Studies on machine learning-based aid for residency training and time difficulty in ophthalmology

兵庫県立大学大学院工学(博士)2023doctoral thesi

Acquired Dyslexia in Japanese: Implications for Reading Theory

Acquired dyslexia research has been conducted mainly on English neurological patients. A limited number of dyslexia studies on non-alphabetic orthographies are available. Classical case studies for acquired dyslexia in Japanese, which has two distinctive scripts (morphographic Kanji and phonographic Kana), reported 'script-dependent' dyslexia patterns. Although recent case studies showed 'script-independent' dyslexia patterns for surface and phonological dyslexia, a 'script-independent' deep dyslexia pattern in Japanese has not yet been reported. This study examined four Japanese aphasic patients, using psycholinguistically well-manipulated reading stimuli for both Kanji and Kana strings. YT, with phonological impairment, demonstrated the same effects of psycholinguistic variables as observed in English deep dyslexia, but semantic errors rarely occurred in Kana word reading. YT's concomitant deep dyslexia for Kanji, and phonological dyslexia for Kana fit the phonological impairment hypothesis, and this can be treated as a unique characteristic of Japanese deep dyslexia. HW, with semantic impairment, demonstrated a 'script-independent' surface dyslexia pattern. SO, with severe semantic impairment, demonstrated a surface dyslexia pattern in Kanji word reading, but showed substantial difficulty with Kanji nonword reading. ME, with phonological impairment and a visuo-spatial deficit, showed both lexicality and length effects on reading aloud Kana strings, thus suggesting phonological dyslexia for Kana. That is, the double dissociation between Kanji and Kana nonword reading was observed in SO and ME. These results suggest that Japanese acquired dyslexia patterns are not dependent on script-type, but are also not totally independent of script-type. These outcomes of this study are discussed in terms of universality and orthographic-specificity in acquired dyslexia. Moreover, possible workings of the Japanese version of the DRC model (Coltheart et al., 2001) and the triangle model Plaut, et al., 1996; Harm & Seidenberg, 2004) are presented in order to explain acquired dyslexia patterns in Japanese

Acquired dyslexia in Japanese : implications for reading theory

Acquired dyslexia research has been conducted mainly on English neurological patients. A limited number of dyslexia studies on non-alphabetic orthographies are available. Classical case studies for acquired dyslexia in Japanese, which has two distinctive scripts (morphographic Kanji and phonographic Kana), reported 'script-dependent' dyslexia patterns. Although recent case studies showed 'script-independent' dyslexia patterns for surface and phonological dyslexia, a 'script-independent' deep dyslexia pattern in Japanese has not yet been reported. This study examined four Japanese aphasic patients, using psycholinguistically well-manipulated reading stimuli for both Kanji and Kana strings. YT, with phonological impairment, demonstrated the same effects of psycholinguistic variables as observed in English deep dyslexia, but semantic errors rarely occurred in Kana word reading. YT's concomitant deep dyslexia for Kanji, and phonological dyslexia for Kana fit the phonological impairment hypothesis, and this can be treated as a unique characteristic of Japanese deep dyslexia. HW, with semantic impairment, demonstrated a 'script-independent' surface dyslexia pattern. SO, with severe semantic impairment, demonstrated a surface dyslexia pattern in Kanji word reading, but showed substantial difficulty with Kanji nonword reading. ME, with phonological impairment and a visuo-spatial deficit, showed both lexicality and length effects on reading aloud Kana strings, thus suggesting phonological dyslexia for Kana. That is, the double dissociation between Kanji and Kana nonword reading was observed in SO and ME. These results suggest that Japanese acquired dyslexia patterns are not dependent on script-type, but are also not totally independent of script-type. These outcomes of this study are discussed in terms of universality and orthographic-specificity in acquired dyslexia. Moreover, possible workings of the Japanese version of the DRC model (Coltheart et al., 2001) and the triangle model Plaut, et al., 1996; Harm & Seidenberg, 2004) are presented in order to explain acquired dyslexia patterns in Japanese.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Uncovering the myth of learning to read Chinese characters: phonetic, semantic, and orthographic strategies used by Chinese as foreign language learners

Oral Session - 6A: Lexical modeling: no. 6A.3Chinese is considered to be one of the most challenging orthographies to be learned by non-native speakers, in particular, the character. Chinese character is the basic reading unit that converges sound, form and meaning. The predominant type of Chinese character is semantic-phonetic compound that is composed of phonetic and semantic radicals, giving the clues of the sound and meaning, respectively. Over the last two decades, psycholinguistic research has made significant progress in specifying the roles of phonetic and semantic radicals in character processing among native Chinese speakers …postprin

(Dis)connections between specific language impairment and dyslexia in Chinese

Poster Session: no. 26P.40Specific language impairment (SLI) and dyslexia describe language-learning impairments that occur in the absence of a sensory, cognitive, or psychosocial impairment. SLI is primarily defined by an impairment in oral language, and dyslexia by a deficit in the reading of written words. SLI and dyslexia co-occur in school-age children learning English, with rates ranging from 17% to 75%. For children learning Chinese, SLI and dyslexia also co-occur. Wong et al. (2010) first reported on the presence of dyslexia in a clinical sample of 6- to 11-year-old school-age children with SLI. The study compared the reading-related cognitive skills of children with SLI and dyslexia (SLI-D) with 2 groups of children …postprin

Learning Opportunities 2015/2016

The graduation requirements of the Illinois Mathematics and Science Academy are in concert with those maintained by the State of Illinois with additional requirements as established by the IMSA Board of Trustees. Each semester students must take a minimum of 5 academic courses (2.5 credits) for a grade (not Pass/Fail). Fine Arts, Wellness, and Independent Study courses, or any course taken on a Pass/Fail basis do not count towards the 5 course (2.5 credits) minimum. Most students will take between 5 (2.5 credits) and 7 (3.5 credits) academic courses per semester. Only courses taken for a letter grade will count towards graduation credit. Students who take more than 5 academic courses may choose to take all courses for a grade. It is recommended that students who are approved to take 7 academic courses declare one elective Pass/Fail

Learning Opportunities 2016/2017

The graduation requirements of the Illinois Mathematics and Science Academy are in concert with those maintained by the State of Illinois with additional requirements as established by the IMSA Board of Trustees. Each semester students must take a minimum of 5 academic courses (2.5 credits) for a grade (not Pass/Fail). Fine Arts, Wellness, and Independent Study courses, or any course taken on a Pass/Fail basis do not count towards the 5 course (2.5 credits) minimum. Most students will take between 5 (2.5 credits) and 7 (3.5 credits) academic courses per semester. Only courses taken for a letter grade will count towards graduation credit. Students who take more than 5 academic courses may choose to take all courses for a grade. It is recommended that students who are approved to take 7 academic courses declare one elective Pass/Fail