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Michael, George

Overview
Works: 11 works in 24 publications in 3 languages and 348 library holdings
Genres: Conference papers and proceedings  History  Sports films  Documentary films  Nonfiction films  Biography  Film soundtracks  Motion picture music 
Roles: Author, Narrator, 958, Opponent, 956
Publication Timeline
Key
Publications about George Michael
Publications by George Michael
Most widely held works by George Michael
Handout by George Michael( Book )
6 editions published in 1935 in English and held by 243 libraries worldwide
The result of the author's investigation of charges of censorship and propaganda in the present administration
The American bullfighter 1 & 2 ( visu )
2 editions published in 2003 in English and held by 26 libraries worldwide
American bullfighter II: Chronicles what it is like to be a freestyle rodeo bullfighter, shows five years of the wildest National Finals Bullfighting action, and goes behind the scenes at Rex Dunn's bullfighting "School of Champions."
The Big Five by George Michael( Book )
4 editions published in 1944 in English and held by 11 libraries worldwide
Wielka piątka by George Michael( Book )
4 editions published in 1945 in Polish and held by 6 libraries worldwide
Speech & debate : original motion picture soundtrack ( Sound Recording )
1 edition published in 2017 in English and held by 6 libraries worldwide
Based on Tony Award winner and Pulitzer Prize nominee Stephen Karam's hit play. The soundtrack album features all the original songs and musical moments from the film along with the original end title
Preparing for contact : when humans and extraterrestrials finally meet by George Michael( Book )
1 edition published in 2014 in English and held by 3 libraries worldwide
Twój styl : twoja Muzyka ( Sound Recording )
2 editions published in 2001 in Polish and English and held by 2 libraries worldwide
La mémorisation en catéchèse : son rapport avec la foi chrétienne et la méthode pédagogique by George Michael( Book )
1 edition published in 2003 in French and held by 1 library worldwide
Hemispheric differences in preparatory attention : a divided visual field study by Laura Gabriela Fernandez( file )
1 edition published in 2013 in English and held by 1 library worldwide
Un aspect fondamental du contrôle attentionnel réside dans la capacité du sujet à anticiper l'apparition d'un stimulus afin de rendre son traitement plus rapide et plus efficace. L'attention préparatoire (AP) est la capacité de moduler (rehausser) l'intensité de l'attention dirigée vers un stimulus sélectionné avant son apparition, en empêchant que le sujet soit distrait par une information non pertinente. Certaines études soutiennent que l'AP est latéralisée dans l'hémisphère droit (HD) alors que d'autres suggèrent que les deux hémisphères, l'hémisphère gauche (HG) et l'HD, sont impliqués dans la modulation de l'AP. L'objectif de cette thèse est d'analyser le rôle joué par chaque hémisphère cérébral dans la modulation de l'AP dirigée vers une localisation de l'espace. Nous avons développé une version latéralisée du test APT (pour Attentional Preparatory Test, proposé par LaBerge, Auclair & Siéroff, 2000), le LAPT (Lateralized Attentional Preparatory Test). L'APT permet de mesurer la capacité des sujets à moduler leur AP vers la localisation d'une cible lorsque la probabilité d'un distracteur varie selon plusieurs blocs d'essais. Dans l'APT, le temps de réponse augmentait lorsque la probabilité d'apparition d'un distracteur dans la phase préparatoire antérieure à la présentation de la cible augmentait, ce qui montre que l'AP est modulée par des évènements antérieurs au traitement de la cible. Nous avons créé le LAPT en utilisant la méthode de présentation en champ visuel divisé dans laquelle les stimuli peuvent apparaître dans le champ visuel gauche (CVG) ou dans le champ visuel droit (CVD). Les différences de performances entre champs visuels nous donnent des indications sur les stratégies de traitement des deux hémisphères (CVD/HG vs CVG/HD). Dans une série d'études, nous avons montré que la modulation de l'AP en fonction de la probabilité attendue d'un événement diffère dans chaque champ visuel/hémisphère en fonction de la configuration de la tâche. Dans le CVD/HG, l'AP est modulée par la probabilité des événements distracteurs, surtout quand cette probabilité est explicite. De plus, l'HG semble tenir un rôle crucial dans la modulation de l'AP quand la cible et le distracteur sont difficiles à discriminer. Dans le CVG/HD, l'AP est modulée par la probabilité temporelle des événements et dépendrait du délai le plus probable dans lequel la cible est attendue, mais seulement lorsque la discrimination entre la cible et le distracteur est plus facile. Enfin, nos résultats suggèrent que les différences entre le CVD/LH et le CVG/RH lors de cette modulation attentionnelle se mettent en place à un niveau perceptif du traitement de l'information car ils sont indépendants de la main utilisée pour répondre et donc des processus requis au niveau de la programmation motrice. L'ensemble de ces résultats suggère que chaque hémisphère utilise une stratégie différente pour moduler l'AP lorsqu'elle est dirigée vers une localisation de l'espace
Problématique de l'évaluation neuropsychologique du sujet âgé de bas niveau d'études by Hind Mokri( file )
1 edition published in 2013 in French and held by 1 library worldwide
The effect of education on cognitive performances and neuropsychological assessment outcomes has been well documented so far. Indeed, the assessment of cognitive performance of individuals with low and very low educational level remains a major clinical challenge for several reasons. Firstly, conventional cognitive assessment tools used with elderly patients are not suitable for illiterate or poorly instructed individuals. Secondly, traditional norms used to identify strengths and weaknesses of cognitive performance are not sensible enough to detect cognitive impairments among illiterate or scarcely instructed individuals. Therefore, how to improve the neuropsychological assessment of individuals with low formal educational level is the main research question of this doctoral thesis. To adequately answer to this prior question, four studies have been conducted. The aim of the first study presented in this thesis was to investigate the specific effect of literacy acquisition on cognitive performances independently of education. For this work, we used data collected from the Coyoacán study, a Mexican population-based cohort which presents an important sample of uneducated participants. The main finding of this study was that participants who never attended school but counting with informal literacy abilities, presented better performances for all cognitive tests, except for the Isaacs Set test (IST), compared to their uneducated illiterate counterparts. These findings illustrate the specific effect of literacy skills acquisition on cognitive performances independently of the influence of schooling. The lack of adapted comparative norms is the second major challenge of neuropsychological assessment of individuals with low-educational level. Consequently, our second study aimed at establishing comparative norms for the MMSE, the Free and Cued Selective Reminding Test and the IST, three tests widely used for cognitive evaluation in elderly people. Of note, these norms were specifically established for the Mexican elderly population, which presents a high rate of illiteracy and low-educational level. Finally, a third study aiming at establishing comparative norms for a new visuo-spatial memory-test: the goblets test. For this study, we used data collected from the AMI cohort study which is conducted in rural areas in the South-West of France. Within this third study we also studied the validity of this test in detecting dementia illness. These comparative norms are necessary to interpret cognitive scores. However, as age and education are major risk factors for dementia, correcting for these demographic variables to improve the accuracy of detection or prediction of dementia may be questionable. Consistently with other studies showing that dementia detection accuracy is compromised when corrected scores are used; findings of our last study showed that regarding dementia prediction accuracy, participants developing dementia, in the short term, are better classified when using uncorrected scores for age and education than the corrected ones. To conclude, cognitive assessment of elderly individuals with low-educational level remains still a major clinical barrier to correctly diagnose dementia. However, besides providing clinicians with several pragmatic inputs such as cognitive tests and appropriated comparative norms, we believe that our findings will encourage clinical reflection regarding the use of these scores
Acquisitions & analysis of pictorial data : the modern science of imagery, August 19-20, 1974, San Diego, California ( file )
1 edition published in 1975 in English and held by 0 libraries worldwide
 
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Languages
English (17)
Polish (5)
French (2)
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