Modality-Independent Effects of Phonological Neighborhood Structure on Initial L2 Sign Language Learning

The goal of the present study was to characterize how neighborhood structure in sign language influences lexical sign acquisition in order to extend our understanding of how the lexicon influences lexical acquisition in both sign and spoken languages. A referent-matching lexical sign learning paradigm was administered to a group of 29 hearing sign language learners in order to create a sign lexicon. The lexicon was constructed based on exposures to signs that resided in either sparse or dense handshape and location neighborhoods. The results of the current study indicated that during the creation of the lexicon signs that resided in sparse neighborhoods were learned better than signs that resided in dense neighborhoods. This pattern of results is similar to what is seen in child first language acquisition of spoken language. Therefore, despite differences in child first language and adult second language acquisition, these results contribute to a growing body of literature that implicates the phonological features that structure of the lexicon is influential in initial stages of lexical acquisition for both spoken and sign languages. This is the first study that uses an innovated lexicon-construction methodology to explore interactions between phonology and the lexicon in L2 acquisition of sign language

Infants' ability to associate different motion trajectories with animals and vehicles

Researchers have postulated that infants use motion cues (e.g., line of trajectory) to distinguish between animate and inanimate objects. However, little empirical research has addressed whether infants associate particular motion cues with object kinds. The present study examined infants' ability to associate jumping over an obstacle with animals, and hitting an obstacle and rebounding with vehicles. An infant-controlled habituation procedure was used. Sixteen- and 20-month-old infants were habituated to two category-congruent motion events: an animal jumping over a wall and a vehicle hitting a wall and rebounding backwards. During the habituation events, a stationary animal or vehicle was placed on one side of the screen to control for novelty effect of the exemplar in the test events (e.g., if an animal was jumping over the wall, then a vehicle was stationary). Subsequently, infants were presented with two test events. In the congruent test event, the stationary animal or vehicle from the habituation events engaged in the expected motion (i.e., animal jumping or vehicle rebounding). In the incongruent event, the stationary animal or vehicle from the habituation events violated the expected motion path (i.e., an animal rebounding or a vehicle jumping). The results revealed that by 16 months of age, infants can associate different lines of trajectory with different object kinds, and are surprised when this association is violated. The results are discussed in the context of the recent developmental literature, and infants' conceptualization of animates and inanimates

Can Occupational Therapy Take a HIT? A Guide to High-Intensity Training in Stroke Rehabilitation

Objective: Stroke has been considered a leading cause of functional impairment (Tsao et al., 2022). Recent evidence has supported a treatment approach that increases dosage (Scheets et al., 2021). High-intensity training (HIT) has shown promising evidence for functional recovery poststroke (Crozier et al., 2018). There have been minimal programs related to Occupational therapy (OT) and HIT have been created (Lamoureux, 2023). This doctoral capstone focused on program development of the OT-based HIT program. Theoretical frameworks included the Model of Human Occupation and Motor Learning Theory to provide a foundational structure. Methods: A needs assessment was performed at the Saint George Regional Hospital NeuroSpecialty Rehabilitation Center. Methods included interviews, observation, and quality improvement questionnaires from clinician input. The program was evaluated for perceived feasibility and quality using a SWOT analysis. Findings: The SWOT analysis indicated two overarching themes: patient empowerment and reluctance to change. Information acquired through feedback from these questionnaires and findings was disseminated into meaningful content. The program was redesigned based on input from the participants. No differences were seen in Likert Scale responses within the quality improvement questionnaire between participants with or without formal training with HIT. Conclusion: Findings from this capstone project and experience suggested that the OT-based HIT program was perceived as a viable program that can contribute to the quality of the profession, clearly delineating physical therapy and OT-driven HIT regarding scope of practice. Future projects and research are needed to understand the program’s feasibility with patient care

A (Re)existência do Ensino de Arte sob a ótica dos docentes de Pelotas

Esta investigação tem origem na minha pesquisa de mestrado que está em desenvolvimento no Programa de Pós-Graduação em Educação da UFPel. A pesquisa integra-se aos estudos sobre a docência e a formação de professores. A temática se configura como: O Ensino de Artes Visuais na contemporaneidade: Desafios, mudanças e perspectivas sob a ótica dos docentes. Busca perspectivas para a problemática de como os professores de Artes Visuais percebem sua profissão quanto aos desafios, dificuldades e mudanças. De abordagem qualitativa, a pesquisa se utiliza de entrevistas semiestruturadas com cinco professoras de Arte que atuam no Ensino Fundamental em Pelotas. Pode-se constatar uma preocupação das professoras em reafirmar a importância da Arte na escola e isto se reverbera em diferentes práticas e modos de pensar o ensino. A pesquisa possibilita a construção de ideias para uma educação que valorize os professores e que possa formar pessoas mais humanas, criativas e sensíveis para o mundo

Infants' understanding of the epistemic nature of eye gaze during the second year of life

The current thesis explored infants' implicit understanding of mental states during the second year of life. The first paper focused on infants' appreciation of the relationship between visual perception and knowledge. Based on an interactive search task, 24-month-olds demonstrated an understanding that people's eyes need to be unobstructed in order for them to be connected to the external world. Using a preferential looking paradigm, 18-month-olds predicted different behavior as a function of a person's visual experience. The second paper employed the preferential looking paradigm to investigate 18-month-olds' attributions of knowledge or ignorance when looking behavior was displayed by a person or a humanoid robot. Infants predicted different behavior as a function of the person's visual experience, while they did not demonstrate this expectation in the robot condition. The third paper explored infants' understanding of the epistemic nature of eye gaze within the context of a word learning task (Baldwin, 1993). In three experiments 18-month-olds were exposed to either a human or robot speaker who uttered novel labels for unfamiliar objects under two different eye gaze conditions. While infants followed the eye gaze of the non-human speaker, they did not use the robot speaker's eye gaze cues to determine the correct referent of novel words, even when contingent interaction was added. When the speaker was human, infants used the speaker's eye gaze to determine the correct referent. Together, the findings from the studies presented in this dissertation suggest that by 18 months, infants possess an implicit appreciation of the relationship between visual perception and knowledge. The results also provide evidence for the notion that by 18 months, the scope of infants' concept of mentalistic agent has narrowed relative to that demonstrated by younger infant

Um olhar de viajante para a arte e cultura popular: A tradição dos Caretos na Região de Trás-os-Montes - Portugal

No ano de 2014, enquanto cursava Artes Visuais – Licenciatura na Universidade Federal de Pelotas (UFPel), tive a oportunidade através de um acordo entre a UFPel e o Instituto Politécnico de Bragança (IPB) em Portugal, de realizar um intercâmbio acadêmico. Logo, pude estudar no Curso de Licenciatura em Arte e Design, no IPB em Bragança, Portugal no período de setembro de 2014 a fevereiro de 2015. Por meio do deslocamento para outro lugar, pude migrar para a região de Trás-os-Montes, a qual se encontra no nordeste de Portugal. Como o próprio nome sugere, é uma região montanhosa e por ter esta característica, em tempos passados o trânsito e o acesso a ela era muito difícil. Assim, desenvolveu-se lá aspectos culturais muito específicos e singulares, bem como uma característica própria e subjetiva do povo transmontano (de Trás-os-Montes) de ser. Com o passar dos dias ia gradativamente conhecendo a música, a dança, a arte, o artesanato, as festividades, as tradições, a culinária e a literatura locais. Bem como, conhecia sua gente, povo simples e acolhedor que na sua generosidade, sem saber contribuía para o meu processo de reterritorialização (Deleuze, 2009). As experiências vivenciadas durante esse percurso, modificaram meu modo de ver e pensar a cultura, o cotidiano, as relações sociais e a própria educação. Deste modo, gostaria de compartilhar neste artigo, um pouco da minha experiência de descoberta do território e da cultura transmontana, principalmente, no que confere aos ritos festivos envolvendo os Caretos, personagens tradicionais de Trás-os Montes.Palavras-Chave: Festa dos Caretos. História, Cultura. Educação

Comprehensive kernel instrumentation via dynamic binary translation

Dynamic binary translation (DBT) is a powerful technique that enables fine-grained monitoring and manipulation of an existing program binary. At the user level, it has been employed extensively to develop various analysis, bug-finding, and security tools. Such tools are currently not available for operating system (OS) binaries since no comprehensive DBT framework exists for the OS kernel. To address this problem, we have developed a DBT framework that runs as a Linux kernel module, based on the user-level DynamoRIO framework. Our approach is unique in that it controls all kernel execution, including interrupt and exception handlers and device drivers, enabling comprehensive instrumentation of the OS without imposing any overhead on user-level code. In this paper, we discuss the key challenges in designing and building an in-kernel DBT framework and how the design differs from user-space. We use our framework to build several sample instrumentations, including simple instruction counting as well as an implementation of shadow memory for the kernel. Using the shadow memory, we build a kernel stack overflow protection tool and a memory addressability checking tool. Qualitatively, the system is fast enough and stable enough to run the normal desktop workload of one of the authors for several weeks.</jats:p

TECNOLOGIAS E ENSINO DE ARTES VISUAIS – APONTAMENTOS INICIAIS DA PESQUISA

A presença das novas tecnologias no ambiente escolar, especificamente no ensino de Artes Visuais do município de Pelotas, RS, é um dos diversos temas estudados em uma pesquisa qualitativa, que está sendo realizada por meio da análise de entrevistas com professores de Arte do mesmo município. Este artigo se constitui como um dos primeiros desdobramentos desta pesquisa e visa de forma sucinta levantar as questões referentes à tecnologia e as novas tecnologias na sociedade atual, enfocando o uso destas no ambiente educacional e no ensino de Artes Visuais. O uso das novas tecnologias da informação e comunicação constitui-se uma realidade para nossa sociedade. Elas tornaram-se importantes e até mesmo indispensáveis em praticamente todos os âmbitos sociais. Alteraram de forma determinante os recursos e os meios para a comunicação e acesso à informação. Os espaços educativos não ficaram de fora das mudanças. A tecnologia adentrou (e tem adentrado) o espaço escolar de modo a “modernizá-lo”, ou melhor, torná-lo contemporâneo aos avanços tecnológicos que foram sentidos pela sociedade, na qual ambas, sociedade e educação, tiveram que se adaptar neste processo de inserção das novas tecnologias. A pesquisa mostra que a inserção das novas tecnologias no Ensino de Artes Visuais enfrenta problemas de ordem material/física, constituindo-se num fator inibitório ou mesmo, impeditório à ação docente, visto que o professor depende diretamente dos recursos que dispõe para poder desenvolver suas aulas com boa qualidade

Antiplaque Effect of Essential Oils and 0.2% Chlorhexidine on an In Situ Model of Oral Biofilm Growth: A Randomised Clinical Trial

This work was supported by project PI11/ 01383 from Carlos III Institute of Health (General Division of Evaluation and Research Promotion, Madrid, Spain), which is integrated in National Plan of Research, Development and Innovation (PN I+D+I 2008-2011). This project was cofinanced by European Regional Development Fund (ERDF 2007- 2013