Current interventions to improve the social, academic, and behavioral skills in children with Autism Spectrum Disorders (ASD) all require teaching activities. A central component of being able to engage in and benefit from teaching activities is the ability to recognize and understand when and how teaching occurs. The emergence of an understanding of teaching as a means by which we acquire know...

Kline, M. A. (2015) How to learn about teaching: An evolutionary framework for the study of teaching behavior in humans and other animals. Behavioral and Brain Sciences 38:e31. Pasquinelli, E., Zalla, T., Gvozdic, K., Potier-Watkins, C. & Piazza, M. (2015) Mind, brain, and teaching: Some directions for future research. Behavioral and Brain Sciences 38: e54. doi.org/10.1017/S0140525X14000697. BE...

Microelectronics teaching content is extremely wide and diverse, rich in different types of devices, circuits and systems, layers of abstraction, and design tradeoffs. We propose to use Featureion, and design tradeoffs. We propose to use Feature Diagrams for specification and structuring of microelectronics teaching content at different layers of abstraction starting from organization of teachi...

This chapter presents an approach aimed at creating teaching strategies for e-learning based on the principles of ontological engineering and cognitive psychology. The proposed framework is important for many reasons. It is targeted at the development of methodologies and related technologies that can scaffold the process of knowledge structuring and orchestrating teaching ontologies for course...

Development of educational ontologies is a step towards creation of sharable and reusable adaptive educational systems. Ontology as a conceptual courseware structure may work as a mind tool for effective teaching and as a visual navigation interface to the learning objects. The paper discusses an approach to the practical ontology development and presents the designed ontology for teaching/lear...

This single-case research study examined whether interactive touch screen apps enriched with Theory of Mind (ToM)—enhancing language would promote ToM skills in preschoolers. Six typically developing girls between the ages 46- and 52- months participated multiple sessions across three phases study: In baseline, participants played games without voice-overs; original treatment phase, embedded fi...