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29 results for “nonverbal”
ReCANVo: A Dataset of Real-World Communicative and Affective Nonverbal Vocalizations
<p>A dataset of 7077 labeled vocalizations made by non-speaking individuals. Each vocalization lasts approximately 0.5-4 seconds and is labeled with its affective or communicative meaning. Data were acquired in real-world settings (homes, schools, etc.) and were labeled in real-time by parents or caregivers who knew the non-speaking communicator well. </p> <p>dataset_file_directory.csv provides the name of each vocalization file, the corresponding participant ID, and the vocalization meaning or label (delighted, frustrated, request, etc.).</p> <p>If you use this dataset, please <strong>cite Johnson & Narain et al., "ReCANVo: A Database of Real-World Communicative and Affective Nonverbal Vocalizations"</strong>. The authors are Jaya Narain, Kristina T. Johnson, Thomas Quatieri, Pattie Maes, and Rosalind Picard. This paper provides more information about the dataset, including data acquisition methodology, pre-processing procedures, and participant demographics. </p> <p>**J.N. and K.T.J. are joint first authors on this project. Please include both names in attribution when possible (e.g., Johnson & Narain et al.).</p>
RESEARCH OF NONVERBAL COMMUNICATION IN WORLD LINGUISTICS.
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Figure 9 from: Vyshedskiy A, Dunn R, Piryatinsky I (2017) Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism. Research Ideas and Outcomes 3: e13239. https://doi.org/10.3897/rio.3.e13239
Figure 9 - Graphical representation of neurobiological requirements for Standard Raven's Progressive Matrices questions. The NOB score (bottom) and the PCT score (top) as a function of question number. The five sets of 12 questions are shown with different markers.
Figure 8 from: Vyshedskiy A, Dunn R, Piryatinsky I (2017) Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism. Research Ideas and Outcomes 3: e13239. https://doi.org/10.3897/rio.3.e13239
Figure 8 - Graphical representation of neurobiological requirements for TONI-4, Form B. The NOB score (bottom) and the PCT score (top) as a function of question number.
Figure 7 from: Vyshedskiy A, Dunn R, Piryatinsky I (2017) Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism. Research Ideas and Outcomes 3: e13239. https://doi.org/10.3897/rio.3.e13239
Figure 7 - Graphical representation of neurobiological requirements for TONI-4, Form A. The minimal number of objects involved in mental calculations (the NOB score, bottom) and the minimal amount of posterior cortex territory required (the PCT score, top) as a function of question number.
Figure 5c from: Vyshedskiy A, Dunn R, Piryatinsky I (2017) Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism. Research Ideas and Outcomes 3: e13239. https://doi.org/10.3897/rio.3.e13239
Figure 5c - shows a question in which mental synthesis of two objects has to be conducted according to the following rule specified in the top row: "the object in the middle column goes on top of the object in the left column" (the solution in the second square).
Figure 1 from: Vyshedskiy A, Dunn R, Piryatinsky I (2017) Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism. Research Ideas and Outcomes 3: e13239. https://doi.org/10.3897/rio.3.e13239
Figure 1 - Visual information processing in the cortex. From the primary visual cortex (V1, shown in yellow), the visual information is passed in two streams. The neurons along the ventral stream also known as the ventral visual cortex (shown in purple) are primarily concerned with what the object is. The ventral visual stream runs into the inferior temporal lobe. The neurons along the dorsal stream also known the dorsal visual cortex (shown in green) are primarily concerned with where the object is. The dorsal visual stream runs into the parietal lobe.
Figure 2b from: Vyshedskiy A, Dunn R, Piryatinsky I (2017) Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism. Research Ideas and Outcomes 3: e13239. https://doi.org/10.3897/rio.3.e13239
Figure 2b - A more complicated object, where the top row of the matrix indicates the rule: "the object in the right column is the same as the object in the left column" (the 6th square). The "Find the same object" questions were assigned the NOB score of one and the PCT score of zero. Note: since all three IQ tests investigated in this report are copyrighted, the examples presented are not actual items from a test but are representative of a typical question.
Figure 5a from: Vyshedskiy A, Dunn R, Piryatinsky I (2017) Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism. Research Ideas and Outcomes 3: e13239. https://doi.org/10.3897/rio.3.e13239
Figure 5a - requires the combination of two objects. The top two rows of the matrix indicate the rule: "the object in the right column is the result of the combination of the two objects shown in the left and middle row" (the solution in the 5th square).
Figure 3c from: Vyshedskiy A, Dunn R, Piryatinsky I (2017) Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism. Research Ideas and Outcomes 3: e13239. https://doi.org/10.3897/rio.3.e13239
Figure 3c - Integration of number modifier. The top two rows of the matrix indicate the rule: "the object in the right column is the result of combining number indicated in the column and the object indicated in the row" (solution: the three squares in the fifth cell). Since integration of modifiers involves modification of neurons encoding a single object, this type of questions was assigned the NOB score of one. Integration of size and color modifier questions were assigned a PCT score of one since modification is limited to the ventral visual cortex (Gabay et al. 2016). Integration of number modifier questions were assigned a score of two since the numerical information is represented by regions of the posterior parietal lobes (Dehaene et al. 2004, Nieder and Dehaene 2009).
Figure 2a from: Vyshedskiy A, Dunn R, Piryatinsky I (2017) Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism. Research Ideas and Outcomes 3: e13239. https://doi.org/10.3897/rio.3.e13239
Figure 2a - A typical 2x2 matrix commonly used in an IQ test, with six answer choices displayed below the problem. The top row of the matrix indicates the rule: "the object in the right column is the same as the object in the left column." Applying this rule to the bottom row, we arrive at the correct answer: the white rhombus.
Figure 3b from: Vyshedskiy A, Dunn R, Piryatinsky I (2017) Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism. Research Ideas and Outcomes 3: e13239. https://doi.org/10.3897/rio.3.e13239
Figure 3b - Integration of size modifier. The top two rows of the matrix indicate the rule: "the object in the right column is the result of combining size indicated in the column and the object indicated in the row" (solution: the square in the fifth cell).
Figure 12 from: Vyshedskiy A, Dunn R, Piryatinsky I (2017) Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism. Research Ideas and Outcomes 3: e13239. https://doi.org/10.3897/rio.3.e13239
Figure 12 - Graphical representation of neurobiological requirements for questions WISC-V, Figure Weights. The NOB score (bottom) and the PCT score (top) as a function of question number.
Figure 11 from: Vyshedskiy A, Dunn R, Piryatinsky I (2017) Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism. Research Ideas and Outcomes 3: e13239. https://doi.org/10.3897/rio.3.e13239
Figure 11 - Graphical representation of neurobiological requirements for WISC-V, Visual Puzzles. The NOB score (bottom) and the PCT score (top) as a function of question number.
Figure 10 from: Vyshedskiy A, Dunn R, Piryatinsky I (2017) Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism. Research Ideas and Outcomes 3: e13239. https://doi.org/10.3897/rio.3.e13239
Figure 10 - Graphical representation of neurobiological requirements for WISC-V, Matrix Reasoning. The NOB score (bottom) and the PCT score (top) as a function of question number.
Figure 3a from: Vyshedskiy A, Dunn R, Piryatinsky I (2017) Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism. Research Ideas and Outcomes 3: e13239. https://doi.org/10.3897/rio.3.e13239
Figure 3a - Integration of color modifier. The top two rows of the matrix indicate the rule: "the object in the right column is the result of combining color indicated in the row and the object indicated in the column" (solution: the white triangle in the tird cell).
Figure 6a from: Vyshedskiy A, Dunn R, Piryatinsky I (2017) Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism. Research Ideas and Outcomes 3: e13239. https://doi.org/10.3897/rio.3.e13239
Figure 6a -
Figure 6b from: Vyshedskiy A, Dunn R, Piryatinsky I (2017) Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism. Research Ideas and Outcomes 3: e13239. https://doi.org/10.3897/rio.3.e13239
Figure 6b -
Figure 4a from: Vyshedskiy A, Dunn R, Piryatinsky I (2017) Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism. Research Ideas and Outcomes 3: e13239. https://doi.org/10.3897/rio.3.e13239
Figure 4a - mental rotation
Figure 5b from: Vyshedskiy A, Dunn R, Piryatinsky I (2017) Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism. Research Ideas and Outcomes 3: e13239. https://doi.org/10.3897/rio.3.e13239
Figure 5b - shows a question that relies on the mental synthesis of four objects.
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Allen Brain Atlas
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International Brain Laboratory public data
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OpenNeuro
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