多感觉整合效应及感觉皮层的跨模式可塑性

神经系统不同感觉通道之间并不是相互分离的,而是存在相互整合现象。多感觉整合对感知、记忆等有重要作用。本文概述了多感觉的行为和心理效应,并介绍了感觉皮层的跨模式可塑性。     

浅谈感觉统合训练中教师的有效性指导

感觉是一切学习的基础,任何幼儿都必须经由感觉学习,大脑才能有效地发展出完整的思考能力,产生自动自发的学习效果。儿童感觉统合一旦失调,就会表现出容易分心;活动水平过高或过低;冲动不易使自己平静、自我概念差;动作笨拙、粗心;注意力转移困难;言语与语言发展缓慢等,从而影响儿童的发展。教师对感觉统合失调的幼儿进行训练时,应注意采取科学的训练方式和有效的指导方法,提高和促进幼儿动作的协调发展,进而达到注意力、记忆力、思维能力等高级心理活动能力的发展。     

家庭教养方式与幼儿感觉统合失调的关系探讨

研究表明，感统失调与儿童学习困难的发生有密切关系，其主要原因在于学习不良儿童的大脑细胞不能很好地将各器官信息整合起来，从而影响其对身体内外的知觉作出反应。家庭教养方式对幼儿性格的形成、习惯的养成具有决定性的作用。那么教养方式的不同是否对幼儿的感觉统合能力有影响呢？为此，我园于2004年对全园幼儿的感觉状况及家庭教养方式进行调查，以探讨幼儿感觉统合失调的发生与家庭教育之间的关系，为有效地预防幼儿感觉统合失调的发生提供科学依据。     

西安市学习障碍小学生感觉统合失调的调查研究

目的:研究西安市学习障碍小学生感觉统合失调情况。方法:选取西安市两所有代表性的普通小学1-6年级学生,筛选出259名学习障碍学生,对其进行感觉统合评定。结果:学习障碍小学生中,感觉统合轻度和重度失调率为31.27%和24.71%;不同年龄组在总体上和轻度感觉统合失调上存在显著差异,而在重度感觉统合失调方面并不存在显著差异;男生感觉统合失调率明显高于女生;基本不存在校际差异。结论:多数学习障碍小学生都存在轻重不一的感觉统合失调现象,对于他们,最好方法的治疗是给予感觉统合训练,从而提高其学习能力。     

中枢神经系统视-听整合现象

有关多感觉道整合的研究已经成为当今脑科学、认知神经生物学领域的又一个热点．并被认为是研究精神和脑高级功能活动的重要突破口。本文主要从视一听整合的行为学研究及其神经生物学机制方面讲述有关多感觉道整合的研究进展．并就多感觉道整合在教与学过程的一些现象加以探讨。     

浅谈钢琴教学中学生音乐感觉和音乐表现能力的培养

在社会快速发展的背景下,我国教育事业的发展蒸蒸日上。钢琴是艺术类的课程,需要学生了解以及掌握理论知识与专业实践能力,学生应当具备良好的音乐的感觉,有充足的激情投身到钢琴学习当中,充分地发挥出自身的音乐表现能力。钢琴教学中学生音乐感觉与音乐表现能力的培养与锻炼是非常重要的,本文主要探讨如何实现学生乐感与音乐表现力的高效培养。     

论钢琴教学中音乐感觉培养的策略

文章论述了在师范院校钢琴教学中,强调学习个体必须从内心出发,在学习过程中体验各种不同的演奏方式所能表现的音乐情感变化,培养和提高自我的音乐感觉素养,形成对音乐的演奏能力和评价能力.     

浅谈如何培养学生良好的音乐感觉

音乐初学者对于音乐的感觉好与否,事关他的音乐学习的命运前途。因此,我们所有的中小学音乐教师都尽可能的努力培养学生的音乐感觉能力。但是,在实际教学过程中却往往事与愿违。以致使不少学生在音乐学习中相继被淘汰,最后只剩下几个所谓的特长生。 果真有那么多的学生没有音乐天赋吗?我认为:否！ 我观察了许多幼儿,他们绝大多数对音乐都有着特别的感觉。当一个婴儿在吮吸母乳时,往往是很平静的,但是你如果要放一首节奏感稍强的曲子,他就可能使小腿随着音乐节奏一翘一翘的,表现出快乐感。当一个三、四岁的孩子在听音乐时,大人教他打拍子,他也能够打的很准确。这     

浅谈器乐演奏中音乐感觉的培养

音乐感觉的培养和很多因素有关,这些因素中有的是直接影响,有的则是间接的影响。音乐感觉是一种音乐能力,笔者认为经过学习是可以培养出来的。本文分析了几种影响音乐感觉的因素,并提出了几种培养音乐感觉的有效方法,在提高专业技能的同时,也要不断地提高自己的音乐感觉,提高自己的艺术修养、审美能力。希望对器乐演奏者的舞台表演以及教师的教学工作带来帮助。     

谈音乐教学中的感觉培养

<正> 音乐感觉是指人们在听觉体验上对音乐音响及艺术表现等方面敏锐、准确的把握能力。在音乐欣赏中,良好的音乐感觉是认识和理解音乐的基础;在音乐表现中,它可以正确地处理作品,从而获得完整的艺术效果;在音乐创作中,它可以使音乐理论、音乐色彩完美地结合起来,使音乐形象不但完善而且动人;在声乐演唱中,它更是艺术再现的前提。可以说,没有音乐感觉就没有艺术表现,没有     

Computer-based learning of spelling skills in children with and without dyslexia

Our spelling training software recodes words into multisensory representations comprising visual and auditory codes. These codes represent information about letters and syllables of a word. An enhanced version, developed for this study, contains an additional phonological code and an improved word selection controller relying on a phoneme-based student model. We investigated the spelling behavior of children by means of learning curves based on log-file data of the previous and the enhanced software version. First, we compared the learning progress of children with dyslexia working either with the previous software (n = 28) or the adapted version (n = 37). Second, we investigated the spelling behavior of children with dyslexia (n = 37) and matched children without dyslexia (n = 25). To gain deeper insight into which factors are relevant for acquiring spelling skills, we analyzed the influence of cognitive abilities, such as attention functions and verbal memory skills, on the learning behavior. All investigations of the learning process are based on learning curve analyses of the collected log-file data. The results evidenced that those children with dyslexia benefit significantly from the additional phonological cue and the corresponding phoneme-based student model. Actually, children with dyslexia improve their spelling skills to the same extent as children without dyslexia and were able to memorize phoneme to grapheme correspondence when given the correct support and adequate training. In addition, children with low attention functions benefit from the structured learning environment. Generally, our data showed that memory sources are supportive cognitive functions for acquiring spelling skills and for using the information cues of a multi-modal learning environment.     

A kinect-based motion-sensing game therapy to foster the learning of children with sensory integration dysfunction

Sensory integration dysfunction (SID, also known as sensory processing disorder, SPD) is a condition that exists when a person’s multisensory integration fails to process and respond adequately to the demands of the environment. Children with SID (CwSID) are also learners with disabilities with regard to responding adequately to the demands made by a learning environment, and usually have performance difficulties in one or more areas of life, such as productivity, leisure and play, or activities of daily living, and this can reduce their learning motivation. This study tries to develop a motion-sensing digital game-based SID therapy to help such children become more engaged in physical training, with the hope that by improving their bodily-kinesthetic intelligence these children can be more confident of facing various learning challenges, like those associated with social participation. This research applied the Microsoft Kinect system and a specially designed motion-sensing game related to SID, and used interviews to collect responses from the children and their parents. The Chinese version of the sensory profile and clinical observation were applied to evaluate the effects of the therapy, and the triangulation method applied in the data analysis reveals the improvements of all participants in eight clinical observation items. The results imply that our approach was able to increase the learning motivation and actions of the CwSID who participated in this study, with better results than those obtained in our earlier work, which used the Nintendo Wii device and its commercially available games.     

The impact of multisensory instruction on learning letter names and sounds,word reading,and spelling

The purpose of this study was to investigate whether the use of simultaneous multisensory structured language instruction promoted better letter name and sound production, word reading, and word spelling for second grade children with typical development (N = 6) or with dyslexia (N = 5) than structured language instruction alone. The use of non-English graphemes (letters) to represent two pretend languages was used to control for children’s lexical knowledge. A multiple baseline, multiple probe across subjects single-case design, with an embedded alternating treatments design, was used to compare the efficacy of multisensory and structured language interventions. Both interventions provided explicit systematic phonics instruction; however, the multisensory intervention also utilized simultaneous engagement of at least two sensory modalities (visual, auditory, and kinesthetic/tactile). Participant’s graphed data was visually analyzed, and individual Tau-U and weighted Tau-U effect sizes were calculated for the outcome variables of letter name production, letter sound production, word reading, and word spelling. The multisensory intervention did not provide an advantage over the structured intervention for participants with typical development or dyslexia. However, both interventions had an overall treatment effect for participants with typical development and dyslexia, although intervention effects varied by outcome variable.     

Developmental co‐ordination disorder (DCD) in adolescents and adults in further and higher education

Few studies have looked at the strengths and weaknesses and needs of students with developmenal co‐ordination disorder (DCD). This paper describes a cohort of 93 UK students currently studying at further or higher education and who have reported motor difficulties present since childhood. The study group consisted of 21 reporting to have DCD only, 38 with DCD plus another diagnosis (a combination of any of the following: dyslexia, attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), learning difficulties); 23 subjects reporting dyslexia only, and 11 students who have not been formally diagnosed. The aim of this study was to first ascertain the similarities and differences between the students in the type of support received in childhood and while at university. The second goal was to examine the reported strengths and difficulties and see how they vary for each subgroup. The DCD group reported higher levels of motor‐related difficulties such as handwriting and also executive functioning difficulties. They also had higher levels of professional support given in childhood and were also more likely to be living at home with parents compared with the dyslexia group. Despite different types of difficulties reported in the DCD group, the range of student support given across all groups was similar. Significantly more of the dyslexia group were reported to be in receipt of disability student allowance than the DCD group. The DCD and other disorders group were seen to be an intermediary group in most of the areas studied.     

‘I don't know what it is to be able to read’: how students with dyslexia experience their reading impairment

Better understanding of the diverse reading abilities of people with dyslexia is necessary for the design of more effective learning situations, which are vital both to students with dyslexia and to their teachers. Seven individuals with dyslexia currently or formerly in higher education were interviewed about their reading experiences to learn how they themselves understand and describe their reading. The interviews are treated as individual profiles. Although the respondents were adult experienced readers, aware of their impairments, none could identify any strategy for overcoming dyslexia other than investing much time in homework and study. Each profile is unique, yet they share some characteristics, including strong parental support and a refusal to accept the label of ‘stupid’. Teachers need to recognise the diverse effects of dyslexia in order to improve the chances of dyslexic students – especially those who cannot rely upon strong parental support – of continuing to higher education.     

THEORY,METHOD AND PRACTICE OF NEUROSCIENTIFIC FINDINGS IN SCIENCE EDUCATION

This report provides an overview of neuroscience research that is applicable for science educators. It first offers a brief analysis of empirical studies in educational neuroscience literature, followed by six science concept learning constructs based on the whole brain theory: gaining an understanding of brain function; pattern recognition and consciousness; mind maps, mnemonics and other learning devices; concrete multisensory experience; higher-order creative reasoning via a multimedia-infused environment and positive emotion in educational settings. It is vital to the future of results-based education that discoveries regarding the cognitive learning process are taken into consideration when designing instruction. This research offers science educators neuroscience-backed information as a foundation to develop results-oriented curricula and teaching methods. Future research could further extend an empirically driven education system.     

Auditory, visual, and multisensory nonverbal social perception in adolescents with and without learning disabilities

Adolescents with and without learning disabilities (14, 16, and 18 years old) were tested to determine whether they differed in auditory, visual, and/or multisensory (combined auditory/visual) social perception abilities. Differences between the two groups in growth of auditory, visual, and multisensory social-perception abilities were also measured. Results of the data analyses revealed that adolescents with learning disabilities were not as adept at understanding nonverbal social information regardless of whether the information was visual or multisensory in nature. Further, nonverbal social-perception ability for both visual and multisensory information improved with increasing age for both populations. Finally, adolescents with learning disabilities continued to demonstrate comparatively poorer social-perception abilities through the 18-year level.     

Coexisting problem behaviour in severe dyslexia

A small group of children and young adolescent with dyslexia has severely impaired reading skills despite prolonged special education. These are the students in focus. In dyslexia, problem behaviour, internalised as well as externalised, has previously been reported, so also for the participants with dyslexia in this study. The aim of the present study was to obtain more in‐depth knowledge of the behaviour problems from various informants, representing different settings. This kind of information is imperative for identifying problem behaviour, and for planning and implementing remedial programmes. A clinical group of 70 students with severe dyslexia, due to phonological problems, and a control group of 70 without reading problems participated. The two groups were pair‐wise matched on age, gender, cognitive level and whether they lived in rural or urban areas. Mean age was 150 months, and mean IQ was approximately 100 in both groups. Parents, teachers and participants provided information on behaviour through the Achenbach questionnaires Child Behavior Checklist, Teacher's Report Form and Youth Self Report. Behaviour is, in these questionnaires, divided into eight syndrome areas called Withdrawn, Somatic Complaints, Anxious/Depressed, Social Problems, Thought Problems, Attention Problems, Delinquent Behavior and Aggressive Behavior. The three informant groups reported significantly more problems in the dyslexia group than in the controls in all the syndrome areas. Parents reported more children with dyslexia to be anxious and depressed, and have social problems and attention problems than teachers. They also reported suicidal ideations in nine participants with dyslexia. In addition, parents rated more internalising and total problems in the dyslexia group than teachers.     

Genetics and Neuroscience in Dyslexia: Perspectives for Education and Remediation

ABSTRACT— Our understanding of the causes of a developmental disorder like dyslexia has received recent input from both neuroscience and genetics. The discovery of 4 candidate genes for dyslexia and the identification of neuronal networks engaged when children read and spell are the basis for introducing this knowledge into education. However, the input from educational practitioners as well as empirical knowledge from research on learning also contribute significantly to our understanding of how children acquire the basic skills for learning to read and spell. It is imperative to merge the knowledge acquired from research in the fields of neuroscience, genetics, and empirical education, as well as to understand how the learning brain and instruction interact. Doing so can be seen as a major step in attaining an optimal approach for teaching, reading, and spelling and for finding the best suited and most effective treatment concepts for dyslexic children and adolescents.