Mirror writing resulting from an egocentric representation disorder: A case report

Abstract

We describe the case of a 74-year-old man with selective apraxia for transitive gestures (gestures of object use) following a left temporo-parietal infarction. We document his neuropsychological progress over 2 years and assess his praxic abilities according to the best-developed cognitive model of praxis. Strikingly, PF was unable to pantomime transitive gestures in every test modality (verbal command, imitation, photographs of objects and handling actual tools), but could still execute symbolic (e.g. salute) and meaningless gestures. He was able to discriminate and recognize transitive gestures as well as controls. His praxic impairment has persisted through the years in the absence of dementia. His inability to use tools cannot be accounted for on the basis of a visual agnosia, impaired language comprehension or a classic ideomotor apraxia. Such a selective deficit of transitive gestures is incompatible with the cognitive model proposing that the production of all meaningful gestures (symbolic and transitive) requires a final common pathway. Rather, these findings indicate a selective deficit in the production system, which is inefficient at implementing specific representations for complex object-related gestures. Our findings also support a dissociation between semantic (what) and functional (how) knowledge of an object.     

初创社科类英文学术期刊国际影响力提升的探索与实践——以Financial Innovation为例

【目的】 探讨如何在稿源欠缺、显示度低、参与度差的情况下快速有效提升我国初创社科类英文学术期刊的国际影响力。【方法】 结合数据统计分析,结合《金融创新》(Financial Innovation)实际案例,归纳初创英文学术期刊提升国际影响力的途径及方法。【结果】 《金融创新》创刊5年中,跨越式实现从无到有,再到进入SSCI检索并进入学科Q1分区的进步。【结论】 前沿专刊筹措、邮件精准推广、期刊数据库挖掘是初创英文学术期刊在有限资源下取得突破、提升国际影响力的重要路径。     

Teaching Pharmacology Graduate Students how to Write an NIH Grant Application

Objective. To fill the gap in grant writing training in pharmacology graduate education using an active-learning strategy.Design. Graduate students wrote subsections of a grant according to NIH guidelines. Students revised their applications based on multiple rounds of critiques from professors and peers throughout a semester-long scientific writing course.Assessment. Prerevision and postrevision grant drafts were graded. Students were provided with questionnaires assessing their perception of the process. To determine the impact of feedback on the proposals, the quality of the pre/postrevision drafts was assessed by professors who were blinded and unaffiliated with the course.Conclusion. Student grades improved significantly upon resubmission. Perceptions of the proposals by blinded faculty members favored revised submissions based on multiple criteria. Survey feedback indicated an increase in student confidence in grant writing ability. The results of 3 independent measures demonstrate that intensive feedback on scientific writing improved the quality of student proposals.     

Mothers’ Implicit Theories of Early Literacy Instruction: Implications for Children's Reading and Writing

Subjects in this exploratory study were 19 five‐ to six‐year‐old children and their mothers. Mothers completed surveys of family literacy practices and beliefs about early reading Instruction and children's emergent literacy skills were assessed. Results showed that one group of mothers held implicit theories that resembled whole language models of literacy Instruction. A second group of mothers held views that resembled a phonics orientation, while a smaller group of mothers had more varied and idiosyncratic beliefs. Mothers’ implicit theories were associated with their modeling of literacy behaviors, helping their children write, and with their children's independent exploration of writing and current levels of literacy skill. Results point to the importance of parents’ implicit developmental theories and the heed to understand how parental belief systems affect the roles that families play in literacy acquisition.     

英护专业英语解剖学名词教学方法初探

具备一定的专业英语能力,是英护专业学生胜任涉外护理工作所必须。很多英语医学名词与解剖学名词直接相关。但英语解剖学名词的记忆一直都是学生的难处。本文从四个方面介绍了如何有效帮助学生提高记忆效果,以与大家共享。