Browsing by Author "Chen, Hsiang-Yu"

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    Left centro-parieto-temporal response to tool–gesture incongruity: an ERP study
    (2018-03-13) Chang, Yi-Tzu; Chen, Hsiang-Yu; Huang, Yuan-Chieh; Shih, Wan-Yu; Chan, Hsiao-Lung; Wu, Ping-Yi; Meng, Ling-Fu; Chen, Chen-Chi; Wang, Ching-I
    Abstract Background Action semantics have been investigated in relation to context violation but remain less examined in relation to the meaning of gestures. In the present study, we examined tool–gesture incongruity by event-related potentials (ERPs) and hypothesized that the component N400, a neural index which has been widely used in both linguistic and action semantic congruence, is significant for conditions of incongruence. Methods Twenty participants performed a tool–gesture judgment task, in which they were asked to judge whether the tool–gesture pairs were correct or incorrect, for the purpose of conveying functional expression of the tools. Online electroencephalograms and behavioral performances (the accuracy rate and reaction time) were recorded. Results The ERP analysis showed a left centro-parieto-temporal N300 effect (220–360 ms) for the correct condition. However, the expected N400 (400–550 ms) could not be differentiated between correct/incorrect conditions. After 700 ms, a prominent late negative complex for the correct condition was also found in the left centro-parieto-temporal area. Conclusions The neurophysiological findings indicated that the left centro-parieto-temporal area is the predominant region contributing to neural processing for tool–gesture incongruity in right-handers. The temporal dynamics of tool–gesture incongruity are: (1) firstly enhanced for recognizable tool–gesture using patterns, (2) and require a secondary reanalysis for further examination of the highly complicated visual structures of gestures and tools. The evidence from the tool–gesture incongruity indicated altered brain activities attributable to the N400 in relation to lexical and action semantics. The online interaction between gesture and tool processing provided minimal context violation or anticipation effect, which may explain the missing N400.
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    正向行為支持對改善國中智能障礙學生課堂行為問題之成效
    (2017) 陳祥瑀; Chen, Hsiang-Yu
    本研究旨在探討正向行為支持對於智能障礙學生課堂行為問題的處理成效。研究對象為就讀新竹市某公立國中一年級男學生一名，研究方法採單一受試研究中的ABM教學設計來進行研究。 本研究的自變項是功能評量為基礎的正向行為支持；依變項是減少課堂行為問題及增加正向行為之成效。首先研究者對教師與家長進行訪談和直接觀察了解個案行為問題的功能，發展以功能性評量為基礎的正向行為支持。本研究介入過程包含基線期、處理期與維持期三個階段，蒐集觀察資料，並以目視分析法與C統計分析之，最後再與參與教師與家長進行訪談，以了解本研究之社會效度。本研究結論如下： 一、正向行為支持能有效抑制研究對象之課堂行為問題 二、正向行為支持能促進研究對象的正向行為 三、正向行為支持對研究對象之正向行為具有維持效果 四、正向行為支持的社會效度良好