General programme, activity sheet

Wednesday 7 September, 2016 Poster
Enhancing narrative abilities among children and teenagers with mild cognitive impairment: the effect of intervention strategies and story complexity
Speaker: Judy Kupersmitt, Hadassah Academic College

Authors: Judy R. Kupersmitt, Tova Agai and Racheli Sanhedrai


Narrative abilities are at the core of linguistic and socio-cognitive development (Berman, 2009). Narrative studies in cognitive impairment has been confined to specific genetic syndromes (Finestack, Palmer & Abbeduto, 2012; Losh et al. 2000). The present study investigates the contribution of two intervention strategies in the production of narratives by children and teenagers diagnosed with low to mild cognitive impairment (IQ 55-69). 20 participants aged 10-15 produced two picture-based stories of different complexity. After the first production, the children were divided into three groups balanced for language and cognitive abilities: a control group and two study groups - one assigned to a scaffolding intervention that targeted causal links via open questions and dialogue; and the other to a modeling intervention that exposed participants to elaborated versions of the stories with mention of explicit causal links and mind oriented language (Kaderavek & Justice, 2002; Veneziano et al., 2009). All the children were asked to retell the two stories immediately after the intervention and two weeks later (one story). The stories were analysed for measures of information units (content), causal links of four types – motivational, enabling, physical and psychological (Trabasso & Nickels, 1992), and linguistic forms. After both types of intervention, the information units increased in 30-40% and the causal links in 25-35% on average, even too weeks later, while no changes were observed in the control group narratives. The gains of the intervention were more noticeable with the more complex story, which required a greater awareness of ToM. Changes in language forms included more specific verbs and nouns, a higher number of required and non-required arguments within the clause and a tighter connectivity. These results underscore the value of narrative interventions to understand the underlying linguistic, socio-cognitive and pragmatic abilities of individuals with cognitive impairment. Narratives can provide a rich context for this population to practice language forms and to enhance their production of mind oriented discourse.
Coffee break and poster session
Place: Hall First floor area A

Other activities in Coffee break and poster session
10:30 h. to 11:30 h.Coffee break

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Speaker: Anna Chromá, Charles University in Prague
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Speaker: Stepan Matejka, Charles University in Prague
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Speaker: Zhao Zhao, Hiroshima University
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Speaker: Antje Endesfelder Quick, University of Leipzig
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Speaker: Mariela Resches Zlotnik, Universidad de Santiago de Compostela
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Speaker: Norma Alejandra Gutiérrez Almazán, Universidad de Guadalajara
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Executive Functions and Eye Fixations in Children with Cochlear Implant

Speaker: Maria Fernanda Lara Díaz, Universidad Nacional de Colombia
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Estudio de la conciencia de tartamudez y comportamientos secundarios en niños de 2 a 6 años

Speaker: Miguel Pérez Pereira, Universidade de Santiago de Compostela
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The role of bimodal input in L2 word recognition and vocabulary learning

Speaker: Sara Feijoo, Universitat de Barcelona
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Parentalidad, Habla Dirigida al Niño y desarrollo inicial del lenguaje.

Speaker: Magda Rivero García, Universitat de Barcelona
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Speaker: Sandra Marder, Comisión de investigaciones Científicas de la provincia de Buenos Aires
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Recetas de cocina producidas por sordos y oyentes en lengua de signos española: Algunas claves para su enseñanza

Speaker: Ines Mª Garcia Azkoaga, Universidad del País Vasco
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Functional Networks Reveal Higher Efficiency in the Bilingual Brain

Speaker: Daniel  Adrover Roig, Universitat de les Illes Balears
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Speaker: Irene Cadime, Universidade do Minho
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Actividad comunicativa con función instrumental y declarativa: un abordaje multidimensional y dinámico

Speaker: Laura Vivas Fernández, Universidad Complutense de Madrid
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Why is shared book reading effective for children's Theory of Mind development?: Frequency analysis of cognitive mental state terms in Japanese picture books

Speaker: Yuko Okumura, NTT Communication Science Laboratories