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Results for “CONCEPT FORMATION”

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At least 721 records · Page 40Linked to original sources
PubMed2000

Influence of feature training on the formation of exemplar-specific representations in children with mental retardation.

Whether exemplar-specific or prototype representations were primarily used by children with mild mental retardation in a categorization task consisting of two groups of make-believe animals whose features were ill-defined was examined. Categorization performance of familiar, prototypic, and novel test phase exemplars indicated that these children were able to acquire and use both types of representations. A feature-labeling training procedure, expected to promote the formation of exemplar-specific representations prior to exemplar classification, was also incorporated within the current study's design. It was unclear whether such training had any impact on the formation of exemplar-specific representations.

Attention↗
PubMed2006

Being ourselves and knowing ourselves: an adverbial account of mental representations.

This paper takes an evolutionary approach to what we are, namely autopoietic systems with a first person perspective on our surroundings and ourselves. This in contrast with Thomas Metzinger's views in his Being No One. Though perception does involve internal processing and representations, it is argued that perception is direct. We track real features of the world, but fallibly, in a certain way. Moreover, it is claimed that mental representations are quite different from internal neural representations. They are best construed in an adverbial way. What we perceive, the object of perception, is the real world. Internal neural representations are the means by which we perceive the world. And mental representations are the way in which we experience the world, the adverbial content of perception. Finally, what goes for the world goes for ourselves as well: in self-consciousness we track real features of ourselves, but fallibly, in a certain way.

Biological Evolution↗
PubMedDate not supplied

Sibling bereavement: a concept analysis.

Investigators of sibling bereavement contend that the death of a sibling represents a unique and intense loss experience. The empirical literature, however, lacks conceptual clarity about the characteristics of sibling bereavement. Metaphors of siblingship are widely applied and may compromise the integrity of theory development specific to sibling bereavement, particularly as this knowledge base is broadened. There is an immediate need to extend the descriptive knowledge base for sibling bereavement beyond adolescence, in large part to prepare to address the needs of the great number of adults whose brothers and sisters have died as a result of AIDS. The purpose of this article is to examine the concept of sibling bereavement by reviewing the empirical literature and by applying the Wilsonian Method (1963) of concept analysis. A preliminary model addressing the factors of critical attributes and personal outcome variables for bereavement research specific to sibling loss is presented.

Adult↗
PubMed2003

The development of teleological versus mentalizing observational learning strategies in infancy.

The author introduces the concept of mentalization as a central interpretative mechanism of social reality testing. It is argued that developmentally the emergence of this mentalizing capacity to interpret other people's actions in terms of their causal intentional mind states (such as beliefs, desires, intentions, and emotions) is preceded by an earlier, nonmentalistic, teleological action interpretational system that represents others' actions in terms of their concrete and visible outcomes. Then the early psychosocial determinants of the developmental unfolding of our mentalizing capacity are considered from the points of view of attachment theory and developmental psychopathology. It is argued that, in severely dysfunctional (neglecting, abusive, and/or dissociative) caregiving environments, the development of mentalization becomes inhibited and results in a predominantly teleological, nonmentalistic interpretation of intimate attachment relationships that is a core feature of certain developmental psychopathologies such as borderline personality disorder. The normal developmental shift from a teleological to a mentalistic mode of action interpretation is illustrated in terms of recently discovered qualitative changes in imitative and observational learning styles during infancy. It is hypothesized that these changes are related to the infant's developing capacity to interpret the communicative-referential behavioral cues that frame the caregiver's infant-directed actions as signaling a cooperative and benevolent mentalistic attitude toward the baby. In closing, it is proposed that the hypothesized role of severely dysfunctional attachment environments in inhibiting the establishment of mentalization skills could be directly tested in early development in the domain of observational learning. It is predicted that differential patterns of "teleological emulation" versus "mentalistic imitative learning" will be found in infants raised in severely dysfunctional versus congenial and secure caregiving contexts, respectively.

Child Development↗
PubMedDate not supplied

Deaf and hearing children's conceptions of the body interior.

PURPOSE: To determine if deaf and hearing children differ in their conceptions of the body interior and to examine children's conceptions of their internal bodies at three different age stages. METHOD: Eighty deaf children and 190 hearing children ages 5 to 15 years were grouped by age to reflect preoperation, concrete operation, and formal operation stages of cognitive development. The Goodenough-Harris Draw-A-Person and Inside-the-Body Test were administered. Results were analyzed by ANOVA. RESULTS: Deaf children in each of the three groups knew significantly fewer body parts than the hearing children. Adolescents knew significantly more about their body interiors than did the younger age groups. CONCLUSION: Results of this study lend empirical support to Crider's (1981) development theory of how conceptions of the body interior develop.

Adolescent↗
PubMed1974

Balanced creativity.

Explore the source record for details and available documents.

Administrative Personnel↗
PubMed1978

Facilitation of class-inclusion performance in mildly retarded adolescents: feedback and strategy training.

Two experiments were conducted to explore the feasibility of training mildly retarded adolescents to solve class-inclusion problems. In Experiment 1, the effects of training consisting primarily of feedback were investigated. In Experiment 2, training with feedback alone vs. training with feedback plus a counting strategy was compared. Both experiments assessed the generality of training effects to specific training and/or posttest formats. Results suggested that training was generally effective in improving performance with untrained class-inclusion problems on immediate and delayed posttests. Feedback training with pictorial stimuli appeared to be effective regardless of posttest format. The effects of the other training method/format combinations varied according to posttest format.

Achievement↗
PubMedDate not supplied

Aspects of human fetoplacental vasculogenesis and angiogenesis. II. Changes during normal pregnancy.

In this second review, we describe the main morphological events which accompany the development of the fetoplacental vascular system throughout normal human pregnancy and summarize findings on the expression of angiogenic growth factors and their receptors. Fetoplacental vasculogenesis starts at day 21 after conception by formation of haemangioblastic cords. In the following phase of branching angiogenesis (day 32 to week 25 post conception), haemangioblastic cords develop into a richly branched villous capillary bed with low fetoplacental blood flow impedance. This period is characterized by high placental levels of VEGF but moderate PlGF expression. In week 15, large centrally located villi show regression of peripheral capillary nets. In parallel, some remaining central capillaries acquire a tunica media and transform into arteries and veins. Beginning at about week 25 in the newly formed peripheral villi, angiogenesis switches from branching to non-branching and this period is accompanied by a steep drop in VEGF and a slower decline in PlGF expression. As a consequence of this switch, long poorly branched capillary loops are formed in the periphery of the fetoplacental vascular trees. These increase fetoplacental impedance but blood flow still increases due to rising fetal blood pressure. The possible interactions between (a). the biphasic development of intraplacental oxygen tensions, (b). changes in VEGF and PlGF levels and (c). developing vascular geometry are discussed. Special attention is given to the obvious discrepancy between sudden elevation of intervillous oxygen tensions which is not coincident with the appearance of angiogenic growth factor peaks and the switch from branching to non-branching angiogenesis. Finally, we deal with methods of quantifying aspects of angiogenesis in the villous vascular system and summarize the main findings during uncomplicated human pregnancy.

Adult↗