![]() Also, the findings indicate that teaching in a 3D IVR environment contributed to the children's cognitive modifiability more than in the other groups in the CMB Transfer Analogies. The findings indicate that the 2D and TB groups showed higher cognitive modifiability than the control group. Pre-and post-teaching CMB Analogies tests were administered to all groups followed by CMB Transfer Analogies two weeks later. ![]() The teaching phase included strategies of solving problems from the Analogies Subtest of the Cognitive Modifiability Battery (CMB). The control group (n ¼ 21) was not given teaching phase. Each of the experimental groups was given the teaching phase in a different modality: 3D Immersive Virtual Reality (IVR, n ¼ 36), 2D (n ¼ 36), and tangible blocks (TB, n ¼ 24). Children in Grades 1 and 2 (n ¼ 117) were randomly assigned into three experimental groups and one control group. Children's cognitive modifiability was examined by pre-to post-teaching improvement and by the transfer test. The teaching phase includes mediated learning experience strategies. The DA procedure included four phases: pre-teaching test, teaching, post-teaching and transfer test two weeks after teaching. Increasing evidence reveals the efficacy of dynamic assessment (DA) procedure in providing rich and reliable feedback regarding children's cognitive modifiability. These findings refute the argument that figurative language among HFA is a function of only verbal ability. ![]() In the HFA group, proverbial understanding was predicted by LCC and verbal ability and in the TD group by meta-phorical construction and EF. TD children scored higher than children with HFA on all tests. Participants were administered tests of proverbial understanding, met-aphorical construction, analogies, language ability, EF, LCC, and ToM. A sample of 5-to 11-year-old children with HFA was pair matched with a group of TD children on age, gender, vocabulary, and socioeconomic status (SES). The objectives of this study were to examine (a) differences in figurative language, analogical reasoning, executive functions (EF), theory of mind (ToM), and local/ central coherence (LCC) of children with high-functioning autism (HFA n 5 32) and typically developing (TD n 5 32) children (b) improvement of figurative language using dynamic assessment and (c) prediction of proverbial understanding by the cognitive variables. ![]()
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