Verbal Directions Research Articles

Language Disorder of Autism In ‘Atypical’ Series (2017-2021): A Psycholinguistics Study

The purpose of this study is to recognize what kind of language disorder experienced by Sam as an autistic in ‘Atypical’ series 2017-2021, to describe what factors of language disorder experienced by Sam, and to describe what therapy of language disorder for Sam. The researcher uses qualitative method for doing this research. The data was taken from the utterances of autistic, Sam Gardner as the main character. There were 60 phenomenon of language disorder, 58 receptive language disorder and 2 expressive language disorder. The most common symptom of receptive language disorder experienced by Sam is difficulty following verbal directions 21 data, followed by interpreting words or phrases 19 data, not appearing to listen 12 data, limited vocabulary 3 data, difficulty understanding complex sentence 2 data, and demonstrating lack of interest 1 data. Meanwhile, Sam just experienced two symptoms of expressive language disorder, word-finding difficulties 1 data and over-reliance on stock phrases 1 data. This phenomenon occurs caused by many factors, whether difficulty in joint attention, failed in integrated the information with semantic attributes, autism symptoms such as echolalia, deficits in ToM, trouble in retrieval words, etc.

Mindfulness Has Parallels to Indigenous Cultural Practices

Mindfulness Has Parallels to Indigenous Cultural Practices

Language Disorder of the Main Character in Dancing in the Rain Movie

This study is aimed at finding out types of language disorder and explaining the symptoms shown in each type of language disorders experienced by the main character in “Dancing in the Rain” movie. This study uses descriptive qualitative method. The data of this study are in the form of words, phrases, sentences and behavior which taken from the main character’s utterances and behaviors during his engagement in activities. The result of this study shows that the two types of language disorder: expressive language disorder and receptive language disorder were experienced by Banyu Anggoro as the main character in ‘Dancing in the Rain’ movie. Each type of language disoder shows some different symptoms with varying occurrences. The symptoms shown in receptive language disorder are not appearing to listen, difficulty following verbal directions, limited vocabulary, difficulty understanding complex sentences, difficulty interpreting words or phrases, and demonstrating lack of interest. Meanwhile, the symptoms of expressive language disorder are word-finding difficulties, limited vocabulary, over reliance on stock phrases, and difficulty coming to the point of what they are trying to say.

Navigation with Augmented Reality in a Hospital.

To improve wayfinding in hospitals or other complex buildings a prototype of an indoor navigation app was implemented that uses Augmented Reality for positioning and guiding users. The iOS and Android app allow the navigation from anywhere inside an area of 690 m2. In a usability test 8 from 12 users preferred using the app over a map or verbal directions. Along with the proposed improvements this approach allows covering areas as large as 100'000 m2.

Orientation Experiences and Navigation Aid Use: A Self-Report Lifespan Study on the Role of Age and Visuospatial Factors.

Spatial orientation is essential for daily life, but it deteriorates with aging. The present study was aimed at investigating age changes across the adult lifespan in the self-reported use of navigation aids and everyday orientation experiences, as well as investigating to what extent these are related to visuospatial working memory (VSWM) and self-reported wayfinding inclinations. A sample of 456 people aged 25–84 years rated how much they use navigation aids (maps, GPS, verbal directions), how much they went out, and how much they reached or lost their way to unfamiliar destinations (in 2016). Then, they performed the jigsaw puzzle test (VSWM) and questionnaires on sense of direction, pleasure in exploring, and spatial anxiety. The results showed that increasing age is related to a lower tendency to go out, fewer experiences of finding one’s way and getting lost, a lower level of GPS use, and increased verbal directions use. After age changes were accounted for, VSWM was related to aid use and orientation experiences (except for losing one’s way), wayfinding inclinations (especially spatial anxiety) to using a map, and orientation experiences. Overall, other than age, VSWM and one’s wayfinding attitudes can play a role–albeit it a modest one–in spatial behaviors.

Unpacking pre-K classroom organization: Types, variation, and links to school readiness gains

Classroom organization is an important facet of prekindergarten quality but is typically measured at a global level and as a single construct. Little is known about how experiences of different facets of classroom organization—namely, exposure to teacher organizational strategies—vary across individual children in the same classroom and predict gains in children's academic and executive functioning (EF) skills. We coded the total number of minutes 263 prekindergartners were exposed to teacher strategies for classroom organization (e.g., verbal directions, behavior management, rituals and routine cues, and modeling of materials and transitions). Time spent exposed to a global construct of teacher organizational strategies—as well as the CLASS classroom organization score—did not predict children's gains, but time exposed to specific types of organization did. Findings illustrate the utility in separating a global construct into specific types, and offer a first look at child-level measurement of teacher organization.

Rethinking GPS navigation: creating cognitive maps through auditory clues

GPS navigation is commonplace in everyday life. While it has the capacity to make our lives easier, it is often used to automate functions that were once exclusively performed by our brain. Staying mentally active is key to healthy brain aging. Therefore, is GPS navigation causing more harm than good? Here we demonstrate that traditional turn-by-turn navigation promotes passive spatial navigation and ultimately, poor spatial learning of the surrounding environment. We propose an alternative form of GPS navigation based on sensory augmentation, that has the potential to fundamentally alter the way we navigate with GPS. By implementing a 3D spatial audio system similar to an auditory compass, users are directed towards their destination without explicit directions. Rather than being led passively through verbal directions, users are encouraged to take an active role in their own spatial navigation, leading to more accurate cognitive maps of space. Technology will always play a significant role in everyday life; however, it is important that we actively engage with the world around us. By simply rethinking the way we interact with GPS navigation, we can engage users in their own spatial navigation, leading to a better spatial understanding of the explored environment.

Testament as a Source of Researching Urban Literacy in the Volynia Region of the 17th Century

Ukrainian historiography has not properly determined the problems of Volynian cities’ secretariats and development of burghers’ literacy in particular. The goal of the article is to research some aspects of these problems by the means of testaments; specifically, to highlight the role of city secretaries in the process of writing down citizens’ testaments and facts that testify about development of urban literacy in cities of Volynia of the 17th century.The municipal registry record analysis implies that executing posthumous inventories, settlement deeds, and especially testaments influenced the development of pragmatic urban literacy. Among the analyzed group of testators, several people wrote down their testaments by themselves. Then city clerks had no option but to accept prepared documents post factum for saving records in town council registers, which in some extent is evidence of the literacy culture development in the Volynian cities in the early modern times. However, the predominant majority of testators were illiterate and in order to approve their act of last will, they signed it with a criss-cross (“X”); the conclusion of the act required specialized assistance from municipal clerks.At those times, testaments were normally written down in the house of a dying person in the presence of municipal officers who provided the document according to an appropriate form and legal validity, and eye-witnesses; or it could be written down at the city hall before the court. City secretaries had a significant role in this procedure, but their level of proficiency was not always appropriate.As in the majority of Central-East European cities of that time, in Volynian cities substantial amounts of acts of last will were given by verbal directions and were not recorded in municipal registers. This fact explains such a small amount of saved documents in comparison with Western European cities. They were not set aside into a separate register series as in bigger crown cities, but the acts were recorded into the current municipal registers in response to citizens’ demand.

The Psychology of Following Instructions and Its Implications

The ability to follow instructions is an important aspect of everyday life. Depending on the setting and context, following instructions results in outcomes that have various degrees of impact. In a clinical setting, following instructions may affect life or death. Within the context of the academic setting, following instructions or failure to do so can impede general learning and development of desired proficiencies. Intuitively, one might think that following instructions requires simply reading instructional text or paying close attention to verbal directions and performing the intended action afterward. This commentary provides a brief overview of the cognitive architecture required for following instructions and will explore social behaviors and mode of instruction as factors further impacting this ability.

Augmented reality head-up displays effect on drivers’ spatial knowledge acquisition

Background: Drivers gather most of the information they need to drive by looking at the world around them and at visual displays within the vehicle. Navigation systems automate the way drivers navigate. In using these systems, drivers offload both tactical (route following) and strategic aspects (route planning) of navigational tasks to the automated SatNav system, freeing up cognitive and attentional resources that can be used in other tasks (Burnett, 2009). Despite the potential benefits and opportunities that navigation systems provide, their use can also be problematic. For example, research suggests that drivers using SatNav do not develop as much environmental spatial knowledge as drivers using paper maps (Waters & Winter, 2011; Parush, Ahuvia, & Erev, 2007). With recent growth and advances of augmented reality (AR) head-up displays (HUDs), there are new opportunities to display navigation information directly within a driver’s forward field of view, allowing them to gather information needed to navigate without looking away from the road. While the technology is promising, the nuances of interface design and its impacts on drivers must be further understood before AR can be widely and safely incorporated into vehicles. Specifically, an impact that warrants investigation is the role of AR HUDS in spatial knowledge acquisition while driving. Acquiring high levels of spatial knowledge is crucial for navigation tasks because individuals who have greater levels of spatial knowledge acquisition are more capable of navigating based on their own internal knowledge (Bolton, Burnett, & Large, 2015). Moreover, the ability to develop an accurate and comprehensive cognitive map acts as a social function in which individuals are able to navigate for others, provide verbal directions and sketch direction maps (Hill, 1987). Given these points, the relationship between spatial knowledge acquisition and novel technologies such as AR HUDs in driving is a relevant topic for investigation. Objectives: This work explored whether providing conformal AR navigational cues improves spatial knowledge acquisition (as compared to traditional HUD visual cues) to assess the plausibility and justification for investment in generating larger FOV AR HUDs with potentially multiple focal planes. Methods: This study employed a 2x2 between-subjects design in which twenty-four participants were counterbalanced by gender. We used a fixed base, medium fidelity driving simulator for where participants drove while navigating with one of two possible HUD interface designs: a world-relative arrow post sign and a screen-relative traditional arrow. During the 10-15 minute drive, participants drove the route and were encouraged to verbally share feedback as they proceeded. After the drive, participants completed a NASA-TLX questionnaire to record their perceived workload. We measured spatial knowledge at two levels: landmark and route knowledge. Landmark knowledge was assessed using an iconic recognition task, while route knowledge was assessed using a scene ordering task. After completion of the study, individuals signed a post-trial consent form and were compensated $10 for their time. Results: NASA-TLX performance subscale ratings revealed that participants felt that they performed better during the world-relative condition but at a higher rate of perceived workload. However, in terms of perceived workload, results suggest there is no significant difference between interface design conditions. Landmark knowledge results suggest that the mean number of remembered scenes among both conditions is statistically similar, indicating participants using both interface designs remembered the same proportion of on-route scenes. Deviance analysis show that only maneuver direction had an influence on landmark knowledge testing performance. Route knowledge results suggest that the proportion of scenes on-route which were correctly sequenced by participants is similar under both conditions. Finally, participants exhibited poorer performance in the route knowledge task as compared to landmark knowledge task (independent of HUD interface design). Conclusions: This study described a driving simulator study which evaluated the head-up provision of two types of AR navigation interface designs. The world-relative condition placed an artificial post sign at the corner of an approaching intersection containing a real landmark. The screen-relative condition displayed turn directions using a screen-fixed traditional arrow located directly ahead of the participant on the right or left side on the HUD. Overall results of this initial study provide evidence that the use of both screen-relative and world-relative AR head-up display interfaces have similar impact on spatial knowledge acquisition and perceived workload while driving. These results contrast a common perspective in the AR community that conformal, world-relative graphics are inherently more effective. This study instead suggests that simple, screen-fixed designs may indeed be effective in certain contexts.

Effect of Verbal Directions on Grip Strength Evaluated Using the Handheld Dynamometer

Background: Grip strength measurement using the handheld dynamometer is a key aspect of the evaluation of an upper extremity injury. The handheld dynamometer manufacturer has established research-based guidelines outlining body positioning during grip strength measurement. However, verbal direction guidelines, while provided, have not yet been shown to be most effective through research. This study seeks to determine whether the use of one of two types of verbal directions, with and without encouragements, resulted in greater grip strength as measured by the handheld dynamometer.

Positive and Negative Wayfinding Inclinations, Choice of Navigation Aids, and How They Relate to Personality Traits

Abstract. This study aimed to examine the relationship between people’s self-reported wayfinding inclinations, their preference for certain navigation aids (maps vs. GPS vs. verbal directions), and their personality traits. A sample of 222 undergraduates completed questionnaires on personality traits, wayfinding inclinations and preferred navigation aids, and two spatial tasks. The results showed that spatial ability, positive wayfinding inclinations and negative wayfinding inclinations are distinct factors. Only wayfinding inclinations were related to personality traits: positive inclinations correlated positively, and negative inclinations inversely with Extraversion, Agreeableness, and Openness. Negative inclinations were only associated with poor Emotional stability. Further, Conscientiousness and Openness were correlated with a preference for map use, and Agreeableness with a preference for verbal directions. Analyzing facets of these personality traits clarified the relations. These findings are discussed within the spatial cognition domain, broadening the array of individual factors (such as spatial attitudes and personality traits) and their relation to consider in defining individual spatial profiles.

Rethinking the Mini-Map: A Navigational Aid to Support Spatial Learning in Urban Game Environments

ABSTRACTPlayers in computer games continue to rely on assistance for navigation in the game environment, even after hours of gameplay. This behavior is in contrast to the real world where spatial knowledge of an unfamiliar environment develops with experience and reliance on navigational assistance declines. The slow development of spatial knowledge in virtual environments can be attributed to the use of turn-by-turn navigational aids. In the context of computer games, the most common form of these aids is a “mini-map.” The use of such aids in computer games is necessitated by the demands of immersion and entertainment and, hence, they cannot be entirely discarded. The need, then, is to design navigational aids that support, rather than inhibit, the development of spatial knowledge. The authors propose landmark-based verbal directions as an alternative to mini-maps and report the results of a randomized comparative study conducted to examine the impact of mini-maps and their proposed aid on the development of spatial knowledge in a virtual urban environment. The results confirm the superiority of their verbal aid in terms of spatial knowledge, while mini-maps perform better with respect to navigational efficiency. The authors hope that this study provides a first step toward defining design parameters that govern the tradeoff between navigational efficiency and spatial learning.

TOWARDS THE INTEGRATION OF INDOORGML AND INDOORLOCATIONGML FOR INDOOR APPLICATIONS

Abstract. This paper introduces and compares two types of GML-based data standards for indoor location-based services, i.e., IndoorGML and IndoorLocationGML. By elaborating the advantages of the both standards and their data models, we conclude that the two data standards are complementary to each other. A jointed data model is presented to show the integration of the two standards. IndoorGML can supply subdivision of building for data of IndoorLocationGML, and the semantics of locations defined in IndoorLocationGML can be added to IndoorGML. By proposing two use cases, we take the initiative in attempting to combine the use of the two standards. The first case is to collect details from files of the two standards for an indoor path; the second one is to generate verbal directions for indoor guidance from files of the two standards. Some future work is given for further development, such as automatic integration of separate data from both standards.

Variations in Verbal Encouragement Modify Isokinetic Performance at High Speeds

Verbal directions and encouragement are common in exercise testing; however, the verbiage used during each is rarely controlled despite the likelihood it may affect the participant’s performance. PURPOSE: To examine the effects of four variations in verbal encouragement verbiage on isokinetic performance during alternating concentric knee extensions and flexions. METHODS: Fourteen healthy participants (8M, 6F, height = 1.73 ± .09 m, mass = 70.0 ± 20.2 kg, age = 24.2 ± 3.9 y) completed four isokinetic knee extension and flexion testing sessions on a Biodex isokinetic dynamometer. Each session consisted of 5 repetitions at 1.05 rad[BULLET OPERATOR]s-1 (60°[BULLET OPERATOR]s-1), 10 reps at 3.14 rad[BULLET OPERATOR]s-1 (180°[BULLET OPERATOR]s-1), and 15 reps at 5.24 rad[BULLET OPERATOR]s-1 (300°[BULLET OPERATOR]s-1), separated by 5 min passive recoveries. Participants received the same methodological instructions before each session. Variations in verbal encouragement, however, were randomized during each testing session using the following statements: (1) “as fast as you can” (FAST); (2): “as hard as you can” (HARD); (3) “as hard and as fast as you can” (BOTH); and (4) no verbal encouragement (NONE). Repeated measures ANOVAs were conducted to evaluate differences in isokinetic performance metrics. RESULTS: FAST produced significantly higher total work (Mdiff = 172.2, SE = 44.3, p = .011), relative work (work/body weight) (Mdiff = 9.0, SE = 2.3, p = .009), work first third (Mdiff = 71.0, SE = 19.2, p = .016) and average power (Mdiff = 32.0, SE = 7.5 p = .006) than NONE during knee flexion at 300°/s, with no further differences for any speed or movement direction. CONCLUSION: Verbal encouragement stating “as fast as you can” is recommended to increase work and power during high speed isokinetic knee testing since it consistently produced the best performances.

Digital Media for Low-Income Preschoolers' Effective Science Learning: A Study of iPad Instructions with a Social Development Approach

ABSTRACTAs digital media devices have been increasingly used in early childhood educational settings, this study examined whether the iPad with a Vygotskian social development approach—namely, More Knowledgeable Other—can be integrated into low-income preschool classrooms to improve science learning. An analysis of variance was used to examine the overall improvement and differences in improvement among English language learners, children with special needs, and children without special needs or English language learner status. Results showed that all participants improved their science learning abilities as a consequence of the iPad instruction. Among all groups, English language learner children benefitted more than the other groups, but only with a game that had less verbal directions. There were no significant differences by gender.

Framing the figure: Mental rotation revisited in light of cognitive strategies.

The mental rotation literature commonly reports a sex difference, almost always favoring men. Two strategies have been proposed in the literature to account for this difference: holistic and piecemeal. However, there is great variability in rotation performance suggesting other possible contributing factors. This study investigated the effects of stimuli characteristics and habitual spatial thinking on mental rotation performance. In three experiments, participants completed a mental rotation task with two modifications: (1) 3-D figures were presented with their cut versions to promote piecemeal strategy, and (2) block figures were either presented within a frame or none, in light of reference framework model or perceptual grouping model. Overall, whole figures generated faster responses than cut figures and this was more pronounced with greater angular disparity. Shape or the presence of a frame affected rotation performance. Having a frame seemed to impede overall rotation, especially for cut figures, supporting an object-based reference frame. However, a 3-D frame did not have the same effect, possibly suggesting the unitary configuration idea. Men rotated more accurately than women, but still sex was not as robust as it was suggested in the literature. Interestingly, there were similarities between possible strategy use and habitual spatial thinking. People who were categorized as having landmark-centered representations and who preferred verbal directions showed a pattern suggesting the use of a piecemeal strategy, and survey-centered representations and map preference seemed to reflect a holistic strategy.

Disentangling Verbal Instructions, Experimental Design, and Sample Characteristics: Results of Curriculum-Based Measurement of Reading Research

.Directions used in curriculum-based measurement of reading (CBM-R) currently ask students to “do your best reading.” The purpose of this study was to examine whether varying these verbal directions would affect CBM-R performance and whether these alternative directions would influence the important relation between CBM-R performance and reading comprehension. Previous studies have varied in their findings, though they also varied in the alternative verbal directions they used and in their methodology. Third-grade students (N = 104) from two schools that differed in terms of their demographic characteristics were randomly assigned to one of two sets of direction conditions used in previous research. Results from a mixed between-subjects/within-subjects factorial analysis of variance found that, regardless of school setting, CBM-R performance was significantly influenced by one set of directions but not by the other set of directions. Possible methodologic explanations for these differences in results, as well as implications for practitioners, are discussed.

GF #510, eAlerts, Elsevier, 1 page, B/W

It has been widely suggested, but rarely demonstrated, that virtual environments (VEs) are effective training media. The purpose of this investigation was to evaluate how well a VE model of a complex office building trained individuals to navigate in the actual building. Sixty participants studied route directions and landmark photographs, then rehearsed the route using either the VE model, the actual building, or verbal directions and photographs. The VE model was presented in real time via a head-tracked display. Half of the participants in each rehearsal group also studied route maps. Everyone's route knowledge was then measured in the actual building. Building configuration knowledge was also measured. VE rehearsal produced more route knowledge than verbal rehearsal, but less than with rehearsal in the actual building. Type of rehearsal had no effect on configuration knowledge. Map study influenced neither route nor configuration knowledge. These results suggest that VEs that adequately represent real world complexity can be effective training media for learning complex routes in buildings, and should be considered whenever the real world site is unavailable for training.

Learning From Examples Versus Verbal Directions in Mathematical Problem Solving

ABSTRACTThis event‐related fMRI study investigated the differences between learning from examples and learning from verbal directions in mathematical problem solving and how these instruction types affect the activity of relevant brain regions during instruction and solution periods within problem‐solving trials. We identified distinct neural signatures during the instruction period of trials. While studying examples, greater activation was found in the prefrontal and parietal regions that were known to be involved in mathematical problem solving. In contrast, while studying verbal directions, increased activation was found in motor and visual regions. These differences, however, disappeared during the solution period. During the solution period, participants showed brain activation patterns like those they displayed while studying an example, regardless of which instruction they learned from. The results suggest instruction type becomes irrelevant after students get to an understanding. Educational implications were discussed with regard to example‐based instruction.