Letteratura scientifica selezionata sul tema "Accompanied story recall"

Abstract Memory plays a fundamental role in the identity of people and in human life, as it enables us to interpret our surroundings and make decisions. It is known that the aging process can be accompanied by cognitive decline in some memory sub systems. However, the use of memory strategies can help encoding and retrieval of new information. Objective: The aim of this study was to identify and compare, using objective and subjective measures, which recall strategies are used spontaneously by young and older adults. Methods: Twenty-six first-year college students, and thirty-three seniors enrolled at the Third Age University of the same campus, completed a visual memory test including 18 black and white pictures, memorized a short story, and completed an open question about memory strategies, a memory check list to indicate strategies used, and a memory self-efficacy scale. The Bousfield categorization measure was also calculated from the recall protocol. Results: Young adults demonstrated better performance than the older adults on the memory tasks, and were also more confident. Both groups reported using similar strategies. Conclusion: Young and older adults seem to tackle memory tasks in similar ways but young adults outperform seniors.

AbstractA reading experiment combining online and offline data evaluates the effect on second language learners’ reading behaviors and lexical uptake of three gloss types designed to clarify word meaning. These are (a) textual definition, (b) textual definition accompanied by picture, and (c) picture only. We recorded eye movements while intermediate learners of English read a story presented on-screen and containing six glossed pseudowords repeated three times each. Cumulative fixation counts and time spent on the pseudowords predicted posttest performance for form recall and meaning recognition, confirming findings of previous eye-tracking studies of vocabulary acquisition from reading. However, the total visual attention given to pseudowords and glosses was smallest in the condition with picture-only glosses, and yet this condition promoted best retention of word meaning. This suggests that gloss types differentially influence learners’ processing of novel words in ways that may elude the quantitative measures of attention captured by eye-tracking.

Efficiency and comfort in buildings rely on on well-functioning HVAC systems. However, system faults can compromise performance. Modern data-driven fault detection methods, considering diverse techniques, encounter challenges in understanding intricate interactions and adapting to dynamic conditions present in HVAC systems during occupancy periods. Implementing fault detection during active operation, which aligns with real-world scenarios and captures dynamic interactions and environmental changes, is considered highly valuable. To address this, utilizing the dynamic simulation system HVAC SIMulation PLUS (HVACSIM+), an HVAC fault model was developed using 194 sensor signals from each HVAC component within a single-story, four-room building. The advanced HVAC fault detection framework, leveraging simulated HVAC operational scenarios with the Gramian angular field (GAF) and two-dimensional convolutional neural networks (GAF-2DCNNs), offers a robust and proactive solution. By utilizing the GAF capacity to convert time-series sensor data into informative 2D images, integrated with 2DCNN for automated feature extraction, hidden temporal relationships within 1D signals are captured. After training on nine significant HVAC faults and normal conditions during occupancy, the effectiveness of the proposed GAF-2DCNN is evaluated through comparisons with support vector machine (SVM), random forest (RF), and hybrid RF-SVM, one-dimensional convolutional neural networks (1D-CNNs). The results demonstrates an impressive overall accuracy of 97%, accompanied by precision, recall, and F1 scores that surpass 90% for individual HVAC faults. Through the introduction of the unified approach that integrates HVACSIM+ simulated data and GAF-2DCNN, a notable enhancement in robustness and reliability for handling substantial HVAC faults is achieved.

Background Neurocognitive disorders are often accompanied by behavioral symptoms such as anxiety, depression, and/or apathy. These symptoms can occur very early in the disease progression and are often difficult to detect and quantify in nonspecialized clinical settings. Objective We focus in this study on apathy, one of the most common and debilitating neuropsychiatric symptoms in neurocognitive disorders. Specifically, we investigated whether facial expressivity extracted through computer vision software correlates with the severity of apathy symptoms in elderly subjects with neurocognitive disorders. Methods A total of 63 subjects (38 females and 25 males) with neurocognitive disorder participated in the study. Apathy was assessed using the Apathy Inventory (AI), a scale comprising 3 domains of apathy: loss of interest, loss of initiation, and emotional blunting. The higher the scale score, the more severe the apathy symptoms. Participants were asked to recall a positive and a negative event of their life, while their voice and face were recorded using a tablet device. Action units (AUs), which are basic facial movements, were extracted using OpenFace 2.0. A total of 17 AUs (intensity and presence) for each frame of the video were extracted in both positive and negative storytelling. Average intensity and frequency of AU activation were calculated for each participant in each video. Partial correlations (controlling for the level of depression and cognitive impairment) were performed between these indexes and AI subscales. Results Results showed that AU intensity and frequency were negatively correlated with apathy scale scores, in particular with the emotional blunting component. The more severe the apathy symptoms, the less expressivity in specific emotional and nonemotional AUs was displayed from participants while recalling an emotional event. Different AUs showed significant correlations depending on the sex of the participant and the task’s valence (positive vs negative story), suggesting the importance of assessing male and female participants independently. Conclusions Our study suggests the interest of employing computer vision-based facial analysis to quantify facial expressivity and assess the severity of apathy symptoms in subjects with neurocognitive disorders. This may represent a useful tool for a preliminary apathy assessment in nonspecialized settings and could be used to complement classical clinical scales. Future studies including larger samples should confirm the clinical relevance of this kind of instrument.

Abstract Following the advent of groups like PCORI, patient engagement in clinical research is no longer a novel concept. However, involvement of lay stakeholders in areas such as artificial intelligence or biomedical informatics can pose challenges. Community stakeholder involvement in cancer research can prove especially challenging as cancer has personally impacted nearly everyone. The purpose of this study was to assess whether addressing needs outlined in the Self-Determination Theory (SDT) helped community stakeholders feel prepared for this role. The University of Florida (UF) health science center employs Citizen Scientists (CSs) as partners in the research process to offer insight otherwise unavailable to researchers. To prepare for this role, CSs complete an online curriculum, co-created by their peers and UF researchers, to educate them about clinical research. The UF Health Cancer Center created the CS Cancer Curriculum (CSCC) as a companion piece to the clinical research course. To create the CSCC, researchers, administrators, and CSs and participated in a needs assessment to identify common interests. Through this needs assessment, the research team found that each CS had personal connections to cancer and the team felt an empathic approach to the course design was necessary to respect these experiences. The SDT and reflective questions were applied throughout the course. Storytelling was used to present a multipart case study series with a patient, family members, and physician. Those videos were accompanied by a note that the story may cause the viewer to recall their own painful experiences. The note then prompted viewers to review resources from the National Cancer Institute support services page if needed. All but two of the nine CSs scored a 95% or higher across all questions in the CSCC. Overall course assessments included a pre/posttest and a case study assessment based on the SDT. Relatedness (100%) and autonomy (83%) were the highest construct scores of the case study assessment, indicating that CSs felt most empowered in their role once they had more of an emotional connection to the subject matter. For the pre/posttests, confidence in their ability to learn and apply the content to their work grew slightly (79% to 80%). However, scores for the “Capable” construct rose by several percentage points. At the pretest, 81% felt they were capable of learning the content and, at the posttest, 86% felt that they were capable of applying the content. Taking the time to ensure that the psychological needs of learners are met can result in committed, engaged research partners who can provide pragmatic feedback and have long-lasting effects on cancer research. The CSs in this study were passionate about this work, despite the intimidating jargon and dense concepts used in this field. They are an excellent example of how impactful community stakeholders can be if researchers can meet them where they are. Citation Format: Janet Brishke, Zachary Jones, Elizabeth A. Shenkman. Using empathy-driven instructional design to reimagine cancer research [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2023; Part 1 (Regular and Invited Abstracts); 2023 Apr 14-19; Orlando, FL. Philadelphia (PA): AACR; Cancer Res 2023;83(7_Suppl):Abstract nr 714.

The effects of irrelevant sounds on reading comprehension and short-term memory were studied in two experiments. In Experiment 1, adults judged the acceptability of written sentences during irrelevent speech, accompanied and unaccompanied singing, instrumental music, and in silence. Sentences varied in syntactic complexity: Simple sentences contained a right-branching relative clause ( The applause pleased the woman that gave the speech) and syntactically complex sentences included a centre-embedded relative clause ( The hay that the farmer stored fed the hungry animals). Unacceptable sentences either sounded acceptable ( The dog chased the cat that eight up all his food) or did not ( The man praised the child that sight up his spinach). Decision accuracy was impaired by syntactic complexity but not by irrelevant sounds. Phonological coding was indicated by increased errors on unacceptable sentences that sounded correct. These error rates were unaffected by irrelevant sounds. Experiment 2 examined effects of irrelevant sounds on ordered recall of phonologically similar and dissimilar word lists. Phonological similarity impaired recall. Irrelevant speech reduced recall but did not interact with phonological similarity. The results of these experiments question assumptions about the relationship between speech input and phonological coding in reading and the short-term store.

This article analyses the hitherto unexplored influence of Edvard Munch on Karen Blixen's work. Blixen was a great connoisseur of art and can therefore be assumed to have known Munch's work. In the short story “De standhaftige slaveejere” we find several parallels to the so-called “Munch's pictorial model”, i.e. a set of common features of his work (specifically his expressionist phase). Most striking is the similarity of the characters to those in Munch's painting Kvinden i tre stadier, which Blixen adopts both in terms of their appearance and their archetypal roles. She is particularly inspired by the colour connota­tions associated with the characters portrayed in the painting, and creates the figure of a beautiful and innocent girl in a white dress accompanied by an ascetic governess in black. Even the male character in Blixen's short story recalls Munch's archetype of the weak, melancholic man who is about to be destroyed by women. We also find a significant parallel in relation to the typical composition in Munch's paintings, where the individual figures are merged into one. Blixen makes use of this composition in the concrete description of the figures in her story; at the same time, on an abstract level, it is possible to interpret both figures as one multidimensional figure.

Abstract While the general link between storytelling and remembering has often been underlined with regard to such topics as traumatic experience or the construction of identity, there are hardly any studies that analyse the mnestic performance that underpins the reading of narrative plots in literary texts. In order for a story to create meaning, the reader has to remember earlier events, thus becoming able to understand how conflicts arise and are resolved. If this fact seems much too obvious to require any questioning, the process of plot-related remembering takes on considerable complexity when it comes to long novelistic texts. In these cases, reading amounts to an exercise in remembering and writing becomes a way of addressing and guiding the reader’s memory. This article proposes a theory of emplotted memory, i. e. of how narrative texts create a sequence of events in the memory of the reader. It argues, furthermore, that emplotted remembering is a dimension of implied readership and that it can be analysed on a textual level. Gathering elements and cues for such a theory, the first section of the article begins with an examination of the rule laid down in Aristotle’s Poetics that the mythos of tragedy has to be easily rememberable (eumnēmoneuton). As the famous analogy of the animal body suggests, both the limited extension and the holistic structure of the ideal tragic plot prevent the audience from forgetting how events tie in with each other. The very intelligibility and the cathartic effect of tragedy hence depend on a mnestic activity. But whereas tragedy has to become rememberable by means of the plot’s inner structure and limited size alone, epic can use narrative techniques such as flashbacks and summaries in order to comprehend a much longer time span. In his theory of narrative desire, Peter Brooks builds on these insights and conceives plot as a dynamic process of anticipation and retrospection that heavily involves the reader’s memory. For Brooks, emplotted remembering amounts to a passionate quest for meaning: Narrative tension implies that a psychic need prevents the reader from forgetting as long as the end of the plot has not been reached. The more coherent the narrative structure of the text, the more intense the activity of emplotted remembering will be. The theoretical section of the article concludes with a review of some studies from the field of empirical psychology that have addressed the recall of stories. It turns out that the basic assumptions derived from Aristotle and Brooks – such as the importance of remembering for the comprehension of narrative, the correlation between structural coherence and memorability or the strife for meaning – are in tune with empirical findings. The goal of the article, however, is not to develop a theory that is able to predict the mnestic processes triggered by a given text. On the contrary, it uses theory as a heuristic tool that is meant to be transformed by each reading. Whereas the first section constructs a heuristic model of plot-related remembering, the second aims to account for its particularity in different texts and contexts. Its purpose is to flesh out the theory of emplotted remembering by examining the interaction of plot and memory in three romances and novels. Narrative texts give rise to various processes of remembering and forgetting that depend on plot structure, narrative technique and cultural factors. The first case study is dedicated to Yvain ou le chevalier au lion by Chrétien de Troyes. This 12th-century romance not only tells a story of forgetting and remembering – Yvain fails to respect a deadline set by his wife Laudine and then strives to redeem himself – but also addresses the problematics of memory on a narrative level. While the protagonist begins by forgetting his engagements to Laudine, the reader’s perspective is always firmly located on the side of remembering. This effect, which is achieved by diverging measures between discourse and story time as well as by mirroring relationships between the part and the whole, testifies to the great axiological and ethical prestige of remembering in Chrétien’s text. Rodríguez de Montalvo’s lengthy romance Amadís de Gaula is at the centre of the second case study. It can be shown that the Amadís involves two kinds of emplotted memory and two corresponding sets of narrative strategies. The episodic elements of the romance invite the reader to remember minor incidents over hundreds of pages, but they are accompanied by almost no mnemotechnic hints because the intelligibility of the plot is guaranteed – even in the case of actual forgetting – by the permanent recurrence of the same schematic pattern. However, in the case of narrative strands that build up a coherent chain of causation, remembering is not an option but an absolute necessity. This is the reason why the narrator then gives extensive mnemotechnic comments in order to help the reader to tie the corresponding events together. The last case study focuses on Goethe’s Wilhelm Meister’s Apprenticeship. The hero’s development is contingent on the fact that he vividly remembers certain incidents from his childhood and makes new experiences in the light of his infantile impressions. While the reader is made to remember alongside Wilhelm on the level of psychological causation, Goethe’s novel also creates a network of symbolic relationships between the characters that is fully accessible to the reader alone. This network involves a sense of simultaneity and complements the linear order of the plot with a synchronic memorial dimension. The conclusion of the article suggests perspectives for further inquiry and argues that emplotted remembering is likely to respond to cultural discourses on memory. Narrative texts encourage certain practices of remembering and forgetting and can thus be understood as interventions in cultural and political debates.

Frontotemporal dementia (FTD) is a neuropsychiatric pathology characterized by dysfunctions in the frontal lobe of the brain, especially in planning, execution, and inhibition tasks, with an inability to make decisions and handle different sequences, also affecting the temporal lobe. The patient presents alterations to store, consolidate, and recall information. These neurocognitive deficits are accompanied by neurobehavioral disorders such as depression, anxiety, and apathy that contribute to the worsening of the quality of life, with a high impact on the individual, social, and family level. To identify the neurobehavioral disorders and neurocognitive deterioration that present a patient diagnosed with FTD: clinical case of low incidence and prevalence disease in Colombia. A 40-year-old man, with progressive deterioration of his immediate verbal memory, low verbal fluency, aberrant motor behavior, sexual impulsivity, alterations in his executive functions, especially in planning tasks, decision-making, and inhibition was found to have a lesser degree of affectation in his visuospatial functioning and visuoconstructive abilities. It was found that the patient presents a severe dysexecutive syndrome associated with a clinical picture of FTD, correlated with an inability to process and recall information, accompanied by disorders such as depression, anxiety, and apathy. It is necessary to generate a functional neurorehabilitation plan that aims to improve the quality of life in these patients. In the same way, it is necessary to create new lines of research and intervention that have the purpose to create a greater field of heuristics or new questions in this type of neurodegenerative pathologies.

Retrieving required medical images from a huge amount of images is one of the most widely used features in medical information systems, including medical imaging search engines. For example, diagnostic decision making has traditionally been accompanied by patient data (image or non-image) and previous medical experiences from similar cases. Indexing as part of search engines (or retrieval system), increases the speed of a search. The goal of this study, is to provide an effective and efficient indexing technique for medical images search engines. In this paper, in order to archive this goal, a multidimensional indexing technique for medical images is designed using the normalization technique that is used to reduce redundancy in relational database design. Data structure of the proposed multidimensional index and also different required operations are designed to create and handle such a multidimensional index. Time complexity of each operation is analyzed and also average memory space required to store any medical image (along with its related metadata) is calculated as the space complexity analysis of the proposed indexing technique. The results show that the proposed indexing technique has a good performance in terms of memory usage, as well as execution time for the usual operations. Moreover, and may be more important, the proposed indexing techniques improves the precision and recall of the information retrieval system (i.e., search engine) which uses this technique for indexing medical images. Besides, a user of such search engine can retrieve medical images which s/he has specified its attributes is some different aspects (dimensions), e.g., tissue, image modality and format, sickness and trauma, etc. So, the proposed multidimensional indexing techniques can improve effectiveness of a medical image information retrieval system (in terms of precision and recall), while having a proper efficiency (in terms of execution time and memory usage), and can improve the information retrieval process for healthcare search engines.

Le langage oral est omniprésent dans les classes et notamment dans les classes de maternelle. Cependant son enseignement reste complexe et peu mis en œuvre alors même qu’il s’agit d’un des vecteurs de la réussite scolaire. Cette thèse étudie les effets de trois activités langagières mises en œuvre par une enseignante avec des petits groupes d'élèves de grande section constitués au regard de l’hétérogénéité quantitative et qualitative de leurs prises de parole. Elle s’inscrit dans un cadre socioconstructiviste qui considère comme fondamental le rôle des interactions entre l’enfant et son environnement dans l’acquisition du langage. Ainsi, dans le cadre de notre étude, réalisée en contexte scolaire, les interactions verbales entre l’enseignante et les élèves sont déterminantes afin de permettre l’apprentissage de nouvelles pratiques discursives. Nos analyses reposent sur des observables quantitatifs (pourcentage de temps de parole, d’énoncés produits, LME…) et qualitatifs (contenu des prises de parole) qui permettent de dresser des portraits langagiers d’élèves et d’apprécier leurs variations en fonction des modalités de groupement et des activités proposées. Cette étude montre que la variation des modalités de groupement permet d’apprendre aux élèves à se construire en tant qu’interlocuteur dans des contextes différents. Mais cette recherche montre surtout que le choix des activités de langage a bien plus d’effets que les modalités de groupement sur les productions langagières des élèves et plus particulièrement sur celles des élèves « petits » parleurs. En effet, les activités conditionnent les pratiques discursives mobilisées par les élèves : notre étude montre qu’il est important de varier les activités langagières à destination des élèves afin de les inscrire dans des genres de discours différents et de leur apprendre à utiliser des outils linguistiques variés. Cette recherche montre également que la nature des productions verbales des élèves « grands » parleurs est plus hétérogène que celles des élèves « petits » parleurs. En effet, un profil langagier commun aux élèves « grands » parleurs de notre étude se dégage lors des trois activités proposées puisque ces derniers prennent la parole de façon spontanée, enchainent aussi bien à la suite des discours de l’enseignant que de leurs pairs et que le contenu de leurs prises de parole est varié. Le profil langagier des élèves « petits » parleurs est plus hétérogène et dépend davantage des activités proposées, nous relevons néanmoins des points communs : comme le fait qu’ils enchainent majoritairement à la suite des discours de l’enseignante, et souvent à la suite d’un questionnement de sa part, ou le fait que le contenu de leurs prises de parole soit plus stable que celui des « grands » parleurs. Enfin la dernière partie de notre thèse se focalise sur les gestes professionnels langagiers (GPL) mobilisés dans chacune des activités en fonction du fait que les élèves sont de « petits » ou de « grands » parleurs. Cette recherche, effectuée avec des groupes de quatre élèves, montre que le travail avec des effectifs réduits permet un rétrocontrôle de la part de l’enseignante et un ajustement des GPL aux besoins des élèves, ces derniers étant différents dans le groupe des « petits » et des « grands » parleurs ce qui explique pourquoi le nombre de GPL et la nature de ces derniers varient en fonction des groupes. Cependant les représentations de l’enseignante sur les élèves « petits » et « grands » parleurs peuvent parfois avoir des effets sur les GPL mobilisés lors des activités
Oral language is omnipresent in the classroom, especially in nursery school. However, its teaching remains complex and little implemented, even though it is one of the vectors of school success. This thesis examines the effects of three language activities implemented by a teacher with small groups of kindergarten pupils, selected on the basis of the quantitative and qualitative heterogeneity of their speech. It is part of a socioconstructivist framework that considers the role of interactions between children and their environment in language acquisition to be fundamental. Thus, in our study, carried out in a school context, verbal interactions between teacher and pupils are crucial to the learning of new discourse practices. Our analyses are based on quantitative observables (percentage of speaking time, utterances produced, LME, etc.) and qualitative observables (content of utterances), which enable us to draw up language portraits of the pupils and assess their variations according to the grouping modalities and activities proposed. This study shows that the variation in grouping modalities helps students learn to construct themselves as interlocutors in different contexts. But above all, this research shows that the choice of language activities has a far greater impact than grouping modalities on students' language productions, and more particularly on those of “little” talkers. Our study shows that it is important to vary the language activities aimed at students, so as to inscribe them in different discourse genres and teach them to use a variety of linguistic tools. This research also shows that the nature of the verbal productions of “high” talkers is more heterogeneous than those of “low” talkers. In fact, a language profile common to the “big talkers” in our study emerges during the three activities proposed, since they speak spontaneously, follow up on the teacher's speeches as well as those of their peers, and the content of their speeches is varied. The language profile of “small” talkers is more heterogeneous and depends more on the activities proposed. Nevertheless, we note some common features, such as the fact that most of them follow on from the teacher's speeches, and often after questioning on her part, or the fact that the content of their speeches is more stable than that of “big” talkers. Finally, the last part of our thesis focuses on the professional language gestures (LPG) mobilized in each of the activities, depending on whether the students are “small” or “big” talkers. This research, carried out with groups of four students, shows that working with a small number of students enables the teacher to feedback and adjust the LPGs to the needs of the students, the latter being different in the “small” and “large” talker groups, which explains why the number of LPGs and the nature of the latter vary according to the group. However, the teacher's representations of “little” and “big” talkers can sometimes have an effect on the LPGs mobilized during the activities

Next morning, which was Sunday, she resumed operations about ten o’clock; and the renewed work recalled the conversation which had accompanied it the night before, and her back into the same intractable temper. ‘That’s the story about me in Marygreen, is it—that I entrapped ’ee?...