Double Stimulation Method in Cultural--Historical Research: Parent--Child Interaction and Cognitive Change

In this article, we explore the nature and role of parent-child interaction characteristics in a problem-solving task involving verbal and nonverbal concepts. The purpose of the research is threefold. First, we explore how interaction patterns identified through a factorial study may be understood through a variant of the double simulation method first described by Vygotsky, in which children convert external assistance into means that lead to task success. Second, we attempt to provide an economic, theory-based description of interaction characteristics found under school-like task conditions in examining metacognitive aspects of concept formation. Third, we examine how the interaction patterns vary as a function of the intellectual level of children and the assistance that is available to them. A discussion of the double stimulation approach in microgenetic research is presented in the context of a parent-child teaching experiment.

Principles of Non-Verbal Communication in Efforts to Reduce Peer and Social Pressure

Nonverbal communication literature contains salient and pragmatic principles relevant to peer pressure refusal components in school health education curricula. Yet, this literature has not been analyzed or integrated into health education interventions. Basic nonverbal components that could be applied to peer pressure resistance programs, such as gaze (eye behavior), stance and proxemics (space), gesture and emblems, and facial expression, are reviewed. Assertiveness literature and nonverbal communication also are summarized. Selected nonverbal resistance strategies are proposed for future peer pressure reduction efforts. A distinction is made between peer "pressure" conceptualized as nonverbal and peer "persuasion" viewed as verbal. Recommendations to incorporate relevant nonverbal concepts into the peer "pressure" components of school health education curricula are proposed.

Coaching by Conceptual Focus: Problems, Solutions, and Tutored Images

The nature of suggests that visual imagery contains an internal logic. Many artists consider creating to be a problem-solving activity even though the vocabulary and procedures of problem solving come from science. When children employ nonverbal aesthetic properties or concepts to solve artistic problems posed by teachers, the results are called tutored images. When a teacher designates problems to be solved, conceptual focus or consistency throughout all lesson components is essential to learning. The reliance of discipline-based education (DBAE) on problem solving in production suggests a need to extend DBAE's Content-Curriculum-Context theoretical base to include a fourth dimension called Coaching, the use of conceptually focused instruction to encourage students' artistic expression. Many artists refer to the creative process as the solving of visual or compositional problems. Problem solving in this sense is the testing of one or more aesthetic hypotheses by employing nonverbal concepts during the creation of an artistic image. Although adult artists set and solve their own aesthetic problems, viewers of the completed work may not know what challenges the artist perceived or what predicaments he or she resolved during the work's evolution from internal to external image. When children make artistic images, they are capable of solving aesthetic problems just as adults do. In solving aesthetic problems, both children and adults can create images that convey meaning by deliberately manipulating nonverbal properties or concepts such as line, color, balance, and rhythm to express moods or ideas. This knowledgeable use of aesthetic properties for expressive purpose is the definition of artistic expression used in the following discussion of conceptually focused instruction. Artistic expression differs significantly from what is known as creative selfexpression, the dominant goal in education during the last 40 years. In creative self-expression art is seen as an instrument for developing what is assumed to be each child's inherent creativity and [idiosyncratic] expressive abilities (Clark, Day, & Greer, 1987, p. 133). Problem solving during instruction allows children to be expressive in the same way that artists are, that is, it allows them to convey a message about the human condition because they knowingly incorporate in their images the grammar and syntax of the language

Acquiring a Concept of Painting Style

The work of one painter may be distinguished from that of another by differences in non-specific visual characteristics. Certain visual elements will consistently appear in the work of any artist, and the sum of these elements is called style. Courses in art history usually teach painting styles by presenting students with a number of examples, labeling each according to painter, and often providing descriptions of relevant attributes. Learning to discriminate painting styles is a prototypical concept formation task (Walk, 1967). There are two ways in which teaching painting styles differs from most experimental concept formation tasks: the relevant dimensions and attributes are more difficult to identify, and the rules by which these stimuli may be assigned to categories are complex and difficult to state. Nevertheless, the general concept learning paradigm (e.g., Bourne, 1966) is very appropriate to the learning of painting styles. Experience with individual instances of a painter's work can lead to an ability to correctly identify works that have not previously been encountered. There are theoretical bases for postulating direct perceptual coding of complex visual stimuli (Arnheim, 1969; Paivio, 1971). The role of informative feedback, including verbalization of concept rules, may be an important determinant of acquisition, retention, and generalization of painting style concepts as with concept learning more generally. The contribution of verbal information as an aid to the learning of style concepts is the subject of debate, for it is not certain that the concepts generated by such complex visual stimuli as paintings can be translated accurately into the verbal mode (Pylyshyn, 1973). Evans (1967) has presented empirical evidence indicating that nonverbal (schematic) concepts may be acquired without feedback. Even when explicit feedback is available it may have only negligible effects on concept attainment (Cahoon, 1970). The role of verbal feedback in the acquisition of a concept of painting style thus may or may not merit the importance placed upon it in teaching practice. Social learning theory, described by Albert Bandura (1969) in his research on vicarious or imitative learning with young children, has been shown to affect children's concept formation skills as well as their social behavior. Gerst (1971) found that symbolic coding of modeling stimuli enhanced observational learning. Coding was defined as the process of forming summary labels which encompassed the essential element of the model's performance. Gerst reported a significant relationship between the retention of summary codes and delayed reproduction of modeled responses. Rosenthal, Alford, and Rasp (1972) studied concept attainment as a result of observation (modeling) in second graders. Rosenthal et al. used an imitation phase without extrinsic reinforcers (Bandura and Barab, 1971) and used three kinds of information (weak verbal code, strong verbal code, strong code plus rule) to guide correct responses. High verbal code groups generally outperformed low-code groups. Zimmerman and Rosenthal (1972) introduced a knowledge-of-results (feedback) dimension into an observational learning concept-formation experiment. They found that nonmodeling groups appeared to profit from feedback, while modeling groups did not. Vicarious procedures produced stronger results than the practice-plus-feedback approach.

INDIVIDUAL DIFFERENCES AMONG REPRESSORS AND SENSITIZERS IN CONCEPTUAL SKILLS

Sensitizers were hypothesized to perform significantly better than repressors on eleven concept acquisition tasks. Differences between repression-sensitization (R-S) groups (n = 48), as measured by the Byrne R-S scale, were found to be significant on several of these tasks. As compared with repressors, sensitizers more rapidly acquired: (a) A disjunctive nonverbal concept, when a set for conjunctive concepts had to be broken (p < 0.05); and (b) Two verbal concepts (p < 0.05). Medium scoring subjects performed significantly better than repressors in acquiring: (a) Nonverbal disjunctive concepts (p < 0.05); and (b) Verbal concepts (p < 0.05). R-S results are discussed with reference to conceptual skills and “cognitive flexibility”.

Treatment of a case of cerebral palsy with hearing impairment.

The case study of an 11-year-old girl with cerebral palsy, athetoid type, is reported. The girl had been diagnosed as severely mentally retarded, and placement in a residential institution with custodial care had been recommended. The girl was found to have extensive hearing impairment, with residual hearing in the low frequencies. Hearing testing was complicated by uncontrolled, extraneous movement. The loss was identified only after her understanding of nonverbal concepts was found to be well developed. A program of instruction was presented both orally and manually. In eight months the girl had a manual vocabulary in excess of 500 words and was functioning in reading and arithmetic at a mid-first-grade level. Placement in a special class for the deaf followed.

A FACTOR ANALYTIC STUDY OF THREE TYPES OF CONCEPT ATTAINMENT TASKS

ABSTRACTInvestigators of concept attainment have developed and used a wide variety of concept attainment tasks. This has made it difficult, if not impossible, to assess the generality of the results obtained in the various experiments that use different tasks. The purposes of this study were to determine if communalities exist among three types of human concept attainment tasks, and, If so, to relate the factors to previously identified reference factors. The supposition of a common factor or factors was based upon a Mediation Theory. Other purposes of the study were to determine if subjects who solved the tasks used the same abilities that nonsolving subjects used, and to find out if these abilities were used on more than one type of task.A battery of 16 paper‐and‐pencil reference tests, representing seven previously identified factors, was administered to 119 male ninth‐grade students. The seven factors or ability measures represented were flexibility of closure, induction, associative memory, number facility, general reasoning, syllogistic reasoning, and verbal comprehension. After the reference battery was given, subjects were tested on 12 concepts that represented three types of tasks: nonverbal concepts restricted by the attributes of the stimuli (card sort tasks), nonverbal concepts not restricted by the attributes of the stimuli (Goldstein's tasks), and verbal concepts (Allison's tasks).Intercorrelations were computed and factor analyses were carried out on the reference test scores and concept attainment error scores for each of the following groups of subjects: total group, N = 119; total solvers of the concept tasks, N = 76; and total nonsolvers, N = 43. Eleven factors were extracted and rotated to an equamax solution for all groups.Five factors (I, II, III, IV, and V) were clearly defined by the reference tests and were interpreted as numerical ability, reasoning, verbal ability, memory, and selective attention. Two factors (VI and VII) were not clearly defined by either the reference tests or the concept attainment tasks. For reasons of parsimony and continuity with previously identified factors, Factors VI and VII were identified by the highest loadings of the reference tests. Factor VI was called syllogistic reasoning and Factor VII was called general reasoning. Factor VIII was related to the order of presentation of the concept tasks. The remaining factors had loadings for both the reference tests and the concept attainment tasks, although only one type of concept attainment task characterized each factor. The three factors were interpreted as: (a) verbal concept attainment (Factor IX) which involves deductive reasoning; (b) a concept attainment ability (Factor X) that utilizes inductive reasoning; and (c) a concept attainment ability (Factor XI) characterized by the five Goldstein tasks.It was concluded that (a) communalities do exist between different concept attainment tasks, however, these communalities are restrictive and do not include all tasks within the types defined by this study. Therefore, further analyses of the relationships between concept attainment tasks will be necessary before the results of experiments can be compared if different types of concept attainment tasks are used. (b) Certain reference test abilities are related to certain concept attainment abilities. (c) Nonsolvers, in an attempt to solve concept attainment tasks, use reference abilities that solvers do not use. The reference abilities that nonsolvers use vary with the concept attainment task they are trying to attain.

An Analysis of the Results from the First Annual Edition of the National Teacher Examinations

This discussion is a report of the results of the first annual administration of the National Teacher Examinations. Discussions of the nature of the examination service and its development1 and of the administration of these examinations2 have been published else where. The National Committee on Teacher Examinations was appointed by the Amer ican Council on Education at the request of a group of superintendents in the spring of 1939. The Carnegie Foundation for the Ad vancement of Teaching provided funds for the development of the project, and the National Committee assigned to the Cooper ative Test Service of the American Council on Education the task of preparing the annual forms of the battery of examinations to be used. The service made available to superin tendents and boards of education by the National Committee on Teacher Examina tions has three principal objectives: first, the provision and administration of a battery of teacher examinations; second, the collation and distribution of information on the ap praisal of other factors to be considered in the selection of teachers ; third, the promotion of research in teacher education and guidance. It should be stated at the outset that the superintendents who inaugurated this project were well aware that no battery of tests could at the present time make possible a complete evaluation of all factors to be included in the selection of teachers. However, this group of superintendents felt that having objective and comparable information on certain aspects of training and professional preparation would be of great assistance to them with their in dividual problems of teacher selection. In common with all other persons who have been confronted with the task of teacher selection, these superintendents fully realized the diffi culty of interpreting the types of information which have previously been available to them. The selection of general areas to be tested was made chiefly through a series of confer ences with superintendents and a question naire sent to a larger group of superintend ents in the spring of 1939. Information about such traits as desirable attitudes and personal characteristics had to be eliminated from the proposed battery of examinations since satis factory techniques for measuring these traits objectively are not available. In general, the superintendents stated that they wished in formation about the extent to which candi dates could read with understanding, could express themselves clearly, and could handle numerical and non-verbal concepts intelli gently. They also wished to know to what extent the candidates had acquired a good liberal education and the extent of their awareness of contemporary affairs and cur rent social problems. They wished informa tion concerning the degree to which the candi date was aware of the social implications of education, his knowledge of the basic prin ciples of psychology as they apply to educa tion, and his familiarity with the techniques of guiding and assisting students. Lastly, they wished to know the extent to which the teacher was really a master of those fields in which he proposed to teach.