Using imagery as a strategy for language learning may be helpful to encode linguistic forms into conceptual networks for long-term memory. Based on Arwood＇s neuroeducation model of language learning, this research ev...Using imagery as a strategy for language learning may be helpful to encode linguistic forms into conceptual networks for long-term memory. Based on Arwood＇s neuroeducation model of language learning, this research evaluated the effect of imagery in Chinese character writing by English-speaking adolescent students. After comparing imagery effects under three instructional conditions （i.e., English translation, pictorial presentation, and verbal-contextual interpretation）, the results showed that the use of imagery predicted significantly better writing results in the immediate and one-week writing tests, but not in the four-week writing test. Cognitive analyses found that imagery was commonly used as a mediational strategy in the pictorial and verbal-contextual methods in the early learning phases. The pictorial method mainly elicited perceptual visual patterns which failed to support sustained memory. For a better character encoding and retrieval, images had to be generated associated with sufficient and relevant contextual information.展开更多
Motor imagery is defined as an act wherein an individual contemplates a mental action of motor execution without apparent action.Mental practice executed by repetitive motor imagery can improve motor performance witho...Motor imagery is defined as an act wherein an individual contemplates a mental action of motor execution without apparent action.Mental practice executed by repetitive motor imagery can improve motor performance without simultaneous sensory input or overt output.We aimed to investigate cerebral hemodynamics during motor imagery and motor execution of a self-feeding activity using chopsticks.This study included 21 healthy right-handed volunteers.The self-feeding activity task comprised either motor imagery or motor execution of eating sliced cucumber pickles with chopsticks to examine eight regions of interest:pre-supplementary motor area,supplementary motor area,bilateral prefrontal cortex,premotor area,and sensorimotor cortex.The mean oxyhemoglobin levels were detected using near-infrared spectroscopy to reflect cerebral activation.The mean oxyhemoglobin levels during motor execution were significantly higher in the left sensorimotor cortex than in the supplementary motor area and the left premotor area.Moreover,significantly higher oxyhemoglobin levels were detected in the supplementary motor area and the left premotor area during motor imagery,compared to motor execution.Supplementary motor area and premotor area had important roles in the motor imagery of self-feeding activity.Moreover,the activation levels of the supplementary motor area and the premotor area during motor execution and motor imagery are likely affected by intentional cognitive processes.Levels of cerebral activation differed in some areas during motor execution and motor imagery of a self-feeding activity.This study was approved by the Ethical Review Committee of Nagasaki University(approval No.18110801)on December 10,2018.展开更多
In recent years,mental practice(MP)using laterally inverted video of a subject’s non-paralyzed upper limb to improve the vividness of presented motor imagery(MI)has been shown to be effective for improving the functi...In recent years,mental practice(MP)using laterally inverted video of a subject’s non-paralyzed upper limb to improve the vividness of presented motor imagery(MI)has been shown to be effective for improving the function of a paralyzed upper limb.However,no studies have yet assessed the activity of cortical regions engaged during MI task performance using inverse video presentations and neurophysiological indicators.This study sought to investigate changes in MI vividness and hemodynamic changes in the cerebral cortex during MI performance under the following three conditions in near-infrared spectroscopy:MI-only without inverse video presentation(MI-only),MI with action observation(AO)of an inverse video presentation of another person’s hand(AO+MI(other hand)),and MI with AO of an inverse video presentation of a participant’s own hand(AO+MI(own hand)).Participants included 66 healthy right-handed adults(41 men and 25 women;mean age:26.3±4.3 years).There were 23 patients in the MI-only group(mean age:26.4±4.1 years),20 in the AO+MI(other hand)group(mean age:25.9±5.0 years),and 23 in the AO+MI(own hand)group(mean age:26.9±4.1 years).The MI task involved transferring 1 cm×1 cm blocks from one plate to another,once per second,using chopsticks held in the non-dominant hand.Based on a visual analog scale(VAS),MI vividness was significantly higher in the AO+MI(own hand)group than in the MI-only group and the AO+MI(other hand)group.A main effect of condition was revealed in terms of MI vividness,as well as regions of interest(ROIs)in certain brain areas associated with motor processing.The data suggest that inverse video presentation of a person’s own hand enhances the MI vividness and increases the activity of motor-related cortical areas during MI.This study was approved by the Institutional Ethics Committee of Nagasaki University Graduate School of Biomedical and Health Sciences(approval No.18121303)on January 18,2019.展开更多
This research project analyzes the reading and writing practices used in five first and second year undergraduate courses of different disciplines at a Colombian university. During one semester, we conducted polls, cl...This research project analyzes the reading and writing practices used in five first and second year undergraduate courses of different disciplines at a Colombian university. During one semester, we conducted polls, class observations, and interviews with teachers. The data collected contain information about the strategies that teachers use to guide, clarify, and evaluate the readings they assigned. It also informs about the ways in which teachers classify texts and participate in the process of composing, editing, and evaluating the students＇ writing. Finally, the data inform about the role that teachers assign to the practices of reading and writing in their courses. The results of the study prove that there is a misconception based on the idea that there is a unique way of understanding and practicing reading and writing in the academia, and that there is a set of unique strategies that are transferable to any discipline or field of study. The cases analyzed in this study suggest that it would be much more effective to incorporate intensive reading and writing strategies in disciplinary courses, than to concentrate on first year writing courses.展开更多
文摘Using imagery as a strategy for language learning may be helpful to encode linguistic forms into conceptual networks for long-term memory. Based on Arwood＇s neuroeducation model of language learning, this research evaluated the effect of imagery in Chinese character writing by English-speaking adolescent students. After comparing imagery effects under three instructional conditions （i.e., English translation, pictorial presentation, and verbal-contextual interpretation）, the results showed that the use of imagery predicted significantly better writing results in the immediate and one-week writing tests, but not in the four-week writing test. Cognitive analyses found that imagery was commonly used as a mediational strategy in the pictorial and verbal-contextual methods in the early learning phases. The pictorial method mainly elicited perceptual visual patterns which failed to support sustained memory. For a better character encoding and retrieval, images had to be generated associated with sufficient and relevant contextual information.
文摘Motor imagery is defined as an act wherein an individual contemplates a mental action of motor execution without apparent action.Mental practice executed by repetitive motor imagery can improve motor performance without simultaneous sensory input or overt output.We aimed to investigate cerebral hemodynamics during motor imagery and motor execution of a self-feeding activity using chopsticks.This study included 21 healthy right-handed volunteers.The self-feeding activity task comprised either motor imagery or motor execution of eating sliced cucumber pickles with chopsticks to examine eight regions of interest:pre-supplementary motor area,supplementary motor area,bilateral prefrontal cortex,premotor area,and sensorimotor cortex.The mean oxyhemoglobin levels were detected using near-infrared spectroscopy to reflect cerebral activation.The mean oxyhemoglobin levels during motor execution were significantly higher in the left sensorimotor cortex than in the supplementary motor area and the left premotor area.Moreover,significantly higher oxyhemoglobin levels were detected in the supplementary motor area and the left premotor area during motor imagery,compared to motor execution.Supplementary motor area and premotor area had important roles in the motor imagery of self-feeding activity.Moreover,the activation levels of the supplementary motor area and the premotor area during motor execution and motor imagery are likely affected by intentional cognitive processes.Levels of cerebral activation differed in some areas during motor execution and motor imagery of a self-feeding activity.This study was approved by the Ethical Review Committee of Nagasaki University(approval No.18110801)on December 10,2018.
文摘In recent years,mental practice(MP)using laterally inverted video of a subject’s non-paralyzed upper limb to improve the vividness of presented motor imagery(MI)has been shown to be effective for improving the function of a paralyzed upper limb.However,no studies have yet assessed the activity of cortical regions engaged during MI task performance using inverse video presentations and neurophysiological indicators.This study sought to investigate changes in MI vividness and hemodynamic changes in the cerebral cortex during MI performance under the following three conditions in near-infrared spectroscopy:MI-only without inverse video presentation(MI-only),MI with action observation(AO)of an inverse video presentation of another person’s hand(AO+MI(other hand)),and MI with AO of an inverse video presentation of a participant’s own hand(AO+MI(own hand)).Participants included 66 healthy right-handed adults(41 men and 25 women;mean age:26.3±4.3 years).There were 23 patients in the MI-only group(mean age:26.4±4.1 years),20 in the AO+MI(other hand)group(mean age:25.9±5.0 years),and 23 in the AO+MI(own hand)group(mean age:26.9±4.1 years).The MI task involved transferring 1 cm×1 cm blocks from one plate to another,once per second,using chopsticks held in the non-dominant hand.Based on a visual analog scale(VAS),MI vividness was significantly higher in the AO+MI(own hand)group than in the MI-only group and the AO+MI(other hand)group.A main effect of condition was revealed in terms of MI vividness,as well as regions of interest(ROIs)in certain brain areas associated with motor processing.The data suggest that inverse video presentation of a person’s own hand enhances the MI vividness and increases the activity of motor-related cortical areas during MI.This study was approved by the Institutional Ethics Committee of Nagasaki University Graduate School of Biomedical and Health Sciences(approval No.18121303)on January 18,2019.
文摘This research project analyzes the reading and writing practices used in five first and second year undergraduate courses of different disciplines at a Colombian university. During one semester, we conducted polls, class observations, and interviews with teachers. The data collected contain information about the strategies that teachers use to guide, clarify, and evaluate the readings they assigned. It also informs about the ways in which teachers classify texts and participate in the process of composing, editing, and evaluating the students＇ writing. Finally, the data inform about the role that teachers assign to the practices of reading and writing in their courses. The results of the study prove that there is a misconception based on the idea that there is a unique way of understanding and practicing reading and writing in the academia, and that there is a set of unique strategies that are transferable to any discipline or field of study. The cases analyzed in this study suggest that it would be much more effective to incorporate intensive reading and writing strategies in disciplinary courses, than to concentrate on first year writing courses.
