Comportamento, fluência verbal e ritmos circadianos em indivíduos com o Transtorno do Espectro do Autismo (TEA) antes e após o uso de melatonina

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Improving Student Engagement and Verbal Behavior Through Cooperative Learning

In this action research study of my classroom of 10th grade Algebra II students, I investigated three related areas. First, I looked at how heterogeneous cooperative groups, where students in the group are responsible to present material, increase the number of students on task and the time on task when compared to individual practice. I noticed that their time on task might have been about the same, but they were communicating with each other mathematically. The second area I examined was the effect heterogeneous cooperative groups had on the teacher’s and the students’ verbal and nonverbal problem solving skills and understanding when compared to individual practice. At the end of the action research, students were questioning each other, and the instructor was answering questions only when the entire group had a question. The third area of data collection focused on what effect heterogeneous cooperative groups had on students’ listening skills when compared to individual practice. In the research I implemented individual quizzes and individual presentations. Both of these had a positive effect on listing in the groups. As a result of this research, I plan to continue implementing the round robin style of in- class practice with heterogeneous grouping and randomly selected individual presentations. For individual accountability I will continue the practice of individual quizzes one to two times a week.

Improving Student Engagement and Verbal Behavior Through Cooperative Learning

In this action research study of my classroom of 10th grade Algebra II students, I investigated three related areas. First, I looked at how heterogeneous cooperative groups, where students in the group are responsible to present material, increase the number of students on task and the time on task when compared to individual practice. I noticed that their time on task might have been about the same, but they were communicating with each other mathematically. The second area I examined was the effect heterogeneous cooperative groups had on the teacher’s and the students’ verbal and nonverbal problem solving skills and understanding when compared to individual practice. At the end of the action research, students were questioning each other, and the instructor was answering questions only when the entire group had a question. The third area of data collection focused on what effect heterogeneous cooperative groups had on students’ listening skills when compared to individual practice. In the research I implemented individual quizzes and individual presentations. Both of these had a positive effect on listing in the groups. As a result of this research, I plan to continue implementing the round robin style of in- class practice with heterogeneous grouping and randomly selected individual presentations. For individual accountability I will continue the practice of individual quizzes one to two times a week.

Integrating Visual and Verbal Literacies in the Early Childhood Classroom

Young children have the strong desire to use all of the communicative tools their cultures and families offer them. They want to be able to do all of the things that the powerful people they admire can do, including talking, writing, drawing, using the computer, and otherwise creating and sharing ideas, memories, solutions, even jokes and feelings. Today, we live in a time when the communicative tools are changing rapidly, practically exploding before our eyes in terms of the formats and media available to us in complex combinations not seen before. What do these technological changes mean for how we can support children's development toward literacy? An integrated arts curriculum has long been favored by many educators, but today there are more reasons than ever to implement such a philosophy. From communications theory comes a new understanding of how modern technologies demand that children learn to "read" and "write" messages involving complex combinations and integrations of visual and verbal formats. From psychology come insights about intelligence being multiple not unitary, as well as ecological perception theory offering a well-accepted framework for analyzing the affordances and expressive possibilities of different media. From education come fresh approaches to integrated curriculum, including a philosophy and pedagogy from Reggio Emilia, Italy, that combines well with current thinking by North Americans. Altogether, we have many rationales and exciting strategies at hand for launching young children toward an integrated visual and verbal literacy that involves substance, challenge, and discipline, as well as innovation, creativity, and freedom.

Instrução verbal: solicitar foco de atenção não garante sua adoção e melhor desempenho

The purposes of this study were to investigate a) the effect of redundant and non-redundant instruction on external focus of attention adoption, b) the effect of adopting an external focus of attention on performance in a front crawl swimming task, and c) the effect of redundancy in the wording of a verbal instruction on the above variables. 43 college students (m/f) aged 17 to 46 swam 25 m crawl at maximum speed, once under each of three conditions: without focus instruction (SF), following a focus instruction (CF) and a redundant focus instruction (CFR), in counterbalanced order. For focus adoption control, after completing the task participants were asked about what they had focused on while swimming. As a measure of performance, time and number of strokes were taken and the stroke index was calculated. The results showed that under redundant focus instruction (CFR) condition, 42 % failed to adopt the attentional focus as asked, and following focus (CF) instruction, 23 %. Under CF condition, the frequency of participants that adopted the focus was higher than of those who did not. Performance did not differ significantly among the three conditions (p>0,05). These findings stress the need of manipulation checks in attentional focus research, regarding both performance and motor learning efficiency, as well as the need for further investigation into the relation between instruction extension and performance.

Verbal and visual stimulation effects on rectus femoris and biceps femoris muscles during isometric and concentric

Abstract Background: Coactivation may be both desirable (injury prevention) or undesirable (strength measurement). In this context, different styles of muscle strength stimulus have being investigated. In this study we evaluated the effects of verbal and visual stimulation on rectus femoris and biceps femoris muscles contraction during isometric and concentric. Methods: We investigated 13 men (age =23.1 ± 3.8 years old; body mass =75.6 ± 9.1 kg; height =1.8 ± 0.07 m). We used the isokinetic dynamometer BIODEX device and an electromyographic (EMG) system. We evaluated the maximum isometric and isokinetic knee extension and flexion at 60°/s. The following conditions were evaluated: without visual nor verbal command (control); verbal command; visual command and; verbal and visual command. In relation to the concentric contraction, the volunteers performed five reciprocal and continuous contractions at 60°/s. With respect to isometric contractions it was made three contractions of five seconds for flexion and extension in a period of one minute. Results: We found that the peak torque during isometric flexion was higher in the subjects in the VVC condition (p > 0.05). In relation to muscle coactivation, the subjects presented higher values at the control condition (p > 0.05). Conclusion We suggest that this type of stimulus is effective for the lower limbs.

Blinda personers icke-verbala kommunikation : studier om kroppsspråk, icke-verbal samtalsreglering och icke-verbala uttryck

The purpose of this thesis is to deepen the understanding of grown-up blind people’s non-verbal communication, including body expressions and paralinguistic (voice) expressions. More specifically, the thesis includes the following three studies: Blind people’s different forms of body expressions, blind people’s non-verbal conversation regulation and blind people’s experience of their own non-verbal expressions. The focus has been on the blind participants’ competence and on their subjective perspectives. I have also compared congenitally and adventitiously blind in all of the studies. The approach is mainly phenomenological and the qualitative empirical phenomenological psychological method is the primary methodological source of inspiration. Fourteen blind persons (and also some sigthed persons) participated. They have no other obvious disability than the blindness and their ages vary between 18 and 54. Data in the first two studies consisted of video recordings and data in the last study consisted of interviews. The overall results can be summarized in the following three points: 1. There are (almost) only similarities between the congenitally blind and adventitiously blind persons concerning their paralinguistic expressions. 2. There are mainly similarities between the two groups with respect to the occurrences of different body expressive forms. 3. There are also some differences between the groups. For example, the congenitally blind persons seem to have a limited ability to use the body in an abstract and symbolic way and they often mentioned that they have been told that their body expressions deviate from sighted people’s norms. But the persons in both groups also struggle to see themselves as unique persons who express themselves on the basis of their conditions and their previous experiences.

La comunicación no verbal en la mediación familiar

[ES] El trabajo que presentamos intenta aportar que la Comunicación no Verbal puede ser un instrumento a tener en cuenta en el proceso de la comunicación en su conjunto y donde se intenta medir, a través de un cuestionario (CUVALECORME), la valoración de la comunicación no verbal como herramienta de trabajo en la mediación familiar. Para la elaboración y desarrollo de este estudio, hemos conformado un marco teórico-conceptual con la aportación de diferentes autores que han tratado y analizado el lenguaje corporal. Citamos entre otros, a Parkinson (2005), Mehabian (1972), Cabana (2003), Günter (1995), Pinazu y Musitu (1993), Mucchiello (1998), Berlo (1969), Watzlawick (1974), Polaino y Martínez (1990) y Hervés (1998). Los resultados obtenidos muestran, a pesar de las limitaciones teóricas y metodológicas, una línea de trabajo que nos permiten señalar posturas a favor de la Valoración de la Comunicación no Verbal como Herramienta de Trabajo en la Mediación Familiar. De dichos resultados destacamos el obtenido en el total de niveles de valoración del CUVALECORME, donde el 78,9% de opinión consideran a la Comunicación no Verbal como una Herramienta de Trabajo en la Mediación Familiar, frente a un porcentaje del 21,1% de opiniones desfavorables.