Дисертації з теми "Attentional difficulties"
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Kirk, Karen S. "Relations between measures of attention and memory in the assessment of children with attentional difficulties." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1203.
Повний текст джерелаTitle from document title page. Document formatted into pages; contains xi, 156 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 109-136).
Scope, Alison. "Cognition in children with attentional difficulties, with particular reference to working memory." Thesis, Sheffield Hallam University, 2006. http://shura.shu.ac.uk/20804/.
Повний текст джерелаIdler, Alyssa M. "The effect of a brief mindful breathing exercise added to a reading fluency intervention for students with significant attentional difficulties." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53976.
Повний текст джерелаEducation, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
Andrade, Brendan F. S. "Selective and sustained attention in children with and without attention difficulties." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ51988.pdf.
Повний текст джерелаBull, Rebecca. "Cognitive deficits underlying children's mathematical difficulties." Thesis, University of St Andrews, 1998. http://hdl.handle.net/10023/15456.
Повний текст джерелаMatheson, Angela Marie. "Expressions of attention difficulties among female and male elementary students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ47285.pdf.
Повний текст джерелаKoltun, Hadley Stephen. "Teacher-identified oral language difficulties in children with attention problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1992. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ51540.pdf.
Повний текст джерелаMantecon, Hripsime Der-Galustian. "Do College Students with ADHD have Expressive Writing Difficulties as Do Children with ADHD?" Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30490/.
Повний текст джерелаKemp, Johanna Jacoba. "The efficacy of the Berard Auditory Integration Training method for learners with attention difficulties / Hannelie Kemp." Thesis, North West University, 2010. http://hdl.handle.net/10394/12774.
Повний текст джерелаThesis (M.Ed.), North-West University, Vaal Triangle Campus, 2010
Meyer, Eric. "Étude des liens entre les difficultés d’attention et le stress chez les jeunes, de la maternelle à l’université : rôles des comportements parentaux et des problèmes de sommeil." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0305.
Повний текст джерелаIn recent years, the health of younger generations has become a priority and it seems more important to identify the signs of malaise and / or suffering of young people. The study of these problems of suffering is all the more important that the success of young people is through being healthy. We chose to focus our work on two dimensions that impact the education and effectiveness of young people from kindergarten to university: stress and attention difficulties.Although the literature mainly addresses the problem of attention difficulties from the angle of Attention Disorder with or without Hyperactivity (ADHD), attention difficulties also group the difficulties that can be present in all the cognitive dimensions specific to attention, and, may be inherent to other psychological pains such as depression, anxiety, psychotic disorders. In consideration with recent literature, for us attention difficulties correspond to a continuum of which one pole is ADHD, thus being able to be defined according to the level of symptomatology of ADHD.Stress is defined and evaluated in multiple ways, according to physiological markers, or by life event inventories. For theoretical reasons, we define it by the concept of perceived and felt stress.It appears that the links between stress and attention difficulties are unclear. Some studies highlight an impact of stress on attention difficulties and others attention difficulties on stress.In order to understand these links, we isolated two predictors of ADHD symptomatology related to stress: parental behaviors and sleep problems. However, to our knowledge, there are no studies that have worked on the links between stress, symptomology of ADHD and sleep problems, and, between stress, ADHD symptomatology and parental behavior.In order to study these links and to understand the articulation of stress and ADHD symptomatology (attention difficulties and hyperactivity behaviors), we conducted three studies: two in the general population, with children in kindergarten (2 at age 6) and with university students, and one with children and adolescents between the ages of 6 and 16 with learning difficulties.Our studies show that stress is strongly associated with attention difficulties and less with hyperactivity in 2 to 6-year old and students. In the age group 6 to 16, perceived stress is not associated with ADHD symptomatology, unlike emotional difficulties measured by parents that are associated with attention difficulties and hyperactivity behaviors. Sleep problems are associated with attention difficulties and hyperactivity behaviors in students, they are associated with hyperactivity behaviors in 2-6 years of age and attention difficulties in 6- 16 years old. Our results show the presence of partial mediation among students that we do not find in children and adolescents. Parenting behaviors, mainly coercive, are associated with hyperactivity and inattention behaviors. And it seems that stress mediate partially the relationship between parenting behaviors and the symptomatology of ADHD.Thus, all of our studies show the importance of considering attention difficulties along a continuum and considering stress and sleep difficulties when assessing the presence of attention difficulties. These two variables may increase the severity of attention difficulties, possibly leading to ADHD-like. This thesis work also highlights a possible field of intervention by simultaneously considering the difficulties of attention, stress and sleep problems
MENEGUZ, CATHERINE. "Trouble hyperkinetique avec deficit de l'attention : analyse descriptive des fonctions d'apprentissage chez 100 enfants." Lille 2, 1992. http://www.theses.fr/1992LIL2M200.
Повний текст джерелаAnderson, Elizabeth Shevock. "Alternative School Teachers' Efficacy Perceptions Teaching Students with Behavioral Difficulties." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1397128015.
Повний текст джерелаByrne, Melanie B. S. "Increasing Engagement and Academic Performance of Children with Autism SpectrumDisorder and Attention Difficulties: Do Fidget Spinners Help?" Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7755.
Повний текст джерелаSanscartier, Annie. "Prématurité et difficultés d'attention à l'âge scolaire." Master's thesis, Université Laval, 2003. http://hdl.handle.net/20.500.11794/44492.
Повний текст джерелаMosby, Eileen A. "An observational study of the Fast ForWord program and attention skills of students with learning and behavioral difficulties /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.
Повний текст джерелаAlharbi, Abeer. "Eduational support professionals : Their perceptions and practices in providing suppport for pupils with attention and/or activity difficulties." Thesis, University of Exeter, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518048.
Повний текст джерелаDehmler, Kristin. "Adolescent technology usage during sleep-time : does it influence their quality of sleep, attention difficulties and academic performance? /." Online version of thesis, 2009. http://hdl.handle.net/1850/10656.
Повний текст джерелаLassus-Sangosse, Delphine. "Nature et spécificité des troubles de l'empan visuo-attentionnel dans les dyslexies développementales." Grenoble 2, 2008. http://www.theses.fr/2008GRE29033.
Повний текст джерелаThe visual attention (VA) span is defined as the amount of distinct visual elements which can be processed simultaneously in a multi element array. Estimated using whole and partial report tasks, VA span abilities contribute significantly to reading performance, independently of the phonological skills. Moreover, VA span disorder could explain developmental dyslexia, independently of the phonological deficit. The work reported here was aimed at investigating the properties of the VA span in dyslexics and normal readers on the one hand, and the VA span nature and specificity in dyslexic readers on the other hand. In the first set of studies, we wanted to determine whether the VA span disorder could be generalized to others stimuli than letters, like digits, colours or objects. In normal readers, results show that processing is different for colors and objects stimuli in comparison to letters and digits stimuli and that the latter ones are specifically related to reading. Furthermore, we underline that dyslexic children present a VA span disorder specific to letters and digits stimuli. The aim of the second set of studies was to demonstrate that the global report task first of ail reflects the VA span capacities. Although the global report task involves diverse cognitive components such as iconic memory and rehearsal activity, we demonstrate that the deficit presented by dyslexic children in the global report task mainly reflects a VA span disorder. The third set of studies concerned the nature of the visual attention processing (simultaneous vs. Sequential) impaired in developmental dyslexia. Our results suggest that the simultaneous dimension is a key dimension in the visual attention span notion and is specifically damaged in developmental dyslexia. Finally, in the last set of works, we studied the effects of spatial modifications of letter-strings (spacing and orientation) on the VA span abilities. Although the visuo-spatial modifications influence the VA span abilities, we show that VA span abilities restrict the simultaneous processing and are essential in reading activity
Holtmann, Martin, Andreas Becker, Tobias Banaschewski, Aribert Rothenberger, and Veit Rößner. "Psychometric Validity of the Strengths and Difficulties Questionnaire-Dysregulation Profile." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-134171.
Повний текст джерелаDieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich
Sridhar, Dheepa. "Effects of bibliotherapy+ on text comprehension, reading attitude, and self-concept in third and fourth grade students with attention difficulties /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004379.
Повний текст джерелаHoltmann, Martin, Andreas Becker, Tobias Banaschewski, Aribert Rothenberger, and Veit Rößner. "Psychometric Validity of the Strengths and Difficulties Questionnaire-Dysregulation Profile." Karger, 2011. https://tud.qucosa.de/id/qucosa%3A27564.
Повний текст джерелаDieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich.
Palmér, Helene, and Segerpalm Linda Skhirtladze. "Skolsköterskors erfarenheter av skolsituationen för elever med Attention Deficit Hyperactivity Disorder (ADHD)diagnos." Thesis, Högskolan i Skövde, Institutionen för vård och natur, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5220.
Повний текст джерелаAttention Deficit Hyperactivity Disorder, ADHD, is today the most common psychiatricdiagnosis among children. The purpose of this study was to describe school nurses̛experiences of the school situation of pupils with ADHD. Four to six percent of all schoolpupils have been diagnosed with this illness. Due to her daily contact with school children,the school nurse has the opportunity to assist in early detection of ADHD, and can to someextent even prevent the development of possible complications. Genetic predisposition is theprimary cause of ADHD but social factors affect the severity of its development. The methodin this study was qualitative content analysis with an inductive approach described byLundman och Hällgren Graneheim. The data collection was made through interviews with sixschool nurses. Based on the analysis, the theme; Expected to be like the others, but also notbeing able, emerged with three subthemes. The results can be used to increase theunderstanding of pupils with ADHD in their school situation. Hopefully, awareness of theproblem severity increases motivation to improve the situation in schools for all studentsand adults. There are many things that affect the situation for children with ADHD. With theright resources and conditions the opportunity to influence students' development in apositive direction occurs.
Zoubrinetzky, Rachel. "Hétérogénéité cognitive et remédiation des dyslexies développementales." Thesis, Université Grenoble Alpes (ComUE), 2015. http://www.theses.fr/2015GREAS029/document.
Повний текст джерелаThe first aim of this doctoral thesis was to better understand the heterogeneity of developmental dyslexia focusing on the relationship between reading profiles and cognitive disorders. Our second purpose was to question the implications of cognitive heterogeneity for the remediation of developmental dyslexia. Study I revealed cognitive heterogeneity despite the homogeneous reading profile of the recruited population. Most children with a mixed reading profile typically interpreted as resulting from a double deficit, actually suffered from a single cognitive disorder, either a phoneme awareness or a visual attention (VA) span disorder. In addition, direct comparisons of these two cognitively distinct subgroups revealed very similar reading profiles. These findings suggest that the classification based on reading profiles is irrelevant to identify cognitively homogeneous subgroups in dyslexia. In Study II, we report the case study of a child with a selective pseudo-word reading disorder, a profile typically attributed to a phonological deficit. Contrary to this prediction however, we show that this dyslexic child shows preserved verbal and phonological skills but a VA span deficit. This finding again suggests the absence of one-to-one relationships between reading profiles and cognitive disorders. Study III more specifically explored the links between three types of cognitive deficits, namely the VA span disorder, the phoneme awareness deficit and the categorical perception disorder. Results show that phoneme awareness mediates the relationship between categorical perception and reading: poor categorical perception causes poor phoneme awareness, which in turn impacts reading performance. Poor VA span also impacts reading performance but independently of phoneme awareness and categorical perception. These findings are further evidence for the independent contribution of phonology and VA span to the reading outcome of dyslexic children. In Study IV, we assessed the longitudinal effects of two cognitive trainings. Dyslexic participants with a single phonological or a single VA span disorder were administered successively either a categorical perception then a VA span intervention, or the two trainings in the reverse order. At the clinical level, results show that intervention is more efficient when targeted on the underlying cognitive deficit. At the theoretical level, they question causal relationship between these cognitive deficit and dyslexia. Last, Study V explored the compensation power of a visual adaptation method using syllabic saliency. Results failed to show any positive effect of this method on reading performance. The overall findings support the cognitive heterogeneity of the dyslexic population and show that taking this issue into account is crucial to improve the effects of intervention programs
Chatzispyridou, E. "The relationship between attention and the development of early word reading skills in typically developing children and children at risk of reading difficulties." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1553301/.
Повний текст джерелаde, Jager Petronella Susanna. "A case study on the impact of sensory processing difficulties on the learning and development of two Asperger's syndrome learners in grade R." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1938.
Повний текст джерелаThe purpose of this study was to explore the impact that sensory processing had on the learning and development of two Grade R learners that experience Asperger's Syndrome. The present study is grounded in theories originating from the works of Piaget (1973 & 1978), Vygotsky (1978 & 1993), Feuerstein (1980 & 1991) and Erikson (1950). The informal, flexible education experienced in Grade R classes reflects both the OBE curriculum and inclusive education systems found in South Africa. The main medium of learning is through sensory experiences, therefore it was necessary to research how two AS learners would learn and develop and explore their world through their senses. This research approach was purely qualitative. Multi-methods of data collection, particularly interviews and observations were used. The sample size was two independent case studies, using learners aged between five and seven, who had been clinically diagnosed with Asperger's Syndrome (AS). The two AS learners both attended mainstream Grade R classes and both had facilitators. The findings of the study answer the key research question: “What is the impact of sensory processing difficulties on the learning and development of two learners experiencing Asperger's Syndrome in Grade R?” The results confirmed the impact sensory processing had on the learning and development of learners experiencing AS. The learners had difficulty learning new skills and concepts. Although they were both bright learners, they were perceived as underachievers. Identifying these sensory difficulties and creating awareness among educators, can have a positive impact on these learners' adaptability in a mainstream school environment. This study recommends that early intervention with AS learners is vital for their future learning and development. The interpretation of body language and social skills of normal learners needs to be taught to learners with AS so they can begin to socialise with other learners positively. Ebersöhn & Eloff (2006) suggest that knowledge of asset-based good practices should be shared with educators and caregivers, so that they can focus on the AS learners' strengths and positive character traits. The multi-disciplinary team need to work together to offer support to these learners assisting them to develop to their full potential
Medina, Curi Nicolás. "Atenção, memoria e dificuldades de aprendizagem." [s.n.], 2002. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253388.
Повний текст джерелаTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-01T02:02:45Z (GMT). No. of bitstreams: 1 MedinaCuri_Nicolas_D.pdf: 5359652 bytes, checksum: 85c48aedce486066f4e70e8ac3bb7a40 (MD5) Previous issue date: 2002
Resumo: Este estudo teve como propósito analisar os desempenhos em atenção e em memória de um grupo de crianças com e sem dificuldades de aprendizagem na escrita e na leitura, tendo-se em vista que todas elas eram possuidoras de inteligência normal ou superior. Sob o suposto geral de que a atenção e a memória constituem atividades cognitivas envolvidas no processo da aprendizagem na escrita e na leitura, no que a inteligência estaria neutralizada, levantou-se a hipótese de trabalho que pressupõe que as crianças com dificuldades de aprendizagem na escrita e com deficiências no desempenho em leitura, e que apresentam inteligência normal ou superior, mostram baixos índices de atenção e memória, o que não se verifica com as crianças que não apresentam essas dificuldades e deficiências. Com a finalidade de verificar essa hipótese foram examinadas 267 crianças, de 2' e 3' séries de ensino fundamental de escolas estaduais de Campinas, diagnosticadas com inteligência normal ou superior através do teste do Desenho da Figura Humana. Depois foram avaìiadas suas habilidades na escrita e na leitura e, também seus desempenhos em atenção e em memória. Com base nos dados dessas avaliações, as variações do desempenho em atenção e em memória foram analisadas considerando os níveis de dificuldades de aprendizagem na escrita e os níveis de desempenho em leitura como fatores estáveis, mediante a análise de variância com um nível de significação de 0,05. Os resultados dessa análise estatística mostram que as crianças de ambos os grupos (2' e 3' séries) com dificuldades de aprendìzagem na escrita, apresentaram baixos índices de atenção e memória e aquelas sem dificuldades de aprendizagem na escrita expressaram altos índices de atenção e memória, enquanto que as crianças com deficiências no desempenho em leitura manifestaram baixos índices de atenção e memória e aquelas sem deficiências na leitura expressaram altos índices de atenção e memória. Em conseqiiência, de acordo com esses resultados verificou-se a hipótese de trabalho desta pesquisa
Abstract: This study had as purpose to analyze performances in attention and memory of a group of children with and without learning difhculties in writing and reading abilities, considering that all of them have normal or superior intelligence. Under the general supposition that attention and memory constitute cognitive activities involved in the process of learning writing and reading capabilities, in which intelligence would not be relevant, the working hypothesis of this research is formulated. This hypothesis presupposes that children with learning difficulties in writing and with performance deficiencies in reading, presenting normal or superior intelligence, show low indexes of attention and memory. This is not verified with children that do not present those difhculties and deficiencies. With the purpose of verifying this hypothesis, 267 children of 2nd and 3rd series of fundamental teaching of state schools in Campinas werc examined. They were diagnosed with normal or superior intelligence through the test of Drawing the Human Figure. Then they were evaluated in its abilities of writing and reading and also in its performances for attention and memory. Using data resulting from those evaluations, variations of performance in attention and memory were realyzed considering the levels of learning difhculties in writing and the levels of performance in reading as stable, by means of analizing the variance with a level of significance of 0,05. The results of this statistical analysis showed that children from both groups (2nd and 3rd series) with learning difficulties in writing skill presented low indexes of attention and memory. Those without learning difficulties in writing skill expressed high indexes of attention and memory. Children with performance deficiencies in reading skill manifested low indexes of attention and memory and those without deficiencies in reading expressed high indexes of attention and memory. In consequence, in agreement with those results the working hypothesis of this research was verified.
Doutorado
Psicologia, Desenvolvimento Humano e Educação
Doutor em Educação
Örnborg, Zandra. "Koncentrationssvårigheter utifrån pedagogens perspektiv : Hur påverkas klassen och den enskilda individen?" Thesis, Karlstad University, Karlstad University, Karlstad University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3368.
Повний текст джерелаSyftet med det här arbetet var att undersöka utifrån några pedagogers perspektiv hur koncentrationssvårigheter beskrivs samt hur elevers koncentrationssvårigheter påverkar andra elever/klassen. Jag valde att göra en intervjustudie, där jag intervjuade fyra pedagoger utifrån deras erfarenheter och upplevelser. Jag ställde frågor som berörde svårigheter och yttrande av koncentrationssvårigheter, de andra elevernas reaktioner samt påverkan på klassen.
Resultatet av undersökningen visade att pedagogerna upplever att elever kan tycka att det är jobbigt och kan själva bli störda av barnet med koncentrationssvårigheter. Det framkom också att barnen runtomkring lär sig att hantera situationen genom att t.ex. ignorera. Pedagogerna tryckte på en öppen och rak kommunikation och värderade diskussioner med klassen högt, allt detta för att skapa en förståelse barnen emellan.
Forskning kring koncentrationssvårigheter finns det en uppsjö av. Den medicinska, sociala och den pedagogiska delen finns oftast med, men hur koncentrationssvårigheterna påverkar omgivningen finns det sämre av. Därför valde jag att också belysa eleverna runtomkring elever med koncentrationssvårigheter utifrån pedagogers perspektiv.
The purpose of this work was to study from a couple of teachers perspective how concentrations difficulties is being described and also how pupil.s concentration difficulties influence other pupils/the class. I chose to do an interviewstudy, where I interviewed four teachers from out of their experiences. I asked questions which touched diffuculties and how it manifests, the other pupils reactions and the influence on the class.
The result of the study showed that the teachers experience that pupils can feel that it is hard and can get disturbed by the child with concentration difficulties. It also came to light that the children around is making up strategies to handle the situation, for an example by ignoring. The teachers pushed for an open and straight communication and valued discussions with the class highly, all to build understanding between the children.
There is a lot of research about concentration difficulties. The medical, social and pedagogic pieces are there, but there is less about how the environment is effected. Therefore I chose to also shed a light on the pupils around the pupils with concentration difficulties from teachers' perspectives.
Röde, Linnéa. "En intervjustudie om hur ASL fungerar för elever med NPF-problematik. : Verksamma klasslärare och speciallärares erfarenheter." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29371.
Повний текст джерелаRöde, Linnéa. "En kvalitativ undersökning om hur ASL som metod för läs- och skrivinlärning fungerar för elever med NPF-problematik : Verksamma lärares erfarenheter." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-31146.
Повний текст джерелаPhenix, Thierry. "Modélisation bayésienne algorithmique de la reconnaissance visuelle de mots et de l'attention visuelle." Thesis, Université Grenoble Alpes (ComUE), 2018. http://www.theses.fr/2018GREAV075/document.
Повний текст джерелаIn this thesis, we propose an original theoretical framework of visual word recognition, and implement it mathematically to evaluate its ability to reproduce experimental observations of the field. A critical review of previous computational models leads us to define specifications in the form of a set of five hypotheses, that form the basis of the proposed theoretical framework: the model is built on a three-layer architecture (sensory, perceptual, lexical); letter processing is parallel; positional coding is distributed; finally, sensory processing involves gaze position, visual acuity, and visual attention distribution. To implement the model, we rely on the Bayesian algorithmic modeling methodology, and define the BRAID model (for "Bayesian word Recognition with Attention, Interference and Dynamics")
Leibnitz, Laurie. "Processus visuo-attentionnels et perceptifs dans la mise en place du codage orthographique." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3098.
Повний текст джерелаIdentifying the processes involved in the development of reading is necessary to enable as many children as possible to become skilled processors of written language. Although the importance of spoken language skills (e.g., phonological awareness) has been widely demonstrated, few studies, however, have specifically investigated the role of visuo-attentional and perceptual processes in learning to read, or their possible involvement in reading disorders. In this context, we completed three longitudinal studies to examine the role of visuo-attentional and perceptual processes involved in orthographic coding during the first steps of learning to read. The first goal of this thesis was to investigate whether these processes were prerequisites for learning to read. We administered to 89 preschool children and first graders, a target identification task in the fovea (study 1) and the parafovea (study 2). We observed that the precocity of establishment of efficient orthographic coding predicted reading level in first grade. The second objective aimed at improving screening for future reading difficulties in kindergarten children. We developed software (VISA-kids) for assessing visuo-attentional and perceptual abilities that we evaluated in 78 preschool and first grade children. Local processing predicted reading level in the first grade. Our work has highlighted the importance of visuo-attentional and perceptual processes for learning to read and the importance of considering these factors for the prevention of reading difficulties
Carail, Emilie. "Modélisation bayésienne et étude expérimentale du rôle de l'attention visuelle dans l'acquisition des connaissances lexicales orthographiques Modeling the length effect for words in lexical decision : The role of visual attention Lexical orthographic knowledge acquisition in adults : the whole-word visual processing impact Comprendre l’apprentissage orthographique et ses difficultés : apports et critiques des dernières modélisations computationnelles Variety of cognitive profiles in poor readers : Evidence for a VAS-impaired subtype. Incidental learning of novel words in adults : Effects of exposure and visual attention on eye movements The role of attention in visual word recognition : A Bayesian modeling approach From the eye to the page : Where we look when we’re reading." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAS032.
Повний текст джерелаIn this thesis, we study the role of visual attention when an expert reader acquires new orthographic lexical knowledge. Our contribution is twofold. On the one hand, we develop an original computational, probabilistic model of orthographic learning. Our model, named BRAID-Learn, is an extension of BRAID, a hierarchical probabilistic model of visual word recognition and lexical decision. On the other hand, we gather original experimental data on the evolution of eye movements during incidental learning of new orthographic forms and demonstrate the ability of the model to account for these observations. Our contribution is described in three articles.In the first article, we simulate the length effect as experimentally observed for words in lexical decision in the French Lexicon Project. Through 5 simulations, we show that visual attention modulates the length effect and that several attentional fixations during the processing of long words (7 letters or more) reduces the length effect, instead of accentuating it. This study allows us to calibrate the parameters of the lexical decision sub-model of our learning model.The second article focuses on the experimental study of oculomotor behavior of expert adult readers during the incidental learning of new words. We show that the number of fixations and processing duration vary according to the number of exposures to a novel word, testifying to the progressive strengthening of its orthographic representation in memory. Exploratory data suggest that orthographic learning and oculomotor behaviors are also modulated by the visual-attentional abilities of the participants.In the third and final article, we present the learning model BRAID-Learn and test its ability to account for previously described oculomotor data in orthographic learning conditions. The model is based on two original hypotheses. The first is that the system controls the visual-attentional parameters in order to optimize the accumulation of perceptual information on letters of the stimulus and, therefore, to efficiently build a new orthographic trace during learning. The second hypothesis is that lexical familiarity, that is, the probability that the stimulus presented is a known word, modulates the top-down influence of lexical representations on letter perception. We show that the model successfully reproduces the observations, namely the decrease of the number of fixations as well as processing duration for novel words across exposures.BRAID-Learn is the first orthographic learning model to establish an explicit link between orthographic learning and eye movements observed during the incidental orthographic learning. Another contribution of this thesis is to show and clarify the role of visual attention in orthographic learning, suggesting that this dimension could be strongly involved in the transition from serial reading, that characterizes learning readers, to global reading, that characterizes expert readers
Pezzino, Anne-Sophie. "Acquisition de la lecture chez les personnes porteuses du syndrome de Williams." Thesis, Rennes 2, 2018. http://www.theses.fr/2018REN20033/document.
Повний текст джерелаWilliams syndrome (WS) is a rare genetic disease involving an intellectual developmental disorder (ID). Regarding the neuropsychological level, a consensus around a dissociation profile between relatively preserved oral language and other impaired cognitive abilities is reported in the literature. Despite these specificities, few studies have investigated the learning aspects in this population, and more specifically the reading area. Three explanatory hypotheses are shared by the few reported results regarding the reading acquisition difficulties: intellectual efficiency, metaphonological abilities and, more recently, visuospatial processing. In line with this work, our research attempts, for the first time in France, to better understand the reading difficulties acquisition by people with the WS. Our two objectives were to characterize the reading procedures and to identify the skills involved in the installation of written words identification. Our first two studies present an inventory of the curent research about people with ID and WS. Beyond the level of intellectual efficiency, our observations indicate that these people have reading skills despite the deficits in certain cognitive skills. Our last three articles explain the exploratory results of our two studies, transversal and longitudinal, using standardized tests and matching chronological age, mental age, vocabulary level and reading level. The results demonstrate an involvement of metaphonological and visuospatial skills, respectively, in setting up the sublexical procedure and the orthographic recovery of written words. Finally, we are discussed about therapeutic and remediation treatment that can be appropriate to our study population, but more broadly, to other atypical populations
Blomster, Kaisa. "Fysisk aktivitet eller Farmakologi för en hälsosammare behandlingsupplevelse enligt individer med ADHD? : Retrospektiv intervjustudie." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för fysisk aktivitet och hälsa, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-6351.
Повний текст джерелаIntroduction: ADHD is an attention-deficit/hyperactivity disorder, where 90% in Sweden is treated with the pharmacological drug Methylphenidate (MPH). People diagnosed with ADHD develop often psychiatric comorbidity in form of mental illness. The pathophysiology behind how MPH influence the brain is unknown and the treatment have been discussed as deficient due to side effects. Physical activity has been suggested as a healthier treatment option, as evidence shows that physical activity can improve ADHD-symptoms and comorbidity of mental illness. There are no studies that have invastigate how individuals with ADHD experience current- and desired treatment. The aim of this study was therefore to investigate the experiences of having ADHD and how the pharmacological treatment MPH and physical activity has affected the symptoms and mental health, and also find out what treatment the individuals want based on their life experiences. The method was derived from a phenomenological framework using a descriptive qualitative cross-sectional study. Data was analyzed with an inductive approach using an interpretive analysis. Participants was recruited through a snowball selection, where the inclusion criteria stated that participants been diagnosed with ADHD and have experience of MPH and physical activity. The results showed that the frequent occurring symptoms of ADHD were difficulties with concentration-, hyperactivity-, attention- and systematic symptoms, where symptoms had shown a negative effect on the mental health. It appeared that both MPH and physical activity made symptom improvement against concentration-, hyperactivity- and attention difficulties, while CBT (Cognitive Behavioral Therapy) improved systematic difficulties. MPH contributed to side effects that affected physiological-, psychological- and behavioral aspects, which all were perceived to have a negative influence on mental health. In contrast, physical activity improved mental health and showed no evidence of side effects, except when physical activity was absent from daily life. Inactivity appeard to be a central disadvantage for worsening symptoms and mental health. The participants desired that their treatment should be tailored to individual difficulties and health condition in a collaborative way and with follow-up from the health care worker. The study concluded that physical activity in combination with CBT would be a healthier as first treatment option to reduce symptoms of ADHD and improve mental heatlh. Additionally, the participants desired treatment with MPH in form of single doses for urgent need, and it is therefore to suggest development of such treatment option. Furthermore, the study proposes more services for sport science within healthcare and schools for containing applicable knowledge in physical activity for dose with ADHD.
Balaguer, Fàbregas Carme. "Lectura Estratègica dels Problemes Matemàtics a l'Educació Primària." Doctoral thesis, Universitat Internacional de Catalunya, 2009. http://hdl.handle.net/10803/9348.
Повний текст джерелаLa tesis pretende demostrar la validez de un programa de enseñanza y aprendizaje de las matemáticas en la Educación Primaria, en base a un refuerzo de la lectura de los problemas matemáticos. El fundamento teórico de este programa es la Concepción Constructivista de la Enseñanza y el Aprendizaje y la metodología utilizada en la implementación del programa es la enseñanza y aprendizaje estratégico, aplicada según la secuencia metodológica propuesta por Monereo. Otro factor determinante ha sido la presentación de contenidos muy contextualizados a la realidad del grupo al cual se ha aplicado el programa. Los resultados logrados han confirmado la mejora de rendimiento del alumnado desde un punto de vista conceptual y procedimental, pero sobretodo una mejora actitudinal relativa a un incremento de motivación por la tarea. Los principios psicopedagógicos en los que se fundamenta el modelo de intervención son: Prevención del fracaso, atención a la diversidad, fomento del pensamiento crítico, motivación, globalización y contextualización y enseñanza estratégica.
The thesis aims to demonstrate the validity of a program of teaching and learning mathematics in primary education, based on strengthening the reading of mathematical problems. The theoretical foundation of this program is the Constructivist Conception of Teaching and Learning and the methodology used in implementing the program is learning strategies, applied according to methodological sequence, proposed by Monereo. Another important factor has been that contents of learning activities are highly contextualised to the real life of the group to which the program has been implemented. The results obtained have confirmed the improvement in student performance both in conceptual and procedural contents, but especially on attitudinal contents due to increased motivation for the task. Psycho-educational principles in underpinning the intervention model are: Prevention of failure, attention to diversity, promotion of critical thinking, motivation, globalization and contextualization and strategic teaching
Van, der Westhuizen Beulah. "An ecosystemic approach to addressing attentional difficulties and heightened motor activity." Thesis, 2007. http://hdl.handle.net/10500/2165.
Повний текст джерелаPsychology of Education
D. Ed.(Psychology of Education)
Stinson, Amanda M. "Teacher beliefs about children with attention and behavioral difficulties." 2009. http://digital.library.okstate.edu/etd/Stinson_okstate_0664D_10277.pdf.
Повний текст джерелаFuller, Emily Jane. "The Effects of Pacing on Academic Performance in Elementary School Students with Attention Difficulties." 2010. http://trace.tennessee.edu/utk_graddiss/797.
Повний текст джерелаDayar, Priya. "The efficacy of choresan (R36) ® on children with "specific learning difficulties"." Thesis, 2012. http://hdl.handle.net/10210/4804.
Повний текст джерелаThis research was conducted to determine the efficacy of Choresan (R36) ® on children with “Specific Learning Disabilities”. Choresan (R36) ® is a complex homoeopathic formulation indicated for use in mild nervous disorders, physical restlessness, tics and spasms and muscular twitching (Dr. Reckeweg and Co. GMBH, 2009). Choresan (R36)® contains a combination of homoeopathic remedies that lend to usage for the symptomology associated with Specific Learning Disabilities. Specific Learning Disabilities are defined as a group of basic psychological processes which affect the understanding and use of language (written and spoken). Individuals present with an inability to learn as well as restlessness or hyperactivity (Webb, 2008). The management of Specific Learning Disabilities is two fold, namely education and scheduled drugs. The use of antipsychotic and stimulant drugs have problematic long term efficacy with adverse side effects (Matson and Neal, 2009). This study was conducted to determine if homoeopathic medicine may be able to suggest a safer, side effect free alternative.
Chen-ShuoWANG and 王宸碩. "Effects of Uniform Color on Attentionand Mood of People with Developmental Difficulties in the Workplace." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/09244993307617922074.
Повний текст джерела輔仁大學
企業管理學系管理學碩士班
103
The study applied occupational therapy and operational management theories to the field of sheltered workshop management. Through experimentation using Chu’s Attention Test and Hand Dexterity Test, the study explores whether sheltered workers with intellectual disabilities are affected by background color at the workplace. Result of the research may contribute to work environment management of shelter workshops that provide training and employment for people with developmental difficulties. Chu Attention Test and Hand Dexterity Test are administered on 10 workers with mild or moderate developmental difficulties currently working at a sheltered workshop. Uniform color is playing as background color when the subjects take the Tests. Two workingconditions are applied: workers in red uniform and workers in blue uniform. The hypotheses are that uniform color affects attention and hand dexterity, and data is analyzed using SPSS.
Sanscartier, Annie. "Prématurité et difficultés d'attention à l'âge scolaire /." 2003. http://proquest.umi.com/pqdweb?did=766817921&sid=2&Fmt=2&clientId=9268&RQT=309&VName=PQD.
Повний текст джерелаJacobson, Laura Thompson. "Improving the writing performance of high school students with Attention Deficit/Hyperactivity Disorder and writing difficulties." 2009. http://proquest.umi.com/pqdweb?did=1858625331&sid=9&Fmt=2&clientId=14215&RQT=309&VName=PQD.
Повний текст джерелаTitle from title screen (site viewed October 15, 2009). PDF text: v, 121 p. : col. ill. ; 531 Kb. UMI publication number: AAT 3369352. Includes bibliographical references. Also available in microfilm and microfiche formats.
Strassner, Emily Marie. "The relation between difficulties in empathic responding and reading comprehension performance in children with ADHD: comparisons by subtype." Thesis, 2006. http://hdl.handle.net/2152/2966.
Повний текст джерелаVan, Schalkwyk Maria Magdalena. "Kognitiewe beheerterapie in groepsverband met leerders met ATHV." Diss., 2002. http://hdl.handle.net/10500/871.
Повний текст джерелаIn this study quantitative research is employed to determine if cognitive control therapy can successfully be utilized in a group situation to alleviate cognitive deficiency in learners with Attention-Deficit/Hyperactivity Disorder (ADHD). Learners with ADHD often do not gain from traditional play- and psychotherapy due to the fact that they do not possess the required cognitive structure necessary to support successful learning. Many of these learners do not receive sufficient assistance and support due to a shortage of government supported educational psychological aid. An empirical investigation of limited scope was performed to establish whether cognitive deficiencies can be alleviated by means of applying cognitive control therapy in a group situation. A one-group pretest-posttest design was utilized where the same group of subjects was studies before and after the experimental treatment. The results indicate that the cognitive control therapy program resulted in a considerable change.
Educational Studies
M. Ed. (Voorligting)
McLuckie, Alan. "Are Executive Function Difficulties Reported by Parents and Teachers Associated with Elevated Levels of Parenting Stress for Children Diagnosed with Attention-Deficit/Hyperactivity Disorder, with and without Oppositional Defiant Disorder?" Thesis, 2011. http://hdl.handle.net/1807/31863.
Повний текст джерелаRaath, Jana. "Sensory integration strategies for the child with Attention Deficit/Hyperactivity Disorder." Diss., 2007. http://hdl.handle.net/10500/2315.
Повний текст джерелаSocial Work
M. Diac (Play Therapy)
Scorvo, Beatriz Losacco. "Intervenção educativa com crianças e jovens do Serviço de Pedopsiquiatria." Master's thesis, 2020. http://hdl.handle.net/10316/94434.
Повний текст джерелаThe aim of this report is to describe the work developed through the school year coucerning the curriculum Internship developed in the services of Pedopsiquiatria of the Hospital Pediátrico of Coimbra, in order to abtain the master degree at the Faculty of Psychology and of Sciences of Education of University of Coimbra. Along 6 months, 14 children and youth aged between 7 and 14 years old were accompanied. All of them had school difficulties associated with the inapropriate use of strateges and studying methods, specific learning disabilities and behaviour problems such as hiperactivity disturbance and attention deficit, and opposition and challenge disturbance. Ate the beginning it was made a psyichopedagogical evaluation through tests and according to the results and children’s needs, intervention plans were established focused on their specific difficulties. This support was made throgh reeducation sessions, wich also contributed to the children’s physical, psychic and social-affective development. For a better understanding of the applied instruments, we have made a description of all tests used in the psychopedagogical evaluation, with the explanation of each one’s aplication method and its quotation type. Besides, a description of the programs and methods used in the interventions that allowed the overcome of the difficulties presented by children We, also, presente the creative expression therapeutic groups, in wich we followed 11 children, aged between 5 and 9 years old, with diferente pathologies.
O presente relatório visa descrever o trabalho desenvolvido ao longo do atual ano letivo, relativamente ao Estágio Curricular realizado no serviço de Pedopsiquiatria do Hospital Pediátrico de Coimbra, para a obtenção do grau de Mestre pela Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra. Ao longo de 6 meses, foram acompanhadas 14 crianças e jovens com idades compreendidas entre os 5 e os 14 anos, com dificuldades escolares associadas ao uso inapropriado de estratégias e métodos de estudo, a dificuldades específicas de aprendizagem e a problemas comportamentais, tais como perturbação de hiperatividade e défice de atenção e perturbação de oposição e desafio. Inicialmente procedeu-se a uma avaliação psicopedagógica, e conforme os resultados e as necessidades das crianças, foram traçados planos de intervenção focalizados nas suas dificuldades específicas. Este acompanhamento foi realizado através de sessões de reeducação, contribuindo também para desenvolvimento físico, psíquico e sócio afetivo das mesmas. Para uma melhor compreensão dos instrumentos aplicados, realizamos uma descrição de todos os testes utilizados nas avaliações psicopedagógicas, com a explicação do modo de aplicação de cada um e o seu tipo de cotação. E também, uma descrição dos programas e métodos utilizados nas intervenções, que permitiram a superação das dificuldades apresentadas pelas crianças. Além do já referido, referimos os grupos Terapêuticos de Expressão Criativa, na qual acompanhamos 11 crianças, com idades compreendidas entre os 5 e os 9 anos, com diferentes tipos de patologias.
Tichý, Pavel. "Reedukace motorických obtíží u dětí mladšího školního věku." Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-353377.
Повний текст джерелаJesus, Ana Rita Ferreira. "Intervenção psicomotora em crianças do pré-escolar e do 1.º ciclo no Colégio Pedro Arrupe." Master's thesis, 2020. http://hdl.handle.net/10400.5/20676.
Повний текст джерелаThis paper was developed in the curricular unit of Professional Competences-Deepening, of the master in Psychomotor Rehabilitation of the Faculty of Human Kinetics. The entire intervention carried out at the Pedro Arrupe College during the 2018/2019 school year for nine months is disclosed in this report. The psychomotor intervention was carried out in a scholar context, in individual or group sessions, with children of the preschool and of the 1st grade. It was based essentially in the problems with higher incidence in these cycles, such as behaviour problems, learning difficulties and attention difficulties. In order to enhance all the work accomplished, the institutional characterization and the theoretical approach to the problems mentioned above and directly implicated in the trainee’s proceeding. The accomplishment of the professional practice includes the psychomotor intervention with the cases followed in the various contexts. As well as in a more detailed, the presentation of a case study covering all the data inherent in the implementation of the pedagogicaltherapeutic plan.
Luís, Maria João Barbeiros. "Relatório de estágio, Centro de Avaliação Médico Psicológica Psicosorrir : a psicomotricidade nas perturbações do neurodesenvolvimento." Master's thesis, 2017. http://hdl.handle.net/10400.5/14097.
Повний текст джерелаThis presente report was conducted within the participation in the internship in the medical centre Psicossorrir (Amarante), with the aim of developing the professional competencies within the Psychomotor Therapy Masters degree. The purpose of this report is to describe and deepen the professional practice carried out during the academic year 2015/2016. Therefore, a theoretical approach to specific learning difficulties was completed, which included dyslexia, attention deficit hyperactivity disorder, psychomotricity, and also the appropriate interventions to the above mentioned. A review of literature and institutional framework was conducted and the organization and dynamics of the internship were described. At last, the characterization of a study case was held (initial assessment, discussion of the results and intervention). In conclusion, the professional development should be highlighted as the strong point within the accomplishment of this assignment, going through the steps of observation, review and implementation of the tools, planning interventions, interaction with other professionals and other clinical areas, and at last the interaction with a vast population with different ages and also their families. I should also emphasize the self knowledge and professional experience as the most importante factors for the personal development of the trainee.