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Script training is a technique that allows persons with acquired speech and language disorders, such as nonfluent aphasia, to have islands of fluent speech during which they can speak about a topic without pausing or having word-finding errors. Scripts relevant to specific functional situations are written and practiced until memorized. Script training delivered verbally has been effective with clients with aphasia but the role of written cues in the training has not been explored. Therefore the purpose of this study was to compare the effectiveness of script training taught verbally, or verbally with a written script, in persons with aphasia. Three adults, one with Broca’s aphasia and apraxia of speech (AOS), one with Broca’s aphasia, and one with Anomic aphasia were recruited for this study. Participants selected three topics for script training and with the clinician’s help wrote a script and a script prompt for each topic. Scripts were trained one sentence or phrase at a time until 95% repetition accuracy was achieved, then training began for the next script. The effects of two training procedures, verbal only and verbal + written script, were evaluated with a multiple baseline design across training procedures, the order of which was counterbalanced across participants. Maintenance data were collected after each script was mastered and after the study ended. Results revealed that 3 persons with aphasia (PWA) demonstrated mastery of 2-3 scripts each using V+W script training methods, but only 1 participant maintained script accuracy at 16 weeks post-study. More research is needed to explore the role of written and verbal cues on script mastery and generalization.

Emojis are pictographs added to messages on social media and websites. Researchers have observed that emojis representing kissing faces are often used to close instant messaging conversations. This has been interpreted as an imitation of cheek kissing, a common behavior in some cultural contexts. We analyze the use of seven types of kissing emojis in three corpora of WhatsApp chats, one from Spain (where cheek kisses in face-to-face interaction are commonplace in many situations), the other from Germany (where kisses are occasionally given), and the third from the German-speaking part of Switzerland (where cheek kisses are a common greeting between relatives and friends). To do so, we systematically categorize and compare the use of a sample of these emojis on WhatsApp. The analysis suggests that there are differences between the three corpora in the use of the kissing emojis. The emoji “face throwing a kiss” is often included in closing messages in the Spanish and Swiss-German data, while in the Federal German corpus kisses do not appear at the end of a conversation; using these emojis in openings is uncommon in all three corpora. This suggests that these emojis can exhibit cultural variation, but they do not clearly mirror face-to-face behavior.

Nos recherches ont porté sur l'étude des indices d'orientation (sonores et verbaux) de l'attention auditive dans une situation d'écoute dichotique au cours du développement. Quatre expériences ont été proposées à des enfants âgés de 8 à 12 ans ainsi qu'à des adultes. Si les deux types d'indices permettent aux populations adultes d'orienter efficacement leur attention vers leurs deux oreilles pour identifier les stimuli cibles et pour résoudre les conflits cognitifs induits par les conditions d'orientation, en revanche, seuls les enfants de plus de 9 ans utilisent les indices verbaux pour orienter efficacement leur attention et résoudre les conflits cognitifs. L'ensemble des résultats suggère (a) que les capacités d'orientation de l'attention se développent en synergie avec le développement cérébral (maturation du cortex préfrontal qui connait une accélération vers 9 ans) et (b) que des indices verbaux favorisent une orientation efficace de l'attention des enfants de moins de 9 ans ainsi que des performances élevées d'identification des stimuli dans leurs deux oreilles. Nous avançons l'hypothèse selon laquelle le rôle facilitateur des indices verbaux résulterait de la pré-activation des processus top-down qu'ils suscitent. En effet, les processus top-down s'avèrent être nécessaires à un contrôle attentionnel de qualité. Ainsi, la présentation de ces indices favoriserait l'activation de ces processus, qui sont difficilement sollicités par les jeunes enfants. L'immaturité du cortex pré-frontal des enfants de moins de 9 ans pourrait expliquer les difficultés d'activation spontanée. / Our work focused on the study of auditory orienting attention cues (with tone cues and verbal cues) in dichotic listening situations across development. Four experiments were carried out with 8 to 12 years old children and with adults. If adults appeared to benefit from the use of tone cues as much as the use of verbal cues to improve their performance of identification in both ears, and thus to improve their cognitive control, however, only 9 years old children took advantage of verbal cues to orient more efficiently their attention and resolve cognitive conflicts. Below this age, only tones cues helped the children to orient and control their attention to the indicated ear.Altogether our results reveal that (a) auditory orienting capacities develop in synergy with cerebral development (the maturation of the prefrontal cortex increases at around 9 years of age), and that (b) verbal cues lead to an efficient orientation of attention and high performance of identification in both ears, even under the age of 9.We suggest that the facilitator role of verbal cues could result from the pre-activation of the top-down processes that they involve. Indeed, top-down processes are essential for cognitive control. Therefore, the presentation of this type of cues would enhance the activation of processes that are not so easily recruited by young children. The immaturity of the pre-frontal cortex of children below 9 years of age could explain the difficulties encountered by this age group.

O propósito do presente estudo foi o de investigar o efeito das dicas verbais na aquisição das habilidades rebater e driblar na Educação Física Escolar (EFE), com foco de atenção para os aspectos perceptivo e motor, como conhecimento escolarizado na aprendizagem do movimento. Participaram do estudo 165 alunos de seis salas de aula de uma escola da rede pública estadual (séries iniciais do ensino fundamental, na faixa etária de 6 a 8 anos). Cada sala correspondeu a um grupo, sendo três grupos para cada habilidade: sem dicas, com dica perceptiva e com dica motora. O experimento desenvolveu-se em três fases: pré-teste, aulas de EFE e pós-teste. Na tarefa de rebater, o Grupo 2 (com dica perceptiva) apresentou melhor resultado que os demais grupos, na variável estágio do padrão de movimento. Na tarefa de driblar, o Grupo 6 (com dica motora) apresentou melhora significativa nas três variáveis analisadas: padrão de movimento, número de perdas de controle de bola e tempo de realização do percurso. Verificou-se ainda, que o efeito das dicas depende da sua relação com a especificidade da tarefa no que se refere à demanda de processamento. Também foram coletados os registros iconográficos e escritos dos alunos e os registros do diário da professora das seis salas de aula, os quais evidenciaram a relevância do uso das dicas no processo de aprendizagem na escola. Concluiu-se que a dica funcionou como um conhecimento que orienta os alunos a respeito de como melhorar a qualidade do movimento e, isso ratifica a possibilidade de sua inclusão como conteúdo de ensino da EFE / The main purpose of this study was to investigate the effects of verbal cues on dribbling and striking skills acquisition, focusing on the perceptual and motor aspects of movements learning. The sample for this study was made of 165 public school students aged between 6 to 8 years old from six classrooms in the same school. Each classroom was classified into a group, three for striking skill, three for dribbling skill and each group received a different treatment regarding the skill learning cues: no cues, perceptual cues and motor cues. The experiment was carried out in three phases: pre-test, classes with determined cues and post-test. As the result for striking skill, the Group 2 (which received perceptual cues) had better results than others as it showed an improvement in the level of movement patterns. For dribbling skill, the Group 6 (which received motor cues) showed better results in all three dependent variables: movement pattern levels, ball controlling and time of execution. Thus, it was verified that the effects of cues depend on tasks specificity in relation to the information processing demand. Also, students iconographics and writings, and teachers diary registers of six classrooms showed the importance of cues in the process of learning at school. This study concludes that the cues worked as knowledge for the student which guided them towards improvement of movement performance and it can be seen as positive evidence in favor of their inclusion as content to be taught in the Physical Education classes

O propósito do presente estudo foi o de investigar o efeito das dicas verbais na aquisição das habilidades rebater e driblar na Educação Física Escolar (EFE), com foco de atenção para os aspectos perceptivo e motor, como conhecimento escolarizado na aprendizagem do movimento. Participaram do estudo 165 alunos de seis salas de aula de uma escola da rede pública estadual (séries iniciais do ensino fundamental, na faixa etária de 6 a 8 anos). Cada sala correspondeu a um grupo, sendo três grupos para cada habilidade: sem dicas, com dica perceptiva e com dica motora. O experimento desenvolveu-se em três fases: pré-teste, aulas de EFE e pós-teste. Na tarefa de rebater, o Grupo 2 (com dica perceptiva) apresentou melhor resultado que os demais grupos, na variável estágio do padrão de movimento. Na tarefa de driblar, o Grupo 6 (com dica motora) apresentou melhora significativa nas três variáveis analisadas: padrão de movimento, número de perdas de controle de bola e tempo de realização do percurso. Verificou-se ainda, que o efeito das dicas depende da sua relação com a especificidade da tarefa no que se refere à demanda de processamento. Também foram coletados os registros iconográficos e escritos dos alunos e os registros do diário da professora das seis salas de aula, os quais evidenciaram a relevância do uso das dicas no processo de aprendizagem na escola. Concluiu-se que a dica funcionou como um conhecimento que orienta os alunos a respeito de como melhorar a qualidade do movimento e, isso ratifica a possibilidade de sua inclusão como conteúdo de ensino da EFE / The main purpose of this study was to investigate the effects of verbal cues on dribbling and striking skills acquisition, focusing on the perceptual and motor aspects of movements learning. The sample for this study was made of 165 public school students aged between 6 to 8 years old from six classrooms in the same school. Each classroom was classified into a group, three for striking skill, three for dribbling skill and each group received a different treatment regarding the skill learning cues: no cues, perceptual cues and motor cues. The experiment was carried out in three phases: pre-test, classes with determined cues and post-test. As the result for striking skill, the Group 2 (which received perceptual cues) had better results than others as it showed an improvement in the level of movement patterns. For dribbling skill, the Group 6 (which received motor cues) showed better results in all three dependent variables: movement pattern levels, ball controlling and time of execution. Thus, it was verified that the effects of cues depend on tasks specificity in relation to the information processing demand. Also, students iconographics and writings, and teachers diary registers of six classrooms showed the importance of cues in the process of learning at school. This study concludes that the cues worked as knowledge for the student which guided them towards improvement of movement performance and it can be seen as positive evidence in favor of their inclusion as content to be taught in the Physical Education classes

This research paper has examined the validity of the Forensic Assessment Interview Technique (FAINT). FAINT is a specific interview process - accepted and in current use - integrating the works of this researcher with the works of John Reid, Richard Arther, and Avinoam Sapir. The FAINT technique involves the evaluation of nonverbal behavior, projective analysis of unwitting verbal cues, and statement analysis. The fundamental hypothesis of FAINT is that truthful and deceptive criminal suspects differ demonstrably in their nonverbal, verbal and written communication, when asked to respond to a structured format of interview questions. FAINT maintains that these differences are observable and can be quantified to allow forensic interviewers to make accurate determinations of a suspect's involvement in a crime. This research has examined the validity of the technique as measured by a traditional, unweighted 3 point scale and a weighted scoring system (an issue being researched in this paper) comparatively used for determining truth or deception. This dissertation reports the results of both scoring systems, as well as a comparison between them and the historically used Behavioral Analysis Interview (BAI) that was developed by John E. Reid. / Criminology / MA (Criminology)

This research paper has examined the validity of the Forensic Assessment Interview Technique (FAINT). FAINT is a specific interview process - accepted and in current use - integrating the works of this researcher with the works of John Reid, Richard Arther, and Avinoam Sapir. The FAINT technique involves the evaluation of nonverbal behavior, projective analysis of unwitting verbal cues, and statement analysis. The fundamental hypothesis of FAINT is that truthful and deceptive criminal suspects differ demonstrably in their nonverbal, verbal and written communication, when asked to respond to a structured format of interview questions. FAINT maintains that these differences are observable and can be quantified to allow forensic interviewers to make accurate determinations of a suspect's involvement in a crime. This research has examined the validity of the technique as measured by a traditional, unweighted 3 point scale and a weighted scoring system (an issue being researched in this paper) comparatively used for determining truth or deception. This dissertation reports the results of both scoring systems, as well as a comparison between them and the historically used Behavioral Analysis Interview (BAI) that was developed by John E. Reid. / Criminology and Security Science / MA (Criminology)