The SOBRI presents robust psychometric validity. This pilot study indicates that people with dementia spontaneously interact with other residents. These results contradict the stigma of non-communication and the stereotypes about dementia. More studies and validations are needed to contribute to the knowledge of social interactions in dementia.
The purpose of this study was to examine the impact of the sex makeup of pairs of twins on language acquisition. Past research indicated that this variable plays a role in speech problems of twin children. The questions raised were whether being a boy or a girl and having a boy or girl co-twin affected linguistic performance. A language test was given to 30 pairs of boy-girl twins, 16 pairs of boy twins, and 16 pairs of girl twins whose average age was 4 years 8 months. Their test scores confirmed our hypotheses. The poorest performance was obtained by the boy twin pairs and the best performance, by either the girl twin pairs or the different-sex pairs. The results were interpreted in the light of findings on language learning differences between girls and boys, and also in terms of Vygotsky’s zone of proximal development.
Dementia can interfere with the maintenance of social interactions. The ability to participate in social interactions is one of the elements that enables good social health (Hubert et al., 2011), and having dementia does not automatically eliminates the person's opportunity to have good social health (Vernooij-Dassen and Jeon, 2016). We highlighted in a previous study that people with dementia who did not know each other interacted spontaneously when they were in a stimulating social interaction setting (Mabire et al., 2016). However, a lack of activity and social interaction in nursing homes is still a widespread issue (Harper Ice, 2002). Stimulation of social interactions is rarely used as an intervention and social interactions are seldomly used as social health related outcomes.
Les gestes conventionnels peuvent se suffire à eux-mêmes : dire « bonjour » et « au revoir » de la main, « boire », « manger », etc. Ces gestes existent dans toutes les langues, mais leur forme diffère selon les langues. Les gestes conventionnels relèvent d’enculturation. Nous nous sommes donc posée la question de leur apprentissage chez les enfants bilingues, à savoir si, pour une même signification, ces gestes gardaient leur forme en fonction de la langue utilisée. Pour cela, nous avons demandé à des enfants bilingues roumains-français de 7 et 11 ans de produire dix gestes conventionnels qui s’expriment différemment en français et en roumain, mais qui ont la même signification. Les résultats montrent que le taux de connaissance est le même quelles que soient la langue et l’aisance dans la langue, mais que les enfants les plus jeunes produisent moins de gestes conventionnels et confondent plus les gestes que les enfants plus âgés.
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