What am I doing in Timbuktu: person–environment picture recognition for persons with intellectual disability

Danielsson, Henrik; Rönnberg, Jerker; Andersson, Jessica

doi:10.1111/j.1365-2788.2005.00766.x

Cited by 6 publications

(3 citation statements)

References 27 publications

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“…Recall may as a consequence depend on familiarity processes (implicit) which results in retrospective memory errors if the task requires recall of distinct pieces of information (e.g., Danielsson, Rönnberg, & Andersson, 2006). PM tasks with low demand on strategic memory processing such as planning, e.g., tasks with salient PM cues and low demand from the ongoing task, can thus be predicted to be essential for PM performance in persons with intellectual disability in particular.…”

Section: Performance In Persons With Intellectual Disabilitymentioning

confidence: 99%

Prospective Memory, Working Memory, Retrospective Memory and Self-Rated Memory Performance in Persons with Intellectual Disability

Levén

Lyxell

Andersson

et al. 2008

Scandinavian Journal of Disability Research

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Section: Performance In Persons With Intellectual Disabilitymentioning

confidence: 99%

Prospective Memory, Working Memory, Retrospective Memory and Self-Rated Memory Performance in Persons with Intellectual Disability

Levén

Lyxell

Andersson

et al. 2008

Scandinavian Journal of Disability Research

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“…Photographs are ecologically interesting since they are also used for purposes of augmentative and alternative communication for the learning disability group (cf. Danielsson, Rönnberg & Andersson, 2004, 2006). Kroll et al (1996) demonstrated low performance for individuals with left or right hippocampal brain damage for one type of face drawing stimuli, and argued that many and complicated facial features with high similarity would cause more errors to be made.…”

Section: Introductionmentioning

confidence: 99%

The face you recognize may not be the one you saw: Memory conjunction errors in individuals with or without learning disability

Danielsson

Rönnberg

Levén

et al. 2006

Scandinavian J Psychology

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Memory conjunction errors, that is, when a combination of 2 previously presented stimuli is erroneously recognized as previously having been seen, were investigated in a face recognition task with drawings and photographs in 23 individuals with learning disability, and 18 chronologically age-matched controls without learning disability.Compared to the controls, individuals with learning disability committed significantly more conjunction errors, feature errors (1 old and 1 new component), but had lower correct recognition, when the results were adjusted for different guessing levels. A dual-processing approach gained more support than a binding approach. However, neither of the approaches could explain all of the results. The results of the learning disability group were only partly related to nonverbal intelligence. Keywords: Face recognition, memory conjunction errors, learning disability Author noteThis research was financed by the Swedish Defence Research Agency. We thank pupils, teachers, and other personnel at the participating school for their collaboration.We also thank Neal Kroll and Mark Reinitz for making the picture material used in their studies available to us. Correspondence concerning this article should be addressed to Henrik Danielsson, Department of Behavioural Sciences (IBV), Linköping University, SE-581 83 Linköping, Sweden, or henda@ibv.liu.se.Telephone +46 13 28 21 99 and fax +46 13 28 21 45. Memory Conjunction Errors and Learning Disability 3The Face You Recognize May Not Be the One You Saw: Memory Conjunction Errors in Individuals With or Without Learning DisabilityMemory conjunction errors represent a form of memory illusion (see Roediger, 1996, for an overview) in which individuals erroneously recognize a stimulus as "old", though it is a combination of two previously presented stimuli. One example of a memory conjunction error is that subjects studying lists with compound words like "Heartache" and "Toothpaste" have a strong tendency to claim that test words like "Toothache" have been seen before . This effect has been shown for many different types of stimuli, for example, nonsense words (Reinitz, Lammers, & Cochran, 1992;Reinitz & Hannigan, 2001), real words (Reinitz, Verfaellie, & Milberg, 1996;Rubin, Van Petten, Glisky, & Newberg, 1999;Marsh, Hicks, & Davis, 2002Jones, Jacoby, & Gellis, 2001), sentences (Reinitz et al., 1992), colors (Zimmer & Steiner, 2003), environments with landmarks (Albert, Reinitz, Beusmans, & Gopal, 1999), autobiographical events , drawings of faces (Reinitz et al., 1992; Kroll, Knight, Metcalfe, Wolfe, and Tulving, 1996), and photographs of faces (Bartlett, Searcy, & Abdi, 2003;Busey & Tunnicliff, 1999). There have also been some studies of special populations, for example individuals with amnesia (Reinitz, Verfaellie, & Milberg, 1996), individuals with hippocampal damage (Kroll, Knight, Metcalfe, Wolf, & Tulving, 1996;Stark & Squire, 2003), and older adults (Rubin et al., 1999), but none with individuals with learning disability.The purpose of t...

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“…La idea de implementar la enseñanza de la fotografía como medio para la adquisición de herramientas en el reconocimiento facial, parte de una necesidad lúdica y práctica, para que las personas con discapacidad intelectual puedan adquirir herramientas sociales. En su mayoría los estudios científicos utilizan fotografías como una herramienta de comunicación (Danielsson, et al, 2006), o la evaluación de cursos de fotografía, sin ligarlo a la psicología (Edrisinha, O'Reilly, Choi, Sigafoos y Lancioni, 2011). La idea de los autores parte de la unión de estos dos elementos, en donde ellos mismos puedan crear sus herramientas (fotografías) y observar si un curso base de fotografía puede también servir para el reconocimiento de emociones, haciéndolo un trabajo original en el ámbito de investigaciones comprobables.…”

Section: Introductionunclassified

Fotografía, entrenamiento emocional y discapacidad intelectual: “Estudio sobre la mejoría que causa el implementar talleres de fotografía en el reconocimiento emocional en personas con discapacidad intelectual”

Chávez¹,

Parra²,

Mosquera³

et al. 2019

Summa Psicológica

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El presente estudio busca explorar el reconocimiento de emociones en personas con discapacidad intelectual. El reconocimiento de emociones es importante para una correcta interacción social. Haciendo que la estimulación y desarrollo de estas habilidades sea indispensable para generar vínculos nuevos, comprender el medio en el cual se encuentra el sujeto y la adquisición de un conocimiento positivo gracias al aprendizaje social. En esta investigación se empleó la fotografía como un medio de expresión y de mejoramiento de habilidades cognitivas y sociales. Evaluando mediante un test previamente creado para población ecuatoriana. El estudio intenta comprobar si: a. Las personas con discapacidad intelectual presentan mayores problemas en el reconocimiento de emociones que población general, y: b. Aprender fotografía mejora el reconocimiento de emociones en personas con discapacidad intelectual. Como principales resultados tenemos que: a. Existe diferencia significativa (X2= 37.29 P < 0,000) entre grupo control y personas con discapacidad intelectual para reconocer emociones. b. Hay una mejoría, concluyendo que la fotografía es una herramienta alternativa para estimular el reconocimiento emociones en discapacidad intelectual.

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What am I doing in Timbuktu: person–environment picture recognition for persons with intellectual disability

Abstract: Background The aim of this study was to examine the effects of familiarity of

Cited by 6 publications

References 27 publications

Prospective Memory, Working Memory, Retrospective Memory and Self-Rated Memory Performance in Persons with Intellectual Disability

Prospective Memory, Working Memory, Retrospective Memory and Self-Rated Memory Performance in Persons with Intellectual Disability

The face you recognize may not be the one you saw: Memory conjunction errors in individuals with or without learning disability

Fotografía, entrenamiento emocional y discapacidad intelectual: “Estudio sobre la mejoría que causa el implementar talleres de fotografía en el reconocimiento emocional en personas con discapacidad intelectual”

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