جستجوی مقالات مرتبط با کلیدواژه « expressive » در نشریات گروه « پزشکی »

Komeil prayer, as one of the prominent prayers in Islamic culture, includes various topics. One of the prominent features of this prayer is to pay attention to the factors that endanger a person's spiritual health. On the other hand, the supplicant has tried to walk in a path that leads to getting out of the mistakes related to epistemological issues. In the various passages of this prayer, the speech acts make the words more effective on the audience. In this article, based on library sources and descriptive-analytical method, the solutions presented in Komeil's prayer are examined with an approach to declarative, persuasive and emotional works of John Searle. The results of the research show that the supplicant has used emotional and persuasive words in most cases, which is obvious considering the fact that the text is a prayer. Also, emotional actions show that the supplicant has put himself in a position of weakness and asked God for help. In addition, the continuous requests from the Almighty state that the supplicant has seen his spiritual health in danger and to get out of this situation, he has asked for help from a superior force which is God. The lack of imperative in the act of persuasion indicates the formation of relationships between the creator and the creature based on the principle of obedience. The declarative action also shows the truth of the propositions that the supplicant mentions in connection with various dimensions of the greatness.

Nowadays, there is an increasing interest in investigating the relation between language and theory of mind in children with autism. However, until now the nature of this relation is not fully understood, because findings of such an investigation in these children have been inconclusive, and even less is known about the direction of effect and the most effective component of language on theory of mind. The present study examined the relation between expressive grammar and theory of mind in 10 Persian children with high functioning autism between ages 6 to 9 years and 20 typically developing controls.
In this study, research data were collected from 10 children with autism and 20 normal children (10 age-matched and 10 language-matched). Initially, we used screening and diagnosing test for diagnosing children with high-functioning autism. Then, expression of different structures of syntax and their ability in theory of mind were respectively assessed by using expressive grammar and theory of mind tests. Finally, data were analyzed with correlation tests using SPSS statistical software.
Our results showed that in language-matched group, significant correlation was found between total score of correct structure and correct tasks, and third level of theory of mind. However, in children with autism and age-matched normal children; no significant correlation was observed. For depth understanding of this relation in children with autism, we compared this relation in specific structures and found that there is a significant correlation between expression of adverbial relative clause and personal ending, and second level of theory of mind and total score of theory of mind.
Therefore, for analyzing the relation between language and theory of mind in children with autism, it is necessary to compare different structures separately, and in cognitive therapy (treatment for improving the theory of mind), we should pay attention to grammatical structures such as relative clause and personal ending.

The baby's first words producing is one of the most important index of development. Development of talking is through a complex process that is influenced by both neuromaturation and human relationships (environment). It is not an imitative function in which children learn to repeat what they hear, but also it is a creative process through which children master a rule based, symbolic system. Talking development can be evaluated in 5 important dimensions: phonology, semantics, morphology, syntax and pragmatic. The receptive and expressive abilities of the child must be evaluated also. This paper discusses about the epidemiology, etiology and pathogenesis, clinical manifestations, how to assessment and make early diagnosis, differential diagnosis, management (treatment and rehabilitation) and prognosis of delayed or atypical talking in addition to above definitions. This paper also emphasizes on early intervention for children who develop significant behavior problems secondary to their communication difficulties and for whom long-term problems in social development are a major concern.