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The Look of Eye Contact
Published in Michael van Manen, Phenomenology of the Newborn, 2018
Extensive literature has explored the phenomenon of visual imitation in newborns with the strongest evidence describing newborns having the capacity to imitate facial gestures like tongue protrusion or mouth opening (Meltzoff, 1999; Meltzoff & Moore, 1977). Other behaviors such as lip pursing, head turning, and finger movements have also been reported (Jones, 2017). The constatation is that imitation is the possibility for “absorbing the expressions and gestures of the other into the movements of our own body” (Wider, 1999, p. 204). In such situations, consciousness is bodily without necessarily being self-reflective, meaning the newborn imitates actions without being able to see itself perform (tongue protrusion, mouth opening, or other imitated behaviors). The mirror neuron hypothesis is the prominent theory on infant imitation (Gallese et al., 1996). Mirror neurons are essentially brain cells that are active both in situations of observed action and action performance. It has been speculated, therefore, that newborns possibly experience others’ facial expressions or imitated movements as their own (Simpson et al., 2014). Yet, the mirror neuron hypothesis by no means explains all infant behaviors. For example, infants sometimes imitate gestures that were remotely observed, overriding current views (Meltzoff & Moore, 1997).
Framing Transnational Human Resource Management of Nurse Labour
Published in Tricia Cleland Silva, Transnational Management and Globalised Workers, 2018
De Cieri et al. (2007) use the critical perspective of postcolonialism to highlight that IHRM deserves theoretical disputation and that take-for-granted assumptions in the practice should be problematised and questioned. They argue that these assumptions have a direct effect on thoughts and behaviours, which can lead to ‘isomorphism’ in the description and assessment of IHRM theory and practice. De Cieri et al. (2007) further their argument by using what they term ‘imitation’, drawing highly from Bhabha’s (1994) terms of mimicry and hybridity. Imitation is ‘the copying of another’s form, practice or claim to legitimacy’ (293). This would direct the analysis to how and why existing practices and disciplines are adopted and adapted and, in turn, highlight what is being taken for granted rather than subsuming ‘other’ past or present differences (ibid).
Fine motor skills and non-verbal cognition: birth-1 year
Published in Ajay Sharma, Helen Cockerill, Nobuo Okawa, From Birth to Five Years, 2014
Ajay Sharma, Helen Cockerill, Nobuo Okawa
When children copy a model that is made out of their view, or shown and removed, they need additional abilities of working memory and recall, planning and rotating objects mentally (see block structures and copying shape illustrations,p. 67). Imitation, e.g. where the making of the shape or the model is demonstrated for the child, is achieved earlier than the ability to copy from a completed model.
Participant characteristics predicting communication outcomes in AAC implementation for individuals with ASD and IDD: a systematic review and meta-analysis
Published in Augmentative and Alternative Communication, 2023
J. B. Ganz, James E. Pustejovsky, Joe Reichle, Kimberly J. Vannest, Margaret Foster, Lauren M. Pierson, Sanikan Wattanawongwan, Armando J. Bernal, Man Chen, April N. Haas, Ching-Yi Liao, Mary Rose Sallese, Rachel Skov, S. D. Smith
From the full set of included studies, information extracted included (a) participant diagnosis (ASD: including autism spectrum disorder, autistic disorder/autism, high-functioning autism, or pervasive developmental disorder with or without ID; IDD: intellectual disability or mental retardation requiring an IQ score of less than 70 AND commensurate deficits in adaptive behavior overall/composite); (b) participant chronological age (0–3 years-old, 4–5 years old, 6–10 years-old, 11–14 years-old, and 14–22 years-old); (c) number of words/symbols produced prior to intervention (categorized as none, 1–10 words, over 10 words); (d) communication mode prior to intervention (verbalization, natural gestures, natural gestures and verbalization, natural gestures and vocalization, vocalization, manual sign language, low-tech aided AAC, mid-to-high-tech aided AAC, other, and not reported); and (e) imitation use prior to intervention (categorized as gesture imitation, vocal/verbal imitation, and both gesture and vocal/verbal imitation).
The reliability and validity of the Turkish version of the apraxia screen of TULIA in multiple sclerosis patients
Published in Disability and Rehabilitation, 2022
Zeynep Yıldız, Fadime Doymaz, Fatih Özden
AST is a widely used tool to assess limb apraxia. This battery is based on a more comprehensive assessment tool of the same study group: “TULIA (Test for Upper-Limb Apraxia)” [29]. TULIA consists of 48 items. AST is the revised version of the TULIA by reducing it to 12 items (seven items imitation; five item pantomime). In the evaluation protocol, patients seated in front of the physiotherapist were recorded on video. For the imitation tasks, patients were asked to repeat the movements shown by the physiotherapist. In pantomime tasks, patients applied gestures according to the verbal instructions given by the physiotherapist. Both hands of the patients have been tested. The patients were scored according to their failure or success to complete the task (0 = unsuccessful, 1 = successful). The maximum total score of the AST is 12, the total cut-off score is <9 points for the apraxia, and the severe apraxia is <5 points [13].
Transforming an educational ecosystem for substance use disorders: A multi-modal model for continuous curricular improvement and institutional change
Published in Substance Abuse, 2022
Jason M. Satterfield, Karen Werder, Stephanie Reynolds, Irina Kryzhanovskaya, Alexa Colgrove Curtis
In contrast to the hidden curriculum, trainees also learn from the explicit or formal curriculum, the implicit or informal curriculum, and the null curriculum.34 The formal curriculum refers to structured, often pre-planned classroom didactic experiences driven by learning objectives and competencies. Wide variability exists in explicit SUD curricula with the most comprehensive list being consensus-based and supported locally13,39 and nationally.40–43 The implicit or informal curriculum most commonly refers to clinical education delivered by clinical faculty or preceptors during the course of daily patient care. Although clinical curricula may include learning objectives and competencies, much of what is learned is imparted through role modeling and imitation. As the popularity of the hidden curriculum concept has grown, it has often been conflated with the implicit curriculum although the former refers more to a process of socialization and the latter more to modeling of clinical procedures, interviewing, and other clinical skills.38 A newer concept, the null curriculum, refers to that which is not taught and by its absence conveys a message of non-importance.28 Within the realm of SUD, the powerful impact of stigmatizing language is often not taught, thus sending the “null” message that clinician language is of little concern.28 In order to transform learning and its impact on professional identity and workforce development, the explicit, implicit, hidden, and null curricula all must be carefully assessed and iteratively evolved.