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The smoke of my own breath,
Echoes, ripples, buzz'd whispers, love-root, silk-thread, crotch and vine,
My respiration and inspiration, the beating of my heart, the passing
of blood and air through my lungs,
The sniff of green leaves and dry leaves, and of the shore and
dark-color'd sea-rocks, and of hay in the barn,
The sound of the belch'd words of my voice loos'd to the eddies of
A few light kisses, a few embraces, a reaching around of arms,
The play of shine and shade on the trees as the supple boughs wag,
The delight alone or in the rush of the streets, or along the fields
The feeling of health, the full-noon trill, the song of me rising
from bed and meeting the sun.
Speech synthesis and recognition holmes pdf
While Fuster acknowledges that the PFC-injured patient displays an inordinate degree of concreteness in their daily behavior, he believes that this is largely – if not solely – a temporal concreteness. "The patient suffers from an overall constriction of the scope and complexity of behavior and of the thinking behind it." (p. 165). Behavioral patterns that are not well established are anchored in the present, devoid of temporal perspective, for the past as well as the future, and have an air of temporal immediacy dominated by immediate needs and stimuli or the here and now. In this model, once a desire, want, or goal comes into mind, the temporal integration or synthesis activities of the frontal lobes serve to construct the cross-temporal chains of behavior necessary to its attainment and, if thwarted, the problem-solving mental manipulations that may be needed to surmount the obstacle. Deficits in any of the three can result in deficient temporal integration of behavior, or EF, and thus lead to different forms or origins of EF deficits. EF (temporal synthesis) depends on all three of Fuster's components and hence deficits in any component give rise to a distinct disorder of EF.
Instrumental – Self-Directed: This is the most basic, primitive, and eventually cognitive level of EF. It is instrumental because it is a means to other ends, not an end in itself. It arises from the individual directing non-EF capacities back on themselves. It is the start of self-regulation – a self-directed action intended to alter subsequent behavior so as to achieve a goal (alter a delayed consequence). As children mature, they develop 5-7 forms of self-directed actions for purposes of self-regulation, as previously described in my earlier model of EF (Barkley, 1997a, 1997b). These are the basic EFs. Attention becomes self-directed to produce self-awareness and monitoring. Restraint and inhibition become self-directed to create executive or volitional inhibition, self-restraint, or self-discipline. Sensory-motor actions become self-directed to achieve sensing to the self, chiefly visual imagery or the mind's eye (forming the basis for nonverbal working memory). Speech becomes self-directed to create verbal self-regulation, or the mind's voice (forming the verbal working memory system). These four are used to create self-directed emotional and motivational states through the use of nonverbal and verbal mental representations achieving both the self-regulation of emotions and self-motivation. Lastly, play moves from physical to symbolic, from outwardly directed at the environment to self-directed and mental, and forms the basis for mental problem-solving (simulation of possible response options). This is the level most likely assessed by EF tests though even then with great limitations (small ascertain windows, etc., as noted above).