L’implication du réseau fronto-pariétal dans le raisonnement est-elle atypique chez les autistes?

Les individus autistes présentent un profil cognitif particulier. Par exemple, contrairement aux non-autistes, ils tendent à obtenir des scores plus élevés au test des Matrices progressives de Raven (RSPM) qu’aux tests de QI de Wechsler. Ils peuvent aussi résoudre les items du RSPM plus rapidement. Les mécanismes cérébraux sous-tendant cette différence sont toutefois encore peu connus. Cette étude vise à caractériser comment l’activité du réseau fronto-pariétal de raisonnement est modulée par la complexité de la tâche chez les individus autistes (AUT) en comparaison à un groupe contrôle (Non-AUT) lors d’une tâche de raisonnement fluide. Pour ce faire, nous avons ré-analysé les données d’une étude précédente, dans laquelle 15 AUT et 18 Non-AUT ont résolu les 60 problèmes du RSPM alors qu’ils se trouvaient dans un scanner IRM. Lorsque la complexité du raisonnement augmentait, nous avons observé une augmentation de l’activité dans des aires occipitales chez le groupe AUT, et dans les régions frontales et pariétales chez le groupe Non-AUT. De plus, alors que la complexité du raisonnement augmentait, la modulation de la connectivité entre les régions impliquées dans le raisonnement était moins grande chez les AUT et ces derniers montraient une implication plus ciblée des aires occipitales lors de cette modulation que les Non-AUT. La moins grande modulation du réseau impliqué dans le raisonnement pour une performance semblable suggère que les individus autistes sont moins affectés par la complexité des tâches de raisonnement non verbal. Aussi, ils dépendent plus de processus visuospatiaux pour résoudre les matrices plus complexes que les participants non-autistes. Ces résultats nous apportent une meilleure compréhension des processus cognitifs impliqués dans l’intelligence autistique et de l’influence positive du sur-fonctionnement perceptif autistique sur celle-ci.

La subjectivité poétique face à la peinture : le cas de L'Atelier contemporain de Francis Ponge

L’Atelier contemporain recueille la plupart des textes sur l’art de Francis Ponge. Malgré sa réputation de « poète des choses », celui-ci n’y écrit pourtant pas avant tout sur les œuvres finies (les tableaux), mais plutôt sur les artistes mêmes. S’appuyant sur un approfondissement de la conceptualisation de la poétique pongienne comme érotique entre le sujet et l’objet, ce mémoire cherche à découvrir, à travers les questions particulières que la peinture pose à l’écriture de Ponge, les raisons du déplacement du regard de l’écriture de la chose muette à la personne parlante. Il semble que Ponge, face à des œuvres artistiques non verbales, soit à la recherche d’une signifiance qu’il ne peut trouver, ce qui l’oblige à se tourner vers les personnes. Mais ces personnes finissent toujours par céder la première place, dans L’Atelier contemporain, au « je » du poète.

La synergologie, une lecture pseudoscientifique du langage corporel

L’objectif du présent article est d’évaluer si la synergologie fait partie du domaine de la science ou si elle n’est qu’une pseudoscience du décodage du non-verbal. Le texte comprend cinq parties. Dans la première partie, nous décrivons des éléments importants de la démarche scientifique. Dans les deuxième et troisième parties, nous présentons brièvement la synergologie et nous vérifions si celle-ci respecte les critères de la science. La quatrième partie fait état d’une mise en demeure adressée à Patrick Lagacé et à La Presse pour une série de textes qui présentait une vision très critique de cette approche. Enfin, l’utilisation d’arguments non pertinents d’un point de vue scientifique, une tentative inappropriée de donner de la crédibilité à la synergologie par une mise en demeure et un recours injustifié à l’argument éthique nous amènent à conclure que la synergologie est une pseudoscience du décodage du non-verbal.

Systems of Parallel Communicating Restarting Automata

In der vorliegenden Dissertation werden Systeme von parallel arbeitenden und miteinander kommunizierenden Restart-Automaten (engl.: systems of parallel communicating restarting automata; abgekürzt PCRA-Systeme) vorgestellt und untersucht. Dabei werden zwei bekannte Konzepte aus den Bereichen Formale Sprachen und Automatentheorie miteinander vescrknüpft: das Modell der Restart-Automaten und die sogenannten PC-Systeme (systems of parallel communicating components). Ein PCRA-System besteht aus endlich vielen Restart-Automaten, welche einerseits parallel und unabhängig voneinander lokale Berechnungen durchführen und andererseits miteinander kommunizieren dürfen. Die Kommunikation erfolgt dabei durch ein festgelegtes Kommunikationsprotokoll, das mithilfe von speziellen Kommunikationszuständen realisiert wird. Ein wesentliches Merkmal hinsichtlich der Kommunikationsstruktur in Systemen von miteinander kooperierenden Komponenten ist, ob die Kommunikation zentralisiert oder nichtzentralisiert erfolgt. Während in einer nichtzentralisierten Kommunikationsstruktur jede Komponente mit jeder anderen Komponente kommunizieren darf, findet jegliche Kommunikation innerhalb einer zentralisierten Kommunikationsstruktur ausschließlich mit einer ausgewählten Master-Komponente statt. Eines der wichtigsten Resultate dieser Arbeit zeigt, dass zentralisierte Systeme und nichtzentralisierte Systeme die gleiche Berechnungsstärke besitzen (das ist im Allgemeinen bei PC-Systemen nicht so). Darüber hinaus bewirkt auch die Verwendung von Multicast- oder Broadcast-Kommunikationsansätzen neben Punkt-zu-Punkt-Kommunikationen keine Erhöhung der Berechnungsstärke. Desweiteren wird die Ausdrucksstärke von PCRA-Systemen untersucht und mit der von PC-Systemen von endlichen Automaten und mit der von Mehrkopfautomaten verglichen. PC-Systeme von endlichen Automaten besitzen bekanntermaßen die gleiche Ausdrucksstärke wie Einwegmehrkopfautomaten und bilden eine untere Schranke für die Ausdrucksstärke von PCRA-Systemen mit Einwegkomponenten. Tatsächlich sind PCRA-Systeme auch dann stärker als PC-Systeme von endlichen Automaten, wenn die Komponenten für sich genommen die gleiche Ausdrucksstärke besitzen, also die regulären Sprachen charakterisieren. Für PCRA-Systeme mit Zweiwegekomponenten werden als untere Schranke die Sprachklassen der Zweiwegemehrkopfautomaten im deterministischen und im nichtdeterministischen Fall gezeigt, welche wiederum den bekannten Komplexitätsklassen L (deterministisch logarithmischer Platz) und NL (nichtdeterministisch logarithmischer Platz) entsprechen. Als obere Schranke wird die Klasse der kontextsensitiven Sprachen gezeigt. Außerdem werden Erweiterungen von Restart-Automaten betrachtet (nonforgetting-Eigenschaft, shrinking-Eigenschaft), welche bei einzelnen Komponenten eine Erhöhung der Berechnungsstärke bewirken, in Systemen jedoch deren Stärke nicht erhöhen. Die von PCRA-Systemen charakterisierten Sprachklassen sind unter diversen Sprachoperationen abgeschlossen und einige Sprachklassen sind sogar abstrakte Sprachfamilien (sogenannte AFL's). Abschließend werden für PCRA-Systeme spezifische Probleme auf ihre Entscheidbarkeit hin untersucht. Es wird gezeigt, dass Leerheit, Universalität, Inklusion, Gleichheit und Endlichkeit bereits für Systeme mit zwei Restart-Automaten des schwächsten Typs nicht semientscheidbar sind. Für das Wortproblem wird gezeigt, dass es im deterministischen Fall in quadratischer Zeit und im nichtdeterministischen Fall in exponentieller Zeit entscheidbar ist.

La relación terapeuta-paciente en la práctica fisioterapéutica

El estudio de la relación fisioterapeuta-paciente es de gran interés, pues a diferencia de otros profesionales de la salud, el fisioterapeuta tiene un contacto corporal directo con el paciente, lo que no es usual en los servicios de atención en salud. Así que identificar y analizar los mecanismos que hacen posible esta relación, permite avanzar en la comprensión de los mecanismos de interacción, de los elementos de poder presentes y de las posiciones relativas de cada actor, producto del bagaje social y cultural de cada uno de ellos. Se busca propiciar una mirada crítica a la manera de interactuar en la sesión de tratamiento, para redimensionar la práctica profesional del fisioterapeuta desde referentes sociales y culturales. En esta primera fase emergen categorías de estudio alrededor del lenguaje corporal, la comunicación verbal y los factores del ambiente que afectan la relación, como los ejes de análisis para el proceso de interpretación de la segunda fase.

An assessment of the nonverbal test of cognitive skills for use with hearing impaired children

This paper discusses a study to assess the usefulness of the Non-Verbal Test of Cognitive Skills on hearing impaired children.

Understanding and production of prosody in children with Williams syndrome: A developmental trajectory approach

This study investigated the development of three aspects of linguistic prosody in a group of children with Williams syndrome compared to typically developing children. The prosodic abilities investigated were: (1) the ability to understand and use prosody to make specific words or syllables stand out in an utterance (focus); (2) the ability to understand and use prosody to disambiguate complex noun phrases (chunking); (3) the ability to understand and use prosody to regulate conversational behaviour (turn-end). The data were analysed using a cross-sectional developmental trajectory approach. The results showed that, relative to chronological age, there was a delayed onset in the development of the ability of children with WS to use prosody to signal the most important word in an utterance (the focus function). Delayed rate of development was found for all the other aspects of expressive and receptive prosody under investigation. However, when non-verbal mental age was taken into consideration, there were no differences between the children with WS and the controls neither with the onset nor with the rate of development for any of the prosodic skills under investigation apart from the ability to use prosody in order to regulate conversational behaviour. We conclude that prosody is not a ‘preserved’ cognitive skill in WS. The genetic factors, development in other cognitive domains and environmental influences affect developmental pathways and as a result, development proceeds along an atypical trajectory.

Innovative implementation of iLearn e-Portfolio for Personal Development Planning

iLearn is a Web 2.0 tool developed in Blackboard to help students with Personal Development Planning (PDP). This paper describes a case study on how the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP benefits the students. The e-Portfolio tool benefits students as it enables them to create and share portfolios, record achievements and reflections that support future job applications and promotion. Students find it beneficial because they can make use of iLearn e-Portfolio to keep academic records and achievements, activities and interests, work experience, reflective practice, employer information and some other useful resources, and also to tailor their CV and covering letters including evidence to support their CV, transferable skills and selling points. Useful information for preparing for an interview, reflecting after an event and any thoughts and evaluation can be kept in iLearn e-Portfolio. Keeping assessment and feedback records in iLearn e-Portfolio enables students to know their progress, to identify any gaps they need to fill to develop their study practices and areas for development. The key points from the feedback on the assignments and assessments are beneficial for future improvement. The reflections on the assignments and how students make use of the advice are particularly useful to improve their overall performance. In terms of pedagogical benefits, the “Individual Learner Profile” records and reviews evidence in verbal communication, basic and higher academic skills, time management, numeracy skill and IT skills, students become increasingly aware of their own strengths and any weaker areas that may require development. The e-Portfolio also provides opportunity for students to reflect on the experience and skills they have gained whilst participating in activities outside their studies. As the iLearn e-Portfolio is a reflective practice tool, it is consistent with the principle of Schon's reflective practitioner to reframe problems and to explore the consequences of actions. From the students’ feedback, for those who engage regularly in iLearn, they are better able to set agendas for their Personal Tutorial meetings and provide their Personal Tutor with a unique record of their achievements, skills and attributes which help them writing effective references for them. They make the most of their student experience in general. They also enhance their transferable skills and employability overall. The iLearn e-Portfolio prepares for the workplace and life beyond University including continuing professional development. Students are aware of their transferable skills, evidence of the skills and skill level, including award or accreditation, and their personal reflection on their transferable skills. It is beneficial for students to be aware of their transferable skills, to produce evidence of the skills and skills level such as award and accreditation, and to record their personal reflection on their transferable skills. Finally, the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP will improve their employability.

Innovative use of e-portfolio for personal development

iLearn is a quasi-Web 2.0 tool developed in Blackboard to help users with Personal Development Planning (PDP). This paper describes a case study on how the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP benefits the users, who are training to be professionals in construction management and surveying, The e-Portfolio tool benefits users as it enables them to create and share portfolios, record achievements and reflections that support future job applications and promotion. Users find it beneficial because they can make use of iLearn e-Portfolio to keep academic records and achievements, activities and interests, work experience, reflective practice, employer information and some other useful resources, and also to tailor their CV and covering letters including evidence to support their CV, transferable skills and selling points. Useful information for preparing for an interview, reflecting after an event and any thoughts and evaluation can be kept in iLearn e-Portfolio. Keeping assessment and feedback records in iLearn e-Portfolio enables learners to know their progress, to identify any gaps they need to fill to develop their study practices and areas for development. The key points from the feedback on the assignments and assessments are beneficial for future improvement. The reflections on the tasks and how they make use of the advice are particularly useful to improve their overall performance. In terms of pedagogical benefits, the “Individual Learner Profile” records and reviews evidence in verbal communication, basic and higher academic skills, time management, numeracy skill and IT skills, learners become increasingly aware of their own strengths and any weaker areas that may require development. The e-Portfolio also provides opportunity for them to reflect on the experience and skills they have gained whilst participating in activities outside their studies. As the iLearn e-Portfolio is a reflective practice tool, it is consistent with the principle of Schon's reflective practitioner to reframe problems and to explore the consequences of actions. From the users’ feedback, for those who engage regularly in iLearn, they are better able to set agendas for their supervision meetings and provide their supervisor with a unique record of their achievements, skills and attributes which help them writing effective references for them. They make the most of their learning experience in general. They also enhance their transferable skills and employability overall. The iLearn e-Portfolio prepares them for the workplace including continuing professional development. Users are aware of their transferable skills, evidence of the skills and skill level, including award or accreditation, and their personal reflection on their transferable skills. It is beneficial for them to be aware of their transferable skills, to produce evidence of the skills and skills level such as award and accreditation, and to record their personal reflection on their transferable skills. Finally, the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP will improve their employability.

Do children with Williams syndrome have unusual vocabularies?

Aims: The present study investigated whether children with Williams syndrome (WS) produced a higher number of different word roots and low-frequency words in spontaneous speech in a topic controlled setting. Method: A group of children with WS was compared to a group of typically developing children matched for chronological age (CA), and a group of typically developing children matched for receptive language abilities (LA). A further comparison was made between the WS group and a group of children matched for non-verbal abilities (NA). Spontaneous speech was elicited using a narrative task. The data were analysed using three different measures of lexical diversity. The results revealed that the children with WS neither produce a higher number of different word roots nor significantly more low-frequency items in comparison to the CA, LA and NA matched participants. Furthermore, language and non-verbal abilities did not predict the number of different and low frequency words used by the typically developing children, however in the WS group non-verbal abilities predicted the number of low-frequency words and receptive language skills predicted the number of different words produced. It is concluded that individuals with WS do not have unusual vocabularies and that the subdomain of language, lexical semantics, does not seem to be an independent cognitive skill. (c) 2007 Elsevier Ltd. All rights reserved.

Linguistic heterogeneity in Williams syndrome

Williams syndrome (WS) is a rare genetic disorder resulting from a deletion on chromosome 7. A number of studies have shown that individuals with WS have a superior linguistic profile compared to their non-verbal abilities, however the evidence has been inconclusive, as many studies have disputed such a profile. The vast majority of studies on WS have assumed a single, homogeneous WS linguistic profile in order to support various theoretical viewpoints. The present study investigated the linguistic profiles of 5 individuals with WS on a number of standardized verbal measures and in conversational settings. The results indicated substantially variable performance in all aspects of the verbal domain, which supports the view that WS, linguistically, is a rather heterogeneous condition and this should be taken into consideration when referring to it in theoretical accounts of language acquisition and debates on modularity.

The co-occurrence of autism and Williams syndrome: a case study report

This paper describes a longitudinal case study detailing the communication profile of one child with both Williams syndrome (WS) and autism. The participant was administered two standardized assessments of language and general cognitive abilities. His parents completed the Pre-Verbal Communication Schedule; and a sample of the child's spontaneous interaction was analyzed. The results show that this child presents with markedly delayed language and communication skills and that his communication profile is the opposite of the assumed 'typical' WS profile. The conclusion is that clinicians need to be aware of the co-occurrence of genetic disorders, such as WS and autism in order to facilitate accurate diagnosis and effective treatment.

Texture segmentation in Williams syndrome

Williams syndrome (WS) is a developmental disorder in which visuo-spatial cognition is poor relative to verbal ability. At the level of visuo-spatial perception, individuals with WS can perceive both the local and global aspects of an image. However, the manner in which local elements are integrated into a global whole is atypical, with relative strengths in integration by luminance, closure, and alignment compared to shape, orientation and proximity. The present study investigated the manner in which global images are segmented into local parts. Segmentation by seven gestalt principles was investigated: proximity, shape, luminance, orientation, closure, size (and alignment: Experiment I only). Participants were presented with uniform texture squares and asked to detect the presence of a discrepant patch (Experiment 1) or to identify the form of a discrepant patch as a capital E or H (Experiment 2). In Experiment 1, the pattern and level of performance of the WS group did not differ from that of typically developing controls, and was commensurate with the general level of non-verbal ability observed in WS. These results were replicated in Experiment 2, with the exception of segmentation by proximity, where individuals with WS demonstrated superior performance relative to the remaining segmentation types. Overall, the results suggest that, despite some atypical aspects of visuo-spatial perception in WS, the ability to segment a global form into parts is broadly typical in this population. In turn, this informs predictions of brain function in WS, particularly areas V1 and V4. (c) 2006 Elsevier Ltd. All rights reserved.

Divided attention, selective attention and drawing: processing preferences in Williams syndrome are dependent on the task administered

The visuo-spatial abilities of individuals with Williams syndrome (WS) have consistently been shown to be generally weak. These poor visuo-spatial abilities have been ascribed to a local processing bias by some [R. Rossen, E.S. Klima, U. Bellugi, A. Bihrle, W. Jones, Interaction between language and cognition: evidence from Williams syndrome, in: J. Beitchman, N. Cohen, M. Konstantareas, R. Tannock (Eds.), Language, Learning and Behaviour disorders: Developmental, Behavioural and Clinical Perspectives, Cambridge University Press, New York, 1996, pp. 367-392] and conversely, to a global processing bias by others [Psychol. Sci. 10 (1999) 453]. In this study, two identification versions and one drawing version of the Navon hierarchical processing task, a non-verbal task, were employed to investigate this apparent contradiction. The two identification tasks were administered to 21 individuals with WS, 21 typically developing individuals, matched by non-verbal ability, and 21 adult participants matched to the WS group by mean chronological age (CA). The third, drawing task was administered to the WS group and the typically developing (TD) controls only. It was hypothesised that the WS group would show differential processing biases depending on the type of processing the task was measuring. Results from two identification versions of the Navon task measuring divided and selective attention showed that the WS group experienced equal interference from global to local as from local to global levels, and did not show an advantage of one level over another. This pattern of performance was broadly comparable to that of the control groups. The third task, a drawing version of the Navon task, revealed that individuals with WS were significantly better at drawing the local form in comparison to the global figure, whereas the typically developing control group did not show a bias towards either level. In summary, this study demonstrates that individuals with WS do not have a local or a global processing bias when asked to identify stimuli, but do show a local bias in their drawing abilities. This contrast may explain the apparently contrasting findings from previous studies. (C) 2002 Elsevier Science Ltd. All rights reserved.

Evidence for unusual spatial location coding in Williams syndrome: an explanation for the local bias in visuo-spatial construction tasks?

Individuals with Williams syndrome (WS) display poor visuo-spatial cognition relative to verbal abilities. Furthermore, whilst perceptual abilities are delayed, visuo-spatial construction abilities are comparatively even weaker, and are characterised by a local bias. We investigated whether his differentiation in visuo-spatial abilities can be explained by a deficit in coding spatial location in WS. This can be measured by assessing participants' understanding of the spatial relations between objects within a visual scene. Coordinate and categorical spatial relations were investigated independently in four participant groups: 21 individuals with WS; 21 typically developing (TD) children matched for non-verbal ability; 20 typically developing controls of a lower non-verbal ability; and 21 adults. A third task measured understanding of visual colour relations. Results indicated first, that the comprehension of categorical and coordinate spatial relations is equally poor in WS. Second, that the comprehension of visual relations is also at an equivalent level to spatial relational understanding in this population. These results can explain the difference in performance on visuo-spatial perception and construction tasks in WS. In addition, both the WS and control groups displayed response biases in the spatial tasks. However, the direction of bias differed across the groups. This finding is explored in relation to current theories of spatial location coding. (c) 2005 Elsevier Inc. All rights reserved.