Ecóico e nomeação de figuras em crianças com deficiência auditiva pré-lingual com implante coclear

The aim of this work was to verify the effect of teaching the echoic behavior over the pictures naming in four children between eight and nine years old with prelingual hearing impaired, users of cochlear implants. The design adopted was: (a) pre-training that taught the matching-to-sample task; (b) pre-tests that selected three words to teach; (c) teaching of auditory-visual conditional relations; (d) naming pos-test; (e) the teaching of echoic with orofacial clues and, (f) the second naming pos-test. In the pre-test all participants achieved smaller percentage of correct on naming (60%-80%) and echoic (20%-50%) when compared to percentages word recognition (86%-93%). All participants learned the auditory-visual relations. The improvement on naming test occurred after auditory training select based for two participants; for other two participants the improvement on naming test occurred just after the training of echoic. Analysis of data showed that the listening and speaking performances are independent in their establishment and require specific conditions of teaching; in the case of this study, even though the result is not generalized to all participants, the highest correspondence into point to point naming was obtained following the teaching of echoic.

Top-down influences on lexical selection during spoken word production: A 4T fMRI investigation of refractory effects in picture naming

Spoken word production is assumed to involve stages of processing in which activation spreads through layers of units comprising lexical-conceptual knowledge and their corresponding phonological word forms. Using high-field (4T) functional magnetic resonance imagine (fMRI), we assessed whether the relationship between these stages is strictly serial or involves cascaded-interactive processing, and whether central (decision/control) processing mechanisms are involved in lexical selection. Participants performed the competitor priming paradigm in which distractor words, named from a definition and semantically related to a subsequently presented target picture, slow picture-naming latency compared to that with unrelated words. The paradigm intersperses two trials between the definition and the picture to be named, temporally separating activation in the word perception and production networks. Priming semantic competitors of target picture names significantly increased activation in the left posterior temporal cortex, and to a lesser extent the left middle temporal cortex, consistent with the predictions of cascaded-interactive models of lexical access. In addition, extensive activation was detected in the anterior cingulate and pars orbitalis of the inferior frontal gyrus. The findings indicate that lexical selection during competitor priming is biased by top-down mechanisms to reverse associations between primed distractor words and target pictures to select words that meet the current goal of speech.

Auditory context effects in picture naming investigated with event-related fMRI

Naming an object entails a number of processing stages, including retrieval of a target lexical concept and encoding of its phonological word form. We investigated these stages using the picture-word interference task in an fMRI experiment. Participants named target pictures in the presence of auditorily presented semantically related, phonologically related, or unrelated distractor words or in isolation. We observed BOLD signal changes in left-hemisphere regions associated with lexical-conceptual and phonological processing, including the midto-posterior lateral temporal cortex. However, these BOLD responses manifested as signal reductions for all distractor conditions relative to naming alone. Compared with unrelated words, phonologically related distractors showed further signal reductions, whereas only the pars orbitalis of the left inferior frontal cortex showed a selective reduction in response in the semantic condition. We interpret these findings as indicating that the word forms of lexical competitors are phonologically encoded and that competition during lexical selection is reduced by phonologically related distractors. Since the extended nature of auditory presentation requires a large portion of a word to be presented before its meaning is accessed, we attribute the BOLD signal reductions observed for semantically related and unrelated words to lateral inhibition mechanisms engaged after target name selection has occurred, as has been proposed in some production models.

Long-lasting semantic interference effects in object naming are not necessarily conceptually mediated

Long-lasting interference effects in picture naming are induced when objects are presented in categorically related contexts in both continuous and blocked cyclic paradigms. Less consistent context effects have been reported when the task is changed to semantic classification. Experiment 1 confirmed the recent finding of cumulative facilitation in the continuous paradigm with living/non-living superordinate categorization. To avoid a potential confound involving participants responding with the identical superordinate category in related contexts in the blocked cyclic paradigm, we devised a novel set of categorically related objects that also varied in terms of relative age – a core semantic type associated with the adjective word class across languages. Experiment 2 demonstrated the typical interference effect with these stimuli in basic level naming. In Experiment 3, using the identical blocked cyclic paradigm, we failed to observe semantic context effects when the same pictures were classified as younger–older. Overall, the results indicate the semantic context effects in the two paradigms do not share a common origin, with the effect in the continuous paradigm arising at the level of conceptual representations or in conceptual-to-lexical connections while the effect in the blocked cyclic paradigm most likely originates at a lexical level of representation. The implications of these findings for current accounts of long-lasting interference effects in spoken word production are discussed.

Name agreement in picture naming: An ERP study

Name agreement is the extent to which different people agree on a name for a particular picture. Previous studies have found that it takes longer to name low name agreement pictures than high name agreement pictures. To examine the effect of name agreement in the online process of picture naming, we compared event-related potentials (ERPs) recorded whilst 19 healthy, native English speakers silently named pictures which had either high or low name agreement. A series of ERP components was examined: P1 approximately 120ms from picture onset, N1 around 170ms, P2 around 220ms, N2 around 290ms, and P3 around 400ms. Additionally, a late time window from 800 to 900ms was considered. Name agreement had an early effect, starting at P1 and possibly resulting from uncertainty of picture identity, and continuing into N2, possibly resulting from alternative names for pictures. These results support the idea that name agreement affects two consecutive processes: first, object recognition, and second, lexical selection and/or phonological encoding.

Where, when and why brain activation differs for bilinguals and monolinguals during picture naming and reading aloud

Using functional magnetic resonance imaging, we found that when bilinguals named pictures or read words aloud, in their native or nonnative language, activation was higher relative to monolinguals in 5 left hemisphere regions: dorsal precentral gyrus, pars triangularis, pars opercularis, superior temporal gyrus, and planum temporale. We further demonstrate that these areas are sensitive to increasing demands on speech production in monolinguals. This suggests that the advantage of being bilingual comes at the expense of increased work in brain areas that support monolingual word processing. By comparing the effect of bilingualism across a range of tasks, we argue that activation is higher in bilinguals compared with monolinguals because word retrieval is more demanding; articulation of each word is less rehearsed; and speech output needs careful monitoring to avoid errors when competition for word selection occurs between, as well as within,language.

Top-down influences on lexical selection during spoken word production: A 4T fMRI investigation of refractory effects in picture naming

Spoken word production is assumed to involve stages of processing in which activation spreads through layers of units comprising lexical-conceptual knowledge and their corresponding phonological word forms. Using high-field (4T) functional magnetic resonance imagine (fMRI), we assessed whether the relationship between these stages is strictly serial or involves cascaded-interactive processing, and whether central (decision/control) processing mechanisms are involved in lexical selection. Participants performed the competitor priming paradigm in which distractor words, named from a definition and semantically related to a subsequently presented target picture, slow picture-naming latency compared to that with unrelated words. The paradigm intersperses two trials between the definition and the picture to be named, temporally separating activation in the word perception and production networks. Priming semantic competitors of target picture names significantly increased activation in the left posterior temporal cortex, and to a lesser extent the left middle temporal cortex, consistent with the predictions of cascaded-interactive models of lexical access. In addition, extensive activation was detected in the anterior cingulate and pars orbitalis of the inferior frontal gyrus. The findings indicate that lexical selection during competitor priming is biased by top-down mechanisms to reverse associations between primed distractor words and target pictures to select words that meet the current goal of speech.

'We just make the pictures...?' How work is portrayed in children's feature length films

This article explores how adult paid work is portrayed in 'family' feature length films. The study extends previous critical media literature which has overwhelmingly focused on depictions of gender and violence, exploring the visual content of films that is relevant to adult employment. Forty-two G/PG films were analyzed for relevant themes. Consistent with the exploratory nature of the research, themes emerged inductively from the films' content. Results reveal six major themes: males are more visible in adult work roles than women; the division of labour remains gendered; work and home are not mutually exclusive domains; organizational authority and power is wielded in punitive ways; there are avenues to better employment prospects; and status/money is paramount. The findings of the study reflect a range of subject matters related to occupational characteristics and work-related communication and interactions which are typically viewed by children in contemporary society.

Naming trouble in online internationalized education

This paper offers an analysis of cultural politics that emerged around naming practices in an ethnographic study of the interactions within an online MBA unit, offered by an Australian university to both ‘local’ Australian students and international students enrolled through a Malaysian partner institution. It became evident that names were doing important identity, textual and pedagogical work in these interactions and considerable interactive trouble arose over the social practices surrounding names. The analysis uses sociolinguistic concepts to analyse selected slices of the online texts and participants' interview accounts. The analysis shows how ethnocentric default settings in the courseware served to heighten and exacerbate cultural difference as a pedagogical problem. These events are related to the larger problematic of theorising the context of culture in times of globalisation and increasingly entangled educational routes, with implications for the enterprise of online internationalised education.

Naming and claiming workplace sexual harassment in Australia

The persistence of sexual harassment in the workplace and the fact such behaviour remains significantly unreported suggest that legal definitions of sexual harassment may not be well understood. In this paper we explore the naming and claiming of sexual harassment in Australian workplaces, drawing on a unique dataset from a national sexual harassment prevalence survey. We compare a group of individuals who stated they had been sexually harassed according to a legal definition with a group who denied having experienced sexual harassment according to this definition but who went on to report sexually harassing behaviours. The study offers important insights into how workplace sexual harassment comes to be defined and understood in the Australian community, as well as some possible explanations for persistently low rates of formal complaints.

We just make the pictures…?’ How work is portrayed in children’s feature length films

This article explores how adult paid work is portrayed in 'family' feature length films. The study extends previous critical media literature which has overwhelmingly focused on depictions of gender and violence, exploring the visual content of films that is relevant to adult employment. Forty-two G/PG films were analyzed for relevant themes. Consistent with the exploratory nature of the research, themes emerged inductively from the films' content. Results reveal six major themes: males are more visible in adult work roles than women; the division of labour remains gendered; work and home are not mutually exclusive domains; organizational authority and power is wielded in punitive ways; there are avenues to better employment prospects; and status/money is paramount. The findings of the study reflect a range of subject matters related to occupational characteristics and work-related communication and interactions which are typically viewed by children in contemporary society.

The naming of waterfalls

As features of the landscape, waterfalls have been studied extensively by geographers, but the names given to these landforms have received relatively little scholarly attention. This paper examines the naming of waterfalls and addresses the question of classifying these hydronyms. The subject is considered in a global historical context, focusing on place names in the anglophone world. Until the 18th and 19th centuries, relatively few waterfalls were named.With the beginning of the Industrial Revolution, water power rose in economic importance, and at the same time, there was a growing scientific and aesthetic engagement with the landscape. These developments are suggested as reasons for the increased interest in waterfalls which were then being recorded in topographical literature and on maps, individual names being given to increasing numbers of falls. European exploration added to the knowledge of the world’s waterfalls, many of which were given names by their ‘discoverers’. This naming process accelerated with the growth of domestic and overseas tourism which exploited scenic resources such as waterfalls. Until now, research on the names of waterfalls has been fragmentary, and the classification of these hydronyms has been neglected. This paper demonstrates that waterfall names can be classified in accordance with a recognised toponymic typology. Using examples drawn from waterfall guidebooks, databases, maps, and other sources, the following discussion supports George Stewart’s claim that his toponymic classification is valid for place names of all kinds.

Naming or creating a problem?

In this chapter, we are going to consider how language and practice interact in the process of supporting the learning of students with diverse abilities. You will learn that it is necessary for teachers to understand that while labels carry an administrative function in schools, when used carelessly they operate to stigmatise and exclude those whom we are working to include. This chapter will introduce the concept of equity and explain how the dilemma of difference emerges when we try to determine who should receive support and how. The chapter will also explain how an appreciation of language can help to inform and transform our pedagogy. An example of inclusion in action is provided to illustrate how inclusive language in practice can promote deep cultural changes that benefit both students and teachers. The process of determining appropriate and effective education of students with additional support requirements is troubled by what some refer to as the ‘dilemma of difference’. This dilemma derives mainly from the nature of language and our need to use certain words, terms and categories in order to share common understandings. Without these, educators cannot hope to arrive on the same page, yet such words can take on a life of their own; influencing thoughts, perspectives and attitudes in ways that far outstrip original intentions. The drive for clarity, however, through definition and diagnostic classification can ultimately obscure because of the cultural meanings that become invested within these terms through their use over time and in different professional contexts. In effect, trying to define “difference” in order to provide the right support to particular students is a process that entrenches normative boundaries that in turn create, accentuate and stigmatise whatever we have decided constitutes difference. Language is thus a powerful and dangerous weapon but, like other weapons, language can both hurt and defend. Understanding the power of language enables educators to use it both wisely and safely to the maximum benefit of their students. This chapter will discuss how teachers can recognise and support their students in ways that avoid stigma and the closure of stereotyping.

Buzz in motion pictures : what is buzz and how can marketing create it?

In the movie industry, the extraordinarily successful theatrical performance of certain films is largely attributed to buzz. Despite longstanding commentary about the role of buzz in successful movie marketing and the belief that it accelerates new product diffusion, limited scholarly evidence exists to support these assertions. This is primarily due to the lack of conceptual distinction of buzz from word-of-mouth, which is often used as the main basis for conceptualising buzz. However, word-of-mouth does not fully explain the buzz surrounding films such as 'Gone With The Wind', 'The Dark Knight' and 'Avatar'. Informed by valuable insights from key experts who have launched some of the most successful movies in box office history, as well as a range of moviegoers, this thesis developed a deeper understanding of what buzz is and how it is created. This thesis concludes that buzz is not the same as word-of-mouth.