...touch receptor system and are influenced by physical actions like distortions, bending, and probing. Through various actions of stimulation, I was able to see what types of mechanoreceptors the space worm touch receptors contained. Rather than being located in a specialized location, the space worm touch receptors are located throughout the whole space worm. As a consequence, different areas of the spaces worm touch receptors reacted and traduced different electrical signals. This difference of electrical signals ultimately revealed the different mechanoreceptors present in the space worm touch receptors. After discovering space worm touch receptors, I will conduct a specific test to identify the receptive field of the space worm touch receptors. The receptive field of the space worm involves the area of the surface where stimulation creates the firing of an action potential in the touch receptor neuron of the space worm (Sherwood 2004). This test will help me determine the the different types of mechanoreceptors that are connected to the areas of skin on the space worm....
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...106 J. Phyiiol. (1962), 160, pp. 106-154 With 2 plate and 20 text-ftgutre8 Printed in Gret Britain RECEPTIVE FIELDS, BINOCULAR INTERACTION AND FUNCTIONAL ARCHITECTURE IN THE CAT'S VISUAL CORTEX BY D. H. HUBEL AD T. N. WIESEL From the Neurophysiolojy Laboratory, Department of Pharmacology Harvard Aledical School, Boston, Massachusetts, U.S.A. (Received 31 July 1961) What chiefly distinguishes cerebral cortex from other parts of the central nervous system is the great diversity of its cell types and interconnexions. It would be astonishing if such a structure did not profoundly modify the response patterns of fibres coming into it. In the cat's visual cortex, the receptive field arrangements of single cells suggest that there is indeed a degree of complexity far exceeding anything yet seen at lower levels in the visual system. In a previous paper we described receptive fields of single cortical cells, observing responses to spots of light shone on one or both retinas (Hubel & Wiesel, 1959). In the present work this method is used to examine receptive fields of a more complex type (Part I) and to make additional observations on binocular interaction (Part II). This approach is necessary in order to understand the behaviour of individual cells, but it fails to deal with the problem of the relationship of one cell to its neighbours. In the past, the technique of recording evoked slow waves has been used with great success in studies of functional...
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...that must be made when evaluating word knowledge is whether the knowledge is productive (also called active) or receptive (also called passive) and even within those opposing categories, there is oftentimes no clear distinction. Words that are generally understood when heard or read or seen constitute a person's receptive vocabulary. These words may range from well known to barely known (see degree of knowledge below). In most cases, a person's receptive vocabulary is the larger of the two. For example, although a young child may not yet be able to speak, write, or sign, he or she may be able to follow simple commands and appear to understand a good portion of the language to which he or she is exposed. In this case, the child's receptive vocabulary is likely tens, if not hundreds of words but his or her active vocabulary is zero. When that child learns to speak or sign, however, the child's active vocabulary begins to increase. It is possible for the productive vocabulary to be larger than the receptive vocabulary, for example in a second-language learner who has learned words through study rather than exposure, and can produce them, but has difficulty recognizing them in conversation. Productive vocabulary, therefore, generally refers to words which can be produced within an appropriate context and match the intended meaning of the speaker or signer. As with receptive vocabulary, however, there are many degrees at which a particular word may be considered part of an active vocabulary...
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...Miscue Analysis Rhonda Lacefield EDU K-555 Instructor: Sherrie Ashley 12-7-11 Language and Reading Assessments Student Demographics Zavvyona is a 9 year old female who is currently in the fourth grade. She receives instruction in reading, math, science and social studies in a fourth grade classroom daily. Reading instruction is considered Balanced Literacy with provisions such as guided, shared, and independent reading, literacy centers, and writing workshops. Student does not have an Individualized Education Plan, therefore is not in need of special education services. After reviewing current and past marking period grades this student does have a weakness in the area of reading. Most of the student’s weakness is in the area of comprehension. Running Record Assessment Since Zavvyona is a fourth grade student but has trouble with comprehension, I decided to begin at Level A with Running Record Assessment. The results of the assessments are as follows: Level A (32 words – 0 error): 100% accuracy, 100% comprehension Level B (55 words – 0 errors): 100% accuracy, 100% comprehension Level C (79 words) – 1errors): 99% accuracy, 95% comprehension Level D (129 words – 2 errors): 98% accuracy, 95% comprehension Level E (198 words-5 errors): 89% accuracy; 95% comprehension, 100% vocabulary Level F (220 words-4 errors): 90% accuracy, 85% comprehension, 100% vocabulary Miscue Analysis Determining Independent Reading Level Based upon the above results, Zavvyona...
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...seemed to almost be teaching the other two children and would expand their sentences. Such as when the little girl said “There” John would say “it goes over here” referring to one of the toy cars. Or if one of the children did something John did not approve of he would say, “no don’t do that, thats not how its suppose to go” Because of this, and due to the fact that there really wasn’t anything else going on I decided to focus in on John and count the number of complex sentences he spoke over a period of fifteen minutes. Due to his language skills, I defined complex sentences as anything he said with 5 or more words such as “drive it to the fire station” or “leave it over there, he’s sleeping.” Over the course of 15 minutes, John said 26 complex sentences. Language is made up of different components that help us communicate to one another. Things such as phonology, semantics and grammar represent sounds, word meanings, and the structure of language, respectively. As a child develops, he/she passes certain...
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...My evidence practice question for this assignment was, “How can I as an OTA treat a patient with aphasia.” I had learned about aphasia in physical dysfunction and became very interested in how to help clients who had this condition. According to Palmer, Hughes, and Chater (2017), aphasia is a common consequence of stroke affecting all aspects of communication including the ability to understand spoken and written language. American Speech-Language Hearing Association (n.d.). states that aphasia is most often caused by stroke but any type of brain damage can cause aphasia. There website provides tips for communication with a person who has aphasia such as keeping eye contact, slowing down your speech, and asking the client to draw, write, or...
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...loss is permanent and cannot be repaired, early identification and intervention is a must in these cases. The last type of hearing loss is Mixed Hearing, which combines the characteristics of the previous two types. Hearing loss can cause delay in development of receptive and expressive communication skills, resulting in learning problems and reduced academic achievement. Communication difficulties can also lead to limited social skills and poor self-confidence. Students with hearing loss have difficulty with all areas of achievement, especially reading and math. The involvement of parents and schools can be a strong impact on the students’ level of achievement. Language development is the basic requirement for success, as most students will experience a language delay and may require interpreters or assistants for communication. It is more difficult for students with hearing loss to learn to read using phonics. They comprehend and produce shorter sentences and have difficulty understanding and writing complex ones. Students are higher achievers in Math than in Reading, as they don’t need to listen to math when figuring it. If you teach the student basic number signs, they can connect math to sign language, in...
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...30 Tips for Home or School Using Cues to Enhance Receptive Communication By: MaryAnn Demchak, Charmaine Rickard, & Marty Elquist Purpose of this fact sheet July 2002 Figure 1 This fact sheet will provide you information on: • The difference between receptive and expressive communication • The importance of using cues to augment what we say • Who benefits from extra cues • Using cues to convey different types of messages • Important guidelines to remember when using cues What is Communication? Communication is made up of two parts: receptive and expressive Alsop, L. (1993) communication (Figure 1). Receptive communication refers to the way a listener receives & understands a message from a communication partner*. Expressive communication refers to how one conveys a message to a communication partner by gesturing, speaking, writing, or signing. Meaning can be added to expressive communication by using specific body language or vocal inflection. For more information on this topic, please see the project fact sheet Providing Cues to Enhance Expressive Communication. Importance of Using Cues to Enhance Understanding Infants and children with multiple disabilities often have difficulty understanding spoken words. Spoken words can be accompanied in many different ways from simple (e.g., gestures, facial expressions) to far more complex methods (e.g., sign language, written words) (See Figure 2). It is important to provide additional information to these children through the...
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...intervention with the first subject and wait until the data shows the intervention is working before implementing the intervention with the second and third subjects. Subjects: The subjects are three students with autism at Seat Pleasant Elementary School in Seat Pleasant, Maryland. All of these students are in an inclusion classroom of 14 students. Ten students in the classroom have IEPs and have either autism or developmental delays. The remaining students are general education students performing below grade level. I am the teacher of this class with the assistance of two paraprofessionals and a dedicated assistant. The first student is a third grade student with autism, who has delays in the areas of reading, math, and expressive and receptive language skills. The dedicated assistant is assigned to this student. The second student is a first grade student with autism, who has delays in the areas of reading, math, and speech...
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...XCOM/200 What is the difference between communication, human communication, impersonal communication, and interpersonal communication? Communication, the exchange of ideas, is the foundation of society. Society's fascination with communication begins at an early age. One of the earliest milestones a parent encourages a child to achieve is saying her first word. Speaking and understanding language is crucial because language is used to inform and educate. A person who can effectively communicate is likely to be successful in life. Human communication is an intentional act performed by a human agent for the purpose of causing some effect in an attentive human recipient. Our ability to use language to build words, combine these into meaningful sequences and then articulate them through speech that makes us the most powerful communicators on the planet. Interpersonal communication is also largely relational. This means the relationship will define the way we speak to different people who we have different relationships with. For example, you will speak differently to your roommate than you would with the Dean of Students. As stated above, these interdependent individuals within a relationship will impact one another, so what you say and how you act with different people will have positive and negative influences on the relationship. Impersonal communication is a kind of communication that we normally have with sales persons. It is actually a form of I-It Communication where...
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...The long-term goal of this research is to incorporate more specific measures of caregiver input into our knowledge of influences on children’s future vocabulary abilities in order to identify better predictors for speech and language development at an earlier age. The objective of this study is to determine if caregiver input as measured by Brown’s morphemes identifies patterns in later vocabulary size of their children. We will accomplish this objective by longitudinally exploring caregiver input in a group of infants at 6 to 18 months and the children’s vocabulary size at one and a half, two, and three years of age. The central hypothesis is that caregiver input from six to eighteen months (as measured by Brown’s morphemes) is predictive...
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...How Language Abilities and Deficiencies Impact Literacy Development Multnomah County had a survey done for kindergarten teachers. The results suggested that 19.4% of their students were not headed toward literacy success, due to a lack of necessary language and pre-reading skills. There is a 90% probability of a child that is a poor reader in first grade, still being a poor reader three years later, in fourth grade (http://www.co.marion.or.us). As Early Childhood Educators, we must help our students. Creating literacy rich environments for our students will assist them in the literacy process. Early language abilities make a positive impact on literacy development. Language and literacy both have many definitions. This paper will refer to the following interpretations. Language is a method used to communicate. This may be in written or verbal words that are routinely arranged. Literacy is simply the ability to read and write (http://www.merriam-webster.com/dictionary). This paper will discuss language as it relate to the development of literacy. Language in Literacy During the first few years of life, language and literacy development begins. It is linked to our first encounter with books and stories. It is linked to the “baby talk” from our caregivers and the noises that a babies makes in return. Language is learned naturally from the child’s parents and teachers. Soon after birth the baby starts to make cooing sounds. If these sounds are properly...
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...Language: Many Facets Communications comes in all kinds of sounds and symbols. A creature communicates in various ways, whether it is by sounds of voices, sounds of animals, signs, or symbols very existence of creatures on this planets attempt to communicate in some facet. According to the typical definition of language the response is simple. Willingham, 2007 states that “communication must be communicative, arbitrary, structured, generative and dynamic to be deemed a language.” The sound of animals is a part of communication, but these sounds are arbitrary, they might even be regarded as dynamic; however it is not structured, but it is original, so it makes a particular sound, even though it is not generative. The mental dictionary is of interest to the cognitive functions, and language assimilation of an individual because of the stored images of the speech, and the lexicon. The lexical doorway accrue the spelling, pieces of sounds, and pronunciation for every single word that has been incorporate into a person’s vocabulary. Furthermore, it is amazing how an individual can selectively distinguish the words by cross-referencing these forms of speech with things that they have identified with that is perceptible. Human beings attempt to associate certain sounds that animals make with precise lexicons to see if those specific sounds can formulate a specific language. According Willingham, 2007 he states in the text that language is hard to define. The standard definition and...
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...inspires play, and for children to act on their environment an see how gravity works and furthermore for parents to play alongside of children. Semantic development takes place across a lifetime, though it is active very early on in development. Children develop the meanings of words from before they are even able to pronounce them, in fact there is often a lag in ability to pronounce the words that the child understands. In fact with in the toy’s age range, a child begins to speak, and progressively becomes better at speaking and properly labeling items. Children begin to acquire language at a rapid pace, through a process of “Recall”, where actively retrieving information of labeling the object are needed to commit it to memory(Pg. 249). Essentially there is a burst of communication and understand that occurs before and after thirty-six months. The toy aims at developing multiple levels of language, through displaying numbers...
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...be combined to form sentences in a language.” Language impairment affecting syntax may cause a child to have difficulty understanding and using correct sentence structure elements when listening, speaking, reading, and/or writing (“Language In Brief,” n.d.). The article Impact of Prematurity on Language Skills at School Age discusses the following analyses, which were used to assess the children’s syntactical skills. Mean length of utterance in C-units (MLU-C) was estimated for all of the language samples taken. MLU-C is calculated by dividing the total number of morphemes by the total number of utterances, using all of a child’s whole intelligible utterances...
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