Elaboracion y normalizacion de una prueba de fusion biaural con estimulos trisilabicos en una poblacion normoyente de la ciudad de Talca

77 p.Existen variadas pruebas sobre PAC que prácticamente no pueden ser válidos para la población sudamericana debido a que la calibración fonética de las palabras estudiadas no se rige por las mismas reglas del continente hispano y eso complica la inteligibilidad y el procesamiento de las propiedades auditivas. Por ello mediante el siguiente trabajo se pretende elaborar y normalizar una prueba de Interacción Biaural, mediante el diseño y aplicación de una prueba que se adapte a la realidad lingüística chilena con el fin de obtener una prueba válida para medir el Procesamiento Auditivo Central en una población de personas jóvenes entre los 18 y 24 años de la Universidad de Talca de la carrera de Fonoaudiología. Además se explicará detalladamente la metodología y los estímulos utilizados en la aplicación de las pruebas; cómo fueron obtenidos y analizados los datos para su uso y mediante las conclusiones se detallarán los posteriores hallazgos para aportar con la información necesaria para futuros fines audiológicos en personas con Trastornos en el Procesamiento Auditivo Central (TPAC

Action relevance in linguistic context drives word-induced motor activity

Many neurocognitive studies on the role of motor structures in action-language processing have implicitly adopted a “dictionary-like” framework within which lexical meaning is constructed on the basis of an invariant set of semantic features. The debate has thus been centered on the question of whether motor activation is an integral part of the lexical semantics (embodied theories) or the result of a post-lexical construction of a situation model (disembodied theories). However, research in psycholinguistics show that lexical semantic processing and context-dependent meaning construction are narrowly integrated. An understanding of the role of motor structures in action-language processing might thus be better achieved by focusing on the linguistic contexts under which such structures are recruited. Here, we therefore analyzed online modulations of grip force while subjects listened to target words embedded in different linguistic contexts. When the target word was a hand action verb and when the sentence focused on that action (John signs the contract) an early increase of grip force was observed. No comparable increase was detected when the same word occurred in a context that shifted the focus toward the agent's mental state (John wants to sign the contract). There mere presence of an action word is thus not sufficient to trigger motor activation. Moreover, when the linguistic context set up a strong expectation for a hand action, a grip force increase was observed even when the tested word was a pseudo-verb. The presence of a known action word is thus not required to trigger motor activation. Importantly, however, the same linguistic contexts that sufficed to trigger motor activation with pseudo-verbs failed to trigger motor activation when the target words were verbs with no motor action reference. Context is thus not by itself sufficient to supersede an “incompatible” word meaning. We argue that motor structure activation is part of a dynamic process that integrates the lexical meaning potential of a term and the context in the online construction of a situation model, which is a crucial process for fluent and efficient online language comprehension

Prácticas pedagógicas que favorecen u obstaculizan la inclusión educativa en el aula de educación física desde la perspectiva del alumnado y profesorado

The aim of the present investigation was to analyze students’ perception of the practices that favor or obstruct educational inclusion in Physical Education settings. Also, to inquire about teachers’ beliefs on the subject. The study has an exploratory-descriptive scope and uses a mixed method. Participants included were 163 students in the 7th and 8th grade of the Temuco and Los Angeles, Chile, and 7 teachers of Physical Education at all levels, all of whom were intentionally selected. The instruments of data collection were a questionnaire of inclusive practices, and in-depth interviews. Factors that favor inclusion include physical education teachers’ personal skills, and the class as an environment that benefits relationships. As a hindrance factor, homogeneity of activities arises, constant competition, and hetero-evaluation as the main means to evaluate the achievement of students’ learnin

Grip Force Reveals the Context Sensitivity of Language-Induced Motor Activity during “Action Words

Studies demonstrating the involvement of motor brain structures in language processing typically focus on \ud time windows beyond the latencies of lexical-semantic access. Consequently, such studies remain inconclusive regarding whether motor brain structures are recruited directly in language processing or through post-linguistic conceptual imagery. In the present study, we introduce a grip-force sensor that allows online measurements of language-induced motor activity during sentence listening. We use this tool to investigate whether language-induced motor activity remains constant or is modulated in negative, as opposed to affirmative, linguistic contexts. Our findings demonstrate that this simple experimental paradigm can be used to study the online crosstalk between language and the motor systems in an ecological and economical manner. Our data further confirm that the motor brain structures that can be called upon during action word processing are not mandatorily involved; the crosstalk is asymmetrically\ud governed by the linguistic context and not vice versa

Applauding with Closed Hands: Neural Signature of Action-Sentence Compatibility Effects

BACKGROUND: Behavioral studies have provided evidence for an action-sentence compatibility effect (ACE) that suggests a coupling of motor mechanisms and action-sentence comprehension. When both processes are concurrent, the action sentence primes the actual movement, and simultaneously, the action affects comprehension. The aim of the present study was to investigate brain markers of bidirectional impact of language comprehension and motor processes. METHODOLOGY/PRINCIPAL FINDINGS: Participants listened to sentences describing an action that involved an open hand, a closed hand, or no manual action. Each participant was asked to press a button to indicate his/her understanding of the sentence. Each participant was assigned a hand-shape, either closed or open, which had to be used to activate the button. There were two groups (depending on the assigned hand-shape) and three categories (compatible, incompatible and neutral) defined according to the compatibility between the response and the sentence. ACEs were found in both groups. Brain markers of semantic processing exhibited an N400-like component around the Cz electrode position. This component distinguishes between compatible and incompatible, with a greater negative deflection for incompatible. Motor response elicited a motor potential (MP) and a re-afferent potential (RAP), which are both enhanced in the compatible condition. CONCLUSIONS/SIGNIFICANCE: The present findings provide the first ACE cortical measurements of semantic processing and the motor response. N400-like effects suggest that incompatibility with motor processes interferes in sentence comprehension in a semantic fashion. Modulation of motor potentials (MP and RAP) revealed a multimodal semantic facilitation of the motor response. Both results provide neural evidence of an action-sentence bidirectional relationship. Our results suggest that ACE is not an epiphenomenal post-sentence comprehension process. In contrast, motor-language integration occurring during the verb onset supports a genuine and ongoing brain motor-language interaction

When words trigger activity in the brain’s sensory and motor systems: It is not Remembrance of Things Past

International audienc

Do Children With Developmental Language Disorder Activate Scene Knowledge to Guide Visual Attention? Effect of Object-Scene Inconsistencies on Gaze Allocation.

International audienceOur visual environment is highly predictable in terms of where and in which locations objects can be found. Based on visual experience, children extract rules about visual scene configurations, allowing them to generate scene knowledge. Similarly, children extract the linguistic rules from relatively predictable linguistic contexts. It has been proposed that the capacity of extracting rules from both domains might share some underlying cognitive mechanisms. In the present study, we investigated the link between language and scene knowledge development. To do so, we assessed whether preschool children (age range = 5;4–6;6) with Developmental Language Disorder (DLD), who present several difficulties in the linguistic domain, are equally attracted to object-scene inconsistencies in a visual free-viewing task in comparison with age-matched children with Typical Language Development (TLD). All children explored visual scenes containing semantic (e.g., soap on a breakfast table), syntactic (e.g., bread on the chair back), or both inconsistencies (e.g., soap on the chair back). Since scene knowledge interacts with image properties (i.e., saliency) to guide gaze allocation during visual exploration from the early stages of development, we also included the objects’ saliency rank in the analysis. The results showed that children with DLD were less attracted to semantic and syntactic inconsistencies than children with TLD. In addition, saliency modulated syntactic effect only in the group of children with TLD. Our findings indicate that children with DLD do not activate scene knowledge to guide visual attention as efficiently as children with TLD, especially at the syntactic level, suggesting a link between scene knowledge and language development

Contextual effects on motor activation during "action word" processing: Grip force study of volition denoting sentences

Although motor activation during action-word-processing has received considerable attention, the effects of the linguistic context have largely been overlooked. To assess how flexible and context dependent motor activation during language processing may be, we experimentally tested the impact of volition modality (want to do) on this activation: volition modality sets an action in a irrealis perspective, since to want to do X presupposes that X is not currently being done. Our experimental design relied on a novel experimental technique developed in our lab (Frak et al., 2010; Aravena et al., submitted), using a grip-force sensor (ATI mini-40) to measure online the effects of language processing on motor behaviour. Participants held the grip-force sensor with closed eyes throughout the experiment while listening to orally presented French action and non-action words in affirmative vs. volitive sentences. Relative to non-action words a significant enhancement of grip force was observed for action words in declarative sentences starting around 250ms after target word onset. In volitional contexts, however, the same action-words elicited a significantly reduced grip-force amplitude. Our results clearly demonstrate that motor brain structures are not activated mandatorily during the processing of action words; motor activation is modulated by the linguistic context and more specifically, the manner in which the corresponding action concept is recruited. Consequences for models of embodied semantics are discussed. Our findings further confirm that our simple experimental paradigm can advantageously be used for illuminating online studies of the crosstalk between language and the motor systems that are also ecological and economical

Students' and teachers' perspective on pedagogical practices promoting or holding up educational inclusion in Physical Education

The aim or the present investigation was to analyze students' perception of the practices that favor or obstruct educational inclusion in Physical Education settings. Also, to inquire about teachers beliefs on the subject. The study has an exploratory-descriptive scope and uses a mixed method. Participants included were 163 students in the 7th and 8th grade of the Temuco and Los Angeles, Chile, and 7 teachers of Physical Education at all levels, all or whom were intentionally selected. The instruments of data collection were a questionnaire of inclusive practices. and in-depth interviews. Factors that favor inclusion include physical education teachers' personal skills, and the class as an environment that benefits relationships. As a hindrance factor, homogeneity of activities arises, constant competition. and hetero-evaluation as the main means to evaluate the achievement of students' learning