Reymond, Claire
E-Mail-Adresse
Geburtsdatum
Suchergebnisse
Naming images in aphasia: effects of illustrative and photographic images on naming performance in people with and without aphasia
Background: Picture naming is a common tool in aphasia diagnosis and therapy. However, opin-ions differ as to which type of image (e.g., photographs, drawings) is most suitable for naming tasks and whether there is a difference on naming correctness and latencies based on image type. Moreover, recent studies have mainly analysed colour photographs and black-and-white line drawings leaving out image types like graphic representations that apply image features that can facilitate naming such as colour, controlled size, or texture. Aims: To shed more light on ap-propriate image types for persons with aphasia, we created graphic representations depicting nouns and verbs and compared them to photographic stimuli in a naming task including persons with aphasia (PWA) and a control group (CG). Methods & Procedures: 33 PWA and 33 age matched persons (CG) participated in the study. Naming correctness and latencies were meas-ured in two different conditions: concepts depicted as coloured photographs vs. as graphic rep-resentations. 128 pictures of linguistically controlled German-language concepts (64 nouns, 64 verbs) had to be named. The designed graphic stimuli were developed by professional designers based on photographs. The photographs were selected from stock image databases according to a defined image concept. This image concept was based on empirical findings regarding im-age features that facilitate naming (e.g., colour, texture, shading) and was applied to the selec-tion of the photographs as well as to the creation of the graphic representations. The images were presented in pseudo-randomized sequences on a tablet and all reactions of the participants were videotaped. The data from the main study was analysed using generalized linear mixed models (GLMM) and linear mixed models (LMM).
Kooperation von Logopädinnen und Logopäden in Forschung und klinischer Praxis im Aphasieprojekt «E-Inclusion»
Im Zuge der evidenzbasierten Praxis sind im Bereich der Logopädie/Sprachtherapie neben der Praxisexper - tise wissenschaftliche Erkenntnisse in die Therapie zu integrieren. Dafür wird mehr fachspezifische Forschung benötigt, die auf Unterstützung der Praxis angewiesen ist. Das Ziel des Artikels ist es, die für Logopädie-For - schung notwendige intradisziplinäre Kooperation von logopädischen Forscherinnen und Forschern sowie Prak- tikerinnen und Praktikern anhand des interdisziplinären Aphasieprojektes «E-Inclusion» der Fachhochschule Nordwestschweiz (FHNW) zu beleuchten. Dazu wird das Aphasieprojekt vorgestellt, welches vier Ziele verfolgte: (1) Auswirkungen von Dialekt und Hochdeutsch sowie (2) von Fotografien und Illustrationen auf die Bildbenenn- leistung bei u. a. Personen mit Aphasie zu untersuchen, (3) mithilfe akustisch-objektiver Sprachsignalanalysen Leistungsveränderungen der Aphasie zu ermitteln und (4) aus diesen Erkenntnissen eine Prototypen-Appli- kation zu entwickeln. Nach der Projektvorstellung gewähren logopädische Praktikerinnen und Praktiker aus Partnerinstitutionen sowie das logopädische Forschungsteam Einblick in die intradisziplinäre Kooperation. Ins- besondere die Rekrutierung der Studienteilnehmenden erforderte eine enge Zusammenarbeit. Als Resultat des Artikels zeigt sich, dass die Kooperation auch unter erschwerten Bedingungen wie zunehmender Zeitdruck im klinisch-therapeutischen Setting für beide Seiten erfolgreich, bedeutsam und bereichernd war. Daraus abgelei- tete Erkenntnisse für kooperative Projekte werden im Fazit dieses Artikels formuliert. Zukünftig können so Logo- pädinnen und Logopäden aus Forschung und Praxis, wie auch Betroffene, von der inter- und intradisziplinären Kooperation im Bereich der Logopädie bzw. in Folgeprojekten des «E-Inclusion»-Forschungsteams profitieren.
Evoking Communication through Images: between Precision and Openness—The Form of Images and Their Discursive Effects
The Form of Images and Their Discursive Effects The colloquium explores the form of images with regard to their effects on the discursive situations they open and reshape. A first contribution focuses on teaching. We explore how images trigger the reflection of design students, either to involve in the discourse of image theory or to activate a process of image-making that challenges the habitual design practice and engages in practice-led iconic research. The second article deals with a historically documented design exercise. Design aims at communicating in visual signs but must consider the changeability of image meaning. In order to observe how the meaning of images changes in relation to others, students generate various pairs of images. A third contribution deals with enabling participations, in the training of language skills after illnesses or in the inclusion of different viewpoints in participatory urban planning processes. The central question of our research is how different forms of images can foster rehabilitation or participation. A fourth contribution inquires how we negotiate the supposed truth in images in two cases: 1. pictures resulting from gesture processes and their personal signature; 2. photography and its accurate representation of reality – a claim that will be explored in respect to the materiality and space of architecture. A final paper focuses on the act of form finding: The designer negotiates not only with the image in the making, but also with the icons, control panels and functions of the software. This contribution will inquire this setting of the design process and the internalized act of negotiation.
Evaluation of the Potential of Automatic Naming Latency Detection for Different Initial Phonemes during Picture Naming Task
Effect of Formal Training on Consensus of Visual Aesthetic Appreciation
Previous research has shown that the degree of aesthetic consensus (“shared taste”) across observers differs by visual aesthetic domain, being higher for natural kinds (faces and landscapes) and lower for cultural artifacts (artworks and architecture). This may arise because cultural artifacts have little relevance for most people’s daily behavior and thus do not motivate convergent learning. We examined the aesthetic preferences of students enrolled in training programs for design and architecture, and hypothesized that formal training in an artistic domain would lead to shifts in which features individuals use to aesthetically evaluate that domain, leading to changes in which images are preferred, and potentially, to an increase in shared taste (convergence) across individuals. 37 architecture and 25 design (visual communication) students were asked to look at pictures of architecture, fine art paintings and design posters and rate them on both a cognitive (“did you understand the image”) and aesthetic emotional scale (“were you touched by the image”), both at the beginning of their first semester (T1) and again at the beginning of their second semester (T2). While we did observe an initial domain-specific preference amongst design students (for design posters) and architecture students (for buildings), we did not find evidence for a domain-specific effect of training on consensus for aesthetic appeal. Rather, we found more generalized increases in consensus for understanding, and decreases in consensus for aesthetic appeal for specific stimulus types. These findings suggest that a semester of domain-specific training accentuates the individuality of aesthetic judgments, an essential skill for design and architecture students.