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Cognitive development – learning, knowing and problem-solving
Published in Ajay Sharma, Helen Cockerill, Lucy Sanctuary, Mary Sheridan's From Birth to Five Years, 2021
Ajay Sharma, Helen Cockerill, Lucy Sanctuary
Mental representation – the ability to remember images of objects and activities – enables infants to search and find and copy and create activities, shapes and models. Early examples of this capacity are seen in delayed imitation of social activities (from 6 months onwards), searching for objects (from 9–10 months) and using objects functionally (from 10–12 months). Infants' mental capacity to represent underpins the later development of symbolic play, categorisation and language learning.
Theoretical Paradigms in Cognitive Science and in Theoretical Neurophilosophy
Published in Harald Maurer, Cognitive Science, 2021
According to Fodor and Pylyshyn121, the argument of semantic compositionality concerns semantic systematicity: under the assumption of the syntactic constituent structure of a sentence122, the meaning of a complex mental representation can be "computed" as a function of the semantic content of its lexical elements and the syntactic structure of its constituents, on the basis of the relevant operations. In this case, the syntax "mirrors" the semantics (Fodor and Pylyshyn 1988). This means that "there is an isomorphism between the causal relations that hold between symbols in virtue of their formal or syntactic properties and the semantic or inferential relations between the contents expressed by the symbols."123 In other words, correspondence in relation to the constituent structure guarantees an adequate semantic interpretation in terms of "semantic coherence," only if the contribution to the overall meaning of an expression is computed compositionally, i.e., structure-dependently. For this reason (and due to its semantic structure), a complex mental representation stands in a systematic relation to other mental representations.
Metalinguistic Awareness and Reading Acquisition: Some Issues
Published in Kees P. van den Bos, Linda S. Siegel, Dirk J. Bakker, David L. Share, Current Directions in Dyslexia Research, 2020
Phonology in early reading is important because it enables the emerging reader to construct, or reconstruct, from a small set of signal segments, a large repertoire of words as units of meaning that mediate his or her entry into language. These signal segments are the sublexical units of syllables, phonemes, onsets and rimes (morae in the Japanese kana, or initials and finals in Chinese). The underlying notion is that of developing mental representation of linguistic structure. Liberman & Shankweiler (1985) repeatedly emphasized the “understanding of linguistic structure”, “awareness of linguistic structure”, “metalinguistic awareness of the internal structure of words” (p. 10), and “becoming aware of sublexical structure for the purpose of developing word-recognition strategies” (p. 15). The term “linguistic” should encompass both written and spoken and heard language. The term structure stresses the hierarchical and relational aspects of languages and orthographies.
Creating Adaptable Skills: A Nonlinear Pedagogy Approach to Mental Imagery
Published in Journal of Sport Psychology in Action, 2023
Riki S. Lindsay, Jia Yi Chow, Paul Larkin, Michael Spittle
Based on the FE principle, MI interventions have primarily been informed by traditional cognitive views of motor learning. Such views focus on acquiring and developing mental representations that change internal cognitive processes that underlie skilled action (Moran & O'Shea, 2020; Schmidt & Lee, 2019). MI practice, therefore, has primarily focused on mentally replicating and strengthening motor programs that can be applied when necessary (Schmidt, 1975). For example, Frank et al. (2014) showed that MI training and physical practice both produce similar changes in mental representations of action in novice golfers. These findings suggest that MI training may be involved in building, storing, and manipulating of mental representations, which support the development of accurate actions.
Pharmacotherapy for bipolar disorder in adults with high-functioning autism
Published in Expert Opinion on Pharmacotherapy, 2022
Salvatore Amadori, Margherita Barbuti, Giulio Perugi
Atypical presentations of depressive episodes have also been described in HFA subjects. They often exhibit increased irritability and oppositional behaviors rather than depressed moods, with exacerbation of maladaptive behaviors, especially self-injury and aggression [20,23]. The special and restricted interests of HFA subjects could become more intense, assume darker overtones, or conversely, be completely shelved. In the latter case, the depressive condition may be mistaken for an improvement in the autistic core. Neurovegetative signs, such as changes in appetite or weight, and new-onset sleep disturbances (from hypersomnia to insomnia) can help in a proper diagnosis. Finally, ASD individuals are more prone to repetitive thinking and severe depressive ruminations [24], with the occurrence of reexperiencing phenomena. Some of these reexperiences take the form of vivid mental representations and are described in terms of dialoguing voices or visual hallucinations. Again, a misdiagnosis of schizophrenia is very common. In an interesting retrospective case-control study, six discriminating indicators were detected as possible candidates for the differential diagnosis of depression in subjects with and without ASD: 1) interpersonal friction, 2) bullied experience, 3) psychotic-like experiences, 4) age under 32 years, 5) school nonattendance and 6) university educational level [23].
Validating the Experiences in Close Relationships–Relationship Structures Scale among Chinese Children and Adolescents
Published in Journal of Personality Assessment, 2022
Qingyao Zhang, Zhi-Jin Hou, Robert Chris Fraley, Yueyue Hu, Xiu Zhang, Jingjuan Zhang, Xiaoluan Guo
One of the most important contributions of this research is verifying the second-order factor model of the ECR–RS, which conceptualizes relationship-specific attachment as latent indicator of underlying general attachment. The establishment of the second-order factor model supports one of the most fundamental premise of attachment theory. Namely, there are common mental representations that explain the consistency among one’s diverse social relations, as well as relationship-specific representations that are distinctive from one another (Fraley, Heffernan, et al., 2011). Consistent with this premise, the second-order factor model demonstrated that, on one hand, general attachment orientation accounts for a sizable amount of variance in relationship-specific attachment. In other words, common or general mental representations appear to color the relational contexts in similar ways. Thus, people with high general attachment anxiety not only worry about the availability of parents, but also worry about the availability of best friends. On the other hand, the second-order factor model of the ECR–RS also sheds light on the variation in relationship-specific attachment, with the residual variances of relationship-specific attachment factors reflecting the unique relationship-specific factors.