Inference and Sentence Comprehension in Children with Specific or Pragmatic Language Impairments

ERIC Educational Resources Information Center

Adams, Catherine; Clarke, Elaine; Haynes, Rebecca

2009-01-01

Background: Children with language impairments have difficulty in reporting verbal inferences, but it is unclear whether the source of this problem lies in limitations of language comprehension, an inability to access world knowledge, or the integration of information in discourse. Children with pragmatic language impairments (CwPLI) are often…

Effects on ESL Reading of Teaching Cultural Content Schemata.

ERIC Educational Resources Information Center

Floyd, Pamela; Carrell, Patricia

1987-01-01

Intermediate-level English as a second language students were examined for levels of reading comprehension. Half of each group (experimental and control) received more complete versions of test passages than the other half, and the experimental group was taught appropriate cultural background information between tests. Background knowledge did…

Word and World Reading: Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

See, Beng Huat; Gorard, Stephen; Siddiqui, Nadia

2015-01-01

The Word and World Reading programme aimed to improve the reading comprehension and wider literacy skills of children aged 7-9 from low income families. The programme focused on improving the vocabulary and background knowledge (sometimes labelled "core knowledge") of pupils, through the use of specially designed "knowledge…

The Relationship between Text Comprehension and Second Language Incidental Vocabulary Acquisition: A Matter of Topic Familiarity?

ERIC Educational Resources Information Center

Pulido, Diana

2007-01-01

The study reported in this article describes second language (L2) vocabulary learning outcomes associated with adult L2 reading comprehension processes, thus connecting L2 learning with the complex cognitive and linguistic processing involved in reading. The study aimed to determine whether background knowledge moderated the relationship between…

The Coherence Formation Model of Illustrated Text Comprehension: A Path Model of Attention to Multimedia Text

ERIC Educational Resources Information Center

Fitzhugh, Shannon Leigh

2012-01-01

The study reported here tests a model that includes several factors thought to contribute to the comprehension of static multimedia learning materials (i.e. background knowledge, working memory, attention to components as measured with eye movement measures). The model examines the effects of working memory capacity, domain specific (biology) and…

Research Review: Reading Comprehension in Developmental Disorders of Language and Communication

ERIC Educational Resources Information Center

Ricketts, Jessie

2011-01-01

Background: Deficits in reading airment (SLI), Down syndrome (DS) and autism spectrum disorders (ASD). Methods: In this review (based on a search of the ISI Web of Knowledge database to 2011), the Simple View of Reading is used as a framework for considering reading comprehension in these groups. Conclusions: There is substantial evidence for…

The Effects of Background Information on Standarized Test Scores.

ERIC Educational Resources Information Center

Feeley, Joan T.; Wepner, Shelley B.

A study was conducted to determine the effects of exposure to the topics included on the comprehension subtest of the Nelson-Denny Reading Test (ND), Form F, on college freshmen's performance on the test. In addition, the study investigated whether those students with background information would indicate their awareness of this knowledge on a…

Financial Information Source, Knowledge, and Practices of College Students from Diverse Backgrounds

ERIC Educational Resources Information Center

Mimura, Yoko; Koonce, Joan; Plunkett, Scott W.; Pleskus, Lindsey

2015-01-01

Using cross-sectional data, we examined the financial information sources, financial knowledge, and financial practices of young adults, many of whom are first generation college students, ethnic minorities, and immigrants or children of immigrants. Participants (n = 1,249) were undergraduate students at a large regional comprehensive university.…

The innervation of the scalp: A comprehensive review including anatomy, pathology, and neurosurgical correlates

PubMed Central

Kemp, William J.; Tubbs, R. Shane; Cohen-Gadol, Aaron A.

2011-01-01

Background: Neurosurgical intervention involving the scalp may cause neuralgia or other pain syndromes. Therefore, a comprehensive understanding of scalp innervation may be helpful in prevention of pain potentially induced by surgery. Methods: Using standard search engines, a review of the literature regarding the anatomy of the nerves that innervate the scalp was performed with attention given to anatomic landmarks. Results: This paper provides a comprehensive review of the anatomy, embryology, pathology, and neurosurgical application of the knowledge of the innervation of the scalp. Conclusions: Knowledge of the nerves that supply the scalp is important to the neurosurgeon who hopes to maximize patient recovery and minimize post-procedural complications. PMID:22276233

The Effect of Background Knowledge and Reading Comprehension Test Items on Male and Female Performance

ERIC Educational Resources Information Center

Yazdanpanah, Khatereh

2007-01-01

The present article reports on a study investigating the interaction of a reading comprehension test with gender in a formal testing context and the performance of males and females on reading test items with regard to demands on strategy use. Participants were 187 (59 = female and 128 = male) international students ranging from 17 to 20 years of…

Teaching New Words to Children with Poor Existing Vocabulary Knowledge: A Controlled Evaluation of the Definition and Context Methods

ERIC Educational Resources Information Center

Nash, Hannah; Snowling, Margaret

2006-01-01

Background: Children who have poor vocabulary knowledge are at risk of wider language weaknesses and reading comprehension difficulties, which will impact upon their educational achievement. The central question addressed in this paper is how best to teach new vocabulary items to these children. Aims: To investigate the effects of two different…

Vocabulary Knowledge Is a Critical Determinant of the Difference in Reading Comprehension Growth between First and Second Language Learners

ERIC Educational Resources Information Center

Lervag, Arne; Aukrust, Vibeke Grover

2010-01-01

Background: This study examines the role of decoding and vocabulary skills as longitudinal predictors of reading comprehension in young first (L1) and second (L2) language learners. Methods: Two-group latent growth models were used to assess differences in growth and predictions of growth between the 198 L1 and 90 L2 language learners. Results: L1…

Implementation of a Text-Based Content Intervention in Secondary Social Studies Classes.

PubMed

Wanzek, Jeanne; Vaughn, Sharon

2016-12-01

We describe teacher fidelity (adherence to the components of the treatment as specified by the research team) based on a series of studies of a multicomponent intervention, Promoting Acceleration of Comprehension and Content Through Text (PACT), with middle and high school social studies teachers and their students. Findings reveal that even with highly specified materials and implementing practices that are aligned with effective reading comprehension and content instruction, teachers' fidelity was consistently low for some components and high for others. Teachers demonstrated consistently high implementation fidelity and quality for the instructional components of building background knowledge (comprehension canopy) and teaching key content vocabulary (essential words), whereas we recorded consistently lower fidelity and quality of implementation for the instructional components of critical reading and knowledge application. © 2016 Wiley Periodicals, Inc.

Misunderstanding Comprehension

ERIC Educational Resources Information Center

Swan, Michael; Walter, Catherine

2017-01-01

Lessons designed to teach reading and listening typically concentrate on the use of higher-level skills and strategies, such as predicting, scanning, inferencing, understanding text structure, or activating background knowledge. Given that these normal communication skills are already available to students for mother-tongue use, they should…

Teenage Health Teaching Modules Evaluation.

ERIC Educational Resources Information Center

Ross, James G.; And Others

1991-01-01

Six articles describe the background, design, methods, findings, and implications of the 1986-89 Teenage Health Teaching Modules Evaluation study which (1) determined whether one comprehensive secondary school health education curriculum could positively affect student health knowledge, attitudes, practices, and self-reported behaviors; and (2)…

Knowledge-based analysis of microarrays for the discovery of transcriptional regulation relationships

PubMed Central

2010-01-01

Background The large amount of high-throughput genomic data has facilitated the discovery of the regulatory relationships between transcription factors and their target genes. While early methods for discovery of transcriptional regulation relationships from microarray data often focused on the high-throughput experimental data alone, more recent approaches have explored the integration of external knowledge bases of gene interactions. Results In this work, we develop an algorithm that provides improved performance in the prediction of transcriptional regulatory relationships by supplementing the analysis of microarray data with a new method of integrating information from an existing knowledge base. Using a well-known dataset of yeast microarrays and the Yeast Proteome Database, a comprehensive collection of known information of yeast genes, we show that knowledge-based predictions demonstrate better sensitivity and specificity in inferring new transcriptional interactions than predictions from microarray data alone. We also show that comprehensive, direct and high-quality knowledge bases provide better prediction performance. Comparison of our results with ChIP-chip data and growth fitness data suggests that our predicted genome-wide regulatory pairs in yeast are reasonable candidates for follow-up biological verification. Conclusion High quality, comprehensive, and direct knowledge bases, when combined with appropriate bioinformatic algorithms, can significantly improve the discovery of gene regulatory relationships from high throughput gene expression data. PMID:20122245

Evaluating the Impact of a Multistrategy Inference Intervention for Middle-Grade Struggling Readers

PubMed Central

Elleman, Amy

2017-01-01

Purpose We examined the effectiveness of a multistrategy inference intervention designed to increase inference making and reading comprehension for middle-grade struggling readers. Method A total of 66 middle-grade struggling readers were randomized to treatment (n = 33) and comparison (n = 33) conditions. Students in the treatment group received explicit instruction in 4 inference strategies (i.e., clarification using text clues; activating and using prior knowledge; understanding character perspectives and author's purpose; answering inferential questions). In addition, narrative and informational texts were carefully chosen and sequenced to build requisite background knowledge to form inferences. Intervention was delivered in small groups of 3 students for 10 days of instruction. Results One-way analysis of covariance models on outcome measures with the respective pretest scores as a covariate revealed significant gains on a proximal measure of Egyptian-content knowledge (g = 1.37) and on a standardized measure of reading comprehension—i.e., Wechsler Individual Achievement Test–Third Edition Reading Comprehension (g = 0.46). Conclusion The moderate effect on a standardized measure of reading comprehension provides preliminary evidence for the effectiveness of this multistrategy inference intervention in improving reading comprehension of middle-grade struggling readers. PMID:27776201

Put Thinking to the Test

ERIC Educational Resources Information Center

Conrad, Lori L.; Matthews, Missy; Zimmerman, Cheryl; Allen, Patrick A.

2008-01-01

Just as comprehension strategies have helped millions of students learn to read like proficient readers, they can also help students think like effective test-takers. The authors show how students can use background knowledge, mental images, synthesizing, monitoring, inferring, questioning, and determining of importance to understand the genre of…

"Mississippi Trial, 1955": Tangling with Text through Reading, Discussion, and Writing

ERIC Educational Resources Information Center

Grierson, Sirpa; Thursby, Jacqueline S.; Dean, Deborah; Crowe, Chris

2007-01-01

The authors proffer practical critical-reading strategies for teaching "Mississippi Trial, 1955" to increase students' vocabulary, comprehension, and background knowledge of historical eras. They use nonfiction, a PBS documentary, the Web, folklore, and picture books among other tools for inciting thoughtful discussion and writing.

Sustaining Students' Reading Comprehension

ERIC Educational Resources Information Center

Mariotti, Arleen P.

2010-01-01

Extensive research over the years indicates that there are at least five essential components teachers can include in their classroom to help their students comprehend and learn. These features include: (1) giving background and connecting to students' prior knowledge; (2) providing a strong vocabulary program; (3) setting aside ample opportunity…

A Pilot Study of Biomedical Text Comprehension using an Attention-Based Deep Neural Reader: Design and Experimental Analysis

PubMed Central

Lee, Kyubum; Kim, Byounggun; Jeon, Minji; Kim, Jihye; Tan, Aik Choon

2018-01-01

Background With the development of artificial intelligence (AI) technology centered on deep-learning, the computer has evolved to a point where it can read a given text and answer a question based on the context of the text. Such a specific task is known as the task of machine comprehension. Existing machine comprehension tasks mostly use datasets of general texts, such as news articles or elementary school-level storybooks. However, no attempt has been made to determine whether an up-to-date deep learning-based machine comprehension model can also process scientific literature containing expert-level knowledge, especially in the biomedical domain. Objective This study aims to investigate whether a machine comprehension model can process biomedical articles as well as general texts. Since there is no dataset for the biomedical literature comprehension task, our work includes generating a large-scale question answering dataset using PubMed and manually evaluating the generated dataset. Methods We present an attention-based deep neural model tailored to the biomedical domain. To further enhance the performance of our model, we used a pretrained word vector and biomedical entity type embedding. We also developed an ensemble method of combining the results of several independent models to reduce the variance of the answers from the models. Results The experimental results showed that our proposed deep neural network model outperformed the baseline model by more than 7% on the new dataset. We also evaluated human performance on the new dataset. The human evaluation result showed that our deep neural model outperformed humans in comprehension by 22% on average. Conclusions In this work, we introduced a new task of machine comprehension in the biomedical domain using a deep neural model. Since there was no large-scale dataset for training deep neural models in the biomedical domain, we created the new cloze-style datasets Biomedical Knowledge Comprehension Title (BMKC_T) and Biomedical Knowledge Comprehension Last Sentence (BMKC_LS) (together referred to as BioMedical Knowledge Comprehension) using the PubMed corpus. The experimental results showed that the performance of our model is much higher than that of humans. We observed that our model performed consistently better regardless of the degree of difficulty of a text, whereas humans have difficulty when performing biomedical literature comprehension tasks that require expert level knowledge. PMID:29305341

Early space experiments in materials processing

NASA Technical Reports Server (NTRS)

Naumann, R. J.

1979-01-01

A comprehensive survey of the flight experiments conducted in conjunction with the United States Materials Processing in Space Program is presented. Also included are a brief description of the conditions prevailing in an orbiting spacecraft and the research implications provided by this unique environment. What was done and what was learned are summarized in order to serve as a background for future experiments. It is assumed that the reader has some knowledge of the physical sciences but no background in spaceflight experimentation or in the materials science per se.

Processing and Memory of Information Presented in Narrative or Expository Texts

ERIC Educational Resources Information Center

Wolfe, Michael B. W.; Woodwyk, Joshua M.

2010-01-01

Background: Previous research suggests that narrative and expository texts differ in the extent to which they prompt students to integrate to-be-learned content with relevant prior knowledge during comprehension. Aims: We expand on previous research by examining on-line processing and representation in memory of to-be-learned content that is…

Promoting Fitness and Safety in Elementary Students: A Randomized Control Study of the Michigan Model for Health

ERIC Educational Resources Information Center

O'Neill, James M.; Clark, Jeffrey K.; Jones, James A.

2016-01-01

Background: In elementary grades, comprehensive health education curricula have demonstrated effectiveness in addressing singular health issues. The Michigan Model for Health (MMH) was implemented and evaluated to determine its impact on nutrition, physical fitness, and safety knowledge and skills. Methods: Schools (N = 52) were randomly assigned…

Read-Alouds in Calca, Peru: A Bilingual Indigenous Context

ERIC Educational Resources Information Center

Neugebauer, Sabina Rak; Currie-Rubin, Rachel

2009-01-01

A read-aloud program focused on vocabulary and comprehension skills for children bilingual in Quechua and Spanish was evaluated for efficacy. The authors present a study with classrooms of first-grade students, suggesting that specific read-aloud strategies that target the use of background knowledge in a discussion-based format can be a…

Supporting shared decision-making and people’s understanding of medicines: An exploration of the acceptability and comprehensibility of patient information

PubMed Central

Booth, Jill L.; McIver, Laura

2017-01-01

Background: Patient information may assist in promoting shared decision-making, however it is imperative that the information presented is comprehensible and acceptable to the target audience. Objective: This study sought to explore the acceptability and comprehensibility of the ‘ Medicines in Scotland: What’s the right treatment for you?’ factsheet to the general public. Methods: Qualitative semi-structured telephone interviews were conducted with members of the public. An interview schedule was developed to explore the acceptability and comprehensibility of the factsheet. Participants were recruited by a researcher who distributed information packs to attendees (n=70) of four community pharmacies. Interviews, (12-24 minutes duration), were audio recorded, transcribed verbatim and analysed using a framework approach. Results: Nineteen participants returned a consent form (27.1%), twelve were interviewed. Six themes were identified: formatting of the factsheet and interpretation; prior health knowledge and the factsheet; information contained in the factsheet; impact of the factsheet on behaviour; uses for the factsheet; and revisions to the factsheet. Conclusions: The factsheet was generally perceived as helpful and comprehensive. It was highlighted that reading the leaflet may generate new knowledge and may have a positive impact on behaviour. PMID:29317925

Weak and strong novice readers of English as a foreign language: effects of first language and socioeconomic status.

PubMed

Kahn-Horwitz, Janina; Shimron, Joseph; Sparks, Richard L

2006-06-01

This study examined individual differences among beginning readers of English as a foreign language (EFL). The study concentrated on the effects of underlying first language (L1) knowledge as well as EFL letter and vocabulary knowledge. Phonological and morphological awareness, spelling, vocabulary knowledge, and word reading in Hebrew L1, in addition to knowledge of EFL letters and EFL vocabulary, were measured. The study also investigated the effect of socioeconomic background (SES) on beginning EFL readers. Participants included 145 fourth graders from three schools representing two socioeconomic backgrounds in the north of Israel. The results indicate that knowledge of English letters played a more prominent role than knowledge of Hebrew L1 components in differentiating between strong and weak EFL readers. The Linguistic Coding Differences Hypothesis was supported by L1 phonological awareness, word reading, and vocabulary knowledge appearing as part of discriminating functions. The presence of English vocabulary knowledge as part of the discriminant functions provides support for English word reading being more than just a decoding task for EFL beginner readers. Socioeconomic status differentiated the groups for EFL word recognition but not for EFL reading comprehension.

Training of Healthcare Personnel to Improve Performance of Community-Based Antenatal Care Program

ERIC Educational Resources Information Center

Ohnishi, Mayumi; Nakamura, Keiko; Takano, Takehito

2007-01-01

Background: The present study was performed to evaluate the effectiveness of a training course designed to improve the knowledge, skills, and attitudes of healthcare personnel to allow them to provide a comprehensive community-based antenatal care (ANC) program in rural Paraguay. Methods: Sixty-eight of 110 healthcare personnel in the Caazapa…

Learning Analytics and Educational Data Mining in Practice: A Systematic Literature Review of Empirical Evidence

ERIC Educational Resources Information Center

Papamitsiou, Zacharoula; Economides, Anastasios A.

2014-01-01

This paper aims to provide the reader with a comprehensive background for understanding current knowledge on Learning Analytics (LA) and Educational Data Mining (EDM) and its impact on adaptive learning. It constitutes an overview of empirical evidence behind key objectives of the potential adoption of LA/EDM in generic educational strategic…

Literacy Strategies for Improving Mathematics Instruction

ERIC Educational Resources Information Center

Kenney, Joan M.; Hancewicz, Euthecia; Heuer, Loretta; Metsisto, Diana; Tuttle, Cynthia L.

2005-01-01

One of the best ways to give students the background knowledge they need to understand math concepts is to teach them the vocabulary and comprehension skills that are essential to understanding math. So here's a book that explains how to do that and provides teachers with lots of classroom-proven ways to prepare students to be successful math…

Order of Processing and Attention Allotment between Comprehending and Using Text Ideas.

ERIC Educational Resources Information Center

Steinley, Gary L.

1990-01-01

Extends a previous study examining the relationship between reading comprehension and thinking skills by using an "on-line" reporting procedure in which undergraduate subjects reported on their reading during the process of reading. Reports that the extent of a reader's background knowledge affects the order of processing as well as the kinds of…

Accounting for Special Revenue Sharing Grants. A Human Resource Management Course Monograph. No. 2 in a Series.

ERIC Educational Resources Information Center

Gunn, Sanford C.

A training course to introduce students to the problems and accounting methods for Comprehensive Employment and Training Act (CETA) programs should consider four major areas. Within these areas certain objectives should be met: (1) to acquire background knowledge on manpower programs and typical fund accounting procedures, (2) to understand the…

Comparing School-Based Teen Pregnancy Prevention Programming: Mixed Outcomes in an At-Risk State

ERIC Educational Resources Information Center

Oman, Roy F.; Merritt, Breanca T.; Fluhr, Janene; Williams, Jean M.

2015-01-01

Background: The purpose of this study is to compare the effectiveness of a national comprehensive teen pregnancy prevention (TPP) intervention to a national abstinence-only TPP intervention on middle school students' knowledge, attitudes, and behaviors related to teen sexual behaviors in a state with high teen birth rates. Methods: Pre- and…

You don't have to believe everything you read: background knowledge permits fast and efficient validation of information.

PubMed

Richter, Tobias; Schroeder, Sascha; Wöhrmann, Britta

2009-03-01

In social cognition, knowledge-based validation of information is usually regarded as relying on strategic and resource-demanding processes. Research on language comprehension, in contrast, suggests that validation processes are involved in the construction of a referential representation of the communicated information. This view implies that individuals can use their knowledge to validate incoming information in a routine and efficient manner. Consistent with this idea, Experiments 1 and 2 demonstrated that individuals are able to reject false assertions efficiently when they have validity-relevant beliefs. Validation processes were carried out routinely even when individuals were put under additional cognitive load during comprehension. Experiment 3 demonstrated that the rejection of false information occurs automatically and interferes with affirmative responses in a nonsemantic task (epistemic Stroop effect). Experiment 4 also revealed complementary interference effects of true information with negative responses in a nonsemantic task. These results suggest the existence of fast and efficient validation processes that protect mental representations from being contaminated by false and inaccurate information.

A Comparison of Student Attitudes Towards School, Teachers and Peers in Swedish Comprehensive Schools Now and 35 Years Ago

ERIC Educational Resources Information Center

Holfve-Sabel, Mary-Anne

2006-01-01

Background: This investigation focuses on student attitudes and looks at school quality from the perspective of affective variables rather than students' knowledge or abilities. The concept of attitude includes ways of feeling, thinking and behaving and maintaining an expression of one's identity within the environment. The analysis focuses on…

Evaluation of a Coordinated School-Based Obesity Prevention Program in a Hispanic Community: Choosing Healthy and Active Lifestyles for Kids/healthy Schools Healthy Families

ERIC Educational Resources Information Center

Berger-Jenkins, Evelyn; Rausch, John; Okah, Ebiere; Tsao, Daisy; Nieto, Andres; Lyda, Elizabeth; Meyer, Dodi; McCord, Mary

2014-01-01

Background: Obesity is a public health concern that disproportionately affects underserved and minority communities. Purpose: To evaluate whether a comprehensive obesity prevention program that targets children and school staff in an underserved Hispanic community affects obesity related knowledge, attitudes, and behaviors among both students and…

Schema Theory Compared to Text-centered Theory as an Explanation for the Reader's Understanding of a Business Message.

ERIC Educational Resources Information Center

Faris, Kay A.; Smeltzer, Larry R.

1997-01-01

Examines variables affecting reader understanding of business writing. Notes that 57 business students and 82 non-business students read either a coherent or a non-coherent version of the same text and then took a test measuring their comprehension. Finds that background knowledge (schema theory) affected a reader's ability to understand business…

Using texts in science education: cognitive processes and knowledge representation.

PubMed

van den Broek, Paul

2010-04-23

Texts form a powerful tool in teaching concepts and principles in science. How do readers extract information from a text, and what are the limitations in this process? Central to comprehension of and learning from a text is the construction of a coherent mental representation that integrates the textual information and relevant background knowledge. This representation engenders learning if it expands the reader's existing knowledge base or if it corrects misconceptions in this knowledge base. The Landscape Model captures the reading process and the influences of reader characteristics (such as working-memory capacity, reading goal, prior knowledge, and inferential skills) and text characteristics (such as content/structure of presented information, processing demands, and textual cues). The model suggests factors that can optimize--or jeopardize--learning science from text.

Knowledge, attitude, and practice regarding voluntary blood donation among adult residents of Harar town, Eastern Ethiopia: a community-based study

PubMed Central

Urgesa, Kedir; Hassen, Nejat; Seyoum, Ayichew

2017-01-01

Background The availability of safe blood and blood products is a critical factor in improving health care. In Ethiopia, lack of voluntary blood donors is a major challenge. This could be due to low community knowledge, unfavorable attitude, and poor donation practice regarding voluntary blood donation. Thus, the aim of this study was to assess community knowledge, attitude, and practice regarding voluntary blood donation among adults in Harar town, Ethiopia. Materials and methods A community-based cross-sectional study was conducted from July 1 to July 31, 2015. A total of 845 adults were randomly selected and interviewed using a pretested, structured questionnaire. Six trained data collectors conducted a face-to-face interview. Data were entered into EpiData Version 3 and analyzed using STATA Version 11. Results Comprehensive knowledge of the study participants toward voluntary blood donation was 43.5%. Multivariable logistic regression demonstrated that male sex (adjusted odds ratio [AOR] = 1.69, 95% confidence interval [CI]: 1.19–2.39), age (31–45 years; AOR = 0.50, 95% CI: 0.34–0.74) and >45 years (AOR = 0.60, 95% CI: 0.38–0.95), and higher education (AOR = 15.34, 95% CI: 5.01–46.91) were significantly associated with comprehensive knowledge about voluntary blood donation. A total of 278 (32.9%) study participants had positive attitude toward voluntary blood donation. College graduates (AOR = 13.05, 95% CI: 4.12–41.29) were significantly associated with positive attitude toward voluntary blood donation. Only 191 (22.6%) subjects had ever donated blood. However, the proportion of study participants who donated blood voluntarily with good knowledge about voluntary blood donation was significantly lower than the study participants who donated blood voluntarily with low knowledge (X2 = 6.1746, P = 0.013). Conclusion This study showed an inauspicious attitude toward blood donation and poor blood donation practices. Subjects with good comprehensive knowledge about voluntary blood donation were less likely to donate blood voluntarily compared to those with lower comprehensive knowledge about voluntary blood donation. PMID:28243159

Development of a Comprehensive Heart Disease Knowledge Questionnaire

PubMed Central

Bergman, Hannah E.; Reeve, Bryce B.; Moser, Richard P.; Scholl, Sarah; Klein, William M. P.

2011-01-01

Background Heart disease is the number one killer of both men and women in the United States, yet a comprehensive and evidence-based heart disease knowledge assessment is currently not available. Purpose This paper describes the 2 phase development of a novel heart disease knowledge questionnaire. Methods After review and critique of the existing literature, a questionnaire addressing 5 central domains of heart disease knowledge was constructed. In Phase I, 606 undergraduates completed a 82-item questionnaire. In Phase II, 248 undergraduates completed a revised 74-item questionnaire. In both phases, item clarity and difficulty were evaluated, along with the overall factor structure of the scale. Results Exploratory and confirmatory factor analyses were used to reduce the scale to 30 items with fit statistics, CFI = .82, TLI = .88, and RMSEA = .03. Scores were correlated moderately positively with an existing scale and weakly positively with a measure of health literacy, thereby establishing both convergent and divergent validity. Discussion The finalized 30-item questionnaire is a concise, yet discriminating instrument that reliably measures participants' heart disease knowledge levels. Translation to Health Education Practice Health professionals can use this scale to assess their patients' heart disease knowledge so that they can create a tailored program to help their patients reduce their heart disease risk. PMID:21720571

A Comparative Analysis of the Impact of Cooperative versus Textbook-Based Individual Prereading Activities on the Reading Comprehension of Students of Spanish

ERIC Educational Resources Information Center

Osa-Melero, Lucia

2012-01-01

Reading texts with historical and sociopolitical content in a foreign language is often a challenge for second language students. The obstacles encountered by students should be of concern to language instructors. Lack of background knowledge frequently causes the reader to abandon the reading activity with a sense of disappointment and…

Manipulating Google’s Knowledge Graph Box to Counter Biased Information Processing During an Online Search on Vaccination: Application of a Technological Debiasing Strategy

PubMed Central

Allam, Ahmed; Schulz, Peter J

2016-01-01

Background One of people’s major motives for going online is the search for health-related information. Most consumers start their search with a general search engine but are unaware of the fact that its sorting and ranking criteria do not mirror information quality. This misconception can lead to distorted search outcomes, especially when the information processing is characterized by heuristic principles and resulting cognitive biases instead of a systematic elaboration. As vaccination opponents are vocal on the Web, the chance of encountering their non‒evidence-based views on immunization is high. Therefore, biased information processing in this context can cause subsequent impaired judgment and decision making. A technological debiasing strategy could counter this by changing people’s search environment. Objective This study aims at testing a technological debiasing strategy to reduce the negative effects of biased information processing when using a general search engine on people’s vaccination-related knowledge and attitudes. This strategy is to manipulate the content of Google’s knowledge graph box, which is integrated in the search interface and provides basic information about the search topic. Methods A full 3x2 factorial, posttest-only design was employed with availability of basic factual information (comprehensible vs hardly comprehensible vs not present) as the first factor and a warning message as the second factor of experimental manipulation. Outcome variables were the evaluation of the knowledge graph box, vaccination-related knowledge, as well as beliefs and attitudes toward vaccination, as represented by three latent variables emerged from an exploratory factor analysis. Results Two-way analysis of variance revealed a significant main effect of availability of basic information in the knowledge graph box on participants’ vaccination knowledge scores (F2,273=4.86, P=.01), skepticism/fear of vaccination side effects (F2,273=3.5, P=.03), and perceived information quality (F2,273=3.73, P=.02). More specifically, respondents receiving comprehensible information appeared to be more knowledgeable, less skeptical of vaccination, and more critical of information quality compared to participants exposed to hardly comprehensible information. Although, there was no significant interaction effect between the availability of information and the presence of the warning, there was a dominant pattern in which the presence of the warning appeared to have a positive influence on the group receiving comprehensible information while the opposite was true for the groups exposed to hardly comprehensible information and no information at all. Participants evaluated the knowledge graph box as moderately to highly useful, with no significant differences among the experimental groups. Conclusion Overall, the results suggest that comprehensible information in the knowledge graph box positively affects participants’ vaccination-related knowledge and attitudes. A small change in the content retrieval procedure currently used by Google could already make a valuable difference in the pursuit of an unbiased online information search. Further research is needed to gain insights into the knowledge graph box’s entire potential. PMID:27255736

Gene regulation knowledge commons: community action takes care of DNA binding transcription factors

PubMed Central

Tripathi, Sushil; Vercruysse, Steven; Chawla, Konika; Christie, Karen R.; Blake, Judith A.; Huntley, Rachael P.; Orchard, Sandra; Hermjakob, Henning; Thommesen, Liv; Lægreid, Astrid; Kuiper, Martin

2016-01-01

A large gap remains between the amount of knowledge in scientific literature and the fraction that gets curated into standardized databases, despite many curation initiatives. Yet the availability of comprehensive knowledge in databases is crucial for exploiting existing background knowledge, both for designing follow-up experiments and for interpreting new experimental data. Structured resources also underpin the computational integration and modeling of regulatory pathways, which further aids our understanding of regulatory dynamics. We argue how cooperation between the scientific community and professional curators can increase the capacity of capturing precise knowledge from literature. We demonstrate this with a project in which we mobilize biological domain experts who curate large amounts of DNA binding transcription factors, and show that they, although new to the field of curation, can make valuable contributions by harvesting reported knowledge from scientific papers. Such community curation can enhance the scientific epistemic process. Database URL: http://www.tfcheckpoint.org PMID:27270715

Predictors of nutrition information comprehension in adulthood.

PubMed

Miller, Lisa M Soederberg; Gibson, Tanja N; Applegate, Elizabeth A

2010-07-01

The goal of the present study was to examine relationships among several predictors of nutrition comprehension. We were particularly interested in exploring whether nutrition knowledge or motivation moderated the effects of attention on comprehension across a wide age range of adults. Ninety-three participants, ages 18-80, completed measures of nutrition knowledge and motivation and then read nutrition information (from which attention allocation was derived) and answered comprehension questions. In general, predictor variables were highly intercorrelated. However, knowledge, but not motivation, had direct effects on comprehension accuracy. In contrast, motivation influenced attention, which in turn influenced accuracy. Results also showed that comprehension accuracy decreased-and knowledge increased-with age. When knowledge was statistically controlled, age declines in comprehension increased. Knowledge is an important predictor of nutrition information comprehension and its role increases in later life. Motivation is also important; however, its effects on comprehension differ from knowledge. Health educators and clinicians should consider cognitive skills such as knowledge as well as motivation and age of patients when deciding how to best convey health information. The increased role of knowledge among older adults suggests that lifelong educational efforts may have important payoffs in later life. Copyright 2009 Elsevier Ireland Ltd. All rights reserved.

Predictors of Nutrition Information Comprehension in Adulthood

PubMed Central

Miller, Lisa M. Soederberg; Gibson, Tanja N.; Applegate, Elizabeth A.

2009-01-01

Objective The goal of the present study was to examine relationships among several predictors of nutrition comprehension. We were particularly interested in exploring whether nutrition knowledge or motivation moderated the effects of attention on comprehension across a wide age range of adults. Methods Ninety-three participants, ages 18 to 80, completed measures of nutrition knowledge and motivation and then read nutrition information (from which attention allocation was derived) and answered comprehension questions. Results In general, predictor variables were highly intercorrelated. However, knowledge, but not motivation, had direct effects on comprehension accuracy. In contrast, motivation influenced attention, which in turn influenced accuracy. Results also showed that comprehension accuracy decreased- and knowledge increased -with age. When knowledge was statistically controlled, age declines in comprehension increased. Conclusion Knowledge is an important predictor of nutrition information comprehension and its role increases in later life. Motivation is also important; however, its effects on comprehension differ from knowledge. Practice Implications Health educators and clinicians should consider cognitive skills such as knowledge as well as motivation and age of patients when deciding how to best convey health information. The increased role of knowledge among older adults suggests that lifelong educational efforts may have important payoffs in later life. PMID:19854605

Retell as an Indicator of Reading Comprehension

PubMed Central

Reed, Deborah K.; Vaughn, Sharon

2011-01-01

The purpose of this narrative synthesis is to determine the reliability and validity of retell protocols for assessing reading comprehension of students in grades K–12. Fifty-four studies were systematically coded for data related to the administration protocol, scoring procedures, and technical adequacy of the retell component. Retell was moderately correlated with standardized measures of reading comprehension and, with older students, had a lower correlation with decoding and fluency. Literal information was retold more frequently than inferential, and students with learning disabilities or reading difficulties needed more supports to demonstrate adequate recall. Great variability was shown in the prompting procedures, but scoring methods were more consistent across studies. The influences of genre, background knowledge, and organizational features were often specific to particular content, texts, or students. Overall, retell has not yet demonstrated adequacy as a progress monitoring instrument. PMID:23125521

Interventions to Improve Patient Comprehension in Informed Consent for Medical and Surgical Procedures: A Systematic Review

PubMed Central

Schenker, Yael; Fernandez, Alicia; Sudore, Rebecca; Schillinger, Dean

2017-01-01

Background Patient understanding in clinical informed consent is often poor. Little is known about the effectiveness of interventions to improve comprehension or the extent to which such interventions address different elements of understanding in informed consent. Purpose To systematically review communication interventions to improve patient comprehension in informed consent for medical and surgical procedures. Data Sources A systematic literature search of English-language articles in MEDLINE (1949–2008) and EMBASE (1974–2008) was performed. In addition, a published bibliography of empirical research on informed consent and the reference lists of all eligible studies were reviewed. Study Selection Randomized controlled trials and controlled trials with non-random allocation were included if they compared comprehension in informed consent for a medical or surgical procedure. Only studies that used a quantitative, objective measure of understanding were included. All studies addressed informed consent for a needed or recommended procedure in actual patients. Data Extraction Reviewers independently extracted data using a standardized form. All results were compared, and disagreements were resolved by consensus. Data Synthesis Forty-four studies were eligible. Intervention categories included written information, audiovisual/multimedia, extended discussions, and test/feedback techniques. The majority of studies assessed patient understanding of procedural risks; other elements included benefits, alternatives, and general knowledge about the procedure. Only 6 of 44 studies assessed all 4 elements of understanding. Interventions were generally effective in improving patient comprehension, especially regarding risks and general knowledge. Limitations Many studies failed to include adequate description of the study population, and outcome measures varied widely. Conclusions A wide range of communication interventions improve comprehension in clinical informed consent. Decisions to enhance informed consent should consider the importance of different elements of understanding, beyond procedural risks, as well as feasibility and acceptability of the intervention to clinicians and patients. Conceptual clarity regarding the key elements of informed consent knowledge will help to focus improvements and standardize evaluations. PMID:20357225

Knowledge and skills of the lamaze certified childbirth educator: results of a job task analysis.

PubMed

Budin, Wendy C; Gross, Leon; Lothian, Judith A; Mendelson, Jeanne

2014-01-01

Content validity of certification examinations is demonstrated over time with comprehensive job analyses conducted and analyzed by experts, with data gathered from stakeholders. In November 2011, the Lamaze International Certification Council conducted a job analysis update of the 2002 job analysis survey. This article presents the background, methodology, and findings of the job analysis. Changes in the test blueprint based on these findings are presented.

Behavior, nutrition and lifestyle in a comprehensive health and disease paradigm: skills and knowledge for a predictive, preventive and personalized medicine

PubMed Central

2012-01-01

Health and disease of individuals and of populations are the result of three groups of risk factors: genetics, environment and behavior. Assessment, interventions and tailored changes are possible with integrated approaches more effective if respectful of individuals and different cultures. Assessment tools and integrated interventional strategies are available, but widespread knowledge, skills and competence of well trained individual Medical Doctors still lack. Mediterranean diet is an appropriate reference paradigm because encompasses consistent research background, affordable sustainability, widespread comprehensibility and attractiveness inside a cultural framework of competences and skills in which the Medical Doctors can personally manage the need of prediction (early diagnosis), prevention (intervention on healthy persons) and tailored therapy and follow-up for patients. This profile is flexible and adjustable according to specific needs and preferences due to different economic and ethno-cultural milieus. It can enhanced through on-site/e-learning Continuous Medical Education (CME), by training and using friendly and affordable equipments. PMID:22738244

Behavior, nutrition and lifestyle in a comprehensive health and disease paradigm: skills and knowledge for a predictive, preventive and personalized medicine.

PubMed

Trovato, Guglielmo M

2012-03-22

Health and disease of individuals and of populations are the result of three groups of risk factors: genetics, environment and behavior. Assessment, interventions and tailored changes are possible with integrated approaches more effective if respectful of individuals and different cultures. Assessment tools and integrated interventional strategies are available, but widespread knowledge, skills and competence of well trained individual Medical Doctors still lack. Mediterranean diet is an appropriate reference paradigm because encompasses consistent research background, affordable sustainability, widespread comprehensibility and attractiveness inside a cultural framework of competences and skills in which the Medical Doctors can personally manage the need of prediction (early diagnosis), prevention (intervention on healthy persons) and tailored therapy and follow-up for patients. This profile is flexible and adjustable according to specific needs and preferences due to different economic and ethno-cultural milieus. It can enhanced through on-site/e-learning Continuous Medical Education (CME), by training and using friendly and affordable equipments.

Pregnancy, sex and hormonal factors in multiple sclerosis

PubMed Central

Miller, David H; Fazekas, Franz; Montalban, Xavier; Reingold, Stephen C; Trojano, Maria

2014-01-01

Background: Multiple sclerosis (MS) is influenced by pregnancy, sex and hormonal factors. Objectives: A comprehensive understanding of the role of pregnancy, sex and hormonal factors can provide insights into disease mechanisms, and new therapeutic developments and can provide improved patient care and treatment. Methods: Based on an international conference of experts and a comprehensive PubMed search for publications on these areas in MS, we provide a review of what is known about the impact of these factors on disease demographics, etiology, pathophysiology and clinical course and outcomes. Results and conclusions: Recommendations are provided for counseling and management of people with MS before conception, during pregnancy and after delivery. The use of disease-modifying and symptomatic therapies in pregnancy is problematic and such treatments are normally discontinued. Available knowledge about the impact of treatment on the mother, fetus and newborn is discussed. Recommendations for future research to fill knowledge gaps and clarify inconsistencies in available data are made. PMID:24446387

Simulation of atmospheric and terrestrial background signatures for detection and tracking scenarios

NASA Astrophysics Data System (ADS)

Schweitzer, Caroline; Stein, Karin

2015-10-01

In the fields of early warning, one is depending on reliable image exploitation: Only if the applied detection and tracking algorithms work efficiently, the threat approach alert can be given fast enough to ensure an automatic initiation of the countermeasure. In order to evaluate the performance of those algorithms for a certain electro-optical (EO) sensor system, test sequences need to be created as realistic and comprehensive as possible. Since both, background and target signature, depend on the environmental conditions, a detailed knowledge of the meteorology and climatology is necessary. Trials for measuring these environmental characteristics serve as a solid basis, but might only constitute the conditions during a rather short period of time. To represent the entire variation of meteorology and climatology that the future system will be exposed to, the application of comprehensive atmospheric modelling tools is essential. This paper gives an introduction of the atmospheric modelling tools that are currently used at Fraunhofer IOSB to simulate spectral background signatures in the infrared (IR) range. It is also demonstrated, how those signatures are affected by changing atmospheric and climatic conditions. In conclusion - and with a special focus on the modelling of different cloud types - sources of error and limits are discussed.

Age-related differences in warning symbol comprehension and training effectiveness: effects of familiarity, complexity, and comprehensibility.

PubMed

Lesch, M F; Horrey, W J; Wogalter, M S; Powell, W R

2011-10-01

Age-related changes in selective attention, inhibitory efficiency, and the ability to form new associations suggest that older adults may have greater difficulty with more complex and less comprehensible symbols. We examined comprehension of symbols varying in terms of ratings of familiarity, complexity, and comprehensibility, by younger (aged 18-35) and older (aged 55-70) adults. It was found that older adults have greater difficulty than younger adults in comprehending warning symbols and that accident scenario training improves comprehension. Regression analyses indicated that familiarity and comprehensibility were important in determining performance on the pre-training comprehension test by both younger and older adults. However, training eliminated the effects of stimulus characteristics for younger adults, while older adults' comprehension continued to be significantly influenced by comprehensibility. We suggest that symbol design incorporates cues to knowledge to facilitate the linkage between new knowledge (i.e. the warning symbol) and relevant knowledge in long-term memory. Statement of Relevance: Symbol characteristics play an important role in age-related differences in warning symbol comprehension. To optimise comprehension by older adults, symbols should have a clear relationship with areal-world referent. Alternatively, symbol design could incorporate cues to knowledge to facilitate the linkage between new knowledge and relevant knowledge in long-term memory.

How Age, Linguistic Status, and the Nature of the Auditory Scene Alter the Manner in Which Listening Comprehension Is Achieved in Multitalker Conversations.

PubMed

Avivi-Reich, Meital; Jakubczyk, Agnes; Daneman, Meredyth; Schneider, Bruce A

2015-10-01

We investigated how age and linguistic status affected listeners' ability to follow and comprehend 3-talker conversations, and the extent to which individual differences in language proficiency predict speech comprehension under difficult listening conditions. Younger and older L1s as well as young L2s listened to 3-talker conversations, with or without spatial separation between talkers, in either quiet or against moderate or high 12-talker babble background, and were asked to answer questions regarding their contents. After compensating for individual differences in speech recognition, no significant differences in conversation comprehension were found among the groups. As expected, conversation comprehension decreased as babble level increased. Individual differences in reading comprehension skill contributed positively to performance in younger EL1s and in young EL2s to a lesser degree but not in older EL1s. Vocabulary knowledge was significantly and positively related to performance only at the intermediate babble level. The results indicate that the manner in which spoken language comprehension is achieved is modulated by the listeners' age and linguistic status.

Efficacy of a Web-based Intelligent Tutoring System for Communicating Genetic Risk of Breast Cancer: A Fuzzy-Trace Theory Approach

PubMed Central

Wolfe, Christopher R.; Reyna, Valerie F.; Widmer, Colin L.; Cedillos, Elizabeth M.; Fisher, Christopher R.; Brust-Renck, Priscila G.; Weil, Audrey M.

2014-01-01

Background Many healthy women consider genetic testing for breast cancer risk, yet BRCA testing issues are complex. Objective Determining whether an intelligent tutor, BRCA Gist, grounded in fuzzy-trace theory (FTT), increases gist comprehension and knowledge about genetic testing for breast cancer risk, improving decision-making. Design In two experiments, 410 healthy undergraduate women were randomly assigned to one of three groups: an online module using a web-based tutoring system (BRCA Gist) that uses artificial intelligence technology, a second group read highly similar content from the NCI web site, and a third completed an unrelated tutorial. Intervention BRCA Gist applied fuzzy trace theory and was designed to help participants develop gist comprehension of topics relevant to decisions about BRCA genetic testing, including how breast cancer spreads, inherited genetic mutations, and base rates. Measures We measured content knowledge, gist comprehension of decision-relevant information, interest in testing, and genetic risk and testing judgments. Results Control knowledge scores ranged from 54% to 56%, NCI improved significantly to 65% and 70%, and BRCA Gist improved significantly more to 75% and 77%, p<.0001. BRCA Gist scored higher on gist comprehension than NCI and control, p<.0001. Control genetic risk-assessment mean was 48% correct; BRCA Gist (61%), and NCI (56%) were significantly higher, p<.0001. BRCA Gist participants recommended less testing for women without risk factors (not good candidates), (24% and 19%) than controls (50%, both experiments) and NCI, (32%) Experiment 2, p<.0001. BRCA Gist testing interest was lower than controls, p<.0001. Limitations BRCA Gist has not been tested with older women from diverse groups. Conclusions Intelligent tutors, such as BRCA Gist, are scalable, cost effective ways of helping people understand complex issues, improving decision-making. PMID:24829276

Students' Metacomprehension Knowledge: Components That Predict Comprehension Performance

ERIC Educational Resources Information Center

Zabrucky, Karen M.; Moore, DeWayne; Agler, Lin-Miao Lin; Cummings, Andrea M.

2015-01-01

In the present study, we assessed students' metacomprehension knowledge and examined the components of knowledge most related to comprehension of expository texts. We used the Revised Metacomprehension Scale (RMCS) to investigate the relations between students' metacomprehension knowledge and comprehension performance. Students who evaluated and…

Characterization of Xe-133 global atmospheric background: Implications for the International Monitoring System of the Comprehensive Nuclear-Test-Ban Treaty

NASA Astrophysics Data System (ADS)

Achim, Pascal; Generoso, Sylvia; Morin, Mireille; Gross, Philippe; Le Petit, Gilbert; Moulin, Christophe

2016-05-01

Monitoring atmospheric concentrations of radioxenons is relevant to provide evidence of atmospheric or underground nuclear weapon tests. However, when the design of the International Monitoring Network (IMS) of the Comprehensive Nuclear-Test-Ban Treaty (CTBT) was set up, the impact of industrial releases was not perceived. It is now well known that industrial radioxenon signature can interfere with that of nuclear tests. Therefore, there is a crucial need to characterize atmospheric distributions of radioxenons from industrial sources—the so-called atmospheric background—in the frame of the CTBT. Two years of Xe-133 atmospheric background have been simulated using 2013 and 2014 meteorological data together with the most comprehensive emission inventory of radiopharmaceutical facilities and nuclear power plants to date. Annual average simulated activity concentrations vary from 0.01 mBq/m3 up to above 5 mBq/m3 nearby major sources. Average measured and simulated concentrations agree on most of the IMS stations, which indicates that the main sources during the time frame are properly captured. Xe-133 atmospheric background simulated at IMS stations turn out to be a complex combination of sources. Stations most impacted are in Europe and North America and can potentially detect Xe-133 every day. Predicted occurrences of detections of atmospheric Xe-133 show seasonal variations, more accentuated in the Northern Hemisphere, where the maximum occurs in winter. To our knowledge, this study presents the first global maps of Xe-133 atmospheric background from industrial sources based on two years of simulation and is a first attempt to analyze its composition in terms of origin at IMS stations.

Measuring organizational readiness for knowledge translation in chronic care

PubMed Central

2011-01-01

Background Knowledge translation (KT) is an imperative in order to implement research-based and contextualized practices that can answer the numerous challenges of complex health problems. The Chronic Care Model (CCM) provides a conceptual framework to guide the implementation process in chronic care. Yet, organizations aiming to improve chronic care require an adequate level of organizational readiness (OR) for KT. Available instruments on organizational readiness for change (ORC) have shown limited validity, and are not tailored or adapted to specific phases of the knowledge-to-action (KTA) process. We aim to develop an evidence-based, comprehensive, and valid instrument to measure OR for KT in healthcare. The OR for KT instrument will be based on core concepts retrieved from existing literature and validated by a Delphi study. We will specifically test the instrument in chronic care that is of an increasing importance for the health system. Methods Phase one: We will conduct a systematic review of the theories and instruments assessing ORC in healthcare. The retained theoretical information will be synthesized in a conceptual map. A bibliography and database of ORC instruments will be prepared after appraisal of their psychometric properties according to the standards for educational and psychological testing. An online Delphi study will be carried out among decision makers and knowledge users across Canada to assess the importance of these concepts and measures at different steps in the KTA process in chronic care. Phase two: A final OR for KT instrument will be developed and validated both in French and in English and tested in chronic disease management to measure OR for KT regarding the adoption of comprehensive, patient-centered, and system-based CCMs. Discussion This study provides a comprehensive synthesis of current knowledge on explanatory models and instruments assessing OR for KT. Moreover, this project aims to create more consensus on the theoretical underpinnings and the instrumentation of OR for KT in chronic care. The final product--a comprehensive and valid OR for KT instrument--will provide the chronic care settings with an instrument to assess their readiness to implement evidence-based chronic care. PMID:21752264

An E-Learning Module to Improve Nongenetic Health Professionals’ Assessment of Colorectal Cancer Genetic Risk: Feasibility Study

PubMed Central

Aalfs, Cora M; Dekker, Evelien; Tanis, Pieter J; Smets, Ellen M

2017-01-01

Background Nongenetic health providers may lack the relevant knowledge, experience, and communication skills to adequately detect familial colorectal cancer (CRC), despite a positive attitude toward the assessment of history of cancer in a family. Specific training may enable them to more optimally refer patients to genetic counseling. Objective The aim of this study was to develop an e-learning module for gastroenterologists and surgeons (in training) aimed at improving attitudes, knowledge, and comprehension of communication skills, and to assess the feasibility of the e-learning module for continued medical education of these specialists. Methods A focus group helped to inform the development of a training framework. The e-learning module was then developed, followed by a feasibility test among a group of surgeons-in-training (3rd- and 4th-year residents) and then among gastroenterologists, using pre- and posttest questionnaires. Results A total of 124 surgeons-in-training and 14 gastroenterologists participated. The e-learning was positively received (7.5 on a scale of 1 to 10). Between pre- and posttest, attitude increased significantly on 6 out of the 10 items. Mean test score showed that knowledge and comprehension of communication skills improved significantly from 49% to 72% correct at pretest to 67% to 87% correct at posttest. Conclusions This study shows the feasibility of a problem-based e-learning module to help surgeons-in-training and gastroenterologists in recognizing a hereditary predisposition in patients with CRC. The e-learning led to improvements in attitude toward the assessment of cancer family history, knowledge on criteria for referral to genetic counseling for CRC, and comprehension of communication skills. PMID:29254907

Knowledge of gestational diabetes among a multi-ethnic cohort in Australia.

PubMed

Carolan, Mary; Steele, Cheryl; Margetts, Heather

2010-12-01

to explore knowledge about gestational diabetes (GDM) among a multi-ethnic sample of women who were receiving antenatal care in Melbourne, Australia. cross-sectional comparative survey. diabetes clinic located in a public hospital in Melbourne's Western suburbs. 143 pregnant women with GDM from Vietnamese, Indian, Filipino and Caucasian backgrounds. 200 questionnaires were distributed and 143 were returned (response rate 71.5%). There were statistically significant differences between ethnic groups in terms of educational level (p=0.001) and fluency in English (p=0.001). Educational levels, measured in completed years of schooling, were lowest among Vietnamese [mean 8.5 years, standard deviation (SD) 1.0], Filipino (mean 8.9 years, SD 1.5) and Caucasian [mean 10.2 years, SD 0.9] women. Indian women had a higher mean level of education (11.6 years, SD 0.9). Fluency in English was reported by 100% of Caucasian, Indian and Filipino women, but 53.3% of Vietnamese women required interpreter services. The women's answers varied with ethnicity and educational status. Vietnamese and Filipino women displayed the least knowledge about GDM and food values. Caucasian women also scored poorly on general knowledge about GDM. Indian women scored highest across all areas of interest. Vietnamese women had the poorest English skills and lowest educational levels, and were identified as the group at greatest risk of misunderstanding GDM. English language proficiency alone, however, was not associated with better comprehension of GDM in this study. Higher educational level was the only factor linked to increased comprehension. It is, therefore, important that new educational strategies are developed to address lower health literacy as well as cultural factors when caring for multi-ethnic populations with GDM. This approach may also serve to address lower levels of comprehension among Caucasian populations. Copyright © 2009. Published by Elsevier Ltd.

Other ways of knowing: considerations for information communication in decision aid design1

PubMed Central

Basile, Melissa J.; Kozikowski, Andrzej; Akerman, Meredith; Liberman, Tara; McGinn, Thomas; Diefenbach, Michael A.

2016-01-01

Background Patients with advanced stage chronic obstructive pulmonary disease (COPD) may suffer severe respiratory exacerbations and need to decide between accepting life sustaining treatments versus foregoing these treatments (choosing comfort care only). We designed the InformedTogether decision aid to inform this decision, and describe results of a pilot study to assess usability focusing on participants’ trust in the content of the decision aid, acceptability, recommendations for improvement; and emotional reactions to this emotionally-laden decision. Methods Study participants (N=26) comprised of clinicians, patients, and surrogates viewed the decision aid, completed usability tasks, and participated in interviews and focus groups assessing comprehension, trust, perception of bias, and perceived acceptability of InformedTogether implementation. Mixed methods were used to analyze results. Results Almost all participants understood the gist (general meaning) of InformedTogether. However, many lower literacy participants had difficulty answering the more detailed questions related to comprehension, especially when interpreting icon arrays, and many were not aware that they had misunderstood the information. Qualitative analysis showed a range of emotional reactions to the information. Participants with low verbatim comprehension frequently referenced lived experiences when answering knowledge questions, which we termed “alternative knowledge”. Conclusion We found a range of emotional reactions to the information, and frequent use of alternative knowledge frameworks for deriving meaning from the data. These observations led to insights into the impact of lived experiences on the uptake of biomedical information presented in decision aids. Communicating prognostic information could potentially be improved by eliciting alternative knowledge as a starting ground to build communication, in particular for low literacy patients. Decision aids designed to facilitate shared decision making should elicit this knowledge and help clinicians tailor information accordingly. PMID:28061041

Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study

PubMed Central

Quinn, Jamie M.; Wagner, Richard K.; Petscher, Yaacov; Lopez, Danielle

2014-01-01

The present study followed a sample of first grade students (N = 316, mean age = 7.05 at first test) through fourth grade to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated growth in vocabulary knowledge and reading comprehension was determined by two parts: constant yearly change and change proportional to the previous level of the variable. Bivariate models indicated previous levels of vocabulary knowledge acted as leading indicators of reading comprehension growth, but the reverse relation was not found. Implications for theories of developmental relations between vocabulary and reading comprehension are discussed. PMID:25201552

Enriching semantic knowledge bases for opinion mining in big data applications.

PubMed

Weichselbraun, A; Gindl, S; Scharl, A

2014-10-01

This paper presents a novel method for contextualizing and enriching large semantic knowledge bases for opinion mining with a focus on Web intelligence platforms and other high-throughput big data applications. The method is not only applicable to traditional sentiment lexicons, but also to more comprehensive, multi-dimensional affective resources such as SenticNet. It comprises the following steps: (i) identify ambiguous sentiment terms, (ii) provide context information extracted from a domain-specific training corpus, and (iii) ground this contextual information to structured background knowledge sources such as ConceptNet and WordNet. A quantitative evaluation shows a significant improvement when using an enriched version of SenticNet for polarity classification. Crowdsourced gold standard data in conjunction with a qualitative evaluation sheds light on the strengths and weaknesses of the concept grounding, and on the quality of the enrichment process.

Conceptual Coherence, Comprehension, and Vocabulary Acquisition: A Knowledge Effect?

ERIC Educational Resources Information Center

Cervetti, Gina N.; Wright, Tanya S.; Hwang, HyeJin

2016-01-01

Previous research has documented the role of readers' existing topic knowledge in supporting students' comprehension of text; yet, we know less about how to build students' knowledge in order to support comprehension and vocabulary learning. In the current study, we test the hypothesis that knowledge can be built and leveraged simultaneously in…

Effects of Dimensions of Word Knowledge and Their Accessibility on Different Levels of Reading Comprehension in Adolescent EFL Learners

ERIC Educational Resources Information Center

Choi, Yunjeong

2017-01-01

Researchers have investigated that different dimensions of word knowledge (breadth versus depth) may play distinct roles in second language (L2) reading comprehension. Yet, little research has addressed how learners' efficiency of accessing those dimensions of knowledge functions in their comprehension (i.e., the issue of knowledge availability…

Executive Function, Self-Regulated Learning, and Reading Comprehension: A Training Study.

PubMed

Cirino, Paul T; Miciak, Jeremy; Gerst, Elyssa; Barnes, Marcia A; Vaughn, Sharon; Child, Amanda; Huston-Warren, Emily

The goal of this study was to evaluate the extent to which training that emphasizes the process of executive function (EF) and self-regulated learning (SRL) would result in increased reading comprehension; we also evaluated interrelationships of EF, SRL, and reading. We report an experiment ( N = 75 fourth graders) that contrasted two researcher-implemented conditions (text-based reading [TB] and text-based reading plus executive function [TB+EF]) to a control. We also evaluated relationships among measures of SRL, EF, and reading. Both the TB and TB+EF groups outperformed the control group for proximal text comprehension (where the topic was similar to that covered in training) and background knowledge related to it, but the two researcher-led groups performed similarly. There were no significant differences for less proximal text, and again similar performance for both TB and TB+EF. Correlations among measures were weak in general, although the pattern was similar to that found in the extant literature. The findings speak to the difficulty in separating these components from those of strong instruction more generally. The relationships of these constructs to reading comprehension will likely be enhanced by more sensitive measurement of EF and reading comprehension, particularly where tied to active treatment components.

Disease concepts and treatment by tribal healers of an Amazonian forest culture

PubMed Central

Herndon, Christopher N; Uiterloo, Melvin; Uremaru, Amasina; Plotkin, Mark J; Emanuels-Smith, Gwendolyn; Jitan, Jeetendra

2009-01-01

Background The extensive medicinal plant knowledge of Amazonian tribal peoples is widely recognized in the scientific literature and celebrated in popular lore. Despite this broad interest, the ethnomedical systems and knowledge of disease which guide indigenous utilization of botanical diversity for healing remain poorly characterized and understood. No study, to our knowledge, has attempted to directly examine patterns of actual disease recognition and treatment by healers of an Amazonian indigenous culture. Methods The establishment of traditional medicine clinics, operated and directed by elder tribal shamans in two remote Trio villages of the Suriname rainforest, presented a unique investigational opportunity. Quantitative analysis of clinic records from both villages permitted examination of diseases treated over a continuous period of four years. Cross-cultural comparative translations were articulated of recorded disease conditions through ethnographic interviews of elder Trio shamans and a comprehensive atlas of indigenous anatomical nomenclature was developed. Results 20,337 patient visits within the period 2000 to 2004 were analyzed. 75 disease conditions and 127 anatomical terms are presented. Trio concepts of disease and medical practices are broadly examined within the present and historical state of their culture. Conclusion The findings of this investigation support the presence of a comprehensive and highly formalized ethnomedical institution within Trio culture with attendant health policy and conservation implications. PMID:19821968

Linguistic Knowledge, Fluency and Meta-Cognitive Knowledge as Components of Reading Comprehension in Adolescent Low Achievers: Differences between Monolinguals and Bilinguals

ERIC Educational Resources Information Center

Trapman, Mirjam; van Gelderen, Amos; van Steensel, Roel; van Schooten, Erik; Hulstijn, Jan

2014-01-01

In this study we investigate the role of linguistic knowledge, fluency and meta-cognitive knowledge in Dutch reading comprehension of monolingual and bilingual adolescent academic low achievers in the Netherlands. Results show that these components are substantially associated with reading comprehension. However, their role appears to be different…

Epilogue: Reading Comprehension Is Not a Single Ability-Implications for Assessment and Instruction.

PubMed

Kamhi, Alan G; Catts, Hugh W

2017-04-20

In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension. We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the "Instruction" section, we review the benefits and limitations of strategy instruction and highlight suggestions from the response articles to improve content and language knowledge. We argue that the only compelling reason to administer a standardized test of reading comprehension is when these tests are necessary to qualify students for special education services. Instruction should be focused on content knowledge, language knowledge, and specific task and learning requirements. This instruction may entail the use of comprehension strategies, particularly those that are specific to the task and focus on integrating new knowledge with prior knowledge.

Domestic violence: knowledge, attitudes, and clinical practice of selected UK primary healthcare clinicians

PubMed Central

Ramsay, Jean; Rutterford, Clare; Gregory, Alison; Dunne, Danielle; Eldridge, Sandra; Sharp, Debbie; Feder, Gene

2012-01-01

Background Domestic violence affects one in four women and has significant health consequences. Women experiencing abuse identify doctors and other health professionals as potential sources of support. Primary care clinicians agree that domestic violence is a healthcare issue but have been reluctant to ask women if they are experiencing abuse. Aim To measure selected UK primary care clinicians’ current levels of knowledge, attitudes, and clinical skills in this area. Design and setting Prospective observational cohort in 48 general practices from Hackney in London and Bristol, UK. Method Administration of the Physician Readiness to Manage Intimate Partner Violence Survey (PREMIS), comprising five sections: responder profile, background (perceived preparation and knowledge), actual knowledge, opinions, and practice issues. Results Two hundred and seventy-two (59%) clinicians responded. Minimal previous domestic violence training was reported by participants. Clinicians only had basic knowledge about domestic violence but expressed a positive attitude towards engaging with women experiencing abuse. Many clinicians felt poorly prepared to ask relevant questions about domestic violence or to make appropriate referrals if abuse was disclosed. Forty per cent of participants never or seldom asked about abuse when a woman presented with injuries. Eighty per cent said that they did not have an adequate knowledge of local domestic violence resources. GPs were better prepared and more knowledgeable than practice nurses; they also identified a higher number of domestic violence cases. Conclusion Primary care clinicians’ attitudes towards women experiencing domestic violence are generally positive but they only have basic knowledge of the area. Both GPs and practice nurses need more comprehensive training on assessment and intervention, including the availability of local domestic violence services. PMID:22947586

Domain-Specific Knowledge and General Skills in Reading Comprehension.

ERIC Educational Resources Information Center

Kuhara-Kojima, Keiko; Hatano, Giyoo

A study examined whether the reading comprehension of students with rich domain-specific knowledge will be better than that of students without it and whether assessed general skills will be correlated significantly with reading comprehension performance for students without specific knowledge, but negligible for the students with much specific…

Enriching semantic knowledge bases for opinion mining in big data applications

PubMed Central

Weichselbraun, A.; Gindl, S.; Scharl, A.

2014-01-01

This paper presents a novel method for contextualizing and enriching large semantic knowledge bases for opinion mining with a focus on Web intelligence platforms and other high-throughput big data applications. The method is not only applicable to traditional sentiment lexicons, but also to more comprehensive, multi-dimensional affective resources such as SenticNet. It comprises the following steps: (i) identify ambiguous sentiment terms, (ii) provide context information extracted from a domain-specific training corpus, and (iii) ground this contextual information to structured background knowledge sources such as ConceptNet and WordNet. A quantitative evaluation shows a significant improvement when using an enriched version of SenticNet for polarity classification. Crowdsourced gold standard data in conjunction with a qualitative evaluation sheds light on the strengths and weaknesses of the concept grounding, and on the quality of the enrichment process. PMID:25431524

Epidemiology of and Diagnostic Strategies for Toxoplasmosis

PubMed Central

Dardé, Marie-Laure

2012-01-01

Summary: The apicomplexan parasite Toxoplasma gondii was discovered a little over 100 years ago, but knowledge of its biological life cycle and its medical importance has grown in the last 40 years. This obligate intracellular parasite was identified early as a pathogen responsible for congenital infection, but its clinical expression and the importance of reactivations of infections in immunocompromised patients were recognized later, in the era of organ transplantation and HIV infection. Recent knowledge of host cell-parasite interactions and of parasite virulence has brought new insights into the comprehension of the pathophysiology of infection. In this review, we focus on epidemiological and diagnostic aspects, putting them in perspective with current knowledge of parasite genotypes. In particular, we provide critical information on diagnostic methods according to the patient's background and discuss the implementation of screening tools for congenital toxoplasmosis according to health policies. PMID:22491772

Beyond Comprehension Strategy Instruction: What's Next?

PubMed

Elleman, Amy M; Compton, Donald L

2017-04-20

In this article, we respond to Catts and Kamhi's (2017) argument that reading comprehension is not a single ability. We provide a brief review of the impact of strategy instruction, the importance of knowledge in reading comprehension, and possible avenues for future research and practice. We agree with Catts and Kamhi's argument that reading comprehension is a complex endeavor and that current recommended practices do not reflect the complexity of the construct. Knowledge building, despite its important role in comprehension, has been relegated to a back seat in reading comprehension instruction. In the final section of the article, we outline possible avenues for research and practice (e.g., generative language instruction, dialogic approaches to knowledge building, analogical reasoning and disciplinary literacy, the use of graphics and media, inference instruction) for improving reading-comprehension outcomes. Reading comprehension is a complex ability, and comprehension instruction should reflect this complexity. If we want to have an impact on long-term growth in reading comprehension, we will need to expand our current repertoire of instructional methods to include approaches that support the acquisition and integration of knowledge across a variety of texts and topics.

Science Literacy and Prior Knowledge of Astronomy MOOC Students

NASA Astrophysics Data System (ADS)

Impey, Chris David; Buxner, Sanlyn; Wenger, Matthew; Formanek, Martin

2018-01-01

Many of science classes offered on Coursera fall into fall into the category of general education or general interest classes for lifelong learners, including our own, Astronomy: Exploring Time and Space. Very little is known about the backgrounds and prior knowledge of these students. In this talk we present the results of a survey of our Astronomy MOOC students. We also compare these results to our previous work on undergraduate students in introductory astronomy courses. Survey questions examined student demographics and motivations as well as their science and information literacy (including basic science knowledge, interest, attitudes and beliefs, and where they get their information about science). We found that our MOOC students are different than the undergraduate students in more ways than demographics. Many MOOC students demonstrated high levels of science and information literacy. With a more comprehensive understanding of our students’ motivations and prior knowledge about science and how they get their information about science, we will be able to develop more tailored learning experiences for these lifelong learners.

A computational modeling of semantic knowledge in reading comprehension: Integrating the landscape model with latent semantic analysis.

PubMed

Yeari, Menahem; van den Broek, Paul

2016-09-01

It is a well-accepted view that the prior semantic (general) knowledge that readers possess plays a central role in reading comprehension. Nevertheless, computational models of reading comprehension have not integrated the simulation of semantic knowledge and online comprehension processes under a unified mathematical algorithm. The present article introduces a computational model that integrates the landscape model of comprehension processes with latent semantic analysis representation of semantic knowledge. In three sets of simulations of previous behavioral findings, the integrated model successfully simulated the activation and attenuation of predictive and bridging inferences during reading, as well as centrality estimations and recall of textual information after reading. Analyses of the computational results revealed new theoretical insights regarding the underlying mechanisms of the various comprehension phenomena.

Traditional use of medicinal plants in the boreal forest of Canada: review and perspectives

PubMed Central

2012-01-01

Background The boreal forest of Canada is home to several hundred thousands Aboriginal people who have been using medicinal plants in traditional health care systems for thousands of years. This knowledge, transmitted by oral tradition from generation to generation, has been eroding in recent decades due to rapid cultural change. Until now, published reviews about traditional uses of medicinal plants in boreal Canada have focused either on particular Aboriginal groups or on restricted regions. Here, we present a review of traditional uses of medicinal plants by the Aboriginal people of the entire Canadian boreal forest in order to provide comprehensive documentation, identify research gaps, and suggest perspectives for future research. Methods A review of the literature published in scientific journals, books, theses and reports. Results A total of 546 medicinal plant taxa used by the Aboriginal people of the Canadian boreal forest were reported in the reviewed literature. These plants were used to treat 28 disease and disorder categories, with the highest number of species being used for gastro-intestinal disorders, followed by musculoskeletal disorders. Herbs were the primary source of medicinal plants, followed by shrubs. The medicinal knowledge of Aboriginal peoples of the western Canadian boreal forest has been given considerably less attention by researchers. Canada is lacking comprehensive policy on harvesting, conservation and use of medicinal plants. This could be explained by the illusion of an infinite boreal forest, or by the fact that many boreal medicinal plant species are widely distributed. Conclusion To our knowledge, this review is the most comprehensive to date to reveal the rich traditional medicinal knowledge of Aboriginal peoples of the Canadian boreal forest. Future ethnobotanical research endeavours should focus on documenting the knowledge held by Aboriginal groups that have so far received less attention, particularly those of the western boreal forest. In addition, several critical issues need to be addressed regarding the legal, ethical and cultural aspects of the conservation of medicinal plant species and the protection of the associated traditional knowledge. PMID:22289509

Embedding Open-domain Common-sense Knowledge from Text

PubMed Central

Goodwin, Travis; Harabagiu, Sanda

2017-01-01

Our ability to understand language often relies on common-sense knowledge – background information the speaker can assume is known by the reader. Similarly, our comprehension of the language used in complex domains relies on access to domain-specific knowledge. Capturing common-sense and domain-specific knowledge can be achieved by taking advantage of recent advances in open information extraction (IE) techniques and, more importantly, of knowledge embeddings, which are multi-dimensional representations of concepts and relations. Building a knowledge graph for representing common-sense knowledge in which concepts discerned from noun phrases are cast as vertices and lexicalized relations are cast as edges leads to learning the embeddings of common-sense knowledge accounting for semantic compositionality as well as implied knowledge. Common-sense knowledge is acquired from a vast collection of blogs and books as well as from WordNet. Similarly, medical knowledge is learned from two large sets of electronic health records. The evaluation results of these two forms of knowledge are promising: the same knowledge acquisition methodology based on learning knowledge embeddings works well both for common-sense knowledge and for medical knowledge Interestingly, the common-sense knowledge that we have acquired was evaluated as being less neutral than than the medical knowledge, as it often reflected the opinion of the knowledge utterer. In addition, the acquired medical knowledge was evaluated as more plausible than the common-sense knowledge, reflecting the complexity of acquiring common-sense knowledge due to the pragmatics and economicity of language. PMID:28649676

Teaching Genetics with Multimedia Results in Better Acquisition of Knowledge and Improvement in Comprehension

ERIC Educational Resources Information Center

Starbek, P.; Erjavec, M. Starcic; Peklaj, C.

2010-01-01

The main goal of this study was to explore whether the use of multimedia in genetics instruction contributes more to students' knowledge and comprehension than other instructional modes. We were also concerned with the influence of different instructional modes on the retention of knowledge and comprehension. In a quasi-experimental design, four…

Assessment of comprehensive HIV/AIDS knowledge level among in-school adolescents in eastern Ethiopia.

PubMed

Oljira, Lemessa; Berhane, Yemane; Worku, Alemayehu

2013-03-20

In Ethiopia, more adolescents are in school today than ever before; however, there are no studies that have assessed their comprehensive knowledge of HIV/AIDS. Thus, this study tried to assess the level of this knowledge and the factors associated with it among in-school adolescents in eastern Ethiopia. A cross-sectional school-based study was conducted using a facilitator-guided self-administered questionnaire. The respondents were students attending regular school in 14 high schools located in 14 different districts in eastern Ethiopia. The proportion of in-school adolescents with comprehensive HIV/AIDS knowledge was computed and compared by sex. The factors that were associated with the comprehensive HIV/AIDS knowledge were assessed using bivariate and multivariable logistic regression. Only about one in four, 677 (24.5%), in-school adolescents have comprehensive HIV/AIDS knowledge. The knowledge was better among in-school adolescents from families with a relatively middle or high wealth index (adjusted OR [95% CI]=1.39 [1.03-1.87] and 1.75 [1.24-2.48], respectively), who got HIV/AIDS information mainly from friends or mass media (adjusted OR [95% CI]=1.63 [1.17-2.27] and 1.55 [1.14-2.11], respectively) and who received education on HIV/AIDS and sexual matters at school (adjusted OR [95% CI]=1.59 [1.22-2.08]). The females were less likely to have comprehensive HIV/AIDS knowledge compared to males (adjusted OR and [95% CI]=0.60 [0.49-0.75]). In general, only about a quarter of in-school adolescents had comprehensive HIV/AIDS knowledge. Although the female adolescents are highly vulnerable to HIV infection and its effects, they were by far less likely to have comprehensive HIV/AIDS knowledge. HIV/AIDS information, education and communication activities need to be intensified in high schools.

Comprehension of Discourse Markers and Reading Comprehension

ERIC Educational Resources Information Center

Khatib, Mohamad

2011-01-01

According to many research findings, the presence of discourse markers (DMs) enhances readers' comprehension of the texts they read. However, there is a paucity of research on the relationship between knowledge of DMs and reading comprehension (RC) and the present study explores the relationship between them. Knowledge of DMs is measured through…

Reading Comprehension Requires Knowledge--of Words and the World.

ERIC Educational Resources Information Center

Hirsch, E. D., Jr.

2003-01-01

The "fourth grade slump" in reading comprehension still exists. Among poor children, low comprehension ruins their chances for academic success. Among all children, comprehension scores are stagnant. Research indicates that key to both problems is systematically building children's vocabulary, fluency, and domain knowledge. To improve reading,…

Children's comprehension skill and the understanding of nominal metaphors.

PubMed

Seigneuric, Alix; Megherbi, Hakima; Bueno, Steve; Lebahar, Julie; Bianco, Maryse

2016-10-01

According to Levorato and Cacciari's global elaboration model, understanding figurative language is explained by the same processes and background knowledge that are required for literal language. In this study, we investigated the relation between children's comprehension skill and the ability to understand referential nominal metaphors. Two groups of poor versus good comprehenders (8- to 10-year-olds) matched for word reading and vocabulary skills were invited to identify the referent of nouns used metaphorically or literally in short texts. Compared with good comprehenders, performance of poor comprehenders showed a substantial decrease in the metaphoric condition. Moreover, their performance was strongly affected by the degree of semantic incongruence between the terms of the nominal metaphor. These findings are discussed in relation to several factors, in particular the ability to use contextual information and semantic processing. Copyright © 2016 Elsevier Inc. All rights reserved.

Executive Function, Self-Regulated Learning, and Reading Comprehension: A Training Study

PubMed Central

Cirino, Paul T.; Miciak, Jeremy; Gerst, Elyssa; Barnes, Marcia A.; Vaughn, Sharon; Child, Amanda; Huston-Warren, Emily

2016-01-01

The goal of this study was to evaluate the extent to which training that emphasizes the process of executive function (EF) and self-regulated learning (SRL) would result in increased reading comprehension; we also evaluated interrelationships of EF, SRL, and reading. We report an experiment (N = 75 fourth graders) that contrasted two researcher-implemented conditions (text-based reading [TB] and text-based reading plus executive function [TB+EF]) to a control. We also evaluated relationships among measures of SRL, EF, and reading. Both the TB and TB+EF groups outperformed the control group for proximal text comprehension (where the topic was similar to that covered in training) and background knowledge related to it, but the two researcher-led groups performed similarly. There were no significant differences for less proximal text, and again similar performance for both TB and TB+EF. Correlations among measures were weak in general, although the pattern was similar to that found in the extant literature. The findings speak to the difficulty in separating these components from those of strong instruction more generally. The relationships of these constructs to reading comprehension will likely be enhanced by more sensitive measurement of EF and reading comprehension, particularly where tied to active treatment components. PMID:26746314

The Extended Language Network: A Meta-Analysis of Neuroimaging Studies on Text Comprehension

PubMed Central

Ferstl, Evelyn C.; Neumann, Jane; Bogler, Carsten; von Cramon, D. Yves

2010-01-01

Language processing in context requires more than merely comprehending words and sentences. Important subprocesses are inferences for bridging successive utterances, the use of background knowledge and discourse context, and pragmatic interpretations. The functional neuroanatomy of these text comprehension processes has only recently been investigated. Although there is evidence for right-hemisphere contributions, reviews have implicated the left lateral prefrontal cortex, left temporal regions beyond Wernicke’s area, and the left dorso-medial prefrontal cortex (dmPFC) for text comprehension. To objectively confirm this extended language network and to evaluate the respective contribution of right hemisphere regions, meta-analyses of 23 neuroimaging studies are reported here. The analyses used replicator dynamics based on activation likelihood estimates. Independent of the baseline, the anterior temporal lobes (aTL) were active bilaterally. In addition, processing of coherent compared with incoherent text engaged the dmPFC and the posterior cingulate cortex. Right hemisphere activations were seen most notably in the analysis of contrasts testing specific subprocesses, such as metaphor comprehension. These results suggest task dependent contributions for the lateral PFC and the right hemisphere. Most importantly, they confirm the role of the aTL and the fronto-medial cortex for language processing in context. PMID:17557297

Do Knowledge Arrangements Affect Student Reading Comprehension of Genetics?

ERIC Educational Resources Information Center

Wu, Jen-Yi; Tung, Yu-Neng; Hwang, Bi-Chi; Lin, Chen-Yung; Che-Di, Lee; Chang, Yung-Ta

2014-01-01

Various sequences for teaching genetics have been proposed. Three seventh-grade biology textbooks in Taiwan share similar key knowledge assemblages but have different knowledge arrangements. To investigate the influence of knowledge arrangements on student understanding of genetics, we compared students' reading comprehension of the three texts…

Knowledge Management Framework for Emerging Infectious Diseases Preparedness and Response: Design and Development of Public Health Document Ontology

PubMed Central

Zhang, Zhizun; Gonzalez, Mila C; Morse, Stephen S

2017-01-01

Background There are increasing concerns about our preparedness and timely coordinated response across the globe to cope with emerging infectious diseases (EIDs). This poses practical challenges that require exploiting novel knowledge management approaches effectively. Objective This work aims to develop an ontology-driven knowledge management framework that addresses the existing challenges in sharing and reusing public health knowledge. Methods We propose a systems engineering-inspired ontology-driven knowledge management approach. It decomposes public health knowledge into concepts and relations and organizes the elements of knowledge based on the teleological functions. Both knowledge and semantic rules are stored in an ontology and retrieved to answer queries regarding EID preparedness and response. Results A hybrid concept extraction was implemented in this work. The quality of the ontology was evaluated using the formal evaluation method Ontology Quality Evaluation Framework. Conclusions Our approach is a potentially effective methodology for managing public health knowledge. Accuracy and comprehensiveness of the ontology can be improved as more knowledge is stored. In the future, a survey will be conducted to collect queries from public health practitioners. The reasoning capacity of the ontology will be evaluated using the queries and hypothetical outbreaks. We suggest the importance of developing a knowledge sharing standard like the Gene Ontology for the public health domain. PMID:29021130

Identifying Best Practices for and Utilities of the Pharmacy Curriculum Outcome Assessment Examination.

PubMed

Mok, Timothy Y; Romanelli, Frank

2016-12-25

Objective. A review was conducted to determine implementation strategies, utilities, score interpretation, and limitations of the Pharmacy Curriculum Outcome Assessment (PCOA) examination. Methods. Articles were identified through the PubMed and American Journal of Pharmaceutical Education , and International Pharmaceutical Abstracts databases using the following terms: "Pharmacy Curriculum Outcomes Assessment," "pharmacy comprehensive examination," and "curricular assessment." Studies containing information regarding implementation, utility, and predictive values for US student pharmacists, curricula, and/or PGY1/PGY2 residents were included. Publications from the Academic Medicine Journal , the Accreditation Council for Pharmacy Education (ACPE), and the American Association of Colleges of Pharmacy (ACCP) were included for background information and comparison of predictive utilities of comprehensive examinations in medicine. Results. Ten PCOA and nine residency-related publications were identified. Based on published information, the PCOA may be best used as an additional tool to identify knowledge gaps for third-year student pharmacists. Conclusion. Administering the PCOA to students after they have completed their didactic coursework may yield scores that reflect student knowledge. Predictive utility regarding the North American Pharmacy Licensure Examination (NAPLEX) and potential applications is limited, and more research is required to determine ways to use the PCOA.

The Effects of Transferred Vocabulary Knowledge on the Development of L2 Reading Proficiency.

ERIC Educational Resources Information Center

Koda, Keiko

1989-01-01

Examination of the effects of transferred vocabulary knowledge on college students' (N=24) acquisition of Japanese linguistic knowledge, verbal processing skills, and reading comprehension indicated that vocabulary knowledge was most highly correlated with reading comprehension. This initial advantage magnified its effects over time as task…

Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children.

PubMed

Kim, Young-Suk Grace

2016-01-01

We investigated component language and cognitive skills of oral language comprehension of narrative texts (i.e., listening comprehension). Using the construction-integration model of text comprehension as an overarching theoretical framework, we examined direct and mediated relations of foundational cognitive skills (working memory and attention), foundational language skills (vocabulary and grammatical knowledge), and higher-order cognitive skills (inference, theory of mind, and comprehension monitoring) to listening comprehension. A total of 201 first grade children in South Korea participated in the study. Structural equation modeling results showed that listening comprehension is directly predicted by working memory, grammatical knowledge, inference, and theory of mind and is indirectly predicted by attention, vocabulary, and comprehension monitoring. The total effects were .46 for working memory, .07 for attention, .30 for vocabulary, .49 for grammatical knowledge, .31 for inference, .52 for theory of mind, and .18 for comprehension monitoring. These results suggest that multiple language and cognitive skills make contributions to listening comprehension, and their contributions are both direct and indirect. Copyright © 2015 Elsevier Inc. All rights reserved.

Factors influencing subjects' comprehension of a set of medicine package inserts.

PubMed

Pires, Carla; Vigário, Marina; Cavaco, Afonso

2016-08-01

Background Package inserts (PIs) should promote the safe and effective use of medicines. The comprehension of PIs is related to socio-demographic features, such as education. Objectives To evaluate the participants' comprehension of a sample of PIs and to build an explanatory model of subjects' understanding of the content of these documents. Setting The data were collected from municipalities, city halls, firefighters, the military, schools and charities from two Portuguese regions. Methods Cross-sectional descriptive survey: 503 participants, homogeneously distributed by education and gender. The self-administered tool comprised questions on socio-demographic data, literacy tasks and comprehension evaluation of 12 purposively selected PIs. A logistic regression analysis was used. Main outcome measures Scores of numeracy tasks and comprehension. Results The average comprehension score for the PIs was 63 % (±32 %), with 48 % (n = 239) of the participants scoring <75 %. The most important predictors in explaining a comprehension score ≥75 % were having >12 years of education and correctly performing a numeracy task [respectively, OR 49.6 (CI 95 %: 22.8-108) and OR 2.48 (CI 95 %: 1.5-4.2)]. Conclusion An explanatory model of subjects' knowledge about the content of the tested PIs was built. Given that a high level of education and literacy were found to be the most relevant predictors for acceptable comprehension rates, PIs should be clearly written to assure that they are understood by all potential users, including the less educated. The evaluated PIs may thus need to be simplified.

A Quantile Regression Approach to Understanding the Relations Between Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students

PubMed Central

Tighe, Elizabeth L.; Schatschneider, Christopher

2015-01-01

The purpose of this study was to investigate the joint and unique contributions of morphological awareness and vocabulary knowledge at five reading comprehension levels in Adult Basic Education (ABE) students. We introduce the statistical technique of multiple quantile regression, which enabled us to assess the predictive utility of morphological awareness and vocabulary knowledge at multiple points (quantiles) along the continuous distribution of reading comprehension. To demonstrate the efficacy of our multiple quantile regression analysis, we compared and contrasted our results with a traditional multiple regression analytic approach. Our results indicated that morphological awareness and vocabulary knowledge accounted for a large portion of the variance (82-95%) in reading comprehension skills across all quantiles. Morphological awareness exhibited the greatest unique predictive ability at lower levels of reading comprehension whereas vocabulary knowledge exhibited the greatest unique predictive ability at higher levels of reading comprehension. These results indicate the utility of using multiple quantile regression to assess trajectories of component skills across multiple levels of reading comprehension. The implications of our findings for ABE programs are discussed. PMID:25351773

Multilingual Content Extraction Extended with Background Knowledge for Military Intelligence

DTIC Science & Technology

2011-06-01

extended with background knowledge (WordNet [Fel98], YAGO [SKW08]) so that new conclusions (logical inferences) can be drawn. For this purpose theorem...such formalized content is extended with background knowledge (WordNet, YAGO ) so that new conclusions (logical inferences) can be drawn. Our aim is to...External Knowledge Formulas Transformation FOLE MRS to FOLE WordNet OpenCyc ... YAGO Logical Calculation Knowledge Background Knowledge Axioms Background

Tools for Knowledge Analysis, Synthesis, and Sharing

NASA Astrophysics Data System (ADS)

Medland, Michael B.

2007-04-01

Change and complexity are creating a need for increasing levels of literacy in science and technology. Presently, we are beginning to provide students with clear contexts in which to learn, including clearly written text, visual displays and maps, and more effective instruction. We are also beginning to give students tools that promote their own literacy by helping them to interact with the learning context. These tools include peer-group skills as well as strategies to analyze text and to indicate comprehension by way of text summaries and concept maps. Even with these tools, more appears to be needed. Disparate backgrounds and languages interfere with the comprehension and the sharing of knowledge. To meet this need, two new tools are proposed. The first tool fractures language ontologically, giving all learners who use it a language to talk about what has, and what has not, been uttered in text or talk about the world. The second fractures language epistemologically, giving those involved in working with text or on the world around them a way to talk about what they have done and what remains to be done. Together, these tools operate as a two- tiered knowledge representation of knowledge. This representation promotes both an individual meta-cognitive and a social meta-cognitive approach to what is known and to what is not known, both ontologically and epistemologically. Two hypotheses guide the presentation: If the tools are taught during early childhood, children will be prepared to master science and technology content. If the tools are used by both students and those who design and deliver instruction, the learning of such content will be accelerated.

Using Music as a Background for Reading: An Exploratory Study.

ERIC Educational Resources Information Center

Mulliken, Colleen N.; Henk, William A.

1985-01-01

Reports on a study during which intermediate level students were exposed to three auditory backgrounds while reading (no music, classical music, and rock music), and their subsequent comprehension performance was measured. Concludes that the auditory background during reading may affect comprehension and that, for most students, rock music should…

The Association between Music Training, Background Music, and Adult Reading Comprehension

ERIC Educational Resources Information Center

Haning, Marshall

2016-01-01

The purpose of this research was to determine whether music training is correlated with increased reading comprehension skills in young adults. In addition, an attempt was made to replicate Patson and Tippett's (2011) finding that background music impairs language comprehension scores in musicians but not in nonmusicians. Participants with musical…

Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students

PubMed Central

Tighe, Elizabeth L.; Schatschneider, Christopher

2016-01-01

This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and accounted for 79% of the reading comprehension variance. The results indicated that the constructs contributed jointly to reading comprehension; however, vocabulary knowledge was the only potentially unique predictor (p = 0.052), accounting for an additional 5.6% of the variance. This study demonstrates the feasibility of applying a latent variable modeling approach to examine individual differences in the reading comprehension skills of ABE students. Further, this study replicates the findings of Tighe and Schatschneider (2015) on the importance of differentiating among dimensions of morphological awareness in this population. PMID:26869981

Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students.

PubMed

Tighe, Elizabeth L; Schatschneider, Christopher

2016-01-01

This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and accounted for 79% of the reading comprehension variance. The results indicated that the constructs contributed jointly to reading comprehension; however, vocabulary knowledge was the only potentially unique predictor (p = 0.052), accounting for an additional 5.6% of the variance. This study demonstrates the feasibility of applying a latent variable modeling approach to examine individual differences in the reading comprehension skills of ABE students. Further, this study replicates the findings of Tighe and Schatschneider (2015) on the importance of differentiating among dimensions of morphological awareness in this population.

Ethnobotanical knowledge in rural communities of Cordoba (Argentina): the importance of cultural and biogeographical factors

PubMed Central

2009-01-01

Background The possibility to better understand the relationships within the men, the nature and their culture has extreme importance because allows the characterisation of social systems through their particular environmental perception, and provides useful tools for the development of conservation policies. Methods The present study was planned to disentangle environmental and cultural factors that are influencing the perception, knowledge and uses of edible and medicinal plants in rural communities of Cordoba (Argentina). Interviews an participant observation were conducted in nine rural communities located in three different biogeographical areas. Data about knowledge of medicinal and edible plants and sociocultural variables were obtained. Data were analysed by Principal Components Analysis (PCA). Results The analysis of data confirmed that medicinal species are widely used whereas the knowledge on edible plants is eroding. The PCA showed four groups of communities, defined by several particular combinations of sociocultural and/or natural variables. Conclusion This comprehensive approach suggests that in general terms the cultural environment has a stronger influence than the natural environment on the use of medicinal and edible plants in rural communities of Cordoba (Argentina). PMID:20003502

Common IED exploitation target set ontology

NASA Astrophysics Data System (ADS)

Russomanno, David J.; Qualls, Joseph; Wowczuk, Zenovy; Franken, Paul; Robinson, William

2010-04-01

The Common IED Exploitation Target Set (CIEDETS) ontology provides a comprehensive semantic data model for capturing knowledge about sensors, platforms, missions, environments, and other aspects of systems under test. The ontology also includes representative IEDs; modeled as explosives, camouflage, concealment objects, and other background objects, which comprise an overall threat scene. The ontology is represented using the Web Ontology Language and the SPARQL Protocol and RDF Query Language, which ensures portability of the acquired knowledge base across applications. The resulting knowledge base is a component of the CIEDETS application, which is intended to support the end user sensor test and evaluation community. CIEDETS associates a system under test to a subset of cataloged threats based on the probability that the system will detect the threat. The associations between systems under test, threats, and the detection probabilities are established based on a hybrid reasoning strategy, which applies a combination of heuristics and simplified modeling techniques. Besides supporting the CIEDETS application, which is focused on efficient and consistent system testing, the ontology can be leveraged in a myriad of other applications, including serving as a knowledge source for mission planning tools.

Application of Competency-Based Education in Laparoscopic Training

PubMed Central

Xue, Dongbo; Bo, Hong; Zhao, Song; Meng, Xianzhi

2015-01-01

Background and Objectives: To induce competency-based education/developing a curriculum in the training of postgraduate students in laparoscopic surgery. Methods: This study selected postgraduate students before the implementation of competency-based education (n = 16) or after the implementation of competency-based education (n = 17). On the basis of the 5 competencies of patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, and professionalism, the research team created a developing a curriculum chart and specific improvement measures that were implemented in the competency-based education group. Results: On the basis of the developing a curriculum chart, the assessment of the 5 comprehensive competencies using the 360° assessment method indicated that the competency-based education group's competencies were significantly improved compared with those of the traditional group (P < .05). The improvement in the comprehensive assessment was also significant compared with the traditional group (P < .05). Conclusion: The implementation of competency-based education/developing a curriculum teaching helps to improve the comprehensive competencies of postgraduate students and enables them to become qualified clinicians equipped to meet society's needs. PMID:25901105

How Word Decoding, Vocabulary and Prior Topic Knowledge Predict Reading Comprehension. A Study of Language-Minority Students in Norwegian Fifth Grade Classrooms

ERIC Educational Resources Information Center

Rydland, Veslemoy; Aukrust, Vibeke Grover; Fulland, Helene

2012-01-01

This study examined the contribution of word decoding, first-language (L1) and second-language (L2) vocabulary and prior topic knowledge to L2 reading comprehension. For measuring reading comprehension we employed two different reading tasks: Woodcock Passage Comprehension and a researcher-developed content-area reading assignment (the Global…

Integration of World Knowledge and Temporary Information about Changes in an Object's Environmental Location during Different Stages of Sentence Comprehension

PubMed Central

Chen, Xuqian; Yang, Wei; Ma, Lijun; Li, Jiaxin

2018-01-01

Recent findings have shown that information about changes in an object's environmental location in the context of discourse is stored in working memory during sentence comprehension. However, in these studies, changes in the object's location were always consistent with world knowledge (e.g., in “The writer picked up the pen from the floor and moved it to the desk,” the floor and the desk are both common locations for a pen). How do people accomplish comprehension when the object-location information in working memory is inconsistent with world knowledge (e.g., a pen being moved from the floor to the bathtub)? In two visual world experiments, with a “look-and-listen” task, we used eye-tracking data to investigate comprehension of sentences that described location changes under different conditions of appropriateness (i.e., the object and its location were typically vs. unusually coexistent, based on world knowledge) and antecedent context (i.e., contextual information that did vs. did not temporarily normalize unusual coexistence between object and location). Results showed that listeners' retrieval of the critical location was affected by both world knowledge and working memory, and the effect of world knowledge was reduced when the antecedent context normalized unusual coexistence of object and location. More importantly, activation of world knowledge and working memory seemed to change during the comprehension process. These results are important because they demonstrate that interference between world knowledge and information in working memory, appears to be activated dynamically during sentence comprehension. PMID:29520249

Integration of World Knowledge and Temporary Information about Changes in an Object's Environmental Location during Different Stages of Sentence Comprehension.

PubMed

Chen, Xuqian; Yang, Wei; Ma, Lijun; Li, Jiaxin

2018-01-01

Recent findings have shown that information about changes in an object's environmental location in the context of discourse is stored in working memory during sentence comprehension. However, in these studies, changes in the object's location were always consistent with world knowledge (e.g., in "The writer picked up the pen from the floor and moved it to the desk," the floor and the desk are both common locations for a pen). How do people accomplish comprehension when the object-location information in working memory is inconsistent with world knowledge (e.g., a pen being moved from the floor to the bathtub)? In two visual world experiments, with a "look-and-listen" task, we used eye-tracking data to investigate comprehension of sentences that described location changes under different conditions of appropriateness (i.e., the object and its location were typically vs. unusually coexistent, based on world knowledge) and antecedent context (i.e., contextual information that did vs. did not temporarily normalize unusual coexistence between object and location). Results showed that listeners' retrieval of the critical location was affected by both world knowledge and working memory, and the effect of world knowledge was reduced when the antecedent context normalized unusual coexistence of object and location. More importantly, activation of world knowledge and working memory seemed to change during the comprehension process. These results are important because they demonstrate that interference between world knowledge and information in working memory, appears to be activated dynamically during sentence comprehension.

The Relation of Morphological Awareness and Syntactic Awareness to Adults' Reading Comprehension: Is Vocabulary Knowledge a Mediating Variable?

ERIC Educational Resources Information Center

Guo, Ying; Roehrig, Alysia D.; Williams, Rihana S.

2011-01-01

The authors' goal was to examine the structural relationships among vocabulary knowledge, morphological awareness, syntactic awareness, and reading comprehension in English-speaking adults. Structural equation analysis of data collected from 151 participants revealed that morphological awareness affected reading comprehension directly. Syntactic…

Examining Listening Previewing as a Classwide Strategy to Promote Reading Comprehension and Vocabulary

ERIC Educational Resources Information Center

Hawkins, Renee O.; Musti-Rao, Shobana; Hale, Andrea D.; McGuire, Shannon; Hailley, Jennifer

2010-01-01

Classwide instructional strategies to improve not only reading fluency but also comprehension and vocabulary knowledge are essential for student reading success. The current study examined the immediate effects of two classwide listening previewing strategies on reading comprehension and vocabulary knowledge. Twenty-one, fourth-grade general…

Comprehensive Teacher Education: A Handbook of Knowledge.

ERIC Educational Resources Information Center

American Association of Colleges for Teacher Education, Washington, DC.

Since 1992, AACTE and the DeWitt Wallace-Reader's Digest Fund have worked in partnership to advance the knowledge base of comprehensive teacher education. The AACTE/DeWitt Wallace-Reader's Digest Fund's Comprehensive Teacher Education National Demonstration Project is grounded in the mutual belief that preparation of classroom teachers must…

Improving Content Knowledge and Comprehension for English Language Learners: Findings from a Randomized Control Trial

ERIC Educational Resources Information Center

Vaughn, Sharon; Martinez, Leticia R.; Wanzek, Jeanne; Roberts, Greg; Swanson, Elizabeth; Fall, Anna-Mária

2017-01-01

Supporting the reading comprehension and content knowledge acquisition of English language learners (ELs) requires instructional practices that continue beyond developing the foundational skills of reading. In particular, the challenges ELs face highlight the importance of teaching reading comprehension practices in the middle grades through…

Generalized event knowledge activation during online sentence comprehension

PubMed Central

Metusalem, Ross; Kutas, Marta; Urbach, Thomas P.; Hare, Mary; McRae, Ken; Elman, Jeffrey L.

2012-01-01

Recent research has demonstrated that knowledge of real-world eventsplays an important role inguiding online language comprehension. The present study addresses the scope of event knowledge activation during the course of comprehension, specifically investigating whether activation is limited to those knowledge elements that align with the local linguistic context.The present study addresses this issue by analyzing event-related brain potentials (ERPs) recorded as participants read brief scenariosdescribing typical real-world events. Experiment 1 demonstratesthat a contextually anomalous word elicits a reduced N400 if it is generally related to the described event, even when controlling for the degree of association of this word with individual words in the preceding context and with the expected continuation. Experiment 2 shows that this effect disappears when the discourse context is removed.These findings demonstrate that during the course of incremental comprehension, comprehenders activate general knowledge about the described event, even at points at which this knowledge would constitute an anomalous continuation of the linguistic stream. Generalized event knowledge activationcontributes to mental representations of described events, is immediately available to influence language processing, and likely drives linguistic expectancy generation. PMID:22711976

Children's Comprehension of Object Relative Sentences: It's Extant Language Knowledge That Matters, Not Domain-General Working Memory.

PubMed

Rusli, Yazmin Ahmad; Montgomery, James W

2017-10-17

The aim of this study was to determine whether extant language (lexical) knowledge or domain-general working memory is the better predictor of comprehension of object relative sentences for children with typical development. We hypothesized that extant language knowledge, not domain-general working memory, is the better predictor. Fifty-three children (ages 9-11 years) completed a word-level verbal working-memory task, indexing extant language (lexical) knowledge; an analog nonverbal working-memory task, representing domain-general working memory; and a hybrid sentence comprehension task incorporating elements of both agent selection and cross-modal picture-priming paradigms. Images of the agent and patient were displayed at the syntactic gap in the object relative sentences, and the children were asked to select the agent of the sentence. Results of general linear modeling revealed that extant language knowledge accounted for a unique 21.3% of variance in the children's object relative sentence comprehension over and above age (8.3%). Domain-general working memory accounted for a nonsignificant 1.6% of variance. We interpret the results to suggest that extant language knowledge and not domain-general working memory is a critically important contributor to children's object relative sentence comprehension. Results support a connectionist view of the association between working memory and object relative sentence comprehension. https://doi.org/10.23641/asha.5404573.

Methods for evaluating potential sources of chloride in surface waters and groundwaters of the conterminous United States

USGS Publications Warehouse

Granato, Gregory E.; DeSimone, Leslie A.; Barbaro, Jeffrey R.; Jeznach, Lillian C.

2015-09-04

Scientists, engineers, regulators, and decisionmakers need information about potential sources of chloride, water and solute budgets, and methods for collecting water-quality data to help identify potential sources. This information is needed to evaluate potential sources of chloride in areas where chloride may have adverse ecological effects or may degrade water supplies used for drinking water, agriculture, or industry. Knowledge of potential sources will help decisionmakers identify the best mitigation measures to reduce the total background chloride load, thereby reducing the potential for water-quality exceedances that occur because of superposition on rising background concentrations. Also, knowledge of potential sources may help decisionmakers identify the potential for the presence of contaminants that have toxic, carcinogenic, mutagenic, or endocrine-disrupting effects at concentrations that are lower by orders of magnitude than the chloride concentrations in the source water. This report is a comprehensive synthesis of relevant information, but it is not the result of an exhaustive search for literature on each topic. The potential adverse effects of chloride on infrastructure and the environment are not discussed in this report because these issues have been extensively documented elsewhere.

Online Sea Ice Knowledge and Data Platform: www.seaiceportal.de

NASA Astrophysics Data System (ADS)

Treffeisen, R. E.; Nicolaus, M.; Bartsch, A.; Fritzsch, B.; Grosfeld, K.; Haas, C.; Hendricks, S.; Heygster, G.; Hiller, W.; Krumpen, T.; Melsheimer, C.; Nicolaus, A.; Ricker, R.; Weigelt, M.

2016-12-01

There is an increasing public interest in sea ice information from both Polar Regions, which requires up-to-date background information and data sets at different levels for various target groups. In order to serve this interest and need, seaiceportal.de (originally: meereisportal.de) was developed as a comprehensive German knowledge platform on sea ice and its snow cover in the Arctic and Antarctic. It was launched in April 2013. Since then, the content and selection of data sets increased and the data portal received increasing attention, also from the international science community. Meanwhile, we are providing near-real time and archived data of many key parameters of sea ice and its snow cover. The data sets result from measurements acquired by various platforms as well as numerical simulations. Satellite observations (e.g., AMSR2, CryoSat-2 and SMOS) of sea ice concentration, freeboard, thickness and drift are available as gridded data sets. Sea ice and snow temperatures and thickness as well as atmospheric parameters are available from autonomous ice-tethered platforms (buoys). Additional ship observations, ice station measurements, and mooring time series are compiled as data collections over the last decade. In parallel, we are continuously extending our meta-data and uncertainty information for all data sets. In addition to the data portal, seaiceportal.de provides general comprehensive background information on sea ice and snow as well as expert statements on recent observations and developments. This content is mostly in German in order to complement the various existing international sites for the German speaking public. We will present the portal, its content and function, but we are also asking for direct user feedback and are open for potential new partners.

A dynamic developmental link between verbal comprehension-knowledge (Gc) and reading comprehension: verbal comprehension-knowledge drives positive change in reading comprehension.

PubMed

Reynolds, Matthew R; Turek, Joshua J

2012-12-01

Intelligence and general academic achievement have a well-established relation, but the interrelated development of the two constructs over time is less well-known. In this study, the dynamic developmental relation between verbal comprehension-knowledge (Gc) and reading comprehension was examined by applying bivariate dual change score models (McArdle, 2009) to longitudinal data collected from children aged 9 through 15 who were part of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD). A unidirectional dynamic link was found in which higher levels of prior Gc led to increased positive change in reading comprehension scores. This unidirectional link was not altered by including intelligence measured at 24-months, SES, sex, basic reading, and reading volume as time-invariant covariates. Gc is a leading indicator of reading comprehension and should be considered when developing and monitoring long-term reading comprehension interventions for children. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students.

PubMed

Tighe, Elizabeth L; Schatschneider, Christopher

2016-07-01

The purpose of this study was to investigate the joint and unique contributions of morphological awareness and vocabulary knowledge at five reading comprehension levels in adult basic education (ABE) students. We introduce the statistical technique of multiple quantile regression, which enabled us to assess the predictive utility of morphological awareness and vocabulary knowledge at multiple points (quantiles) along the continuous distribution of reading comprehension. To demonstrate the efficacy of our multiple quantile regression analysis, we compared and contrasted our results with a traditional multiple regression analytic approach. Our results indicated that morphological awareness and vocabulary knowledge accounted for a large portion of the variance (82%-95%) in reading comprehension skills across all quantiles. Morphological awareness exhibited the greatest unique predictive ability at lower levels of reading comprehension whereas vocabulary knowledge exhibited the greatest unique predictive ability at higher levels of reading comprehension. These results indicate the utility of using multiple quantile regression to assess trajectories of component skills across multiple levels of reading comprehension. The implications of our findings for ABE programs are discussed. © Hammill Institute on Disabilities 2014.

Comprehensive Employment and Training Act. Review and Oversight. Part I: Background and First Year Results. Part II: Public Policy Issues.

ERIC Educational Resources Information Center

Employment and Training Administration (DOL), Washington, DC.

This report reviews the establishment and early performance of the comprehensive manpower system established by the Comprehensive Employment and Training Act (CETA). The report is divided into two major sections. Part 1 examines the background and first year results of the CETA program. The legislative and programmatic antecedents to CETA are…

Word Knowledge in a Theory of Reading Comprehension

ERIC Educational Resources Information Center

Perfetti, Charles; Stafura, Joseph

2014-01-01

We reintroduce a wide-angle view of reading comprehension, the Reading Systems Framework, which places word knowledge in the center of the picture, taking into account the progress made in comprehension research and theory. Within this framework, word-to-text integration processes can serve as a model for the study of local comprehension…

Vocabulary and Syntactic Knowledge Factors in 5th Grade Students' Reading Comprehension

ERIC Educational Resources Information Center

Mokhtari, Kouider; Niederhauser, Dale S.

2013-01-01

In this study, we examined 5th grade students' levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary…

First- and Second-Grade Urban Students' Path to Comprehension Strategy Use: A Practitioner's Framework

ERIC Educational Resources Information Center

Pilonieta, Paola

2017-01-01

This study seeks to explain what first- and second-grade African American, urban students who participated in an explicit comprehension strategy instruction (ECSI) program learned about comprehension strategies and how this knowledge supports self-regulated strategy use. The study was also designed to compare these students' knowledge with those…

Proverb Comprehension as a Function of Reading Proficiency in Preadolescents.

PubMed

Nippold, Marilyn A; Allen, Melissa M; Kirsch, Dixon I

2001-04-01

Proverb comprehension through reading was examined in 42 preadolescents (mean age=12:2 [years:months]) attending a rural public middle school. The study was designed to learn about individual differences with respect to reading, word knowledge, and analogical reasoning skills. The 42 students were assigned to subgroups of proficient and less proficient readers based on their scores on a school-administered achievement test. Reading tasks were presented to examine their comprehension of unfamiliar concrete (e.g., every bird must hatch its own eggs) and abstract (e.g., gratitude is a heavy burden) proverbs, and their knowledge of nouns contained in the expressions. A nonverbal analogical reasoning task also was administered. Proverb comprehension was found to be associated with reading proficiency, word knowledge, and analogical reasoning. Although all students were considered by their school to be typical achievers, they demonstrated wide individual differences in their ability to interpret unfamiliar concrete and abstract proverbs. Proficient readers outperformed less proficient readers on comprehension of both types of proverbs, knowledge of abstract nouns contained in proverbs, and analogical reasoning. They did not differ, however, on knowledge of concrete nouns, with both subgroups having mastered those words. Educational Implications: The results support the view that reading is an important language modality in older children, significantly related to their understanding of words and figurative expressions. Implications for instruction in proverb comprehension as part of a language arts curriculum are offered for speech-language pathologists working collaboratively with classroom teachers. These guidelines reflect the view that multiple factors (i.e., reading, word knowledge, analogical reasoning) promote proverb comprehension in youth.

Reading comprehension skills of young adults with childhood diagnoses of dyslexia.

PubMed

Ransby, Marilyn J; Swanson, H Lee

2003-01-01

This study explores the contribution of cognitive processes to comprehension skills in adults who suffered from childhood developmental dyslexia (CD). The performance of adults with CD (ages 17 to 23), chronological age-matched (CA) adults, and reading level-matched (RL) children was compared on measures of phonological processing, naming speed, working memory (WM), general knowledge, vocabulary, and comprehension. The results showed that adults with CD scored lower on measures of phonological processing, naming speed, WM, general knowledge, and vocabulary when compared to CA readers but were comparable to RL children on the majority of process measures. Phonological processing, naming speed, vocabulary, general knowledge, and listening comprehension contributed independent variance to reading comprehension accuracy, whereas WM, intelligence, phonological processing, and listening comprehension contributed independent variance to comprehension fluency. Adults with CD scored lower than CA adults and higher than RL children on measures of lexical processing, WM, and listening comprehension when word recognition and intelligence were partialed from the analysis. In summary, constraints in phonological processing and naming speed mediate only some of the influence of high-order processes on reading comprehension. Furthermore, adults with CD experience difficulties in WM, listening comprehension, and vocabulary independently of their word recognition problems and intellectual ability.

Language and cognitive predictors of text comprehension: evidence from multivariate analysis.

PubMed

Kim, Young-Suk

2015-01-01

Using data from children in South Korea (N = 145, Mage = 6.08), it was determined how low-level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high-level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low-level skills predicted comprehension monitoring and ToM, which in turn predicted listening comprehension. Vocabulary and syntactic knowledge were also directly related to listening comprehension, whereas working memory was indirectly related via comprehension monitoring and ToM. Listening comprehension and word reading completely mediated the relations of language and cognitive skills to reading comprehension. © 2014 The Author. Child Development © 2014 Society for Research in Child Development, Inc.

Assessing school-aged children's inference-making: the effect of story test format in listening comprehension.

PubMed

Freed, Jenny; Cain, Kate

2017-01-01

Comprehension is critical for classroom learning and educational success. Inferences are integral to good comprehension: successful comprehension requires the listener to generate local coherence inferences, which involve integrating information between clauses, and global coherence inferences, which involve integrating textual information with background knowledge to infer motivations, themes, etc. A central priority for the diagnosis of comprehension difficulties and our understanding of why these difficulties arise is the development of valid assessment instruments. We explored typically developing children's ability to make local and global coherence inferences using a novel assessment of listening comprehension. The aims were to determine whether children were more likely to make the target inferences when these were asked during story presentation versus after presentation of the story, and whether there were any age differences between conditions. Children in Years 3 (n = 29) and 5 (n = 31) listened to short stories presented either in a segmented format, in which questions to assess local and global coherence inferences were asked at specific points during story presentation, or in a whole format, when all the questions were asked after the story had been presented. There was developmental progression between age groups for both types of inference question. Children also scored higher on the global coherence inference questions than the local coherence inference questions. There was a benefit of the segmented format for younger children, particularly for the local inference questions. The results suggest that children are more likely to make target inferences if prompted during presentation of the story, and that this format is particularly facilitative for younger children and for local coherence inferences. This has implications for the design of comprehension assessments as well as for supporting children with comprehension difficulties in the classroom. © 2016 Royal College of Speech and Language Therapists.

Effects of noise and reverberation on speech perception and listening comprehension of children and adults in a classroom-like setting.

PubMed

Klatte, Maria; Lachmann, Thomas; Meis, Markus

2010-01-01

The effects of classroom noise and background speech on speech perception, measured by word-to-picture matching, and listening comprehension, measured by execution of oral instructions, were assessed in first- and third-grade children and adults in a classroom-like setting. For speech perception, in addition to noise, reverberation time (RT) was varied by conducting the experiment in two virtual classrooms with mean RT = 0.47 versus RT = 1.1 s. Children were more impaired than adults by background sounds in both speech perception and listening comprehension. Classroom noise evoked a reliable disruption in children's speech perception even under conditions of short reverberation. RT had no effect on speech perception in silence, but evoked a severe increase in the impairments due to background sounds in all age groups. For listening comprehension, impairments due to background sounds were found in the children, stronger for first- than for third-graders, whereas adults were unaffected. Compared to classroom noise, background speech had a smaller effect on speech perception, but a stronger effect on listening comprehension, remaining significant when speech perception was controlled. This indicates that background speech affects higher-order cognitive processes involved in children's comprehension. Children's ratings of the sound-induced disturbance were low overall and uncorrelated to the actual disruption, indicating that the children did not consciously realize the detrimental effects. The present results confirm earlier findings on the substantial impact of noise and reverberation on children's speech perception, and extend these to classroom-like environmental settings and listening demands closely resembling those faced by children at school.

[Comprehension and explanation of meridians and collaterals theory in the background of the spread of western medicine into the East in the Ming and Qing Dynasties].

PubMed

Li, Su-Yun

2010-06-01

In the background of the spread of western medicine into the East in the Ming and Qing Dynasties, Chinese doctors who had accepted western medicine referred to western medical knowledge and began to use the methods of anatomical observation and demonstrating to explain the objective structure of meridians and collaterals. They tried to adopt the artery and vessel explaining the shape of meridian and the blood circle and pulmonary respiration explaining the circulation of Ying-Wei. When the anatomy structures could not perfectly equal to meridians and collaterals, some doctors put forward the gasification feature of meridian to explain the reason. These results suggest that there are difference between meridians and collaterals and pure anatomy concepts, which serves as significant reference and edification for later generations.

Identifying Best Practices for and Utilities of the Pharmacy Curriculum Outcome Assessment Examination

PubMed Central

Romanelli, Frank

2016-01-01

Objective. A review was conducted to determine implementation strategies, utilities, score interpretation, and limitations of the Pharmacy Curriculum Outcome Assessment (PCOA) examination. Methods. Articles were identified through the PubMed and American Journal of Pharmaceutical Education, and International Pharmaceutical Abstracts databases using the following terms: “Pharmacy Curriculum Outcomes Assessment,” “pharmacy comprehensive examination,” and “curricular assessment.” Studies containing information regarding implementation, utility, and predictive values for US student pharmacists, curricula, and/or PGY1/PGY2 residents were included. Publications from the Academic Medicine Journal, the Accreditation Council for Pharmacy Education (ACPE), and the American Association of Colleges of Pharmacy (ACCP) were included for background information and comparison of predictive utilities of comprehensive examinations in medicine. Results. Ten PCOA and nine residency-related publications were identified. Based on published information, the PCOA may be best used as an additional tool to identify knowledge gaps for third-year student pharmacists. Conclusion. Administering the PCOA to students after they have completed their didactic coursework may yield scores that reflect student knowledge. Predictive utility regarding the North American Pharmacy Licensure Examination (NAPLEX) and potential applications is limited, and more research is required to determine ways to use the PCOA. PMID:28179712

Formalization and Interaction: Toward a Comprehensive History of Technology-Related Knowledge in Early Modern Europe.

PubMed

Popplow, Marcus

2015-12-01

Recent critical approaches to what has conventionally been described as "scientific" and "technical" knowledge in early modern Europe have provided a wealth of new insights. So far, the various analytical concepts suggested by these studies have not yet been comprehensively discussed. The present essay argues that such comprehensive approaches might prove of special value for long-term and cross-cultural reflections on technology-related knowledge. As heuristic tools, the notions of "formalization" and "interaction" are proposed as part of alternative narratives to those highlighting the emergence of "science" as the most relevant development for technology-related knowledge in early modern Europe.

Relations among Personal Initiative and the Development of Reading Strategy Knowledge and Reading Comprehension

ERIC Educational Resources Information Center

Warner, Greta J.; Fay, Doris; Spörer, Nadine

2017-01-01

Reading comprehension is a self-regulated activity that depends on the proactive effort of the reader. Therefore, the authors studied the effects of personal initiative (PI) on the development of reading comprehension, mediated by reading strategy knowledge. Structural equation modelling was applied to a longitudinal study with two data waves…

How Adolescents Comprehend Unfamiliar Proverbs: The Role of Top-Down and Bottom-Up Processes.

ERIC Educational Resources Information Center

Nippold, Marilyn A.; Allen, Melissa M.; Kirsch, Dixon I.

2000-01-01

Relationships between word knowledge and proverb comprehension was examined in 150 typically achieving adolescents (ages 12, 15, and 18). Word knowledge was associated with proverb comprehension in all groups, particularly in the case of abstract proverbs. Results support a model of proverb comprehension in adolescents that includes bottom-up in…

From Words to Text: Inference Making Mediates the Role of Vocabulary in Children's Reading Comprehension

ERIC Educational Resources Information Center

Daugaard, Hanne Trebbien; Cain, Kate; Elbro, Carsten

2017-01-01

We examined the relationship between inference making, vocabulary knowledge, and verbal working memory on children's reading comprehension in 62 6th graders (aged 12). The effect of vocabulary knowledge on reading comprehension was predicted to be partly mediated by inference making for two reasons: Inference making often taps the semantic…

The Role of Oral Reading Fluency in ESL Reading Comprehension among Learners of Different First Language Backgrounds

ERIC Educational Resources Information Center

Jiang, Xiangying

2016-01-01

This study discusses the construct of oral reading fluency and examines its relationship to reading comprehension among adult English-as-a-Second-Language (ESL) learners of four first language (L1) backgrounds. One hundred and forty-nine adult learners of English with Arabic, Japanese, Spanish and Chinese language backgrounds participated in this…

Global tropospheric chemistry: A plan for action

NASA Technical Reports Server (NTRS)

1984-01-01

Prompted by an increasing awareness of the influence of human activity on the chemistry of the global troposphere, a panel was formed to (1) assess the requirement for a global study of the chemistry of the troposphere; (2) develop a scientific strategy for a comprehensive plan taking into account the existing and projected programs of the government; (3) assess the requirements of a global study in terms of theoretical knowledge, numerical modeling, instrumentation, observing platforms, ground-level observational techniques, and other related needs; and (4) outline the appropriate sequence and coordination required to achieve the most effective utilization of available resources. Part 1 presents a coordinated national blueprint for scientific investigations of biogeochemical cycles in the global troposphere. part 2 presents much of the background information of the present knowledge and gaps in the understanding of tropospheric chemical cycles and processes from which the proposed program was developed.

Global tropospheric chemistry: A plan for action

NASA Astrophysics Data System (ADS)

1984-10-01

Prompted by an increasing awareness of the influence of human activity on the chemistry of the global troposphere, a panel was formed to (1) assess the requirement for a global study of the chemistry of the troposphere; (2) develop a scientific strategy for a comprehensive plan taking into account the existing and projected programs of the government; (3) assess the requirements of a global study in terms of theoretical knowledge, numerical modeling, instrumentation, observing platforms, ground-level observational techniques, and other related needs; and (4) outline the appropriate sequence and coordination required to achieve the most effective utilization of available resources. Part 1 presents a coordinated national blueprint for scientific investigations of biogeochemical cycles in the global troposphere. part 2 presents much of the background information of the present knowledge and gaps in the understanding of tropospheric chemical cycles and processes from which the proposed program was developed.

Evaluating the Role of Polysemous Word Knowledge in Reading Comprehension among Bilingual Adolescents

ERIC Educational Resources Information Center

Logan, J. Kenneth; Kieffer, Michael J.

2017-01-01

This study reports on the development of an assessment to measure bilingual adolescents' knowledge of polysemous vocabulary and explores the contribution of polysemous word knowledge to reading comprehension among those students. Spanish-English bilingual students in seventh grade (n = 107) completed a battery of standardized reading and language…

Roles of General versus Second Language (L2) Knowledge in L2 Reading Comprehension

ERIC Educational Resources Information Center

Guo, Ying; Roehrig, Alysia D.

2011-01-01

We examined the roles of metacognitive awareness of reading strategies, syntactic awareness in English, and English vocabulary knowledge in the English reading comprehension of Chinese-speaking university students (n = 278). Results suggested a two-factor model of a General Reading Knowledge factor (metacognitive awareness employed during the…

The Role of Receptive Vocabulary Knowledge in Advanced EFL Listening Comprehension

ERIC Educational Resources Information Center

Atas, Ufuk

2018-01-01

This paper presents an empirical study that investigates the role of vocabulary knowledge in listening comprehension with 33 advanced Turkish learners of English as a foreign language. The Vocabulary Levels Test (Schmitt, Schmitt & Clapham, 2001) is used to measure the vocabulary knowledge of the participants and a standardized listening test…

The review on infrared image restoration techniques

NASA Astrophysics Data System (ADS)

Li, Sijian; Fan, Xiang; Zhu, Bin Cheng; Zheng, Dong

2016-11-01

The goal of infrared image restoration is to reconstruct an original scene from a degraded observation. The restoration process in the application of infrared wavelengths, however, still has numerous research possibilities. In order to give people a comprehensive knowledge of infrared image restoration, the degradation factors divided into two major categories of noise and blur. Many kinds of infrared image restoration method were overviewed. Mathematical background and theoretical basis of infrared image restoration technology, and the limitations or insufficiency of existing methods were discussed. After the survey, the direction and prospects of infrared image restoration technology for the future development were forecast and put forward.

Building and Activating Students' Background Knowledge: It's What They Already Know That Counts

ERIC Educational Resources Information Center

Fisher, Douglas; Frey, Nancy; Lapp, Diane

2012-01-01

Students enter the middle grades with varying amounts of background knowledge. Teachers must assess student background knowledge for gaps or misconceptions and then provide instruction to build on that base. This article discusses effective strategies for assessing and developing students' background knowledge so they can become independent…

Evidence-based interventions for reading and language difficulties: creating a virtuous circle.

PubMed

Snowling, Margaret J; Hulme, Charles

2011-03-01

BACKGROUND. Children may experience two very different forms of reading problem: decoding difficulties (dyslexia) and reading comprehension difficulties. Decoding difficulties appear to be caused by problems with phonological (speech sound) processing. Reading comprehension difficulties in contrast appear to be caused by problems with 'higher level' language difficulties including problems with semantics (including deficient knowledge of word meanings) and grammar (knowledge of morphology and syntax). AIMS. We review evidence concerning the nature, causes of, and treatments for children's reading difficulties. We argue that any well-founded educational intervention must be based on a sound theory of the causes of a particular form of learning difficulty, which in turn must be based on an understanding of how a given skill is learned by typically developing children. Such theoretically motivated interventions should in turn be evaluated in randomized controlled trials (RCTs) to establish whether they are effective, and for whom. RESULTS. There is now considerable evidence showing that phonologically based interventions are effective in ameliorating children's word level decoding difficulties, and a smaller evidence base showing that reading and oral language (OL) comprehension difficulties can be ameliorated by suitable interventions to boost vocabulary and broader OL skills. CONCLUSIONS. The process of developing theories about the origins of children's educational difficulties and evaluating theoretically motivated treatments in RCTs, produces a 'virtuous circle' whereby theory informs practice, and the evaluation of effective interventions in turn feeds back to inform and refine theories about the nature and causes of children's reading and language difficulties. ©2010 The British Psychological Society.

Systematic reviews, systematic error and the acquisition of clinical knowledge

PubMed Central

2010-01-01

Background Since its inception, evidence-based medicine and its application through systematic reviews, has been widely accepted. However, it has also been strongly criticised and resisted by some academic groups and clinicians. One of the main criticisms of evidence-based medicine is that it appears to claim to have unique access to absolute scientific truth and thus devalues and replaces other types of knowledge sources. Discussion The various types of clinical knowledge sources are categorised on the basis of Kant's categories of knowledge acquisition, as being either 'analytic' or 'synthetic'. It is shown that these categories do not act in opposition but rather, depend upon each other. The unity of analysis and synthesis in knowledge acquisition is demonstrated during the process of systematic reviewing of clinical trials. Systematic reviews constitute comprehensive synthesis of clinical knowledge but depend upon plausible, analytical hypothesis development for the trials reviewed. The dangers of systematic error regarding the internal validity of acquired knowledge are highlighted on the basis of empirical evidence. It has been shown that the systematic review process reduces systematic error, thus ensuring high internal validity. It is argued that this process does not exclude other types of knowledge sources. Instead, amongst these other types it functions as an integrated element during the acquisition of clinical knowledge. Conclusions The acquisition of clinical knowledge is based on interaction between analysis and synthesis. Systematic reviews provide the highest form of synthetic knowledge acquisition in terms of achieving internal validity of results. In that capacity it informs the analytic knowledge of the clinician but does not replace it. PMID:20537172

Vocabulary Knowledge and Morphological Awareness in Chinese as a Heritage Language (CHL) Reading Comprehension Ability

ERIC Educational Resources Information Center

Zhang, Haomin; Koda, Keiko

2018-01-01

This study explored the role of vocabulary knowledge and morphological awareness in reading comprehension ability of Chinese as a heritage language (CHL) learners. One hundred ninety five CHL students participated in this study and completed a series of measures including two sets of vocabulary knowledge (one consisting of items pertaining to…

Can Prior Knowledge Hurt Text Comprehension? An Answer Borrowed from Plato, Aristotle, and Descartes.

ERIC Educational Resources Information Center

Friedman, Lawrence B.

Taking a philosophical approach based on what Plato, Aristotle, and Descartes said about knowledge, this paper addresses some of the murkiness in the conceptual space surrounding the issue of whether prior knowledge does or does not facilitate text comprehension. Specifically, the paper first develops a non-exhaustive typology of cases in which…

How the Iranian Football Coaches and Players Know About Doping?

PubMed Central

Seif Barghi, Tohid; Halabchi, Farzin; Dvorak, Jiri; Hosseinnejad, Heydar

2015-01-01

Background: Nowadays, doping is an intricate dilemma. Football is the nationally popular sport in Iran. On the other hand, doping is a serious health hazard sport faces today. Studies dealing with athletes’ knowledge, attitudes and behavior concerning doping in football are scarce. Objectives: Therefore, we aimed to investigate the knowledge and attitudes toward doping among the football coaches and players. Patients and Methods: In a cross sectional study, 375 participants (239 football players and 136 coaches) were studied. A specially made questionnaire was applied. In this study, football teams of different provinces of the country were selected by randomized clustered sampling and questionnaires were distributed among coaches and players. Results: Knowledge of football coaches and players in three categories of doping definitions, recognition of prohibited drugs and side effects of anabolic steroids was poor or moderate in 45.3%, 88.5% and 96.5%, respectively. Conclusions: Football players and coaches have poor knowledge about doping in Iran. Moreover, they believe in some inappropriate myths without any scientific or rational basis.It seems necessary to design a comprehensive educational program for all of the athletes and coaches in Iran. PMID:26448840

Reader-Text Interactions: How Differential Text and Question Types Influence Cognitive Skills Needed for Reading Comprehension

PubMed Central

Eason, Sarah H.; Goldberg, Lindsay F.; Young, Katherine M.; Geist, Megan C.; Cutting, Laurie E.

2015-01-01

Current research has shown that comprehension can vary based on text and question types, and that readers’ word recognition and background knowledge may account for these differences. Other reader characteristics such as semantic and syntactic awareness, inferencing, planning/organizing have also all been linked to reading comprehension, but have not been examined with regard to specific text and question types. The aim of this study was to explore the relationships between reader characteristics, text types, and question types, in children aged 10–14. We sought to compare children’s performance when comprehending narrative, expository, and functional text, as well as to explore differences between children’s performance on comprehension questions that assess their literal or inferential comprehension of a passage. To examine such differences, we analyzed the degree to which distinct cognitive skills (semantic and syntactic awareness, inferencing, planning/organizing) contribute to performance on varying types of texts and questions. This study found main effects of text and question types, as well as an interaction in which relations between question types varied between text types. Analyses indicated that higher order cognitive skills, including the ability to make inferences and to plan and organize information, contribute to comprehension of more complex text (e.g., expository vs. narrative) and question types (e.g., inferential vs. literal), and therefore are important components of reading for later elementary and middle school students. These findings suggest that developing these skills in early elementary school may better equip students for comprehending the texts they will encounter in higher grades. PMID:26566295

Cholera Vaccination Campaign Contributes to Improved Knowledge Regarding Cholera and Improved Practice Relevant to Waterborne Disease in Rural Haiti

PubMed Central

Aibana, Omowunmi; Franke, Molly; Teng, Jessica; Hilaire, Johanne; Raymond, Max; Ivers, Louise C.

2013-01-01

Background Haiti's cholera epidemic has been devastating partly due to underlying weak infrastructure and limited clean water and sanitation. A comprehensive approach to cholera control is crucial, yet some have argued that oral cholera vaccination (OCV) might result in reduced hygiene practice among recipients. We evaluated the impact of an OCV campaign on knowledge and health practice in rural Haiti. Methodology/Principal Findings We administered baseline surveys on knowledge and practice relevant to cholera and waterborne disease to every 10th household during a census in rural Haiti in February 2012 (N = 811). An OCV campaign occurred from May–June 2012 after which we administered identical surveys to 518 households randomly chosen from the same region in September 2012. We compared responses pre- and post-OCV campaign. Post-vaccination, there was improved knowledge with significant increase in percentage of respondents with ≥3 correct responses on cholera transmission mechanisms (odds ratio[OR] 1.91; 95% confidence interval[CI] 1.52–2.40), preventive methods (OR 1.83; 95% CI 1.46–2.30), and water treatment modalities (OR 2.75; 95% CI 2.16–3.50). Relative to pre-vaccination, participants were more likely post-OCV to report always treating water (OR 1.62; 95% CI 1.28–2.05). Respondents were also more likely to report hand washing with soap and water >4 times daily post-vaccine (OR 1.30; 95% CI 1.03–1.64). Knowledge of treating water as a cholera prevention measure was associated with practice of always treating water (OR 1.47; 95% CI 1.14–1.89). Post-vaccination, knowledge was associated with frequent hand washing (OR 2.47; 95% CI 1.35–4.51). Conclusion An OCV campaign in rural Haiti was associated with significant improvement in cholera knowledge and practices related to waterborne disease. OCV can be part of comprehensive cholera control and reinforce, not detract from, other control efforts in Haiti. PMID:24278498

The effects of activating prior topic and metacognitive knowledge on text comprehension scores.

PubMed

Kostons, Danny; van der Werf, Greetje

2015-09-01

Research on prior knowledge activation has consistently shown that activating learners' prior knowledge has beneficial effects on learning. If learners activate their prior knowledge, this activated knowledge serves as a framework for establishing relationships between the knowledge they already possess and new information provided to them. Thus far, prior knowledge activation has dealt primarily with topic knowledge in specific domains. Students, however, likely also possess at least some metacognitive knowledge useful in those domains, which, when activated, should aid in the deployment of helpful strategies during reading. In this study, we investigated the effects of both prior topic knowledge activation (PTKA) and prior metacognitive knowledge activation (PMKA) on text comprehension scores. Eighty-eight students in primary education were randomly distributed amongst the conditions of the 2 × 2 (PTKA yes/no × PMKA yes/no) designed experiment. Results show that activating prior metacognitive knowledge had a beneficial effect on text comprehension, whereas activating prior topic knowledge, after correcting for the amount of prior knowledge, did not. Most studies deal with explicit instruction of metacognitive knowledge, but our results show that this may not be necessary, specifically in the case of students who already have some metacognitive knowledge. However, existing metacognitive knowledge needs to be activated in order for students to make better use of this knowledge. © 2015 The British Psychological Society.

Public understanding of geoscientific topics

NASA Astrophysics Data System (ADS)

Münch, Ute; Lauterjung, Jörn

2014-05-01

Geoscientific topics and their consequences for the society are becoming more and more important for our daily life. Natural hazards such as flood and storm or the consequences of the climate change are urgent tasks and great challenges we have to tackle. Cascading natural hazards or environmental risks, can't be evaluated as single events by one scientific discipline, they rather need the expertise of different experts. The same applies for slowly progressive processes such as the climate change and its different aftereffects. More than ever politicians, decision makers, but also the public are asking for comprehensive background information and data to discuss activity options and to develop sustainable solutions. The improvement of public knowledge about science, their assets and drawbacks, chances and risks is getting crucial. To paint a comprehensive picture of different factors, correlations and dependencies the pooling of expertise is required. Thus eight research centres of the research field "Earth and Environment" of the Helmholtz-Association, Germany's largest scientific research organisation are currently building up a knowledge platform. Scientists of different disciplines will provide background information and explain their latest findings in an understandable way. Infographics, maps and animations will be applied to simplify and interpret complicated facts and findings. In addition to the web presence target group-specific products and activities will be organized. To meet the expectations of the different stakeholders an intensive dialog is aspired: round table discussions, exhibitions in museums and public places, tweeds are envisaged. In the beginning the partners will concentrate on the topics "consequences of the climate change", "pollutant dispersion" and "natural hazards/meteorological extreme events". The project is called Earth System Knowledge Platform (ESKP) coordinated by the German Research Centre for Geosciences (GFZ) and the Helmholtz Centre Geesthacht, Centre for Materials and Coastal Research (HZG). Further participating centres are: the Alfred-Wegener-Institute for Polar and Marine Research (AWI), the German Aerospace Center (DLR), the Research Centre Jülich (FZJ), the Helmholtz-Centre for Ocean Sciences (GEOMAR), the Karlsruher Institute for Technology (KIT) and the Helmholtz Centre for Environmental Research (UFZ). The webpage will be accessible at www.eskp.de.

Is an Illustration Always Worth Ten Thousand Words? Effects of Prior Knowledge, Learning Style and Multimedia Illustrations on Text Comprehension.

ERIC Educational Resources Information Center

Ollerenshaw, Alison; Aidman, Eugene; Kidd, Garry

1997-01-01

This study examined comprehension in four groups of undergraduates under text only, multimedia, and two diagram conditions of text supplementation. Results indicated that effects of text supplementation are mediated by prior knowledge and learning style: multimedia appears more beneficial to surface learners with little prior knowledge and makes…

Developmental Relations between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study

ERIC Educational Resources Information Center

Quinn, Jamie M.; Wagner, Richard K.; Petscher, Yaacov; Lopez, Danielle

2015-01-01

The present study followed a sample of first-grade (N = 316, M[subscript age] = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and…

The Extent of Comprehension and Knowledge with Respect to Digital Citizenship among Middle Eastern and US Students at UNC

ERIC Educational Resources Information Center

Alqahtani, Abdullah; Alqahtani, Fatimah; Alqurashi, Mohammed

2017-01-01

Digital technologies have revolutionized the way people acquire information and gain new knowledge. With a click or touch on the screen, anybody who is online can sail in the digital world and accomplish many things. As such, the optimal use of information and communication technology involves user comprehension, knowledge, and awareness of…

Comparative Studies on the Roles of Linguistic Knowledge and Sentence Processing Speed in L2 Listening and Reading Comprehension in an EFL Tertiary Setting

ERIC Educational Resources Information Center

Oh, Eunjou

2016-01-01

The present study investigated the relative contributions of vocabulary knowledge, grammar knowledge, and processing speed to second language listening and reading comprehension. Seventy-five Korean university students participated in the study. Results showed the three tested components had a significant portion of shared variance in explaining…

Competing Activation during Fantasy Text Comprehension

ERIC Educational Resources Information Center

Creer, Sarah D.; Cook, Anne E.; O'Brien, Edward J.

2018-01-01

During comprehension, readers' general world knowledge and contextual information compete for influence during integration and validation. Fantasy narratives, in which general world knowledge often conflicts with fantastical events, provide a setting to examine this competition. Experiment 1 showed that with sufficient elaboration, contextual…

Low background screening capability in the UK

NASA Astrophysics Data System (ADS)

Ghag, Chamkaur

2015-08-01

Low background rare event searches in underground laboratories seeking observation of direct dark matter interactions or neutrino-less double beta decay have the potential to profoundly advance our understanding of the physical universe. Successful results from these experiments depend critically on construction from extremely radiologically clean materials and accurate knowledge of subsequent low levels of expected background. The experiments must conduct comprehensive screening campaigns to reduce radioactivity from detector components, and these measurements also inform detailed characterisation and quantification of background sources and their impact, necessary to assign statistical significance to any potential discovery. To provide requisite sensitivity for material screening and characterisation in the UK to support our rare event search activities, we have re-developed our infrastructure to add ultra-low background capability across a range of complementary techniques that collectively allow complete radioactivity measurements. Ultra-low background HPGe and BEGe detectors have been installed at the Boulby Underground Laboratory, itself undergoing substantial facility re-furbishment, to provide high sensitivity gamma spectroscopy in particular for measuring the uranium and thorium decay series products. Dedicated low-activity mass spectrometry instrumentation has been developed at UCL for part per trillion level contaminant identification to complement underground screening with direct U and Th measurements, and meet throughput demands. Finally, radon emanation screening at UCL measures radon background inaccessible to gamma or mass spectrometry techniques. With this new capability the UK is delivering half of the radioactivity screening for the LZ dark matter search experiment.

Background Knowledge in Learning-Based Relation Extraction

ERIC Educational Resources Information Center

Do, Quang Xuan

2012-01-01

In this thesis, we study the importance of background knowledge in relation extraction systems. We not only demonstrate the benefits of leveraging background knowledge to improve the systems' performance but also propose a principled framework that allows one to effectively incorporate knowledge into statistical machine learning models for…

Fast and Loud Background Music Disrupts Reading Comprehension

ERIC Educational Resources Information Center

Thompson, William Forde; Schellenberg, E. Glenn; Letnic, Adriana Katharine

2012-01-01

We examined the effect of background music on reading comprehension. Because the emotional consequences of music listening are affected by changes in tempo and intensity, we manipulated these variables to create four repeated-measures conditions: slow/low, slow/high, fast/low, fast/high. Tempo and intensity manipulations were selected to be…

Language-Related Values, Reading Amount, and Reading Comprehension in Students with Migration Backgrounds

ERIC Educational Resources Information Center

El-Khechen, Wahiba; Ferdinand, Hanna D.; Steinmayr, Ricarda; McElvany, Nele

2016-01-01

Background: Although various studies on general language performance have investigated determinants of students' reading comprehension (e.g., reading amount), they have paid insufficient attention to how students perceive parental values influence their language-related values and behaviour--and, as a consequence, their performance. This is…

WWC Review of the Report “Improving Reading Comprehension and Social Studies Knowledge in Middle School.” What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

The study reviewed in this paper examined the effects of the instructional practice “Promoting Acceleration of Comprehension and Content Through Text” (“PACT”), an approach that aims to improve social studies content knowledge and reading comprehension. This study took place in two middle schools in a near-urban district in Texas. Study authors…

Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension.

PubMed

Kim, Young-Suk Grace

2015-01-01

The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity)-how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text reading fluency; (3) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text reading fluency vs. word reading fluency; and (4) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text reading fluency vs. reading comprehension. These questions were addressed using longitudinal data (two timepoints; Mean age = 5;24 & 6;08) from Korean-speaking children ( N = 143). Results showed that listening comprehension was related to text reading fluency at time 2, but not at time 1. At both times text reading fluency was related to reading comprehension, and reading comprehension was related to text reading fluency over and above word reading fluency and listening comprehension. Orthographic awareness was related to text reading fluency over and above other emergent literacy skills and word reading fluency. Vocabulary and grammatical knowledge were independently related to text reading fluency and reading comprehension whereas theory of mind was related to reading comprehension, but not text reading fluency. These results reveal developmental nature of relations and mechanism of text reading fluency in reading development.

Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension

PubMed Central

Kim, Young-Suk Grace

2015-01-01

The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity)—how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text reading fluency; (3) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text reading fluency vs. word reading fluency; and (4) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text reading fluency vs. reading comprehension. These questions were addressed using longitudinal data (two timepoints; Mean age = 5;24 & 6;08) from Korean-speaking children (N = 143). Results showed that listening comprehension was related to text reading fluency at time 2, but not at time 1. At both times text reading fluency was related to reading comprehension, and reading comprehension was related to text reading fluency over and above word reading fluency and listening comprehension. Orthographic awareness was related to text reading fluency over and above other emergent literacy skills and word reading fluency. Vocabulary and grammatical knowledge were independently related to text reading fluency and reading comprehension whereas theory of mind was related to reading comprehension, but not text reading fluency. These results reveal developmental nature of relations and mechanism of text reading fluency in reading development. PMID:26435550

Reading Comprehension Level and Development in Native and Language Minority Adolescent Low Achievers: Roles of Linguistic and Metacognitive Knowledge and Fluency

ERIC Educational Resources Information Center

Trapman, Mirjam; van Gelderen, Amos; van Schooten, Erik; Hulstijn, Jan

2017-01-01

In a longitudinal design, we measured 50 low-achieving adolescents' reading comprehension development from Grades 7 to 9. There were 24 native Dutch and 26 language minority students. In addition, we assessed the roles of (a) linguistic knowledge, (b) metacognitive knowledge, and (c) reading fluency in predicting both the level and growth of…

Children's Comprehension of Object Relative Sentences: It's Extant Language Knowledge That Matters, Not Domain-General Working Memory

ERIC Educational Resources Information Center

Rusli, Yazmin Ahmad; Montgomery, James W.

2017-01-01

Purpose: The aim of this study was to determine whether extant language (lexical) knowledge or domain-general working memory is the better predictor of comprehension of object relative sentences for children with typical development. We hypothesized that extant language knowledge, not domain-general working memory, is the better predictor. Method:…

Does the Component Processes Task Assess Text-Based Inferences Important for Reading Comprehension? A Path Analysis in Primary School Children

PubMed Central

Wassenburg, Stephanie I.; de Koning, Björn B.; de Vries, Meinou H.; van der Schoot, Menno

2016-01-01

Using a component processes task (CPT) that differentiates between higher-level cognitive processes of reading comprehension provides important advantages over commonly used general reading comprehension assessments. The present study contributes to further development of the CPT by evaluating the relative contributions of its components (text memory, text inferencing, and knowledge integration) and working memory to general reading comprehension within a single study using path analyses. Participants were 173 third- and fourth-grade children. As hypothesized, knowledge integration was the only component of the CPT that directly contributed to reading comprehension, indicating that the text-inferencing component did not assess inferential processes related to reading comprehension. Working memory was a significant predictor of reading comprehension over and above the component processes. Future research should focus on finding ways to ensure that the text-inferencing component taps into processes important for reading comprehension. PMID:27378989

Affective Variables and Japanese L2 Reading Ability

ERIC Educational Resources Information Center

Kondo-Brown, Kimi

2006-01-01

This study investigates how 17 affective factors are related to Japanese second language (L2) reading comprehension and "kanji" knowledge test scores of 43 university students in advanced Japanese courses. Major findings are that: a) reading comprehension ability and "kanji" knowledge have direct associations with…

Individual Differences in Reprocessing of Text.

ERIC Educational Resources Information Center

Haenggi, Dieter; Perfetti, Charles A.

1992-01-01

Decoding, working memory, and domain-specific prior knowledge were studied as predictors of comprehension for 48 university undergraduate students after rewriting notes, rereading notes, or rereading a text. Working memory was most important for comprehension of text-implicit information, whereas knowledge was relatively more important for…

Teachers' literacy-related knowledge and self-perceptions in relation to preparation and experience.

PubMed

Spear-Swerling, Louise; Brucker, Pamela Owen; Alfano, Michael P

2005-12-01

After rating their own literacy-related knowledge in three areas (knowledge about reading/reading development, phonemic awareness/phonics, and morpheme awareness/structural analysis), graduate teacher-education students completed five tasks intended to measure their actual disciplinary knowledge in these areas. Teachers with high levels of prior background (i.e., course preparation and experience) rated themselves as significantly more knowledgeable than did low-background teachers in all areas; high-background participants also significantly outperformed low-background participants on all tasks. However, even high-background teachers scored well below ceiling on the tasks. Regression analyses indicated that teachers' self-perceptions and knowledge were positively influenced by both level of preparation and teaching experience, although the influences on teachers' knowledge differed by task. Teachers had some accurate perceptions of their own knowledge, especially in the area of phonics. Results suggest that differentiating levels of preparation may be useful in studying teacher knowledge, and also support the notion of a substantial gap between research on reading and teacher preparation in reading.

Educating preschoolers about sun safety.

PubMed Central

Loescher, L J; Emerson, J; Taylor, A; Christensen, D H; McKinney, M

1995-01-01

OBJECTIVES. This feasibility study examined whether a sun safety curriculum designed for and administered to preschoolers affects their cognition (knowledge, comprehension, application) regarding sun safety. METHODS. Twelve classes of 4- to 5-year-olds were recruited from local preschools and randomly assigned to an intervention group or a control group. The intervention group received an investigator-developed sun safety curriculum; the control group did not. Children in both groups were tested at the beginning of the study about their cognition related to sun safety. They then received posttests 2 and 7 weeks following the pretest. RESULTS. The curriculum had a significant effect on the knowledge (P = .01) and comprehension (P = .006) components of cognition. The application component of cognition was not significantly changed by the curriculum. CONCLUSIONS. A structured curriculum was found to be an efficacious means of enhancing knowledge and comprehension of sun safety in preschool children. At the preoperational developmental stage, however, children may not be able to apply such knowledge and comprehension. PMID:7604917

Towards Semantic e-Science for Traditional Chinese Medicine

PubMed Central

Chen, Huajun; Mao, Yuxin; Zheng, Xiaoqing; Cui, Meng; Feng, Yi; Deng, Shuiguang; Yin, Aining; Zhou, Chunying; Tang, Jinming; Jiang, Xiaohong; Wu, Zhaohui

2007-01-01

Background Recent advances in Web and information technologies with the increasing decentralization of organizational structures have resulted in massive amounts of information resources and domain-specific services in Traditional Chinese Medicine. The massive volume and diversity of information and services available have made it difficult to achieve seamless and interoperable e-Science for knowledge-intensive disciplines like TCM. Therefore, information integration and service coordination are two major challenges in e-Science for TCM. We still lack sophisticated approaches to integrate scientific data and services for TCM e-Science. Results We present a comprehensive approach to build dynamic and extendable e-Science applications for knowledge-intensive disciplines like TCM based on semantic and knowledge-based techniques. The semantic e-Science infrastructure for TCM supports large-scale database integration and service coordination in a virtual organization. We use domain ontologies to integrate TCM database resources and services in a semantic cyberspace and deliver a semantically superior experience including browsing, searching, querying and knowledge discovering to users. We have developed a collection of semantic-based toolkits to facilitate TCM scientists and researchers in information sharing and collaborative research. Conclusion Semantic and knowledge-based techniques are suitable to knowledge-intensive disciplines like TCM. It's possible to build on-demand e-Science system for TCM based on existing semantic and knowledge-based techniques. The presented approach in the paper integrates heterogeneous distributed TCM databases and services, and provides scientists with semantically superior experience to support collaborative research in TCM discipline. PMID:17493289

Reading for meaning: The foundational knowledge every teacher of science should have

NASA Astrophysics Data System (ADS)

Patterson, Alexis; Roman, Diego; Friend, Michelle; Osborne, Jonathan; Donovan, Brian

2018-02-01

Reading is fundamental to science and not an adjunct to its practice. In other words, understanding the meaning of the various forms of written discourse employed in the creation, discussion, and communication of scientific knowledge is inherent to how science works. The language used in science, however, sets up a barrier, that in order to be overcome requires all students to have a clear understanding of the features of the multimodal informational texts employed in science and the strategies they can use to decode the scientific concepts communicated in informational texts. We argue that all teachers of science must develop a functional understanding of reading comprehension as part of their professional knowledge and skill. After describing our rationale for including knowledge about reading as a professional knowledge base every teacher of science should have, we outline the knowledge about language teachers must develop, the knowledge about the challenges that reading comprehension of science texts poses for students, and the knowledge about instructional strategies science teachers should know to support their students' reading comprehension of science texts. Implications regarding the essential role that knowledge about reading should play in the preparation of science teachers are also discussed here.

Improving Interpretation of Cardiac Phenotypes and Enhancing Discovery With Expanded Knowledge in the Gene Ontology

PubMed Central

Roncaglia, Paola; Howe, Douglas G.; Laulederkind, Stanley J.F.; Khodiyar, Varsha K.; Berardini, Tanya Z.; Tweedie, Susan; Foulger, Rebecca E.; Osumi-Sutherland, David; Campbell, Nancy H.; Huntley, Rachael P.; Talmud, Philippa J.; Blake, Judith A.; Breckenridge, Ross; Riley, Paul R.; Lambiase, Pier D.; Elliott, Perry M.; Clapp, Lucie; Tinker, Andrew; Hill, David P.

2018-01-01

Background: A systems biology approach to cardiac physiology requires a comprehensive representation of how coordinated processes operate in the heart, as well as the ability to interpret relevant transcriptomic and proteomic experiments. The Gene Ontology (GO) Consortium provides structured, controlled vocabularies of biological terms that can be used to summarize and analyze functional knowledge for gene products. Methods and Results: In this study, we created a computational resource to facilitate genetic studies of cardiac physiology by integrating literature curation with attention to an improved and expanded ontological representation of heart processes in the Gene Ontology. As a result, the Gene Ontology now contains terms that comprehensively describe the roles of proteins in cardiac muscle cell action potential, electrical coupling, and the transmission of the electrical impulse from the sinoatrial node to the ventricles. Evaluating the effectiveness of this approach to inform data analysis demonstrated that Gene Ontology annotations, analyzed within an expanded ontological context of heart processes, can help to identify candidate genes associated with arrhythmic disease risk loci. Conclusions: We determined that a combination of curation and ontology development for heart-specific genes and processes supports the identification and downstream analysis of genes responsible for the spread of the cardiac action potential through the heart. Annotating these genes and processes in a structured format facilitates data analysis and supports effective retrieval of gene-centric information about cardiac defects. PMID:29440116

The Emerging Genomic Landscape of Endometrial Cancer

PubMed Central

Le Gallo, Matthieu; Bell, Daphne W.

2014-01-01

BACKGROUND Endometrial cancer is responsible for ~74,000 deaths amongst women worldwide each year. It is a heterogeneous disease that consists of multiple different histological subtypes. In the United States, the majority of deaths from endometrial carcinoma are attributed to the serous and endometrioid subtypes. An understanding of the fundamental genomic alterations that drive serous and endometrioid endometrial carcinomas lays the foundation for the identification of molecular markers that could improve the clinical management of patients presenting with these tumors. CONTENT Herein we review the current state of knowledge of the somatic genomic alterations that are present in serous and endometrioid endometrial tumors. We present this knowledge in a historical context – reviewing the genomic alterations that have been identified over the past two decades or more, from studies of individual genes and proteins, followed by a review of very recent studies that have conducted comprehensive, systematic surveys of genomic, exomic, transcriptomic, epigenomic, and proteomic alterations in serous and endometrioid endometrial carcinomas. SUMMARY The recent mapping of the genomic landscape of serous and endometrioid endometrial carcinomas has resulted in the first comprehensive molecular classification of these tumors and has distinguished four molecular subgroups: a POLE ultramutated subgroup, a hypermutated/microsatellite unstable subgroup, a copy number low/microsatellite stable subgroup, and a copy number high subgroup. This molecular classification may ultimately serve to refine the diagnosis and treatment of women with endometrioid and serous endometrial tumors. PMID:24170611

Exploring Effects of Background Context Familiarity and Signaling on Comprehension, Recall, and Cognitive Load

ERIC Educational Resources Information Center

Song, Minjung; Bruning, Roger

2016-01-01

This study was designed to explore the effects of different geographical background contexts and signalling for information about global warming on comprehension, recall and cognitive load. Two different geographical contexts, US and Korean, were employed to frame explanations of global warming phenomena to US students. Two signalling conditions…

Second Language Comprehensibility Revisited: Investigating the Effects of Learner Background

ERIC Educational Resources Information Center

Crowther, Dustin; Trofimovich, Pavel; Saito, Kazuya; Isaacs, Talia

2015-01-01

The current study investigated first language (L1) effects on listener judgment of comprehensibility and accentedness in second language (L2) speech. The participants were 45 university-level adult speakers of English from three L1 backgrounds (Chinese, Hindi, Farsi), performing a picture narrative task. Ten native English listeners used…

Repeal of Comprehensive Background Check Policies and Firearm Homicide and Suicide.

PubMed

Kagawa, Rose M C; Castillo-Carniglia, Alvaro; Vernick, Jon S; Webster, Daniel; Crifasi, Cassandra; Rudolph, Kara E; Cerdá, Magdalena; Shev, Aaron; Wintemute, Garen J

2018-04-02

In 2016, firearms killed 38,658 people in the United States. Federal law requires licensed gun dealers, but not private parties, to conduct background checks on prospective firearm purchasers with the goal of preventing prohibited persons from obtaining firearms. Our objective was to estimate the effect of the repeal of comprehensive background check laws - requiring a background check for all handgun sales, not just sales by licensed dealers - on firearm homicide and suicide rates in Indiana and Tennessee. We compared age-adjusted firearm homicide and suicide rates, measured annually from 1981-2008 and 1994-2008 in Indiana and Tennessee, respectively, to rates in control groups constructed using the synthetic control method. The average rates of firearm homicide and suicide in Indiana and Tennessee following repeal were within the range of what could be expected given natural variation (differences = 0.7 firearm homicides and 0.5 firearm suicides per 100,000 residents in Indiana and 0.4 firearm homicides and 0.3 firearm suicides per 100,000 residents in Tennessee). Sensitivity analyses resulted in similar findings. We found no evidence of an association between the repeal of comprehensive background check policies and firearm homicide and suicide rates in Indiana and Tennessee. In order to understand whether comprehensive background check policies reduce firearm deaths in the United States generally, more evidence on the impact of such policies from other states is needed.

Assessing reading levels of health information: uses and limitations of flesch formula.

PubMed

Jindal, Pranay; MacDermid, Joy C

2017-01-01

Written health information is commonly used by health-care professionals (HCPs) to inform and assess patients in clinical practice. With growing self-management of many health conditions and increased information seeking behavior among patients, there is a greater stress on HCPs and researchers to develop and implement readable and understandable health information. Readability formulas such as Flesch Reading Ease (FRE) and Flesch-Kincaid Reading Grade Level (FKRGL) are commonly used by researchers and HCPs to assess if health information is reading grade appropriate for patients. In this article, we critically analyze the role and credibility of Flesch formula in assessing the reading level of written health information. FRE and FKRGL assign a grade level by measuring semantic and syntactic difficulty. They serve as a simple tool that provides some information about the potential literacy difficulty of written health information. However, health information documents often involve complex medical words and may incorporate pictures and tables to improve the legibility. In their assessments, FRE and FKRGL do not take into account (1) document factors (layout, pictures and charts, color, font, spacing, legibility, and grammar), (2) person factors (education level, comprehension, health literacy, motivation, prior knowledge, information needs, anxiety levels), and (3) style of writing (cultural sensitivity, comprehensiveness, and appropriateness), and thus, inadequately assess reading level. New readability measures incorporate pictures and use complex algorithms to assess reading level but are only moderately used in health-care research and not in clinical practice. Future research needs to develop generic and disease-specific readability measures to evaluate comprehension of a written document based on individuals' literacy levels, cultural background, and knowledge of disease.

Meaning Negotiated Through Independently-Written Summaries and Oral Academic Conversations: Enhancing Comprehension of Science Text by Ninth-Grade, English Learners

NASA Astrophysics Data System (ADS)

Burke, Edward Charles

English Learners experience challenges related to comprehension of science text particularly at the high school level. The language of science differs significantly from that of conversation and expository text. Students benefit from collaborative interpretation of readings. Additionally, there appears to be a need to train adolescents in the oral language skills requisite for academic discourse. This study employed a sample of high school physical science students (N = 75) whose first language was Spanish and who were currently developing English language proficiency. It used quasi-experimental methodology with treatment and comparison groups, during the normal operations of the public school classroom. It tested the effect of training with a textbook summarization method and with an academic conversation strategy on the comprehension of state-adopted science textbook readings. Posttest scores of both groups were analyzed using an ANOVA. Posttest scores of treatment group members were analyzed in relation to prior science knowledge, reading level, gender, and level of English proficiency using a factorial ANOVA. Findings suggest that the treatment had a positive impact on the achievement of students who had a low level of English language proficiency. In light of the at-risk nature of this population, given low socioeconomic status and that a high percentage of families are migrant workers, this in encouraging. The basic premise of the treatment appears promising. Evidence collected pertaining to its effect relative to students' general ESOL level, science background knowledge, literacy skills, and gender neither confirmed nor denied the viability of the strategy. The further significance of this study is that it adds to the body of research on strategies to support English Learners.

Beyond word recognition: understanding pediatric oral health literacy.

PubMed

Richman, Julia Anne; Huebner, Colleen E; Leggott, Penelope J; Mouradian, Wendy E; Mancl, Lloyd A

2011-01-01

Parental oral health literacy is proposed to be an indicator of children's oral health. The purpose of this study was to test if word recognition, commonly used to assess health literacy, is an adequate measure of pediatric oral health literacy. This study evaluated 3 aspects of oral health literacy and parent-reported child oral health. A 3-part pediatric oral health literacy inventory was created to assess parents' word recognition, vocabulary knowledge, and comprehension of 35 terms used in pediatric dentistry. The inventory was administered to 45 English-speaking parents of children enrolled in Head Start. Parents' ability to read dental terms was not associated with vocabulary knowledge (r=0.29, P<.06) or comprehension (r=0.28, P>.06) of the terms. Vocabulary knowledge was strongly associated with comprehension (r=0.80, P<.001). Parent-reported child oral health status was not associated with word recognition, vocabulary knowledge, or comprehension; however parents reporting either excellent or fair/poor ratings had higher scores on all components of the inventory. Word recognition is an inadequate indicator of comprehension of pediatric oral health concepts; pediatric oral health literacy is a multifaceted construct. Parents with adequate reading ability may have difficulty understanding oral health information.

Upland Farmers' Comprehension of Pictorial Messages on Environmental Protection.

ERIC Educational Resources Information Center

Gravoso, R. S.; Stuart, T. H.

2000-01-01

A study to explore Filipino farmers' comprehension of pictorial messages on environmental protection found that educational attainment, visual exposure, and knowledge of environmental protection positively influenced visual comprehension. Color did not necessarily improve comprehension. (Contains 24 references.) (JOW)

Mind wandering during film comprehension: The role of prior knowledge and situational interest.

PubMed

Kopp, Kristopher; Mills, Caitlin; D'Mello, Sidney

2016-06-01

This study assessed the occurrence and factors that influence mind wandering (MW) in the domain of film comprehension. The cascading model of inattention assumes that a stronger mental representation (i.e., a situation model) during comprehension results in less MW. Accordingly, a suppression hypothesis suggests that MW would decrease as a function of having the knowledge of the plot of a film prior to viewing, because the prior-knowledge would help to strengthen the situation model during comprehension. Furthermore, an interest-moderation hypothesis would predict that the suppression effect of prior-knowledge would only emerge when there was interest in viewing the film. In the current experiment, 108 participants either read a short story that depicted the plot (i.e., prior-knowledge condition) or read an unrelated story of equal length (control condition) prior to viewing the short film (32.5 minutes) entitled The Red Balloon. Participants self-reported their interest in viewing the film immediately before the film was presented. MW was tracked using a self-report method targeting instances of MW with metacognitive awareness. Participants in the prior-knowledge condition reported less MW compared with the control condition, thereby supporting the suppression hypothesis. MW also decreased over the duration of the film, but only for those with prior-knowledge of the film. Finally, prior-knowledge effects on MW were only observed when interest was average or high, but not when interest was low.

[Similarities and differences in the social background of female medical, nursing and public health visiting students].

PubMed

Feith, Helga Judit; Soósné Kiss, Zsuzsanna; Kovácsné Tóth, Agnes; Balázs, Péter

2008-06-15

According to our knowledge, there has never been a comprehensive research in Hungary dealing with healthcare university or college students' social background. The main objectives of our cross-section research were to analyze differences in the social background of female students who decided to become doctors, professional nurses and health visitors. This research was conducted among female medical and nursing college students at the Semmelweis University. There were 295 students invited to participate, the response rate was 68,08% (N = 201). Data analysis was performed by SPSS software by using descriptive methods of statistics. We found a decisive difference among medical, nursing and health visitor students while analyzing a number of socio-demographic characteristics. Most medical students came from families where the parents had college or university degrees, but we can state that there is a minimal likelihood in the case of college students that they are descendants of parents with higher educational degrees. We did not find statistical differences in the three student sample groups regarding their marital status, but fewer nursing college students lived in marriage or household partnership. We found a significant difference in the social background of nursing college and medical students. The social disadvantages of nursing and health visitor students are more considerable than those of medical students.

Modeling technology innovation: How science, engineering, and industry methods can combine to generate beneficial socioeconomic impacts

PubMed Central

2012-01-01

Background Government-sponsored science, technology, and innovation (STI) programs support the socioeconomic aspects of public policies, in addition to expanding the knowledge base. For example, beneficial healthcare services and devices are expected to result from investments in research and development (R&D) programs, which assume a causal link to commercial innovation. Such programs are increasingly held accountable for evidence of impact—that is, innovative goods and services resulting from R&D activity. However, the absence of comprehensive models and metrics skews evidence gathering toward bibliometrics about research outputs (published discoveries), with less focus on transfer metrics about development outputs (patented prototypes) and almost none on econometrics related to production outputs (commercial innovations). This disparity is particularly problematic for the expressed intent of such programs, as most measurable socioeconomic benefits result from the last category of outputs. Methods This paper proposes a conceptual framework integrating all three knowledge-generating methods into a logic model, useful for planning, obtaining, and measuring the intended beneficial impacts through the implementation of knowledge in practice. Additionally, the integration of the Context-Input-Process-Product (CIPP) model of evaluation proactively builds relevance into STI policies and programs while sustaining rigor. Results The resulting logic model framework explicitly traces the progress of knowledge from inputs, following it through the three knowledge-generating processes and their respective knowledge outputs (discovery, invention, innovation), as it generates the intended socio-beneficial impacts. It is a hybrid model for generating technology-based innovations, where best practices in new product development merge with a widely accepted knowledge-translation approach. Given the emphasis on evidence-based practice in the medical and health fields and “bench to bedside” expectations for knowledge transfer, sponsors and grantees alike should find the model useful for planning, implementing, and evaluating innovation processes. Conclusions High-cost/high-risk industries like healthcare require the market deployment of technology-based innovations to improve domestic society in a global economy. An appropriate balance of relevance and rigor in research, development, and production is crucial to optimize the return on public investment in such programs. The technology-innovation process needs a comprehensive operational model to effectively allocate public funds and thereby deliberately and systematically accomplish socioeconomic benefits. PMID:22591638

Assessing School-Aged Children's Inference-Making: The Effect of Story Test Format in Listening Comprehension

ERIC Educational Resources Information Center

Freed, Jenny; Cain, Kate

2017-01-01

Background: Comprehension is critical for classroom learning and educational success. Inferences are integral to good comprehension: successful comprehension requires the listener to generate local coherence inferences, which involve integrating information between clauses, and global coherence inferences, which involve integrating textual…

The Role of Accessibility of Semantic Word Knowledge in Monolingual and Bilingual Fifth-Grade Reading

ERIC Educational Resources Information Center

Cremer, M.; Schoonen, R.

2013-01-01

The influences of word decoding, availability, and accessibility of semantic word knowledge on reading comprehension were investigated for monolingual "("n = 65) and bilingual children ("n" = 70). Despite equal decoding abilities, monolingual children outperformed bilingual children with regard to reading comprehension and…

Comprehension of University Texts: Effects of Domain-Knowledge and Summary

ERIC Educational Resources Information Center

Pascual, Gema; Goikoetxea, Edurne

2014-01-01

Our aim is to evaluate reading comprehension strategies based on empirical evidence and applicable to undergraduate students. Our hypotheses were that domain-knowledge or summary would have more influence on local, global, and inferential questions than rereading-question-answering instruction. Results of Experiment 1 were mixed in terms of…

Linking Parser Development to Acquisition of Syntactic Knowledge

ERIC Educational Resources Information Center

Omaki, Akira; Lidz, Jeffrey

2015-01-01

Traditionally, acquisition of syntactic knowledge and the development of sentence comprehension behaviors have been treated as separate disciplines. This article reviews a growing body of work on the development of incremental sentence comprehension mechanisms and discusses how a better understanding of the developing parser can shed light on two…

Knowledge Activation, Integration, and Validation during Narrative Text Comprehension

ERIC Educational Resources Information Center

Cook, Anne E.; O'Brien, Edward J.

2014-01-01

Previous text comprehension studies using the contradiction paradigm primarily tested assumptions of the activation mechanism involved in reading. However, the nature of the contradiction in such studies relied on validation of information in readers' general world knowledge. We directly tested this validation process by varying the strength of…

Promoting At-Risk Preschool Children's Comprehension through Research-Based Strategy Instruction

ERIC Educational Resources Information Center

DeBruin-Parecki, Andrea; Squibb, Kathryn

2011-01-01

Young children living in poor urban neighborhoods are often at risk for reading difficulties, in part because developing listening comprehension strategies and vocabulary knowledge may not be a priority in their prekindergarten classrooms, whose curriculums typically focus heavily on phonological awareness and alphabet knowledge. Prereading…

Event-Based Plausibility Immediately Influences On-Line Language Comprehension

ERIC Educational Resources Information Center

Matsuki, Kazunaga; Chow, Tracy; Hare, Mary; Elman, Jeffrey L.; Scheepers, Christoph; McRae, Ken

2011-01-01

In some theories of sentence comprehension, linguistically relevant lexical knowledge, such as selectional restrictions, is privileged in terms of the time-course of its access and influence. We examined whether event knowledge computed by combining multiple concepts can rapidly influence language understanding even in the absence of selectional…

The comprehension and production of quantifiers in isiXhosa-speaking Grade 1 learners

PubMed Central

Southwood, Frenette

2016-01-01

Background Quantifiers form part of the discourse-internal linguistic devices that children need to access and produce narratives and other classroom discourse. Little is known about the development - especially the prodiction - of quantifiers in child language, specifically in speakers of an African language. Objectives The study aimed to ascertain how well Grade 1 isiXhosa first language (L1) learners perform at the beginning and at the end of Grade 1 on quantifier comprehension and production tasks. Method Two low socioeconomic groups of L1 isiXhosa learners with either isiXhosa or English as language of learning and teaching (LOLT) were tested in February and November of their Grade 1 year with tasks targeting several quantifiers. Results The isiXhosa LOLT group comprehended no/none, any and all fully either in February or then in November of Grade 1, and they produced all assessed quantifiers in February of Grade 1. For the English LOLT group, neither the comprehension nor the production of quantifiers was mastered by the end of Grade 1, although there was a significant increase in both their comprehension and production scores. Conclusion The English LOLT group made significant progress in comprehension and production of quantifiers, but still performed worse than peers who had their L1 as LOLT. Generally, children with no or very little prior knowledge of the LOLT need either, (1) more deliberate exposure to quantifier-rich language or, (2) longer exposure to general classroom language before quantifiers can be expected to be mastered sufficiently to allow access to quantifier-related curriculum content. PMID:27245132

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ghag, Chamkaur

Low background rare event searches in underground laboratories seeking observation of direct dark matter interactions or neutrino-less double beta decay have the potential to profoundly advance our understanding of the physical universe. Successful results from these experiments depend critically on construction from extremely radiologically clean materials and accurate knowledge of subsequent low levels of expected background. The experiments must conduct comprehensive screening campaigns to reduce radioactivity from detector components, and these measurements also inform detailed characterisation and quantification of background sources and their impact, necessary to assign statistical significance to any potential discovery. To provide requisite sensitivity for material screeningmore » and characterisation in the UK to support our rare event search activities, we have re-developed our infrastructure to add ultra-low background capability across a range of complementary techniques that collectively allow complete radioactivity measurements. Ultra-low background HPGe and BEGe detectors have been installed at the Boulby Underground Laboratory, itself undergoing substantial facility re-furbishment, to provide high sensitivity gamma spectroscopy in particular for measuring the uranium and thorium decay series products. Dedicated low-activity mass spectrometry instrumentation has been developed at UCL for part per trillion level contaminant identification to complement underground screening with direct U and Th measurements, and meet throughput demands. Finally, radon emanation screening at UCL measures radon background inaccessible to gamma or mass spectrometry techniques. With this new capability the UK is delivering half of the radioactivity screening for the LZ dark matter search experiment.« less

On the Use of Framed Knowledge in Language Comprehension.

DTIC Science & Technology

1978-09-01

knowledge In order to understand a certain stereotyped situation . We must , in other words , harmonize this idea with the opposite one of inodularhy. I...AD A Qb2 680 YAL E UNIV NEW HAVEN CONN DEPT OF cosPute. SCIENCE Fe’S 3/7 UNCLASSIFIED ON THE USE oc FRAMED KNOWLEDGE IN LANGUAGE COIflCHENSION.ftJ...DO JO? ~Jp~QDUC! L1GT3LY. ~~~~~~~~VERI# C) C.) w _ _ _ _ _ _ _ _ _ _ _ _ ON THE USE OF FRAMED KNOWLEDGE IN LANGUAGE COMPREHENSION Running t i t le

Active engagement in a web-based tutorial to prevent obesity grounded in Fuzzy-Trace Theory predicts higher knowledge and gist comprehension.

PubMed

Brust-Renck, Priscila G; Reyna, Valerie F; Wilhelms, Evan A; Wolfe, Christopher R; Widmer, Colin L; Cedillos-Whynott, Elizabeth M; Morant, A Kate

2017-08-01

We used Sharable Knowledge Objects (SKOs) to create an Intelligent Tutoring System (ITS) grounded in Fuzzy-Trace Theory to teach women about obesity prevention: GistFit, getting the gist of healthy eating and exercise. The theory predicts that reliance on gist mental representations (as opposed to verbatim) is more effective in reducing health risks and improving decision making. Technical information was translated into decision-relevant gist representations and gist principles (i.e., healthy values). The SKO was hypothesized to facilitate extracting these gist representations and principles by engaging women in dialogue, "understanding" their responses, and replying appropriately to prompt additional engagement. Participants were randomly assigned to either the obesity prevention tutorial (GistFit) or a control tutorial containing different content using the same technology. Participants were administered assessments of knowledge about nutrition and exercise, gist comprehension, gist principles, behavioral intentions and self-reported behavior. An analysis of engagement in tutorial dialogues and responses to multiple-choice questions to check understanding throughout the tutorial revealed significant correlations between these conversations and scores on subsequent knowledge tests and gist comprehension. Knowledge and comprehension measures correlated with healthier behavior and greater intentions to perform healthy behavior. Differences between GistFit and control tutorials were greater for participants who engaged more fully. Thus, results are consistent with the hypothesis that active engagement with a new gist-based ITS, rather than a passive memorization of verbatim details, was associated with an array of known psychosocial mediators of preventive health decisions, such as knowledge acquisition, and gist comprehension.

A study of diverse clinical decision support rule authoring environments and requirements for integration

PubMed Central

2012-01-01

Background Efficient rule authoring tools are critical to allow clinical Knowledge Engineers (KEs), Software Engineers (SEs), and Subject Matter Experts (SMEs) to convert medical knowledge into machine executable clinical decision support rules. The goal of this analysis was to identify the critical success factors and challenges of a fully functioning Rule Authoring Environment (RAE) in order to define requirements for a scalable, comprehensive tool to manage enterprise level rules. Methods The authors evaluated RAEs in active use across Partners Healthcare, including enterprise wide, ambulatory only, and system specific tools, with a focus on rule editors for reminder and medication rules. We conducted meetings with users of these RAEs to discuss their general experience and perceived advantages and limitations of these tools. Results While the overall rule authoring process is similar across the 10 separate RAEs, the system capabilities and architecture vary widely. Most current RAEs limit the ability of the clinical decision support (CDS) interventions to be standardized, sharable, interoperable, and extensible. No existing system meets all requirements defined by knowledge management users. Conclusions A successful, scalable, integrated rule authoring environment will need to support a number of key requirements and functions in the areas of knowledge representation, metadata, terminology, authoring collaboration, user interface, integration with electronic health record (EHR) systems, testing, and reporting. PMID:23145874

Evaluating the relative effectiveness of high-intensity and low-intensity models of behaviour change communication interventions for abortion care-seeking in Bihar and Jharkhand, India: a cross-sectional study

PubMed Central

Banerjee, Sushanta K; Andersen, Kathryn; Pearson, Erin; Warvadekar, Janardan; Khan, Danish U; Batra, Sangeeta

2017-01-01

Background This study aimed to compare the effectiveness of a high-intensity model (HIM) and a low-intensity model (LIM) of behaviour change communication interventions in Bihar and Jharkhand states of India designed to improve women's knowledge and usage of safe abortion services, as well as the dose effect of intervention exposure. Methods We conducted two cross-sectional household surveys among married women aged 15–49 years in intervention and comparison districts. Difference-in-difference models were used to assess the efficacy of the intervention, adjusting for sociodemographic characteristics. Results Although both intervention types improved abortion knowledge, the HIM intervention was more effective in improving comprehensive knowledge about abortion. In particular, there were improvements in knowledge on legality of abortion (AOR=2.2; 95% CI 1.6 to 2.9) and nearby sources of safe abortion care (AOR=1.7; 95% CI 1.2 to 1.3). Conclusions Higher level of exposure to abortion-related messages was related to more accurate knowledge about abortion within both intervention groups. Evidence was mixed on changes in abortion care-seeking behaviour. More work is needed to ensure that women seek safe abortion services in lieu of informal services that may be more likely to lead to postabortion complications. PMID:28237953

DOE Office of Scientific and Technical Information (OSTI.GOV)

Zhu, Yitan; Xu, Yanxun; Helseth, Donald L.

Background: Genetic interactions play a critical role in cancer development. Existing knowledge about cancer genetic interactions is incomplete, especially lacking evidences derived from large-scale cancer genomics data. The Cancer Genome Atlas (TCGA) produces multimodal measurements across genomics and features of thousands of tumors, which provide an unprecedented opportunity to investigate the interplays of genes in cancer. Methods: We introduce Zodiac, a computational tool and resource to integrate existing knowledge about cancer genetic interactions with new information contained in TCGA data. It is an evolution of existing knowledge by treating it as a prior graph, integrating it with a likelihood modelmore » derived by Bayesian graphical model based on TCGA data, and producing a posterior graph as updated and data-enhanced knowledge. In short, Zodiac realizes “Prior interaction map + TCGA data → Posterior interaction map.” Results: Zodiac provides molecular interactions for about 200 million pairs of genes. All the results are generated from a big-data analysis and organized into a comprehensive database allowing customized search. In addition, Zodiac provides data processing and analysis tools that allow users to customize the prior networks and update the genetic pathways of their interest. Zodiac is publicly available at www.compgenome.org/ZODIAC. Conclusions: Zodiac recapitulates and extends existing knowledge of molecular interactions in cancer. It can be used to explore novel gene-gene interactions, transcriptional regulation, and other types of molecular interplays in cancer.« less

An Overview of Judgment and Decision Making Research Through the Lens of Fuzzy Trace Theory.

PubMed

Setton, Roni; Wilhelms, Evan; Weldon, Becky; Chick, Christina; Reyna, Valerie

2014-12-01

We present the basic tenets of fuzzy trace theory, a comprehensive theory of memory, judgment, and decision making that is grounded in research on how information is stored as knowledge, mentally represented, retrieved from storage, and processed. In doing so, we highlight how it is distinguished from traditional models of decision making in that gist reasoning plays a central role. The theory also distinguishes advanced intuition from primitive impulsivity. It predicts that different sorts of errors occur with respect to each component of judgment and decision making: background knowledge, representation, retrieval, and processing. Classic errors in the judgment and decision making literature, such as risky-choice framing and the conjunction fallacy, are accounted for by fuzzy trace theory and new results generated by the theory contradict traditional approaches. We also describe how developmental changes in brain and behavior offer crucial insight into adult cognitive processing. Research investigating brain and behavior in developing and special populations supports fuzzy trace theory's predictions about reliance on gist processing.

An Overview of Judgment and Decision Making Research Through the Lens of Fuzzy Trace Theory

PubMed Central

Setton, Roni; Wilhelms, Evan; Weldon, Becky; Chick, Christina; Reyna, Valerie

2017-01-01

We present the basic tenets of fuzzy trace theory, a comprehensive theory of memory, judgment, and decision making that is grounded in research on how information is stored as knowledge, mentally represented, retrieved from storage, and processed. In doing so, we highlight how it is distinguished from traditional models of decision making in that gist reasoning plays a central role. The theory also distinguishes advanced intuition from primitive impulsivity. It predicts that different sorts of errors occur with respect to each component of judgment and decision making: background knowledge, representation, retrieval, and processing. Classic errors in the judgment and decision making literature, such as risky-choice framing and the conjunction fallacy, are accounted for by fuzzy trace theory and new results generated by the theory contradict traditional approaches. We also describe how developmental changes in brain and behavior offer crucial insight into adult cognitive processing. Research investigating brain and behavior in developing and special populations supports fuzzy trace theory’s predictions about reliance on gist processing. PMID:28725239

[Friend or Foe in the Pocket? - The Role of the Individual, Peergroup and Parents for (dys)functional Mobile Phone Use].

PubMed

Knop, Karin; Hefner, Dorothée

2018-02-01

Friend or Foe in the Pocket? - The Role of the Individual, Peergroup and Parents for (dys)functional Mobile Phone Use In order to provide consultative support to parents as well as to children and young people, background knowledge regarding the motives of mobile phone use, functions of usage, comprehension of the attraction of this all-round medium also as knowledge about potential hazards are essential. This study offers empirical results about potentials and risks. The peergroup plays an important role for riskful and problematic mobile phone involvement. Parents function as a role model and the explicit parental mediation practices and their impact on the child are in focus. Data was acquired from a quota-sample survey with 500 children between the age of 8 and 14 years and one of their parents, qualitative interviews (20 children and their parents) and eight peergroup-discussions (52 participants). The present paper illuminates the above mentioned aspects and derives implications for guidance practice.

Sentence Comprehension in Slovak-Speaking Patients with Alzheimer's Disease

ERIC Educational Resources Information Center

Marková, Jana; Horváthová, Lubica; Králová, Mária; Cséfalvay, Zsolt

2017-01-01

Background: According to some studies, sentence comprehension is diminished in Alzheimer's disease (AD) patients, but they differ on what underlies the sentence comprehension impairment. Sentence comprehension in AD patients has been studied mainly in the English language. It is less clear how patients with AD speaking a morphologically rich…

A Three-Lesson Teaching Unit Significantly Increases High School Students’ Knowledge about Epilepsy and Positively Influences Their Attitude towards This Disease

PubMed Central

Simon, Uwe K.; Gesslbauer, Lisa; Fink, Andreas

2016-01-01

Epilepsy is not a regular topic in many countries’ schools. Thus many people harbor misconceptions about people suffering from this disease. It was our aim to a) examine what grade ten students know and believe about epilepsy, and b) to develop and test a teaching unit to improve their knowledge and attitude. The test group comprised eight grade ten classes from six different Austrian high schools (54 girls and 51 boys aged 14–17), the control group (no intervention) five grade ten classes from the same schools (26 girls and 37 boys aged 14–17). The teaching unit consisted of three 45-min lessons using different methods and material. Changes in knowledge about and attitude towards epilepsy as a result of the intervention were psychometrically assessed in a pre-test intervention post-test design (along with a follow-up assessment two months after the intervention) by means of a questionnaire capturing different facets of epilepsy-related knowledge and attitude. Across all knowledge/attitude domains, students of the test group had a significantly improved knowledge about and a more positive attitude towards epilepsy and people suffering from it after the teaching unit. However, starting levels were different between the five knowledge/attitude domains tested. Medical background knowledge was lowest and consequently associated with the highest increase after the intervention. This study shows that epilepsy-related knowledge of many grade ten high school students is fragmentary and that some harbor beliefs and attitudes which require improvement. Our comprehensive but concise teaching unit significantly increased knowledge about epilepsy and positively influenced attitude towards individuals with epilepsy. Thus we recommend implementing this unit into regular school curricula. PMID:26919557

Manipulating Google's Knowledge Graph Box to Counter Biased Information Processing During an Online Search on Vaccination: Application of a Technological Debiasing Strategy.

PubMed

Ludolph, Ramona; Allam, Ahmed; Schulz, Peter J

2016-06-02

One of people's major motives for going online is the search for health-related information. Most consumers start their search with a general search engine but are unaware of the fact that its sorting and ranking criteria do not mirror information quality. This misconception can lead to distorted search outcomes, especially when the information processing is characterized by heuristic principles and resulting cognitive biases instead of a systematic elaboration. As vaccination opponents are vocal on the Web, the chance of encountering their non‒evidence-based views on immunization is high. Therefore, biased information processing in this context can cause subsequent impaired judgment and decision making. A technological debiasing strategy could counter this by changing people's search environment. This study aims at testing a technological debiasing strategy to reduce the negative effects of biased information processing when using a general search engine on people's vaccination-related knowledge and attitudes. This strategy is to manipulate the content of Google's knowledge graph box, which is integrated in the search interface and provides basic information about the search topic. A full 3x2 factorial, posttest-only design was employed with availability of basic factual information (comprehensible vs hardly comprehensible vs not present) as the first factor and a warning message as the second factor of experimental manipulation. Outcome variables were the evaluation of the knowledge graph box, vaccination-related knowledge, as well as beliefs and attitudes toward vaccination, as represented by three latent variables emerged from an exploratory factor analysis. Two-way analysis of variance revealed a significant main effect of availability of basic information in the knowledge graph box on participants' vaccination knowledge scores (F2,273=4.86, P=.01), skepticism/fear of vaccination side effects (F2,273=3.5, P=.03), and perceived information quality (F2,273=3.73, P=.02). More specifically, respondents receiving comprehensible information appeared to be more knowledgeable, less skeptical of vaccination, and more critical of information quality compared to participants exposed to hardly comprehensible information. Although, there was no significant interaction effect between the availability of information and the presence of the warning, there was a dominant pattern in which the presence of the warning appeared to have a positive influence on the group receiving comprehensible information while the opposite was true for the groups exposed to hardly comprehensible information and no information at all. Participants evaluated the knowledge graph box as moderately to highly useful, with no significant differences among the experimental groups. Overall, the results suggest that comprehensible information in the knowledge graph box positively affects participants' vaccination-related knowledge and attitudes. A small change in the content retrieval procedure currently used by Google could already make a valuable difference in the pursuit of an unbiased online information search. Further research is needed to gain insights into the knowledge graph box's entire potential.

The Role of Elaboration in the Comprehension and Retention of Prose: A Critical Review.

ERIC Educational Resources Information Center

Reder, Lynne M.

1980-01-01

Recent research in the area of prose comprehension is reviewed, including factors that affect amount of recall, representations of text structures, and use of world knowledge to aid comprehension. The need for more information processing models of comprehension is emphasized. Elaboration is considered important for comprehension and retention.…

A Pilot Study of Biomedical Text Comprehension using an Attention-Based Deep Neural Reader: Design and Experimental Analysis.

PubMed

Kim, Seongsoon; Park, Donghyeon; Choi, Yonghwa; Lee, Kyubum; Kim, Byounggun; Jeon, Minji; Kim, Jihye; Tan, Aik Choon; Kang, Jaewoo

2018-01-05

With the development of artificial intelligence (AI) technology centered on deep-learning, the computer has evolved to a point where it can read a given text and answer a question based on the context of the text. Such a specific task is known as the task of machine comprehension. Existing machine comprehension tasks mostly use datasets of general texts, such as news articles or elementary school-level storybooks. However, no attempt has been made to determine whether an up-to-date deep learning-based machine comprehension model can also process scientific literature containing expert-level knowledge, especially in the biomedical domain. This study aims to investigate whether a machine comprehension model can process biomedical articles as well as general texts. Since there is no dataset for the biomedical literature comprehension task, our work includes generating a large-scale question answering dataset using PubMed and manually evaluating the generated dataset. We present an attention-based deep neural model tailored to the biomedical domain. To further enhance the performance of our model, we used a pretrained word vector and biomedical entity type embedding. We also developed an ensemble method of combining the results of several independent models to reduce the variance of the answers from the models. The experimental results showed that our proposed deep neural network model outperformed the baseline model by more than 7% on the new dataset. We also evaluated human performance on the new dataset. The human evaluation result showed that our deep neural model outperformed humans in comprehension by 22% on average. In this work, we introduced a new task of machine comprehension in the biomedical domain using a deep neural model. Since there was no large-scale dataset for training deep neural models in the biomedical domain, we created the new cloze-style datasets Biomedical Knowledge Comprehension Title (BMKC_T) and Biomedical Knowledge Comprehension Last Sentence (BMKC_LS) (together referred to as BioMedical Knowledge Comprehension) using the PubMed corpus. The experimental results showed that the performance of our model is much higher than that of humans. We observed that our model performed consistently better regardless of the degree of difficulty of a text, whereas humans have difficulty when performing biomedical literature comprehension tasks that require expert level knowledge. ©Seongsoon Kim, Donghyeon Park, Yonghwa Choi, Kyubum Lee, Byounggun Kim, Minji Jeon, Jihye Kim, Aik Choon Tan, Jaewoo Kang. Originally published in JMIR Medical Informatics (http://medinform.jmir.org), 05.01.2018.

Navigation and Comprehension of Digital Expository Texts: Hypertext Structure, Previous Domain Knowledge, and Working Memory Capacity

ERIC Educational Resources Information Center

Burin, Debora I.; Barreyro, Juan P.; Saux, Gastón; Irrazábal, Natalia C.

2015-01-01

Introduction: In contemporary information societies, reading digital text has become pervasive. One of the most distinctive features of digital texts is their internal connections via hyperlinks, resulting in non-linear hypertexts. Hypertext structure and previous knowledge affect navigation and comprehension of digital expository texts. From the…

Examining the Relative Contributions of Content Knowledge and Strategic Processing to Comprehension

ERIC Educational Resources Information Center

Aukerman, Maren; Brown, Rachel; Mokhtari, Kouider; Valencia, Sheila; Palincsar, Annemarie

2015-01-01

The essays below were prepared following the LRA session organized by Janice Almasi entitled, "Examining the relative contributions of content knowledge and strategic processing to comprehension." What unites these essays are the personal and historical stances that each writer has taken; in addition, the essays are rich with…

Using the DASH Method to Measure Reading Comprehension

ERIC Educational Resources Information Center

Shieh, Wenyuh; Freiermuth, Mark R.

2010-01-01

Vocabulary knowledge has been recognized by researchers as a critical component of reading comprehension, not only as a means to facilitate first language acquisition but also as an integral element in the learning of English as a second or foreign language. To reduce the effect of insufficient vocabulary knowledge during reading, a compensatory…

Neural bases of event knowledge and syntax integration in comprehension of complex sentences.

PubMed

Malaia, Evie; Newman, Sharlene

2015-01-01

Comprehension of complex sentences is necessarily supported by both syntactic and semantic knowledge, but what linguistic factors trigger a readers' reliance on a specific system? This functional neuroimaging study orthogonally manipulated argument plausibility and verb event type to investigate cortical bases of the semantic effect on argument comprehension during reading. The data suggest that telic verbs facilitate online processing by means of consolidating the event schemas in episodic memory and by easing the computation of syntactico-thematic hierarchies in the left inferior frontal gyrus. The results demonstrate that syntax-semantics integration relies on trade-offs among a distributed network of regions for maximum comprehension efficiency.

Druze Minority Students Learning Hebrew in Israel: The Relationship of Attitudes, Cultural Background, and Interest of Material to Reading Comprehension in a Second Language.

ERIC Educational Resources Information Center

Abu-Rabia, Salim

1996-01-01

Examines Israeli-Druze students' reading comprehension in Hebrew as a second language as related to their attitudes, cultural background, and interest in the material. Participants were administered questionnaires, Arab and Jewish cultural stories, and multiple-choice questions about each story. Results are discussed. (51 references) (Author/CK)

[Does action semantic knowledge influence mental simulation in sentence comprehension?].

PubMed

Mochizuki, Masaya; Naito, Katsuo

2012-04-01

This research investigated whether action semantic knowledge influences mental simulation during sentence comprehension. In Experiment 1, we confirmed that the words of face-related objects include the perceptual knowledge about the actions that bring the object to the face. In Experiment 2, we used an acceptability judgment task and a word-picture verification task to compare the perceptual information that is activated by the comprehension of sentences describing an action using face-related objects near the face (near-sentence) or far from the face (far-sentence). Results showed that participants took a longer time to judge the acceptability of the far-sentence than the near-sentence. Verification times were significantly faster when the actions in the pictures matched the action described in the sentences than when they were mismatched. These findings suggest that action semantic knowledge influences sentence processing, and that perceptual information corresponding to the content of the sentence is activated regardless of the action semantic knowledge at the end of the sentence processing.

Characterization of GM events by insert knowledge adapted re-sequencing approaches

PubMed Central

Yang, Litao; Wang, Congmao; Holst-Jensen, Arne; Morisset, Dany; Lin, Yongjun; Zhang, Dabing

2013-01-01

Detection methods and data from molecular characterization of genetically modified (GM) events are needed by stakeholders of public risk assessors and regulators. Generally, the molecular characteristics of GM events are incomprehensively revealed by current approaches and biased towards detecting transformation vector derived sequences. GM events are classified based on available knowledge of the sequences of vectors and inserts (insert knowledge). Herein we present three insert knowledge-adapted approaches for characterization GM events (TT51-1 and T1c-19 rice as examples) based on paired-end re-sequencing with the advantages of comprehensiveness, accuracy, and automation. The comprehensive molecular characteristics of two rice events were revealed with additional unintended insertions comparing with the results from PCR and Southern blotting. Comprehensive transgene characterization of TT51-1 and T1c-19 is shown to be independent of a priori knowledge of the insert and vector sequences employing the developed approaches. This provides an opportunity to identify and characterize also unknown GM events. PMID:24088728

Characterization of GM events by insert knowledge adapted re-sequencing approaches.

PubMed

Yang, Litao; Wang, Congmao; Holst-Jensen, Arne; Morisset, Dany; Lin, Yongjun; Zhang, Dabing

2013-10-03

Detection methods and data from molecular characterization of genetically modified (GM) events are needed by stakeholders of public risk assessors and regulators. Generally, the molecular characteristics of GM events are incomprehensively revealed by current approaches and biased towards detecting transformation vector derived sequences. GM events are classified based on available knowledge of the sequences of vectors and inserts (insert knowledge). Herein we present three insert knowledge-adapted approaches for characterization GM events (TT51-1 and T1c-19 rice as examples) based on paired-end re-sequencing with the advantages of comprehensiveness, accuracy, and automation. The comprehensive molecular characteristics of two rice events were revealed with additional unintended insertions comparing with the results from PCR and Southern blotting. Comprehensive transgene characterization of TT51-1 and T1c-19 is shown to be independent of a priori knowledge of the insert and vector sequences employing the developed approaches. This provides an opportunity to identify and characterize also unknown GM events.

The implementation of inclusive education in South Africa: Reflections arising from a workshop for teachers and therapists to introduce Universal Design for Learning.

PubMed

Dalton, Elizabeth M; Mckenzie, Judith Anne; Kahonde, Callista

2012-01-01

South Africa has adopted an inclusive education policy in order to address barriers to learning in the education system. However, the implementation of this policy is hampered by the lack of teachers' skills and knowledge in differentiating the curriculum to address a wide range of learning needs. In this paper we provided a background to inclusive education policy in South Africa and a brief exposition of an instructional design approach, Universal Design for Learning (UDL) that addresses a wide range of learning needs in a single classroom. We reported on a workshop conducted with teachers and therapists in South Africa as a first attempt to introduce UDL in this context. Knowledge of UDL was judged to be appropriate and useful by the course participants in the South African context as a strategy for curriculum differentiation in inclusive classrooms. Furthermore, knowledge of the UDL framework facilitates dialogue between teachers and therapists and provides a relatively simple and comprehensive approach for curriculum differentiation. We therefore conclude that there is potential for this approach that can be expanded through further teacher training.

The implementation of inclusive education in South Africa: Reflections arising from a workshop for teachers and therapists to introduce Universal Design for Learning

PubMed Central

Dalton, Elizabeth M.; Kahonde, Callista

2012-01-01

South Africa has adopted an inclusive education policy in order to address barriers to learning in the education system. However, the implementation of this policy is hampered by the lack of teachers’ skills and knowledge in differentiating the curriculum to address a wide range of learning needs. In this paper we provided a background to inclusive education policy in South Africa and a brief exposition of an instructional design approach, Universal Design for Learning (UDL) that addresses a wide range of learning needs in a single classroom. We reported on a workshop conducted with teachers and therapists in South Africa as a first attempt to introduce UDL in this context. Knowledge of UDL was judged to be appropriate and useful by the course participants in the South African context as a strategy for curriculum differentiation in inclusive classrooms. Furthermore, knowledge of the UDL framework facilitates dialogue between teachers and therapists and provides a relatively simple and comprehensive approach for curriculum differentiation. We therefore conclude that there is potential for this approach that can be expanded through further teacher training. PMID:28729974

Reading Comprehension Performance of Adolescents with Learning Disabilities.

ERIC Educational Resources Information Center

Snider, Vicki E.

1989-01-01

The study found that instructing 13 learning-disabled junior high students in the necessary prior knowledge (information and vocabulary concepts) led to superior reading comprehension performance. Textually explicit text structure also improved reading comprehension. (DB)

Assessing children's inference generation: what do tests of reading comprehension measure?

PubMed

Bowyer-Crane, Claudine; Snowling, Margaret J

2005-06-01

Previous research suggests that children with specific comprehension difficulties have problems with the generation of inferences. This raises important questions as to whether poor comprehenders have poor comprehension skills generally, or whether their problems are confined to specific inference types. The main aims of the study were (a) using two commonly used tests of reading comprehension to classify the questions requiring the generation of inferences, and (b) to investigate the relative performance of skilled and less-skilled comprehenders on questions tapping different inference types. The performance of 10 poor comprehenders (mean age 110.06 months) was compared with the performance of 10 normal readers (mean age 112.78 months) on two tests of reading comprehension. A qualitative analysis of the NARA II (form 1) and the WORD comprehension subtest was carried out. Participants were then administered the NARA II, WORD comprehension subtest and a test of non-word reading. The NARA II was heavily reliant on the generation of knowledge-based inferences, while the WORD comprehension subtest was biased towards the retention of literal information. Children identified by the NARA II as having comprehension difficulties performed in the normal range on the WORD comprehension subtests. Further, children with comprehension difficulties performed poorly on questions requiring the generation of knowledge-based and elaborative inferences. However, they were able to answer questions requiring attention to literal information or use of cohesive devices at a level comparable to normal readers. Different reading tests tap different types of inferencing skills. Lessskilled comprehenders have particular difficulty applying real-world knowledge to a text during reading, and this has implications for the formulation of effective intervention strategies.

The Effects of an Integrated Reading Comprehension Strategy: A Culturally Responsive Teaching Approach for Fifth-Grade Students' Reading Comprehension

ERIC Educational Resources Information Center

Bui, Yvonne N.; Fagan, Yvette M.

2013-01-01

The study evaluated the effects of the Integrated Reading Comprehension Strategy on two levels. The Integrated Reading Comprehension Strategy integrated story grammar instruction and story maps, prior knowledge and prediction method, and word webs through a culturally responsive teaching framework; the Integrated Reading Comprehension Strategy…

Unsupervised method for automatic construction of a disease dictionary from a large free text collection.

PubMed

Xu, Rong; Supekar, Kaustubh; Morgan, Alex; Das, Amar; Garber, Alan

2008-11-06

Concept specific lexicons (e.g. diseases, drugs, anatomy) are a critical source of background knowledge for many medical language-processing systems. However, the rapid pace of biomedical research and the lack of constraints on usage ensure that such dictionaries are incomplete. Focusing on disease terminology, we have developed an automated, unsupervised, iterative pattern learning approach for constructing a comprehensive medical dictionary of disease terms from randomized clinical trial (RCT) abstracts, and we compared different ranking methods for automatically extracting con-textual patterns and concept terms. When used to identify disease concepts from 100 randomly chosen, manually annotated clinical abstracts, our disease dictionary shows significant performance improvement (F1 increased by 35-88%) over available, manually created disease terminologies.

Unsupervised Method for Automatic Construction of a Disease Dictionary from a Large Free Text Collection

PubMed Central

Xu, Rong; Supekar, Kaustubh; Morgan, Alex; Das, Amar; Garber, Alan

2008-01-01

Concept specific lexicons (e.g. diseases, drugs, anatomy) are a critical source of background knowledge for many medical language-processing systems. However, the rapid pace of biomedical research and the lack of constraints on usage ensure that such dictionaries are incomplete. Focusing on disease terminology, we have developed an automated, unsupervised, iterative pattern learning approach for constructing a comprehensive medical dictionary of disease terms from randomized clinical trial (RCT) abstracts, and we compared different ranking methods for automatically extracting contextual patterns and concept terms. When used to identify disease concepts from 100 randomly chosen, manually annotated clinical abstracts, our disease dictionary shows significant performance improvement (F1 increased by 35–88%) over available, manually created disease terminologies. PMID:18999169

[Patient education: an indispensable element of care of patients with diabetes mellitus].

PubMed

Hidvégi, Tibor

2011-11-27

Diabetes is a chronic and progressive disorder that impacts upon almost every aspect of life. The number of people with diabetes is continuously growing and diabetes is associated with a high mortality rate. Diabetes education is a critical element of care of people with diabetes in order to improve clinical outcomes. The therapeutic patient education is a planned and structured program that is comprehensive in scope, flexible in content, responsive to an individual's clinical and psychological needs, and adaptable to patients' educational and cultural background. The diabetes educator should control the implementation of education and should evaluate the patient's knowledge. The educator should be trained for care of patients with chronic diseases and for education of patients with diabetes mellitus.

Event-based Plausibility Immediately Influences On-line Language Comprehension

PubMed Central

Matsuki, Kazunaga; Chow, Tracy; Hare, Mary; Elman, Jeffrey L.; Scheepers, Christoph; McRae, Ken

2011-01-01

In some theories of sentence comprehension, linguistically-relevant lexical knowledge such as selectional restrictions is privileged in terms of the time-course of its access and influence. We examined whether event knowledge computed by combining multiple concepts can rapidly influence language understanding even in the absence of selectional restriction violations. Specifically, we investigated whether instruments can combine with actions to influence comprehension of ensuing patients. Instrument-verb-patient triplets were created in a norming study designed to tap directly into event knowledge. In self-paced reading (Experiment 1), participants were faster to read patient nouns such as hair when they were typical of the instrument-action pair (Donna used the shampoo to wash vs. the hose to wash). Experiment 2 showed that these results were not due to direct instrument-patient relations. Experiment 3 replicated Experiment 1 using eyetracking, with effects of event typicality observed in first fixation and gaze durations on the patient noun. This research demonstrates that conceptual event-based expectations are computed and used rapidly and dynamically during on-line language comprehension. We discuss relationships among plausibility and predictability, as well as their implications. We conclude that selectional restrictions may be best considered as event-based conceptual knowledge, rather than lexical-grammatical knowledge. PMID:21517222

Understanding Genetic Breast Cancer Risk: Processing Loci of the BRCA Gist Intelligent Tutoring System

PubMed Central

Wolfe, Christopher R.; Reyna, Valerie F.; Widmer, Colin L.; Cedillos-Whynott, Elizabeth M.; Brust-Renck, Priscila G; Weil, Audrey M.; Hu, Xiangen

2016-01-01

The BRCA Gist Intelligent Tutoring System helps women understand and make decisions about genetic testing for breast cancer risk. BRCA Gist is guided by Fuzzy-Trace Theory, (FTT) and built using AutoTutor Lite. It responds differently to participants depending on what they say. Seven tutorial dialogues requiring explanation and argumentation are guided by three FTT concepts: forming gist explanations in one’s own words, emphasizing decision-relevant information, and deliberating the consequences of decision alternatives. Participants were randomly assigned to BRCA Gist, a control, or impoverished BRCA Gist conditions removing gist explanation dialogues, argumentation dialogues, or FTT images. All BRCA Gist conditions performed significantly better than controls on knowledge, comprehension, and risk assessment. Significant differences in knowledge, comprehension, and fine-grained dialogue analyses demonstrate the efficacy of gist explanation dialogues. FTT images significantly increased knowledge. Providing more elements in arguments against testing correlated with increased knowledge and comprehension. PMID:28008216

Understanding Genetic Breast Cancer Risk: Processing Loci of the BRCA Gist Intelligent Tutoring System.

PubMed

Wolfe, Christopher R; Reyna, Valerie F; Widmer, Colin L; Cedillos-Whynott, Elizabeth M; Brust-Renck, Priscila G; Weil, Audrey M; Hu, Xiangen

2016-07-01

The BRCA Gist Intelligent Tutoring System helps women understand and make decisions about genetic testing for breast cancer risk. BRCA Gist is guided by Fuzzy-Trace Theory, (FTT) and built using AutoTutor Lite. It responds differently to participants depending on what they say. Seven tutorial dialogues requiring explanation and argumentation are guided by three FTT concepts: forming gist explanations in one's own words, emphasizing decision-relevant information, and deliberating the consequences of decision alternatives. Participants were randomly assigned to BRCA Gist , a control, or impoverished BRCA Gist conditions removing gist explanation dialogues, argumentation dialogues, or FTT images. All BRCA Gist conditions performed significantly better than controls on knowledge, comprehension, and risk assessment. Significant differences in knowledge, comprehension, and fine-grained dialogue analyses demonstrate the efficacy of gist explanation dialogues. FTT images significantly increased knowledge. Providing more elements in arguments against testing correlated with increased knowledge and comprehension.

Improving Reading Comprehension and Social Studies Knowledge among Middle School Students with Disabilities

ERIC Educational Resources Information Center

Swanson, Elizabeth; Wanzek, Jeanne; Vaughn, Sharon; Roberts, Greg; Fall, Ana-Mari

2015-01-01

This study aimed to determine the efficacy of a content knowledge and reading comprehension treatment implemented by eighth-grade general education social studies teachers among students with disabilities included in the classes. Data on students with disabilities across 2 years of study were combined for the analysis presented here. Students in…

Understanding Depth of Vocabulary Online with Bilingual and Monolingual Children

ERIC Educational Resources Information Center

Proctor, C. Patrick; Uccelli, Paola; Dalton, Bridget; Snow, Catherine E.

2009-01-01

The sheer quantity of words known (breadth) is strongly predictive of reading comprehension, yet little is understood about how quality of word knowledge (depth) affects comprehension. A group of 35 bilingual and monolingual 5th-grade students worked on developing depth of knowledge of 8 words, culminating in an activity in which the students…

The Contribution of Knowledge about Anaphors, Organisational Signals and Refutations to Reading Comprehension

ERIC Educational Resources Information Center

García, J. Ricardo; Bustos, Andrea; Sánchez, Emilio

2015-01-01

Expository texts contain rhetorical devices that help readers to connect text ideas (within a text and with prior knowledge) and to monitor reading. Rhetorical competence addresses readers' skill in detecting, understanding and using these devices. We examined the contribution of rhetorical competence to reading comprehension on two groups of 11-…

Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students

ERIC Educational Resources Information Center

McKeown, Margaret G.; Crosson, Amy C.; Moore, Debra W.; Beck, Isabel L.

2018-01-01

This article presents findings from an intervention across sixth and seventh grades to teach academic words to middle school students. The goals included investigating a progression of outcomes from word knowledge to comprehension and investigating the processes students use in establishing word meaning. Participants in Year 1 were two sixth-grade…

The Explicit/Implicit Knowledge Distinction and Working Memory: Implications for Second-Language Reading Comprehension

ERIC Educational Resources Information Center

Ercetin, Gulcan; Alptekin, Cem

2013-01-01

Following an extensive overview of the subject, this study explores the relationships between second-language (L2) explicit/implicit knowledge sources, embedded in the declarative/procedural memory systems, and L2 working memory (WM) capacity. It further examines the relationships between L2 reading comprehension and L2 WM capacity as well as…

Assessing the Depth and Breadth of Vocabulary Knowledge with Listening Comprehension

ERIC Educational Resources Information Center

Teng, Feng

2014-01-01

This study was inspired by Qian (1999) and Staehr (2009) and researched 88 Chinese learners who had already passed the College English Test 4 (CET). These learners volunteered to participate in the study regarding the depth and breadth of vocabulary knowledge and its relationship with listening comprehension, which was assessed by analyzing the…

An In-Depth Investigation into the Relationship between Vocabulary Knowledge and Academic Listening Comprehension

ERIC Educational Resources Information Center

Teng, Feng

2016-01-01

The present study was conducted in the context of learning English as a Foreign Language (EFL) with the purpose of assessing the roles of breadth and depth of vocabulary knowledge in academic listening comprehension. The Vocabulary Size Test (VST, Nation & Beglar, 2007) and the Word Associates Test (WAT, Read, 2004) were administered to…

Personal Background Knowledge Influences Cross-Cultural Understanding

ERIC Educational Resources Information Center

Lin, Xiaodong; Bransford, John D.

2010-01-01

Purpose of the Study: The purpose of the study was to investigate how two types of videos, personal background knowledge (PBK) and general background knowledge (GBK), affect people's interpretation of a classroom problem case that involved a disconnection between a foreign college professor and her students. The PBK video described the professor's…

The interface between spoken and written language: developmental disorders.

PubMed

Hulme, Charles; Snowling, Margaret J

2014-01-01

We review current knowledge about reading development and the origins of difficulties in learning to read. We distinguish between the processes involved in learning to decode print, and the processes involved in reading for meaning (reading comprehension). At a cognitive level, difficulties in learning to read appear to be predominantly caused by deficits in underlying oral language skills. The development of decoding skills appears to depend critically upon phonological language skills, and variations in phoneme awareness, letter-sound knowledge and rapid automatized naming each appear to be causally related to problems in learning to read. Reading comprehension difficulties in contrast appear to be critically dependent on a range of oral language comprehension skills (including vocabulary knowledge and grammatical, morphological and pragmatic skills).

The Relationship between Background Classical Music and Reading Comprehension on Seventh and Eighth Grade Students

ERIC Educational Resources Information Center

Falcon, Evelyn

2017-01-01

The purpose of this study was to examine if there is any relationship on reading comprehension when background classical music is played in the setting of a 7th and 8th grade classroom. This study also examined if there was a statistically significant difference in test anxiety when listening to classical music while completing a test. Reading…

Attitudes and Cultural Background and Their Relationship to Reading Comprehension in a Second Language: A Comparison of Three Different Social Contexts.

ERIC Educational Resources Information Center

Abu-Rabia, Salim

1996-01-01

Investigates the relationship of attitudes and cultural background to reading comprehension in the second language (L2) of Israeli Arab students learning Hebrew and Israeli Jewish and Canadian Arab students learning English. Results showed that the motivation of students to learning their L2 was instrumental rather than integrative, regardless of…

An Investigation of the Effects of Reader Characteristics on Reading Comprehension Of a General Chemistry Text

NASA Astrophysics Data System (ADS)

Neiles, Kelly Y.

There is great concern in the scientific community that students in the United States, when compared with other countries, are falling behind in their scientific achievement. Increasing students' reading comprehension of scientific text may be one of the components involved in students' science achievement. To investigate students' reading comprehension this quantitative study examined the effects of different reader characteristics, namely, students' logical reasoning ability, factual chemistry knowledge, working memory capacity, and schema of the chemistry concepts, on reading comprehension of a chemistry text. Students' reading comprehension was measured through their ability to encode the text, access the meanings of words (lexical access), make bridging and elaborative inferences, and integrate the text with their existing schemas to make a lasting mental representation of the text (situational model). Students completed a series of tasks that measured the reader characteristic and reading comprehension variables. Some of the variables were measured using new technologies and software to investigate different cognitive processes. These technologies and software included eye tracking to investigate students' lexical accessing and a Pathfinder program to investigate students' schema of the chemistry concepts. The results from this study were analyzed using canonical correlation and regression analysis. The canonical correlation analysis allows for the ten variables described previously to be included in one multivariate analysis. Results indicate that the relationship between the reader characteristic variables and the reading comprehension variables is significant. The resulting canonical function accounts for a greater amount of variance in students' responses then any individual variable. Regression analysis was used to further investigate which reader characteristic variables accounted for the differences in students' responses for each reading comprehension variable. The results from this regression analysis indicated that the two schema measures (measured by the Pathfinder program) accounted for the greatest amount of variance in four of the reading comprehension variables (encoding the text, bridging and elaborative inferences, and delayed recall of a general summary). This research suggest that providing students with background information on chemistry concepts prior to having them read the text may result in better understanding and more effective incorporation of the chemistry concepts into their schema.

ICA contribution to the development of international standards of competence for nautical cartographers

NASA Astrophysics Data System (ADS)

Furness, Ron; Tsoulos, Lysandros

2018-05-01

All professions face challenges as how best to ensure the achievement and continuance of the highest standards as they seek to determine and promulgate best practices. In the essentially linked professions of hydrographic surveying and nautical cartography these challenges become immediately international in their impacts and require close cooperation between the professional bodies representing surveyors, hydrographers and cartographers. The Standards of Competence for Nautical Cartographers are known in short form as S-8 and they describe the minimum required competencies for nautical cartographers. They indicate the minimum degree of knowledge and experience considered necessary for nautical cartographers and provide a set of programme outlines against which the FIG/IHO/ICA International Board on Standards of Competence for Hydrographic Surveyors and Nautical Cartographers may evaluate programmes submitted for recognition. The Standards recognize two levels of competence: Cate- gory A and Category B. In nautical charting communities, Category A programmes offer levels of comprehensive and broad-based knowledge in all aspects of the theory and practice of nautical cartography. Category B programmes provide a level of practical comprehension, along with the essential theoretical background, necessary for individuals to carry out the various nautical cartography tasks. The Standards have recently undergone complete review and should be ratified during 2017/18. This paper aims to bring the existence and aims of the Standards to the wider notice of ICA members and to describe the philosophy and aims of the review in meeting the professional competency needs of the nautical cartographic community.

Airborne Particulate Threat Assessment

DOE Office of Scientific and Technical Information (OSTI.GOV)

Patrick Treado; Oksana Klueva; Jeffrey Beckstead

Aerosol threat detection requires the ability to discern between threat agents and ambient background particulate matter (PM) encountered in the environment. To date, Raman imaging technology has been demonstrated as an effective strategy for the assessment of threat agents in the presence of specific, complex backgrounds. Expanding our understanding of the composition of ambient particulate matter background will improve the overall performance of Raman Chemical Imaging (RCI) detection strategies for the autonomous detection of airborne chemical and biological hazards. Improving RCI detection performance is strategic due to its potential to become a widely exploited detection approach by several U.S. governmentmore » agencies. To improve the understanding of the ambient PM background with subsequent improvement in Raman threat detection capability, ChemImage undertook the Airborne Particulate Threat Assessment (APTA) Project in 2005-2008 through a collaborative effort with the National Energy Technology Laboratory (NETL), under cooperative agreement number DE-FC26-05NT42594. During Phase 1 of the program, a novel PM classification based on molecular composition was developed based on a comprehensive review of the scientific literature. In addition, testing protocols were developed for ambient PM characterization. A signature database was developed based on a variety of microanalytical techniques, including scanning electron microscopy, FT-IR microspectroscopy, optical microscopy, fluorescence and Raman chemical imaging techniques. An automated particle integrated collector and detector (APICD) prototype was developed for automated collection, deposition and detection of biothreat agents in background PM. During Phase 2 of the program, ChemImage continued to refine the understanding of ambient background composition. Additionally, ChemImage enhanced the APICD to provide improved autonomy, sensitivity and specificity. Deliverables included a Final Report detailing our findings and APICD Gen II subsystems for automated collection, deposition and detection of ambient particulate matter. Key findings from the APTA Program include: Ambient biological PM taxonomy; Demonstration of key subsystems needed for autonomous bioaerosol detection; System design; Efficient electrostatic collection; Automated bioagent recognition; Raman analysis performance validating Td<9 sec; Efficient collection surface regeneration; and Development of a quantitative bioaerosol defection model. The objective of the APTA program was to advance the state of our knowledge of ambient background PM composition. Operation of an automated aerosol detection system was enhanced by a more accurate assessment of background variability, especially for sensitive and specific sensing strategies like Raman detection that are background-limited in performance. Based on this improved knowledge of background, the overall threat detection performance of Raman sensors was improved.« less

Hemispheric Asymmetry in Event Knowledge Activation During Incremental Language Comprehension: A Visual Half-Field ERP Study

PubMed Central

Metusalem, Ross; Kutas, Marta; Urbach, Thomas P.; Elman, Jeffrey L.

2016-01-01

During incremental language comprehension, the brain activates knowledge of described events, including knowledge elements that constitute semantic anomalies in their linguistic context. The present study investigates hemispheric asymmetries in this process, with the aim of advancing our understanding of the neural basis and functional properties of event knowledge activation during incremental comprehension. In a visual half-field event-related brain potential (ERP) experiment, participants read brief discourses in which the third sentence contained a word that was either highly expected, semantically anomalous but related to the described event, or semantically anomalous but unrelated to the described event. For both visual fields of target word presentation, semantically anomalous words elicited N400 ERP components of greater amplitude than did expected words. Crucially, event-related anomalous words elicited a reduced N400 relative to event-unrelated anomalous words only with left visual field/right hemisphere presentation. This result suggests that right hemisphere processes are critical to the activation of event knowledge elements that violate the linguistic context, and in doing so informs existing theories of hemispheric asymmetries in semantic processing during language comprehension. Additionally, this finding coincides with past research suggesting a crucial role for the right hemisphere in elaborative inference generation, raises interesting questions regarding hemispheric coordination in generating event-specific linguistic expectancies, and more generally highlights the possibility of functional dissociation between event knowledge activation for the generation of elaborative inferences and for linguistic expectancies. PMID:26878980

Hemispheric asymmetry in event knowledge activation during incremental language comprehension: A visual half-field ERP study.

PubMed

Metusalem, Ross; Kutas, Marta; Urbach, Thomas P; Elman, Jeffrey L

2016-04-01

During incremental language comprehension, the brain activates knowledge of described events, including knowledge elements that constitute semantic anomalies in their linguistic context. The present study investigates hemispheric asymmetries in this process, with the aim of advancing our understanding of the neural basis and functional properties of event knowledge activation during incremental comprehension. In a visual half-field event-related brain potential (ERP) experiment, participants read brief discourses in which the third sentence contained a word that was either highly expected, semantically anomalous but related to the described event (Event-Related), or semantically anomalous but unrelated to the described event (Event-Unrelated). For both visual fields of target word presentation, semantically anomalous words elicited N400 ERP components of greater amplitude than did expected words. Crucially, Event-Related anomalous words elicited a reduced N400 relative to Event-Unrelated anomalous words only with left visual field/right hemisphere presentation. This result suggests that right hemisphere processes are critical to the activation of event knowledge elements that violate the linguistic context, and in doing so informs existing theories of hemispheric asymmetries in semantic processing during language comprehension. Additionally, this finding coincides with past research suggesting a crucial role for the right hemisphere in elaborative inference generation, raises interesting questions regarding hemispheric coordination in generating event-specific linguistic expectancies, and more generally highlights the possibility of functional dissociation of event knowledge activation for the generation of elaborative inferences and for linguistic expectancies. Copyright © 2016 Elsevier Ltd. All rights reserved.

Promoting the Comprehension of Teachers and Students Using Young Adult Literature

ERIC Educational Resources Information Center

Henderson, Shannon C.; Buskist, Connie

2011-01-01

Adolescents who struggle with reading most often encounter problems with comprehension, rather than the ability to read words. Comprehension is a dynamic process that requires the reader to use multiple strategies as meaning is constructed. To improve the reading comprehension of their students, teachers must be knowledgeable about what…

Early Prediction of Reading Comprehension within the Simple View Framework

ERIC Educational Resources Information Center

Catts, Hugh W.; Herrera, Sarah; Nielsen, Diane Corcoran; Bridges, Mindy Sittner

2015-01-01

The simple view of reading proposes that reading comprehension is the product of word reading and language comprehension. In this study, we used the simple view framework to examine the early prediction of reading comprehension abilities. Using multiple measures for all constructs, we assessed word reading precursors (i.e., letter knowledge,…

Finding gene regulatory network candidates using the gene expression knowledge base.

PubMed

Venkatesan, Aravind; Tripathi, Sushil; Sanz de Galdeano, Alejandro; Blondé, Ward; Lægreid, Astrid; Mironov, Vladimir; Kuiper, Martin

2014-12-10

Network-based approaches for the analysis of large-scale genomics data have become well established. Biological networks provide a knowledge scaffold against which the patterns and dynamics of 'omics' data can be interpreted. The background information required for the construction of such networks is often dispersed across a multitude of knowledge bases in a variety of formats. The seamless integration of this information is one of the main challenges in bioinformatics. The Semantic Web offers powerful technologies for the assembly of integrated knowledge bases that are computationally comprehensible, thereby providing a potentially powerful resource for constructing biological networks and network-based analysis. We have developed the Gene eXpression Knowledge Base (GeXKB), a semantic web technology based resource that contains integrated knowledge about gene expression regulation. To affirm the utility of GeXKB we demonstrate how this resource can be exploited for the identification of candidate regulatory network proteins. We present four use cases that were designed from a biological perspective in order to find candidate members relevant for the gastrin hormone signaling network model. We show how a combination of specific query definitions and additional selection criteria derived from gene expression data and prior knowledge concerning candidate proteins can be used to retrieve a set of proteins that constitute valid candidates for regulatory network extensions. Semantic web technologies provide the means for processing and integrating various heterogeneous information sources. The GeXKB offers biologists such an integrated knowledge resource, allowing them to address complex biological questions pertaining to gene expression. This work illustrates how GeXKB can be used in combination with gene expression results and literature information to identify new potential candidates that may be considered for extending a gene regulatory network.

Comprehension Challenges in the Fourth Grade: The Roles of Text Cohesion, Text Genre, and Readers' Prior Knowledge

ERIC Educational Resources Information Center

McNamara, Danielle S.; Ozuru, Yasuhiro; Floyd, Randy G.

2011-01-01

We examined young readers' comprehension as a function of text genre (narrative, science), text cohesion (high, low), and readers' abilities (reading decoding skills and world knowledge). The overarching purpose of this study was to contribute to our understanding of the "fourth grade slump". Children in grade 4 read four texts,…

BOLD Response to Motion Verbs in Left Posterior Middle Temporal Gyrus during Story Comprehension

ERIC Educational Resources Information Center

Wallentin, Mikkel; Nielsen, Andreas Hojlund; Vuust, Peter; Dohn, Anders; Roepstorff, Andreas; Lund, Torben Ellegaard

2011-01-01

A primary focus within neuroimaging research on language comprehension is on the distribution of semantic knowledge in the brain. Studies have shown that the left posterior middle temporal gyrus (LPMT), a region just anterior to area MT/V5, is important for the processing of complex action knowledge. It has also been found that motion verbs cause…

Investigating the Effect of Contextual Clues on the Processing of Unfamiliar Words in Second Language Listening Comprehension

ERIC Educational Resources Information Center

Cai, Wei; Lee, Benny P. H.

2010-01-01

This study examines the effect of contextual clues on the use of strategies (inferencing and ignoring) and knowledge sources (semantics, morphology, world knowledge, and others) for processing unfamiliar words in listening comprehension. Three types of words were investigated: words with local co-text clues, global co-text clues and extra-textual…

Improving Reading Comprehension Strategies Using Student Produced CD's Combined with More Traditional Activities.

ERIC Educational Resources Information Center

Goss, Gail

Readers possess vast amounts of knowledge gained from their prior experiences and exposures. The more they are helped to use that knowledge for connecting new ideas to known subjects as they read, the better their comprehension will be. Discussions before reading have been a traditional way to activate students' schema for stories, but a new…

The Impact of a Community-Based Comprehensive Sex Education Program on Chinese Adolescents' Sex-Related Knowledge and Attitudes

ERIC Educational Resources Information Center

Wang, Bo; Meier, Ann; Shah, Iqbal; Li, Xiaoming

2006-01-01

The purpose of this study was to evaluate a community-based comprehensive sex education program among unmarried youth in China. The impact of the intervention on sexual knowledge, attitudes, and sexual initiation were assessed, using a pre-test post-test quasi-experimental research design. The program used six methods for providing sex-related…

Reading Engagement in Social Studies: Exploring the Role of a Social Studies Literacy Intervention on Reading Comprehension, Reading Self-Efficacy, and Engagement in Middle School Students with Different Language Backgrounds

ERIC Educational Resources Information Center

Barber, Ana Taboada; Buehl, Michelle M.; Kidd, Julie K.; Sturtevant, Elizabeth G.; Nuland, Leila Richey; Beck, Jori

2015-01-01

The authors examined the role of an intervention designed to increase reading comprehension, reading self-efficacy beliefs, and engagement in social studies for middle school students of varying language backgrounds. Thirteen sixth- and seventh-grade teachers implemented the United States History for Engaged Reading (USHER) program with their…

Toward Understanding the Second Language Learning of Arab Students in Israel and Canada: The Relationship of Attitudes and Cultural Background to Reading Comprehension.

ERIC Educational Resources Information Center

Abu-Rabia, Salim; Feuerverger, Grace

1996-01-01

Investigated the relationship between cultural background of Arab students in Canada and Israel and reading comprehension of majority and minority group stories. Findings indicate that, in terms of language education, it is essential to develop pedagogies that respond to the diversity of the social contexts in which the learners are situated. (70…

A comprehensive model for executing knowledge management audits in organizations: a systematic review.

PubMed

Shahmoradi, Leila; Ahmadi, Maryam; Sadoughi, Farahnaz; Piri, Zakieh; Gohari, Mahmood Reza

2015-01-01

A knowledge management audit (KMA) is the first phase in knowledge management implementation. Incomplete or incomprehensive execution of the KMA has caused many knowledge management programs to fail. A study was undertaken to investigate how KMAs are performed systematically in organizations and present a comprehensive model for performing KMAs based on a systematic review. Studies were identified by searching electronic databases such as Emerald, LISA, and the Cochrane library and e-journals such as the Oxford Journal and hand searching of printed journals, theses, and books in the Tehran University of Medical Sciences digital library. The sources used in this study consisted of studies available through the digital library of the Tehran University of Medical Sciences that were published between 2000 and 2013, including both Persian- and English-language sources, as well as articles explaining the steps involved in performing a KMA. A comprehensive model for KMAs is presented in this study. To successfully execute a KMA, it is necessary to perform the appropriate preliminary activities in relation to the knowledge management infrastructure, determine the knowledge management situation, and analyze and use the available data on this situation.

Investigating the Effects of Background Knowledge on Chinese Word Processing during Text Reading: Evidence from Eye Movements

ERIC Educational Resources Information Center

Jian, Yu-Cin; Ko, Hwa-Wei

2014-01-01

This study investigates the effects of background knowledge on Chinese word processing during silent reading by monitoring adult readers' eye movements. Both higher knowledge (physics major) and lower knowledge (nonphysics major) graduate students were given physics texts to read. Higher knowledge readers spent less time rereading and had…

Improving Reading Comprehension in Reading and Listening Settings: The Effect of Two Training Programmes Focusing on Metacognition and Working Memory

ERIC Educational Resources Information Center

Carretti, Barbara; Caldarola, Nadia; Tencati, Chiara; Cornoldi, Cesare

2014-01-01

Background: Metacognition and working memory (WM) have been found associated with success in reading comprehension, but no studies have examined their combined effect on the training of reading comprehension. Another open question concerns the role of listening comprehension: In particular, it is not clear whether training to improve reading…

Cross-Cultural Reading Comprehension Assessment in Malay and English as It Relates to the Dagostino-Carifio Model of Reading Comprehension

ERIC Educational Resources Information Center

Dagostino, Lorraine; Carifio, James; Bauer, Jennifer D. C.; Zhao, Qing

2013-01-01

The review of existing literature suggests that few researchers have adopted cross-language comparisons to explore how cultural background affects the assessment of reading comprehension of students. In this present study, the researchers independently reviewed and rated all the items of two reading comprehension tests translated from Malay into…

Going beyond the lesson: Self-generating new factual knowledge in the classroom

PubMed Central

Esposito, Alena G.; Bauer, Patricia J.

2016-01-01

For children to build a knowledge base, they must integrate and extend knowledge acquired across separate episodes of new learning. Children’s performance was assessed in a task requiring them to self-generate new factual knowledge from the integration of novel facts presented through separate lessons in the classroom. Whether self-generation performance predicted academic outcomes in reading comprehension and mathematics was also examined. The 278 participating children were in grades K-3 (mean age 7.7 years; range 5.5–10.3 years). Children self-generated new factual knowledge through integration in the classroom; age-related increases were observed. Self-generation performance predicted both reading comprehension and mathematics academic outcomes, even when controlling for caregiver education. PMID:27728784

A Canadian survey of postgraduate education in Aboriginal women's health in obstetrics and gynaecology.

PubMed

Jumah, Naana Afua; Wilson, Don; Shah, Rajiv

2013-07-01

To assess Canadian obstetrics and gynaecology residents' knowledge of and experience in Indigenous women's health (IWH), including a self-assessment of competency, and to assess the ability of residency program directors to provide a curriculum in IWH and to assess the resources available to support this initiative. Surveys for residents and for program directors were distributed to all accredited obstetrics and gynaecology residency programs in Canada. The resident survey consisted of 20 multiple choice questions in four key areas: general knowledge regarding Indigenous peoples in Canada; the impact of the residential school system; clinical experience in IWH; and a self-assessment of competency in IWH. The program director survey included an assessment of the content of the curriculum in IWH and of the resources available to support this curriculum. Residents have little background knowledge of IWH and the determinants of health, and are aware of their knowledge gap. Residents are interested in IWH and recognize the importance of IWH training for their future practice. Program directors support the development of an IWH curriculum, but they lack the resources to provide a comprehensive IWH curriculum and would benefit from having a standardized curriculum available. A nationwide curriculum initiative may be an effective way to facilitate the provision of education in IWH while decreasing the need for resources in individual programs.

Preliminary study of the effects of an educational workshop on therapeutic use of music and aesthetic experience with music in first-line nurses.

PubMed

Lai, Hui-Ling

2011-11-01

The purpose of this study was to assess the effects of an educational workshop on knowledge of and attitude toward therapeutic use of music and aesthetic experiences with music among first-line nurses. A one-group pre-test/post-test design was used. Forty-six first-line nurses, aged 21-56 years, were recruited from seven different hospitals. Questionnaires were used to assess the nurses' knowledge of and attitude toward therapeutic use of music and aesthetic experience with music before and after the workshop, and 3 months after the workshop. The workshop comprised three sessions; the nurses participated in 8h of instruction the first week and 4h, the second week covering analytical music appreciation, music staves comprehension, theory and practice of music therapy, and evidence-based music intervention. Educational workshop significantly improved knowledge of and attitudes toward therapeutic use of music and music aesthetic experiences (p<0.001). A sustained effect of the workshop was found at follow up 3-month after workshop. The mean change in scores for music aesthetic experiences between nurse with and without music backgrounds differed significantly (p=0.01). The workshop enhanced the knowledge of and attitude toward therapeutic use of music and aesthetic experiences with music among first-line nurses. Copyright © 2010 Elsevier Ltd. All rights reserved.

Interhemispheric Differences in Knowledge of Animals Among Patients With Semantic Dementia

PubMed Central

Mendez, Mario F.; Kremen, Sarah A.; Tsai, Po-Heng; Shapira, Jill S.

2011-01-01

Objective To investigate interhemispheric differences on naming and fluency tasks for living versus nonliving things among patients with semantic dementia (SD). Background In SD, left-temporal involvement impairs language and word comprehension, and right-temporal involvement impairs facial recognition. There may be other interhemispheric differences, particularly in the animate-inanimate dichotomy. Method On the basis of magnetic resonance imaging (MRI) ratings of anterior temporal atrophy, 36 patients who met criteria for SD were divided into 21 with left-predominant and 11 with right-predominant involvement (4 others were too symmetric for analysis). The left and right-predominant groups were compared on naming, fluency, and facial recognition tests. Results Consistent with greater language impairment, the left-predominant patients had worse naming, especially inanimate and letter fluency, than the right-predominant patients. In contrast, difference in scores suggested selective impairment of animal naming, animal name fluency, and semantic knowledge for animate items among the right-predominant patients. Proportionally more right than left-predominant patients misnamed animal items and faces. Conclusions These findings support interhemispheric differences in animal knowledge. Whereas left-predominant SD equally affects animate and inanimate words from language involvement, right-predominant SD, with greater sparing of language, continues to impair other semantic aspects of animals. The right anterior temporal region seems to make a unique contribution to knowledge of living things. PMID:21042206

Knowledge, attitude and practice towards eating and physical activity among primary school children in Brunei: a cross-sectional study.

PubMed

Murang, Zaidah Rizidah; Tuah, Naa; Naing, Lin

2017-11-30

Background Childhood obesity has become a global public health crisis. Many studies have been conducted to explore the knowledge, attitude and practices towards eating and physical activity amongst parents and healthcare workers. However, very little is known amongst children. It is imperative to understand these factors as they have been associated with obesity among children. Objective This study aimed to assess the knowledge, attitude and practices of Bruneian children towards eating and physical activity, in order to identify the factors that influence the development of obesity. Methods The study involved 353 children from four primary schools in Brunei. The data collection tool used was modified validated questionnaires with sections on demographic characteristic, knowledge about obesity, eating habits and physical activity. Results The majority of children (>60%) had good knowledge of obesity and intake of healthy food, but, 84.2% lacked knowledge on the required daily servings of fruits and vegetables. 68.8% purchased food and beverages from their school canteen. 93.8% were aware about the health benefits of physical activity and 70.2% spent only 1-2 h of screen time per day, however, 46.9% did not meet the recommended amount of physical activity although they reported to have performed enough. This suggested that a comprehensive education on food intake requirements and physical activity are necessary in order to better educate children. Conclusion Health educators and public health professionals may find our findings useful in order to plan and develop tailored interventions for children, as well as better promotion of a healthy lifestyle to children and their families.

Palliative Care: Delivering Comprehensive Oncology Nursing Care.

PubMed

Dahlin, Constance

2015-11-01

To describe palliative care as part of comprehensive oncology nursing care. A review of the palliative care, oncology, and nursing literature over the past 10 years. Palliative care is mandated as part of comprehensive cancer care. A cancer diagnosis often results in distress in the physical, psychosocial, spiritual, and emotional domains of care. Oncology nurses are essential in providing palliative care from diagnosis to death to patients with cancer. They address the myriad aspects of cancer. With palliative care skills and knowledge, oncology nurses can provide quality cancer care. There are many opportunities in which oncology nurses can promote palliative care. Oncology nurses must obtain knowledge and skills in primary palliative care to provide comprehensive cancer care. Copyright © 2015 Elsevier Inc. All rights reserved.

The Role of "Effort after Meaning" and "Click of Comprehension" in Recall of Sentences. Final Report.

ERIC Educational Resources Information Center

Bransford, John D.; Franks, Jeffrey J.

This report discusses research and theory that explore relationships between comprehension and knowledge acquisition. Studies are reported that indicate the lack of a one-to-one correspondence between initial comprehension activities and abilities to remember. It is noted that the value of comprehensive activities depends on how people must later…

Reading in the Disciplines: The Challenges of Adolescent Literacy. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy

ERIC Educational Resources Information Center

Lee, Carol D.; Spratley, Anika

2010-01-01

Adolescents may struggle with text for a number of reasons, including problems with a) vocabulary knowledge, b) general knowledge of topics and text structures, c) knowing of what to do when comprehension breaks down, or d) proficiency in monitoring their own reading comprehension. Most recent literacy initiatives target younger readers and…

Morphological Awareness in Literacy Acquisition of Chinese Second Graders: A Path Analysis.

PubMed

Zhang, Haomin

2016-02-01

The present study tested a path diagram regarding the contribution of morphological awareness (MA) to early literacy acquisition among Chinese-speaking second graders ([Formula: see text]). Three facets of MA were addressed, namely derivational awareness, compound awareness and compound structure awareness. The model aimed to test a theory of causal order among measures of MA and literacy outcomes. Drawing upon multivariate path analysis, direct and indirect effects of MA were analyzed to identify their role in literacy performance among young children. Results revealed that all three facets of MA made significant contributions to lexical inference ability. In addition, compound awareness showed a unique and significant contribution to vocabulary knowledge. It was also observed that lexical inference ability had a mediating effect predictive of both vocabulary knowledge and reading comprehension. Moreover, vocabulary knowledge mediated the effect of MA on reading comprehension. However, no significant contribution of MA to reading comprehension was found after controlling for lexical inference ability and vocabulary knowledge.

Results of a Comprehension Test in Mathematics

ERIC Educational Resources Information Center

Debrenti, Edith

2013-01-01

In higher education the main subjects build on the knowledge acquired in high school. Research shows that students entering universities have acquired basic knowledge to different extents. It is very important to be able to apply mathematical knowledge directly. Students often treat practical knowledge separately from theoretical knowledge. They…

Similar but Different: Differences in Comprehension Diagnosis on the Neale Analysis of Reading Ability and the York Assessment of Reading for Comprehension

ERIC Educational Resources Information Center

Colenbrander, Danielle; Nickels, Lyndsey; Kohnen, Saskia

2017-01-01

Background: Identifying reading comprehension difficulties is challenging. There are many comprehension tests to choose from, and a child's diagnosis can be influenced by various factors such as a test's format and content and the choice of diagnostic criteria. We investigate these issues with reference to the Neale Analysis of Reading Ability…

How age and linguistic competence alter the interplay of perceptual and cognitive factors when listening to conversations in a noisy environment

PubMed Central

Avivi-Reich, Meital; Daneman, Meredyth; Schneider, Bruce A.

2013-01-01

Multi-talker conversations challenge the perceptual and cognitive capabilities of older adults and those listening in their second language (L2). In older adults these difficulties could reflect declines in the auditory, cognitive, or linguistic processes supporting speech comprehension. The tendency of L2 listeners to invoke some of the semantic and syntactic processes from their first language (L1) may interfere with speech comprehension in L2. These challenges might also force them to reorganize the ways in which they perceive and process speech, thereby altering the balance between the contributions of bottom-up vs. top-down processes to speech comprehension. Younger and older L1s as well as young L2s listened to conversations played against a babble background, with or without spatial separation between the talkers and masker, when the spatial positions of the stimuli were specified either by loudspeaker placements (real location), or through use of the precedence effect (virtual location). After listening to a conversation, the participants were asked to answer questions regarding its content. Individual hearing differences were compensated for by creating the same degree of difficulty in identifying individual words in babble. Once compensation was applied, the number of questions correctly answered increased when a real or virtual spatial separation was introduced between babble and talkers. There was no evidence that performance differed between real and virtual locations. The contribution of vocabulary knowledge to dialog comprehension was found to be larger in the virtual conditions than in the real whereas the contribution of reading comprehension skill did not depend on the listening environment but rather differed as a function of age and language proficiency. The results indicate that the acoustic scene and the cognitive and linguistic competencies of listeners modulate how and when top-down resources are engaged in aid of speech comprehension. PMID:24578684

How age and linguistic competence alter the interplay of perceptual and cognitive factors when listening to conversations in a noisy environment.

PubMed

Avivi-Reich, Meital; Daneman, Meredyth; Schneider, Bruce A

2014-01-01

Multi-talker conversations challenge the perceptual and cognitive capabilities of older adults and those listening in their second language (L2). In older adults these difficulties could reflect declines in the auditory, cognitive, or linguistic processes supporting speech comprehension. The tendency of L2 listeners to invoke some of the semantic and syntactic processes from their first language (L1) may interfere with speech comprehension in L2. These challenges might also force them to reorganize the ways in which they perceive and process speech, thereby altering the balance between the contributions of bottom-up vs. top-down processes to speech comprehension. Younger and older L1s as well as young L2s listened to conversations played against a babble background, with or without spatial separation between the talkers and masker, when the spatial positions of the stimuli were specified either by loudspeaker placements (real location), or through use of the precedence effect (virtual location). After listening to a conversation, the participants were asked to answer questions regarding its content. Individual hearing differences were compensated for by creating the same degree of difficulty in identifying individual words in babble. Once compensation was applied, the number of questions correctly answered increased when a real or virtual spatial separation was introduced between babble and talkers. There was no evidence that performance differed between real and virtual locations. The contribution of vocabulary knowledge to dialog comprehension was found to be larger in the virtual conditions than in the real whereas the contribution of reading comprehension skill did not depend on the listening environment but rather differed as a function of age and language proficiency. The results indicate that the acoustic scene and the cognitive and linguistic competencies of listeners modulate how and when top-down resources are engaged in aid of speech comprehension.

Mind the (knowledge) gap: the effect of a communication instrument on emergency department patients' comprehension of and satisfaction with care.

PubMed

Simmons, Stefanie; Sharp, Brian; Fowler, Jennifer; Fowkes, Hope; Paz-Arabo, Patricia; Dilt-Skaggs, Mary Kate; Singal, Bonita; Carter, Thomas

2015-02-01

We developed a communication instrument to be used in the Emergency Department (ED) and hypothesized that use of this guide would increase patient comprehension of and satisfaction with care. This multi-site trial enrolled 643 patients in treatment and control groups. Comprehension of care was assessed by chart review and satisfaction measured via validated survey. Use of the instrument was not associated with improvements in patient knowledge about their care, with a mean of 4.6 (95% CI: 4.8-5.8) comprehension defects in the control group and 4.4 (95% CI: 3.9-4.9) in the treatment group. There was no significant effect on patient satisfaction 76.4% versus 76.9%, p=0.34. Elderly patients in both groups were found to have 1.1 (p<0.01) more knowledge gaps than younger patients. Patients frequently misunderstand medical care in the ED. Comprehension decreases with increasing age. An isolated communication instrument does not improve satisfaction with or understanding of the care received. Providing a structured place for providers and patients to record details of care does not seem to improve satisfaction with or comprehension of care. Interventions that focus on communication skills and face time with patients may prove more effective. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Proverb Comprehension as a Function of Reading Proficiency in Preadolescents.

ERIC Educational Resources Information Center

Nippold, Marilyn A.; Allen, Melissa M.; Kirsch, Dixon I.

2001-01-01

Proverb comprehension through reading was examined in 42 preadolescent students, 24 of whom were identified as "proficient readers," and 18 as "less proficient readers." Comprehension on both unfamiliar concrete and abstract proverbs was associated with reading proficiency, word knowledge, and analogical reasoning. (Contains references.)…

The neural correlates of strategic reading comprehension: cognitive control and discourse comprehension.

PubMed

Moss, Jarrod; Schunn, Christian D; Schneider, Walter; McNamara, Danielle S; Vanlehn, Kurt

2011-09-15

Neuroimaging studies of text comprehension conducted thus far have shed little light on the brain mechanisms underlying strategic learning from text. Thus, the present study was designed to answer the question of what brain areas are active during performance of complex reading strategies. Reading comprehension strategies are designed to improve a reader's comprehension of a text. For example, self-explanation is a complex reading strategy that enhances existing comprehension processes. It was hypothesized that reading strategies would involve areas of the brain that are normally involved in reading comprehension along with areas that are involved in strategic control processes because the readers are intentionally using a complex reading strategy. Subjects were asked to reread, paraphrase, and self-explain three different texts in a block design fMRI study. Activation was found in both executive control and comprehension areas, and furthermore, learning from text was associated with activation in the anterior prefrontal cortex (aPFC). The authors speculate that the aPFC may play a role in coordinating the internal and external modes of thought that are necessary for integrating new knowledge from texts with prior knowledge. Copyright © 2011 Elsevier Inc. All rights reserved.

Narrative review of EHDI in South Africa

PubMed Central

Storbeck, Claudine

2015-01-01

Background With 17 babies born with hearing loss every day in South Africa, there is a pressing need for systematic Early Hearing Detection and Intervention (EHDI) services. Progress is being made in offering newborn hearing screening and studies have been conducted to document these processes within South Africa. However, due to the lack of a national and holistic overview of EHDI services to date, an accurate picture of the current status of EHDI within the South African context is required. Objective To document and profile what has been published within the field of EHDI in South Africa over the last two decades (Jan 1995–Sept 2014) in order to gain a comprehensive overview of the current status and practice of screening and diagnosis in the field of paediatric hearing loss. Method A narrative review of peer-reviewed articles related to EHDI in South Africa was conducted by searching the EBSCOHOST, SCOPUS and JSTOR databases for the period January 1995 to September 2014. Results Results indicate that over the last two decades research and publications in the field of EHDI have increased considerably. These publications have revealed extensive knowledge related to paediatric hearing screening and intervention services in South Africa; however, this knowledge seems to be limited primarily to the provinces of Gauteng and the Western Cape. Furthermore, studies pertaining to diagnosis have revealed that, although much has been written on the scientific aspects on tools for diagnosis of hearing loss, there is a lack of comprehensive information on diagnostic protocols and procedures. Conclusion Despite the clear progress being made in South Africa in the field of early hearing detection and intervention, there is a need for comprehensive studies on protocols and procedures in diagnosing paediatric hearing loss. Finally, the narrative review revealed a clear need to ensure that development and growth in the field of EHDI is a national priority and extends beyond the two provinces currently showing growth.

Automated Knowledge Generation with Persistent Surveillance Video

DTIC Science & Technology

2008-03-26

5 2.1 Artificial Intelligence . . . . . . . . . . . . . . . . . . . . 5 2.1.1 Formal Logic . . . . . . . . . . . . . . . . . . . 6 2.1.2...background of Artificial Intelligence and the reasoning engines that will be applied to generate knowledge from data. Section 2.2 discusses background on...generation from persistent video. 4 II. Background In this chapter, we will discuss the background of Artificial Intelligence, Semantic Web, image

Does Mood Influence Text Processing and Comprehension? Evidence from an Eye-Movement Study

ERIC Educational Resources Information Center

Scrimin, Sara; Mason, Lucia

2015-01-01

Background: Previous research has indicated that mood influences cognitive processes. However, there is scarce data regarding the link between everyday emotional states and readers' text processing and comprehension. Aim: We aim to extend current research on the effects of mood induction on science text processing and comprehension, using…

Developing Higher Order Reading Comprehension Skills in the Learning Disabled Student: A Non-Basal Approach.

ERIC Educational Resources Information Center

Solomon, Sheila

This practicum study evaluated a non-basal, multidisciplinary, multisensory approach to teaching higher order reading comprehension skills to eight fifth-grade learning-disabled students from low socioeconomic minority group backgrounds. The four comprehension skills were: (1) identifying the main idea; (2) determining cause and effect; (3) making…

Protective Effects of Middle School Comprehensive Sex Education with Family Involvement

ERIC Educational Resources Information Center

Grossman, Jennifer M.; Tracy, Allison J.; Charmaraman, Linda; Ceder, Ineke; Erkut, Sumru

2014-01-01

Background: School-based comprehensive sex education programs can reduce early adolescents' risky sexual behavior. The purpose of this study was to assess the effectiveness of a 3-year comprehensive sex education program in delaying vaginal sex for middle school students and whether the family component of the intervention contributes to its…

A Pilot Demonstration of Comprehensive Mental Health Services in Inner-City Public Schools

ERIC Educational Resources Information Center

Walter, Heather J.; Gouze, Karen; Cicchetti, Colleen; Arend, Richard; Mehta, Tara; Schmidt, Janet; Skvarla, Madelynn

2011-01-01

Background: National policy statements increasingly espouse the delivery of comprehensive mental health services in schools. In response to the limited evidence supporting this recommendation, the purpose of this study was to assess the need for, and feasibility, desirability, and outcomes of a full model of comprehensive mental health services in…

Content Validity of the Comprehensive ICF Core Set for Multiple Sclerosis from the Perspective of Speech and Language Therapists

ERIC Educational Resources Information Center

Renom, Marta; Conrad, Andrea; Bascuñana, Helena; Cieza, Alarcos; Galán, Ingrid; Kesselring, Jürg; Coenen, Michaela

2014-01-01

Background: The Comprehensive International Classification of Functioning, Disability and Health (ICF) Core Set for Multiple Sclerosis (MS) is a comprehensive framework to structure the information obtained in multidisciplinary clinical settings according to the biopsychosocial perspective of the International Classification of Functioning,…

Assessing the Reading Comprehension of Adults with Learning Disabilities

ERIC Educational Resources Information Center

Jones, F. W.; Long, K.; Finlay, W. M. L.

2006-01-01

Background: This study's aim was to begin the process of measuring the reading comprehension of adults with mild and borderline learning disabilities, in order to generate information to help clinicians and other professionals to make written material for adults with learning disabilities more comprehensible. Methods: The Test for the Reception of…

The Role of Speech Prosody and Text Reading Prosody in Children's Reading Comprehension

ERIC Educational Resources Information Center

Veenendaal, Nathalie J.; Groen, Margriet A.; Verhoeven, Ludo

2014-01-01

Background: Text reading prosody has been associated with reading comprehension. However, text reading prosody is a reading-dependent measure that relies heavily on decoding skills. Investigation of the contribution of speech prosody--which is independent from reading skills--in addition to text reading prosody, to reading comprehension could…

[The discussion of the infiltrative model of chemical knowledge stepping into genetics teaching in agricultural institute or university].

PubMed

Zou, Ping; Luo, Pei-Gao

2010-05-01

Chemistry is an important group of basic courses, while genetics is one of the important major-basic courses in curriculum of many majors in agricultural institutes or universities. In order to establish the linkage between the major course and the basic course, the ability of application of the chemical knowledge previously learned in understanding genetic knowledge in genetics teaching is worthy of discussion for genetics teachers. In this paper, the authors advocate to apply some chemical knowledge previously learned to understand genetic knowledge in genetics teaching with infiltrative model, which could help students learn and understand genetic knowledge more deeply. Analysis of the intrinsic logistic relationship among the knowledge of different courses and construction of the integral knowledge network are useful for students to improve their analytic, comprehensive and logistic abilities. By this way, we could explore a new teaching model to develop the talents with new ideas and comprehensive competence in agricultural fields.

Contribution of Morphological Awareness and Lexical Inferencing Ability to L2 Vocabulary Knowledge and Reading Comprehension among Advanced EFL Learners: Testing Direct and Indirect Effects

ERIC Educational Resources Information Center

Zhang, Dongbo; Koda, Keiko

2012-01-01

Within the Structural Equation Modeling framework, this study tested the direct and indirect effects of morphological awareness and lexical inferencing ability on L2 vocabulary knowledge and reading comprehension among advanced Chinese EFL readers in a university in China. Using both regular z-test and the bootstrapping (data-based resampling)…

The Development of Antonym Knowledge in American Sign Language (ASL) and Its Relationship to Reading Comprehension in English

ERIC Educational Resources Information Center

Novogrodsky, Rama; Caldwell-Harris, Catherine; Fish, Sarah; Hoffmeister, Robert J.

2014-01-01

It is unknown if the developmental path of antonym knowledge in deaf children increases continuously with age and correlates with reading comprehension, as it does in hearing children. In the current study we tested 564 students aged 4-18 on a receptive multiple-choice American Sign Language (ASL) antonym test. A subgroup of 138 students aged 7-18…

Influence of Prior Knowledge and Interest on Fourth- and Fifth-Grade Passage Comprehension on the Qualitative Reading Inventory-4

ERIC Educational Resources Information Center

Clark, Mary Kristen; Kamhi, Alan G.

2014-01-01

Purpose: In 2 experiments, we examined the influence of prior knowledge and interest on 4th- and 5th-grade students' passage comprehension scores on the Qualitative Reading Inventory-4 (QRI-4) and 2 experimenter constructed passages. Method: In Experiment 1, 4th- and 5th-grade students were administered 4 Level 4 passages or 4 Level 5…

Irony comprehension: social conceptual knowledge and emotional response.

PubMed

Akimoto, Yoritaka; Sugiura, Motoaki; Yomogida, Yukihito; Miyauchi, Carlos Makoto; Miyazawa, Shiho; Kawashima, Ryuta

2014-04-01

Verbal irony conveys various emotional messages, from criticism to humor, that differ from the meaning of the actual words. To understand irony, we need conceptual knowledge of irony in addition to an understanding of context. We investigated the neural mechanism of irony comprehension, focusing on two overlooked issues: conceptual knowledge and emotional response. We studied 35 healthy subjects who underwent functional MRI. During the scan, the subject examined first-person-view stories describing verbal interactions, some of which included irony directed toward the subject. After MRI, the subject viewed the stories again and rated the degree of irony, humor, and negative emotion evoked by the statements. We identified several key findings about irony comprehension: (1) the right anterior superior temporal gyrus may be responsible for representing social conceptual knowledge of irony, (2) activation in the medial prefrontal cortex and the right anterior inferior temporal gyrus might underlie the understanding of context, (3) modulation of activity in the right amygdala, hippocampus, and parahippocampal gyrus is associated with the degree of irony perceived, and (4) modulation of activity in the right dorsolateral prefrontal cortex varies with the degree of humor perceived. Our results clarified the differential contributions of the neural loci of irony comprehension, enriching our understanding of pragmatic language communication from a social behavior point of view. Copyright © 2013 Wiley Periodicals, Inc.

Influenza Vaccination Coverage Among School Employees: Assessing Knowledge, Attitudes, and Behaviors

PubMed Central

de Perio, Marie A.; Wiegand, Douglas M.; Brueck, Scott E.

2015-01-01

BACKGROUND Influenza can spread among students, teachers, and staff in school settings. Vaccination is the most effective method to prevent influenza. We determined 2012–2013 influenza vaccination coverage among school employees, assessed knowledge and attitudes regarding the vaccine, and determined factors associated with vaccine receipt. METHODS We surveyed 412 (49%) of 841 employees at 1 suburban Ohio school district in March 2013. The Web-based survey assessed personal and work characteristics, vaccine receipt, and knowledge and attitudes regarding the vaccine. RESULTS Overall, 238 (58%) respondents reported getting the 2012–2013 influenza vaccine. The most common reason for getting the vaccine was to protect oneself or one’s family (87%). Beliefs that the vaccine was not needed (32%) or that it was not effective (21%) were the most common reasons for not getting it. Factors independently associated with vaccine receipt were having positive attitudes toward the vaccine, feeling external pressure to get it, and feeling personal control over whether to get it. CONCLUSIONS Influenza vaccine coverage among school employees should be improved. Messages encouraging school employees to get the vaccine should address misconceptions about the vaccine. Employers should use methods to maximize employee vaccination as part of a comprehensive influenza prevention program. PMID:25117893

Ethnic differences in informed decision-making about prenatal screening for Down's syndrome.

PubMed

Fransen, Mirjam P; Essink-Bot, Marie-Louise; Vogel, Ineke; Mackenbach, Johan P; Steegers, Eric A P; Wildschut, Hajo I J

2010-03-01

The aim of this study was to assess ethnic variations in informed decision-making about prenatal screening for Down's syndrome and to examine the contribution of background and decision-making variables. Pregnant women of Dutch, Turkish and Surinamese origin were recruited between 2006 and 2008 from community midwifery or obstetrical practices in The Netherlands. Each woman was personally interviewed 3 weeks (mean) after booking for prenatal care. Knowledge, attitude and participation in prenatal screening were assessed following the 'Multidimensional Measure of Informed Choice' that has been developed and applied in the UK. In total, 71% of the Dutch women were classified as informed decision-makers, compared with 5% of the Turkish and 26% of the Surinamese women. Differences between Surinamese and Dutch women could largely be attributed to differences in educational level and age. Differences between Dutch and Turkish women could mainly be attributed to differences in language skills and gender emancipation. Women from ethnic minority groups less often made an informed decision whether or not to participate in prenatal screening. Interventions to decrease these ethnic differences should first of all be aimed at overcoming language barriers and increasing comprehension among women with a low education level. To further develop diversity-sensitive strategies for counselling, it should be investigated how women from different ethnic backgrounds value informed decision-making in prenatal screening, what decision-relevant knowledge they need and what they take into account when considering participation in prenatal screening.

Knowledge-based analysis of microarrays for the discovery of transcriptional regulation relationships.

PubMed

Seok, Junhee; Kaushal, Amit; Davis, Ronald W; Xiao, Wenzhong

2010-01-18

The large amount of high-throughput genomic data has facilitated the discovery of the regulatory relationships between transcription factors and their target genes. While early methods for discovery of transcriptional regulation relationships from microarray data often focused on the high-throughput experimental data alone, more recent approaches have explored the integration of external knowledge bases of gene interactions. In this work, we develop an algorithm that provides improved performance in the prediction of transcriptional regulatory relationships by supplementing the analysis of microarray data with a new method of integrating information from an existing knowledge base. Using a well-known dataset of yeast microarrays and the Yeast Proteome Database, a comprehensive collection of known information of yeast genes, we show that knowledge-based predictions demonstrate better sensitivity and specificity in inferring new transcriptional interactions than predictions from microarray data alone. We also show that comprehensive, direct and high-quality knowledge bases provide better prediction performance. Comparison of our results with ChIP-chip data and growth fitness data suggests that our predicted genome-wide regulatory pairs in yeast are reasonable candidates for follow-up biological verification. High quality, comprehensive, and direct knowledge bases, when combined with appropriate bioinformatic algorithms, can significantly improve the discovery of gene regulatory relationships from high throughput gene expression data.

Creating Connections: Using the Internet to Support Struggling Readers' Background Knowledge. Issues in Technology

ERIC Educational Resources Information Center

Karchmer, Rachel A.

2004-01-01

Background knowledge plays an important role in one?s ability to learn. We learn new knowledge by relating it to our prior knowledge, which in turn provides concrete understanding (Piaget, 1969). Rosenblatt (1996) explained, "The reader brings to the work personality traits, memories of past events, present needs and preoccupations, a…

Development and Psychometric Evaluation of the Autism Stigma and Knowledge Questionnaire (ASK-Q)

ERIC Educational Resources Information Center

Harrison, Ashley J.; Bradshaw, Laine P.; Naqvi, Nilofer C.; Paff, Madison L.; Campbell, Jonathan M.

2017-01-01

ASD knowledge deficits contribute to disparities in the timing and quality of ASD services. To address the limitations with existing measures of ASD knowledge, we developed and examined the Autism Stigma and Knowledge Questionnaire (ASK-Q), which comprehensively assesses multiple subdomains of ASD knowledge while maintaining strong psychometric…

Neural correlates of language comprehension in autism spectrum disorders: when language conflicts with world knowledge.

PubMed

Tesink, Cathelijne M J Y; Buitelaar, Jan K; Petersson, Karl Magnus; van der Gaag, Rutger Jan; Teunisse, Jan-Pieter; Hagoort, Peter

2011-04-01

In individuals with ASD, difficulties with language comprehension are most evident when higher-level semantic-pragmatic language processing is required, for instance when context has to be used to interpret the meaning of an utterance. Until now, it is unclear at what level of processing and for what type of context these difficulties in language comprehension occur. Therefore, in the current fMRI study, we investigated the neural correlates of the integration of contextual information during auditory language comprehension in 24 adults with ASD and 24 matched control participants. Different levels of context processing were manipulated by using spoken sentences that were correct or contained either a semantic or world knowledge anomaly. Our findings demonstrated significant differences between the groups in inferior frontal cortex that were only present for sentences with a world knowledge anomaly. Relative to the ASD group, the control group showed significantly increased activation in left inferior frontal gyrus (LIFG) for sentences with a world knowledge anomaly compared to correct sentences. This effect possibly indicates reduced integrative capacities of the ASD group. Furthermore, world knowledge anomalies elicited significantly stronger activation in right inferior frontal gyrus (RIFG) in the control group compared to the ASD group. This additional RIFG activation probably reflects revision of the situation model after new, conflicting information. The lack of recruitment of RIFG is possibly related to difficulties with exception handling in the ASD group. Copyright © 2011 Elsevier Ltd. All rights reserved.

Online sea ice data platform: www.seaiceportal.de

NASA Astrophysics Data System (ADS)

Nicolaus, Marcel; Asseng, Jölund; Bartsch, Annekathrin; Bräuer, Benny; Fritzsch, Bernadette; Grosfeld, Klaus; Hendricks, Stefan; Hiller, Wolfgang; Heygster, Georg; Krumpen, Thomas; Melsheimer, Christian; Ricker, Robert; Treffeisen, Renate; Weigelt, Marietta; Nicolaus, Anja; Lemke, Peter

2016-04-01

There is an increasing public interest in sea ice information from both Polar Regions, which requires up-to-date background information and data sets at different levels for various target groups. In order to serve this interest and need, seaiceportal.de (originally: meereisportal.de) was developed as a comprehensive German knowledge platform on sea ice and its snow cover in the Arctic and Antarctic. It was launched in April 2013. Since then, the content and selection of data sets increased and the data portal received increasing attention, also from the international science community. Meanwhile, we are providing near-real time and archive data of many key parameters of sea ice and its snow cover. The data sets result from measurements acquired by various platforms as well as numerical simulations. Satellite observations of sea ice concentration, freeboard, thickness and drift are available as gridded data sets. Sea ice and snow temperatures and thickness as well as atmospheric parameters are available from autonomous platforms (buoys). Additional ship observations, ice station measurements, and mooring time series are compiled as data collections over the last decade. In parallel, we are continuously extending our meta-data and uncertainty information for all data sets. In addition to the data portal, seaiceportal.de provides general comprehensive background information on sea ice and snow as well as expert statements on recent observations and developments. This content is mostly in German in order to complement the various existing international sites for the German speaking public. We will present the portal, its content and function, but we are also asking for direct user feedback.

Individual Variation in Children's Reading Comprehension across Digital Text Types

ERIC Educational Resources Information Center

Fesel, Sabine S.; Segers, Eliane; Verhoeven, Ludo

2018-01-01

The present study examined children's digital text comprehension of digital text types linear digital text vs hypertext, with or without graphical navigable overviews. We investigated to what extent individual variation in children's comprehension could be explained by lexical quality (word reading efficiency and vocabulary knowledge), cognitive…

Validation and Comprehension of Text Information: Two Sides of the Same Coin

ERIC Educational Resources Information Center

Richter, Tobias

2015-01-01

In psychological research, the comprehension of linguistic information and the knowledge-based assessment of its validity are often regarded as two separate stages of information processing. Recent findings in psycholinguistics and text comprehension research call this two-stage model into question. In particular, validation can affect…

The Effects of Pre-Learning Vocabulary on Reading Comprehension and Writing

ERIC Educational Resources Information Center

Webb, Stuart A.

2009-01-01

This study investigates the effects of pre-learning vocabulary on reading comprehension and writing. Japanese students studying English as a foreign language (EFL) learned word pairs receptively and productively; four tests were used to measure reading comprehension, writing, and receptive and productive vocabulary knowledge. The findings suggest…

English Learner and Non-English Learner Students with Disabilities: Content Acquisition and Comprehension

ERIC Educational Resources Information Center

Wanzek, Jeanne; Swanson, Elizabeth; Vaughn, Sharon; Roberts, Greg; Fall, Anna-Mária

2016-01-01

This study investigated the effects of Promoting Adolescent Comprehension Through Text (PACT), a content knowledge and comprehension treatment for English learner and non--English learner students with disabilities who were provided instruction in general education social studies classrooms. Eighth-grade students with disabilities in the treatment…

Developmental Relations between Reading Comprehension and Reading Strategies

ERIC Educational Resources Information Center

Muijselaar, Marloes M. L.; Swart, Nicole M.; Steenbeek-Planting, Esther G.; Droop, Mienke; Verhoeven, Ludo; de Jong, Peter F.

2017-01-01

We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural…

Describing Comprehension: Teachers' Observations of Students' Reading Comprehension

ERIC Educational Resources Information Center

Vander Does, Susan Lubow

2012-01-01

Teachers' observations of student performance in reading are abundant and insightful but often remain internal and unarticulated. As a result, such observations are an underutilized and undervalued source of data. Given the gaps in knowledge about students' reading comprehension that exist in formal assessments, the frequent calls for teachers'…

Research on a Frame-Based Model of Reading Comprehension. Final Report.

ERIC Educational Resources Information Center

Goldstein, Ira

This report summarizes computational investigations of language comprehension based on Marvin Minsky's theory of frames, a recent advance in artifical intelligence theories about the representation of knowledge. The investigations discussed explored frame theory as a basis for text comprehension by implementing models of the theory and developing…

Feeling Abstinent? Feeling Comprehensive? Touching the Affects of Sexuality Curricula

ERIC Educational Resources Information Center

Lesko, Nancy

2010-01-01

This interpretive study draws on interdisciplinary scholarship on affect and knowledge to ask: toward what feelings do abstinence-only and comprehensive sexuality education curricula direct us? A methodology that is attuned to double exposures is discussed, and one abstinence-only sexuality education curriculum and one comprehensive sexuality…

Comprehension and Learning from Refutation and Expository Texts

ERIC Educational Resources Information Center

Diakidoy, Irene-Anna N.; Mouskounti, Thalia; Ioannides, Christos

2011-01-01

The study compared the effects of a refutation text on comprehension and learning outcomes to those of a standard expository text. Undergraduate students with varying amounts of accurate and inaccurate prior knowledge read and recalled a refutation or an expository text about energy. Comprehension measures included the amount of text information…

Assessment of HIV/AIDS knowledge, attitudes and behaviours among students in higher education in Tanzania.

PubMed

Mkumbo, Kitila

2013-01-01

There is a paucity of studies that have systematically and comprehensively investigated the knowledge level, attitudes and the pattern of sexual behaviours related to HIV and AIDS in higher education settings in sub-Saharan Africa in general and Tanzania in particular. This study attempted to fill a void in knowledge. A cross-sectional descriptive design was used, employing a self-administered questionnaire as the main data collection tool. More than 400 higher education students completed a questionnaire assessing their knowledge, attitudes and behaviours related to HIV and AIDS. About three quarters of respondents demonstrated comprehensive knowledge about HIV and AIDS, and the majority of respondents expressed positive attitudes towards people living with HIV and AIDS. Despite demonstrating high knowledge level about HIV and AIDS, the results show that sexual behaviours among students in higher education are characteristically risky, and do not significantly differ from youth in the general population.

Cognition and Health Literacy in Older Adults’ Recall of Self-Care Information

PubMed Central

Madison, Anna; Gao, Xuefei; Graumlich, James F.; Conner-Garcia, Thembi; Murray, Michael D.; Stine-Morrow, Elizabeth A. L.; Morrow, Daniel G.

2017-01-01

Abstract Purpose of the Study: Health literacy is associated with health outcomes presumably because it influences the understanding of information needed for self-care. However, little is known about the language comprehension mechanisms that underpin health literacy. Design and Methods: We explored the relationship between a commonly used measure of health literacy (Short Test of Functional Health Literacy in Adults [STOFHLA]) and comprehension of health information among 145 older adults. Results: Results showed that performance on the STOFHLA was associated with recall of health information. Consistent with the Process-Knowledge Model of Health Literacy, mediation analysis showed that both processing capacity and knowledge mediated the association between health literacy and recall of health information. In addition, knowledge moderated the effects of processing capacity limits, such that processing capacity was less likely to be associated with recall for older adults with higher levels of knowledge. Implications: These findings suggest that knowledge contributes to health literacy and can compensate for deficits in processing capacity to support comprehension of health information among older adults. The implications of these findings for improving patient education materials for older adults with inadequate health literacy are discussed. PMID:26209450

Activating Event Knowledge

ERIC Educational Resources Information Center

Hare, Mary; Jones, Michael; Thomson, Caroline; Kelly, Sarah; McRae, Ken

2009-01-01

An increasing number of results in sentence and discourse processing demonstrate that comprehension relies on rich pragmatic knowledge about real-world events, and that incoming words incrementally activate such knowledge. If so, then even outside of any larger context, nouns should activate knowledge of the generalized events that they denote or…

Comprehensive Oncologic Emergencies Research Network (CONCERN)

Cancer.gov

The Comprehensive Oncologic Emergencies Research Network (CONCERN) was established in March 2015 with the goal to accelerate knowledge generation, synthesis and translation of oncologic emergency medicine research through multi-center collaborations.

Case-based medical informatics

PubMed Central

Pantazi, Stefan V; Arocha, José F; Moehr, Jochen R

2004-01-01

Background The "applied" nature distinguishes applied sciences from theoretical sciences. To emphasize this distinction, we begin with a general, meta-level overview of the scientific endeavor. We introduce the knowledge spectrum and four interconnected modalities of knowledge. In addition to the traditional differentiation between implicit and explicit knowledge we outline the concepts of general and individual knowledge. We connect general knowledge with the "frame problem," a fundamental issue of artificial intelligence, and individual knowledge with another important paradigm of artificial intelligence, case-based reasoning, a method of individual knowledge processing that aims at solving new problems based on the solutions to similar past problems. We outline the fundamental differences between Medical Informatics and theoretical sciences and propose that Medical Informatics research should advance individual knowledge processing (case-based reasoning) and that natural language processing research is an important step towards this goal that may have ethical implications for patient-centered health medicine. Discussion We focus on fundamental aspects of decision-making, which connect human expertise with individual knowledge processing. We continue with a knowledge spectrum perspective on biomedical knowledge and conclude that case-based reasoning is the paradigm that can advance towards personalized healthcare and that can enable the education of patients and providers. We center the discussion on formal methods of knowledge representation around the frame problem. We propose a context-dependent view on the notion of "meaning" and advocate the need for case-based reasoning research and natural language processing. In the context of memory based knowledge processing, pattern recognition, comparison and analogy-making, we conclude that while humans seem to naturally support the case-based reasoning paradigm (memory of past experiences of problem-solving and powerful case matching mechanisms), technical solutions are challenging. Finally, we discuss the major challenges for a technical solution: case record comprehensiveness, organization of information on similarity principles, development of pattern recognition and solving ethical issues. Summary Medical Informatics is an applied science that should be committed to advancing patient-centered medicine through individual knowledge processing. Case-based reasoning is the technical solution that enables a continuous individual knowledge processing and could be applied providing that challenges and ethical issues arising are addressed appropriately. PMID:15533257

MO-D-BRB-02: SBRT Treatment Planning and Delivery

DOE Office of Scientific and Technical Information (OSTI.GOV)

Yang, Y.

2016-06-15

Increased use of SBRT and hypofractionation in radiation oncology practice has posted a number of challenges to medical physicist, ranging from planning, image-guided patient setup and on-treatment monitoring, to quality assurance (QA) and dose delivery. This symposium is designed to provide current knowledge necessary for the safe and efficient implementation of SBRT in various linac platforms, including the emerging digital linacs equipped with high dose rate FFF beams. Issues related to 4D CT, PET and MRI simulations, 3D/4D CBCT guided patient setup, real-time image guidance during SBRT dose delivery using gated/un-gated VMAT/IMRT, and technical advancements in QA of SBRT (inmore » particular, strategies dealing with high dose rate FFF beams) will be addressed. The symposium will help the attendees to gain a comprehensive understanding of the SBRT workflow and facilitate their clinical implementation of the state-of-art imaging and planning techniques. Learning Objectives: Present background knowledge of SBRT, describe essential requirements for safe implementation of SBRT, and discuss issues specific to SBRT treatment planning and QA. Update on the use of multi-dimensional and multi-modality imaging for reliable guidance of SBRT. Discuss treatment planning and QA issues specific to SBRT. Provide a comprehensive overview of emerging digital linacs and summarize the key geometric and dosimetric features of the new generation of linacs for substantially improved SBRT. NIH/NCI; Varian Medical Systems; F. Yin, Duke University has a research agreement with Varian Medical Systems. In addition to research grant, I had a technology license agreement with Varian Medical Systems.« less

Language skills and nonverbal cognitive processes associated with reading comprehension in deaf children.

PubMed

Daza, María Teresa; Phillips-Silver, Jessica; Ruiz-Cuadra, María del Mar; López-López, Francisco

2014-12-01

The main aim of this study was to examine the relationship between language skills (vocabulary knowledge and phonological awareness), nonverbal cognitive processes (attention, memory and executive functions) and reading comprehension in deaf children. Participants were thirty prelingually deaf children (10.7 ± 1.6 years old; 18 boys, 12 girls), who were classified as either good readers or poor readers by their scores on two reading comprehension tasks. The children were administered a rhyme judgment task and seven computerized neuropsychological tasks specifically designed and adapted for deaf children to evaluate vocabulary knowledge, attention, memory and executive functions in deaf children. A correlational approach was also used to assess the association between variables. Although the two groups did not show differences in phonological awareness, good readers showed better vocabulary and performed significantly better than poor readers on attention, memory and executive functions measures. Significant correlations were found between better scores in reading comprehension and better scores on tasks of vocabulary and non-verbal cognitive processes. The results suggest that in deaf children, vocabulary knowledge and nonverbal cognitive processes such as selective attention, visuo-spatial memory, abstract reasoning and sequential processing may be especially relevant for the development of reading comprehension. Copyright © 2014 Elsevier Ltd. All rights reserved.

Ecological Economics

NASA Astrophysics Data System (ADS)

Common, Michael; Stagl, Sigrid

2005-10-01

Taking as its starting point the interdependence of the economy and the natural environment, this book provides a comprehensive introduction to the emerging field of ecological economics. The authors, who have written extensively on the economics of sustainability, build on insights from both mainstream economics and ecological sciences. Part I explores the interdependence of the modern economy and its environment, while Part II focuses mainly on the economy and on economics. Part III looks at how national governments set policy targets and the instruments used to pursue those targets. Part IV examines international trade and institutions, and two major global threats to sustainability - climate change and biodiversity loss. Assuming no prior knowledge of economics, this textbook is well suited for use on interdisciplinary environmental science and management courses. It has extensive student-friendly features including discussion questions and exercises, keyword highlighting, real-world illustrations, further reading and website addresses. A comprehensive introduction to a developing field which will interest students from science, economics and management backgrounds A global approach to the problems of sustainability and sustainable development, issues which are increasingly prominent in political debate and policy making Filled with student-friendly features including focus areas for each chapter, keyword highlighting, real-world illustrations, discussion questions and exercises, further reading and website addresses

Speech comprehension training and auditory and cognitive processing in older adults.

PubMed

Pichora-Fuller, M Kathleen; Levitt, Harry

2012-12-01

To provide a brief history of speech comprehension training systems and an overview of research on auditory and cognitive aging as background to recommendations for future directions for rehabilitation. Two distinct domains were reviewed: one concerning technological and the other concerning psychological aspects of training. Historical trends and advances in these 2 domains were interrelated to highlight converging trends and directions for future practice. Over the last century, technological advances have influenced both the design of hearing aids and training systems. Initially, training focused on children and those with severe loss for whom amplification was insufficient. Now the focus has shifted to older adults with relatively little loss but difficulties listening in noise. Evidence of brain plasticity from auditory and cognitive neuroscience provides new insights into how to facilitate perceptual (re-)learning by older adults. There is a new imperative to complement training to increase bottom-up processing of the signal with more ecologically valid training to boost top-down information processing based on knowledge of language and the world. Advances in digital technologies enable the development of increasingly sophisticated training systems incorporating complex meaningful materials such as music, audiovisual interactive displays, and conversation.

Feeding the pipeline: academic skills training for predental students.

PubMed

Markel, Geraldine; Woolfolk, Marilyn; Inglehart, Marita Rohr

2008-06-01

This article reports the outcomes of an evaluation conducted to determine if an academic skills training program for undergraduate predental students from underrepresented minority backgrounds increased the students' standardized academic skills test scores for vocabulary, reading comprehension, reading rates, spelling, and math as well as subject-specific test results in biology, chemistry, and physics. Data from standardized academic skill tests and subject-specific tests were collected at the beginning and end of the 1998 to 2006 Pipeline Programs, six-week summer enrichment programs for undergraduate predental students from disadvantaged backgrounds. In total, 179 students (75.4 percent African American, 7.3 percent Hispanic, 5.6 percent Asian American, 5 percent white) attended the programs during these nine summers. Scores on the Nelson-Denny Reading Test showed that the students improved their vocabulary scores (percentile ranks before/after: 46.80 percent/59.56 percent; p<.001), reading comprehension scores (47.21 percent/62.67 percent; p<.001), and reading rates (34.01 percent/78.31 percent; p<.001) from the beginning to the end of the summer programs. Results on the Wide Range Achievement Test III showed increases in spelling (73.58 percent/86.22 percent; p<.001) and math scores (56.98 percent/81.28 percent; p<.001). The students also improved their subject-specific scores in biology (39.07 percent/63.42 percent; p<.001), chemistry (20.54 percent/51.01 percent; p<.001), and physics (35.12 percent/61.14 percent; p<.001). To increase the number of underrepresented minority students in the dental school admissions pool, efforts are needed to prepare students from disadvantaged backgrounds for this process. These data demonstrate that a six-week enrichment program significantly improved the academic skills and basic science knowledge scores of undergraduate predental students. These improvements have the potential to enhance the performance of these students in college courses and thus increase their level of competitiveness in the dental school admissions process.

The effect of voice quality and competing speakers in a passage comprehension task: performance in relation to cognitive functioning in children with normal hearing.

PubMed

von Lochow, Heike; Lyberg-Åhlander, Viveka; Sahlén, Birgitta; Kastberg, Tobias; Brännström, K Jonas

2018-04-01

This study explores the effect of voice quality and competing speaker/-s on children's performance in a passage comprehension task. Furthermore, it explores the interaction between passage comprehension and cognitive functioning. Forty-nine children (27 girls and 22 boys) with normal hearing (aged 7-12 years) participated. Passage comprehension was tested in six different listening conditions; a typical voice (non-dysphonic voice) in quiet, a typical voice with one competing speaker, a typical voice with four competing speakers, a dysphonic voice in quiet, a dysphonic voice with one competing speaker, and a dysphonic voice with four competing speakers. The children's working memory capacity and executive functioning were also assessed. The findings indicate no direct effect of voice quality on the children's performance, but a significant effect of background listening condition. Interaction effects were seen between voice quality, background listening condition, and executive functioning. The children's susceptibility to the effect of the dysphonic voice and the background listening conditions are related to the individual's executive functions. The findings have several implications for design of interventions in language learning environments such as classrooms.

Effects of Culture and Gender in Comprehension of Speech Acts of Indirect Request

ERIC Educational Resources Information Center

Shams, Rabe'a; Afghari, Akbar

2011-01-01

This study investigates the comprehension of indirect request speech act used by Iranian people in daily communication. The study is an attempt to find out whether different cultural backgrounds and the gender of the speakers affect the comprehension of the indirect request of speech act. The sample includes thirty males and females in Gachsaran…

Extra-Linguistic Influences on Sentence Comprehension in Italian-Speaking Children with and without Specific Language Impairment

ERIC Educational Resources Information Center

Pettenati, P.; Benassi, E.; Deevy, P.; Leonard, L. B.; Caselli, M. C.

2015-01-01

Background: Many children with specific language impairment (SLI) in sentence comprehension. These deficits are usually attributed to limitations in the children's understanding of syntax or the lexical items contained in the sentences. This study examines the role that extra-linguistic factors can play in these children's sentence comprehension.…

Phenotypic and Genetic Associations between Reading Comprehension, Decoding Skills, and ADHD Dimensions: Evidence from Two Population-Based Studies

ERIC Educational Resources Information Center

Plourde, Vickie; Boivin, Michel; Forget-Dubois, Nadine; Brendgen, Mara; Vitaro, Frank; Marino, Cecilia; Tremblay, Richard T.; Dionne, Ginette

2015-01-01

Background: The phenotypic and genetic associations between decoding skills and ADHD dimensions have been documented but less is known about the association with reading comprehension. The aim of the study is to document the phenotypic and genetic associations between reading comprehension and ADHD dimensions of inattention and…

Development and Implementation of a Food Safety Knowledge Instrument

ERIC Educational Resources Information Center

Byrd-Bredbenner, Carol; Wheatley, Virginia; Schaffner, Donald; Bruhn, Christine; Blalock, Lydia; Maurer, Jaclyn

2007-01-01

Little is known about the food safety knowledge of young adults. In addition, few knowledge questionnaires and no comprehensive, criterion-referenced measure that assesses the full range of food safety knowledge could be identified. Without appropriate, valid, and reliable measures and baseline data, it is difficult to develop and implement…

The Effects of Vocabulary Knowledge and Dictionary Use on EFL Reading Performance

ERIC Educational Resources Information Center

Shen, Zhifa

2013-01-01

The present study mainly investigated the effects of vocabulary knowledge and dictionary use on EFL reading performance. The results show that scores on vocabulary size, specific vocabulary knowledge, and reading comprehension are highly and positively correlated. Scores on specific vocabulary knowledge are more closely correlated with reading…

Knowledge Integration in Public Health: A Rapid Review Using Systems Thinking

ERIC Educational Resources Information Center

Riley, Barbara; Norman, Cameron D.; Best, Allan

2012-01-01

There are tradeoffs in knowledge synthesis--for example, between comprehensiveness and timeliness, between generalisability and policy relevance. The tradeoffs are particularly challenging for public health. A growing international community is grappling with building more relevant and useful knowledge bases, to facilitate use of this knowledge in…

Is There Any Interaction between Background Knowledge and Language Proficiency That Affects "TOEFL iBT"® Reading Performance? TOEFL iBT® Research Report. TOEFL iBT-18. ETS Research Report RR-12-22

ERIC Educational Resources Information Center

Hill, Yao Zhang; Liu, Ou Lydia

2012-01-01

This study investigated the effect of the interaction between test takers' background knowledge and language proficiency on their performance on the "TOEFL iBT"® reading section. Test takers with the target content background knowledge (the focal groups) and those without (the reference groups) were identified for each of the 5 selected…

GGDonto ontology as a knowledge-base for genetic diseases and disorders of glycan metabolism and their causative genes.

PubMed

Solovieva, Elena; Shikanai, Toshihide; Fujita, Noriaki; Narimatsu, Hisashi

2018-04-18

Inherited mutations in glyco-related genes can affect the biosynthesis and degradation of glycans and result in severe genetic diseases and disorders. The Glyco-Disease Genes Database (GDGDB), which provides information about these diseases and disorders as well as their causative genes, has been developed by the Research Center for Medical Glycoscience (RCMG) and released in April 2010. GDGDB currently provides information on about 80 genetic diseases and disorders caused by single-gene mutations in glyco-related genes. Many biomedical resources provide information about genetic disorders and genes involved in their pathogenesis, but resources focused on genetic disorders known to be related to glycan metabolism are lacking. With the aim of providing more comprehensive knowledge on genetic diseases and disorders of glycan biosynthesis and degradation, we enriched the content of the GDGDB database and improved the methods for data representation. We developed the Genetic Glyco-Diseases Ontology (GGDonto) and a RDF/SPARQL-based user interface using Semantic Web technologies. In particular, we represented the GGDonto content using Semantic Web languages, such as RDF, RDFS, SKOS, and OWL, and created an interactive user interface based on SPARQL queries. This user interface provides features to browse the hierarchy of the ontology, view detailed information on diseases and related genes, and find relevant background information. Moreover, it provides the ability to filter and search information by faceted and keyword searches. Focused on the molecular etiology, pathogenesis, and clinical manifestations of genetic diseases and disorders of glycan metabolism and developed as a knowledge-base for this scientific field, GGDonto provides comprehensive information on various topics, including links to aid the integration with other scientific resources. The availability and accessibility of this knowledge will help users better understand how genetic defects impact the metabolism of glycans as well as how this impaired metabolism affects various biological functions and human health. In this way, GGDonto will be useful in fields related to glycoscience, including cell biology, biotechnology, and biomedical, and pharmaceutical research.

An exploration of the relationship between metacomprehension strategy awareness and reading comprehension performance with narrative and science texts

NASA Astrophysics Data System (ADS)

York, Kathleen Christine

This mixed method study explored the relationship between metacomprehension strategy awareness and reading comprehension performance with narrative and science texts. Participants, 132 eighth-grade, predominately African American students, attending one middle school in a southeastern state, were administered a narrative and science version of the Metacomprehension Strategy Index (MSI) and asked to identify helpful strategic behaviors from six clustered subcategories (predicting and verifying; previewing; purpose setting; self-questioning; drawing from background knowledge; and summarizing and applying fix-up strategies). Participants also read and answered comprehension questions about narrative and science passages. Findings revealed no statistically significant differences in overall metacomprehension awareness with narrative and science texts. Statistically significant (p<.05) differences were found for two of the six subcategories, indicating students preview and set purpose more often with science than narrative texts. Findings also indicated overall narrative and science metacomprehension awareness and comprehension performance scores were statistically significantly (p<.01) related. Specifically, the category of summarizing and applying fix-up strategies was the strongest predictor of comprehension performance for both narrative and science texts. The qualitative phase of this study explored the relationship between metacomprehension awareness with narrative and science texts and the comprehension performance of six middle school students, three of whom scored high overall on the narrative and science text comprehension assessments in phase one of the study, and three of whom scored low. A qualitative analysis of multiple sources of data, including video-taped interviews and think-alouds, revealed the three high scoring participants engaged in competent school-based, metacognitive conversations infused with goal, self, and narrative talk and demonstrated multi-strategic engagements with narrative and science texts. In stark contrast, the three low scoring participants engaged in dissonant school-based talk infused with disclaimers, over-generalized, decontextualized, and literalized answers and demonstrated robotic, limited (primarily rereading and restating), and frustrated strategic acts when interacting with both narrative and science texts. The educational implications are discussed. This dissertation was funded by the Office of Special Education Programs, Federal Office Grant Award No. 324E031501.

Instructional Implications of Listening Comprehension Research. Reading Education Report No. 39.

ERIC Educational Resources Information Center

Pearson, P. David; Fielding, Linda

While listening comprehension is perhaps the most ignored area of the language arts, a review of the literature suggests that it is deserving of more classroom instructional time. Involving the simultaneous orchestration of skills in phonology, syntax, semantics, and knowledge of text structure, listening comprehension seems to be controlled by…

Graphic Novel Comprehension among Learners with Differential Cognitive Styles and Reading Abilities

ERIC Educational Resources Information Center

Wong, Simpson W. L.; Miao, Hoyee; Cheng, Rebecca Wing-yi; Yip, Michael Chi Wing

2017-01-01

Learners with poor reading skills are less able to acquire knowledge through text. Graphic novels may enhance reading comprehension skills owing to fewer words, more pictures, and an engaging storyline. This study considered the reading skills of 188 Chinese-English bilingual undergraduates, comparing their reading comprehension performance after…

The Relationship between Cognate Awareness and English Comprehension among Spanish-English Bilingual Fourth Grade Students

ERIC Educational Resources Information Center

Proctor, C. Patrick; Mo, Elaine

2009-01-01

This study was designed to investigate the effect of English reading comprehension on cognate knowledge among a sample of Spanish-speaking bilinguals alongside their monolingual English-speaking counterparts. In order to understand this developmental relationship, the effects of English reading comprehension were controlled in regression analyses,…

Pharmaceutical pictograms: a model for development and testing for comprehension and utility.

PubMed

Montagne, Michael

2013-01-01

With concerns about the medication literacy skills of patients comes the need to develop various types of information materials that will enhance understanding and drug use. To review pictogram development projects and to propose a model for pharmaceutical pictogram development and testing for comprehension and use. Previous efforts in developing specific types of pictograms in engineering and safety as well as in health care and pharmacy are collected and summarized in terms of level of comprehension and recall. The impact of pictogram-enhanced medication information materials on knowledge acquisition, information retention, and adherence is assessed. Pictograms are a key component in re-designing medication information to improve comprehension, recall, and adherence. Many types of pictograms still produce low levels of comprehension and the impact of pictograms on medication knowledge is inconsistent. Prior training through patient counseling on the intended meaning and use of pictograms greatly increases their effectiveness. A model for the development and testing of pictograms and pictogram sequences for comprehension and use in medication information is presented and discussed. Copyright © 2013 Elsevier Inc. All rights reserved.

A Cognition Account of Differences between Children's Comprehension and Production of Language.

ERIC Educational Resources Information Center

Rice, Mabel

1984-01-01

Suggests that there are no sharp distinctions among children's linguistic comprehension, production, and knowledge. Instead, all performance and understanding are embedded in a fluctuating, interrelated thought system. (PD)

Film and Visual Perception

ERIC Educational Resources Information Center

Giltrow, David

1978-01-01

One practical method which development film makers can adopt to increase comprehension of important scenes is to eliminate extraneous background information by putting it out of focus, or by shooting against plain backgrounds. (Author/STS)

A novel pain interprofessional education strategy for trainees: Assessing impact on interprofessional competencies and pediatric pain knowledge

PubMed Central

Hunter, Judith P; Stinson, Jennifer; Campbell, Fiona; Stevens, Bonnie; Wagner, Susan J; Simmons, Brian; White, Meghan; van Wyk, Margaret

2015-01-01

BACKGROUND: Health care trainees/students lack knowledge and skills for the comprehensive clinical assessment and management of pain. Moreover, most teaching has been limited to classroom settings within each profession. OBJECTIVES: To develop and evaluate the feasibility and preliminary outcomes of the ‘Pain-Interprofessional Education (IPE) Placement’, a five-week pain IPE implemented in the clinical setting. The utility (content validity, readability, internal consistency and practical considerations) of the outcome measures was also evaluated. METHODS: A convenience sample of 21 trainees from eight professions was recruited over three Pain-IPE Placement cycles. Pre- and postcurriculum assessment included: pain knowledge (Pediatric Pain Knowledge and Attitudes Survey), IPE attitudes (Interdisciplinary Education Perception Scale [IEPS]) and IPE competencies (Interprofessional Care Core Competencies Global Rating Scales [IPC-GRS]), and qualitative feedback on process/acceptability. RESULTS: Recruitment and retention met expectations. Qualitative feedback was excellent. IPE measures (IEPS and IPC-GRS) exhibited satisfactory utility. Postcurriculum scores improved significantly: IEPS, P<0.05; IPC-GRS constructs, P<0.01; and competencies, P<0.001. However, the Pediatric Pain Knowledge and Attitudes Survey exhibited poor utility in professions without formal pharmacology training. Scores improved in the remaining professions (n=14; P<0.01). DISCUSSION: There was significant improvement in educational outcomes. The IEPS and IPC-GRS are useful measures of IPE-related learning. At more advanced training levels, a single pain-knowledge questionnaire may not accurately reflect learning across diverse professions. CONCLUSION: The Pain-IPE Placement is a successful collaborative learning model within a clinical context that successfully changed interprofessional competencies. The present study represents a first step at defining and assessing change in interprofessional competencies gained from Pain-IPE. PMID:25144859

Dengue knowledge, attitudes and practices and their impact on community-based vector control in rural Cambodia

PubMed Central

Doum, Dyna; Keo, Vanney; Sokha, Ly; Sam, BunLeng; Chan, Vibol; Alexander, Neal; Bradley, John; Liverani, Marco; Prasetyo, Didot Budi; Rachmat, Agus; Lopes, Sergio; Hii, Jeffrey; Rithea, Leang; Shafique, Muhammad; Hustedt, John

2018-01-01

Background Globally there are an estimated 390 million dengue infections per year, of which 96 million are clinically apparent. In Cambodia, estimates suggest as many as 185,850 cases annually. The World Health Organization global strategy for dengue prevention aims to reduce mortality rates by 50% and morbidity by 25% by 2020. The adoption of integrated vector management approach using community-based methods tailored to the local context is one of the recommended strategies to achieve these objectives. Understanding local knowledge, attitudes and practices is therefore essential to designing suitable strategies to fit each local context. Methods and findings A Knowledge, Attitudes and Practices survey in 600 randomly chosen households was administered in 30 villages in Kampong Cham which is one of the most populated provinces of Cambodia. KAP surveys were administered to a sub-sample of households where an entomology survey was conducted (1200 households), during which Aedes larval/pupae and adult female Aedes mosquito densities were recorded. Participants had high levels of knowledge regarding the transmission of dengue, Aedes breeding, and biting prevention methods; the majority of participants believed they were at risk and that dengue transmission is preventable. However, self-reported vector control practices did not match observed practices recorded in our surveys. No correlation was found between knowledge and observed practices either. Conclusion An education campaign regarding dengue prevention in this setting with high knowledge levels is unlikely to have any significant effect on practices unless it is incorporated in a more comprehensive strategy for behavioural change, such a COMBI method, which includes behavioural models as well as communication and marketing theory and practice. Trial registration ISRCTN85307778. PMID:29451879

Effectiveness of a comprehensive integrated module using interactive lectures and workshops in understanding and knowledge retention about infant feeding practice in fifth year medical students: a quasi-experimental study.

PubMed

Sjarif, Damayanti Rusli; Yuliarti, Klara; Wahyuni, Luh Karunia; Wiguna, Tjhin; Prawitasari, Titis; Devaera, Yoga; Triyuniati, Henni Wahyu; Afriansyah, Andika

2016-08-18

Sixty percent of the 10.9 million under-5 deaths every year are related to malnutrition. More than two thirds of malnutrition is caused by inappropriate infant feeding practice. Only 35 % of mothers worldwide provide 4 months of exclusive breast-feeding, while complementary feeding is often untimely, nutritionally inadequate, hygienically poor, and improperly delivered. The existing pediatric nutrition module in our institution does not include proper delivery of food that involves oral-motor skills and feeding behavior. To scale up the knowledge and skill of medical students regarding evidence-based infant feeding practice, we designed a new module composed of comprehensive and integrated lectures with additional multidisciplinary lectures on oral-motor skill development and feeding behavior. A quasi-experimental study was conducted to evaluate the efficacy of the new module compared to the previous module. Fifth year medical students of Universitas Indonesia were divided into intervention and control groups. The control group received lectures and a paper-based workshop. The intervention group received comprehensive and integrated interactive lectures with additional multidisciplinary lectures on oral-motor skill development and behavioral approaches to feeding problems. A hands-on workshop using real cases shown on recorded video and role-play sessions was also presented to the intervention group. A pre-/post-test, 3-month retention test, and Observed Structured Clinical Examination (OSCE) were performed to evaluate understanding, knowledge retention, and counseling skills. A linear mixed effect model with a random intercept analysis for pre-test, post-test, and retention test scores showed significant higher result for intervention group compared to control group (p < 0.001). Comprehensive knowledge and counselling skills were better in the intervention group than in the control group as shown by the OSCE score (68.6 vs 59.3, p < 0.001). Our comprehensive integrated infant feeding practice module, which incorporates multidisciplinary learning processes and an interactive hands-on workshop with a role-play session yields better knowledge understanding and counseling skills compared with the existing module. Comprehensive knowledge and good counseling skills of medical students as future doctors are a pre-requisite to provide effective education to parents to support successful infant feeding practices.

Knowledge, attitude, and practice regarding voluntary blood donation among adult residents of Harar town, Eastern Ethiopia: a community-based study.

PubMed

Urgesa, Kedir; Hassen, Nejat; Seyoum, Ayichew

2017-01-01

The availability of safe blood and blood products is a critical factor in improving health care. In Ethiopia, lack of voluntary blood donors is a major challenge. This could be due to low community knowledge, unfavorable attitude, and poor donation practice regarding voluntary blood donation. Thus, the aim of this study was to assess community knowledge, attitude, and practice regarding voluntary blood donation among adults in Harar town, Ethiopia. A community-based cross-sectional study was conducted from July 1 to July 31, 2015. A total of 845 adults were randomly selected and interviewed using a pretested, structured questionnaire. Six trained data collectors conducted a face-to-face interview. Data were entered into EpiData Version 3 and analyzed using STATA Version 11. Comprehensive knowledge of the study participants toward voluntary blood donation was 43.5%. Multivariable logistic regression demonstrated that male sex (adjusted odds ratio [AOR] = 1.69, 95% confidence interval [CI]: 1.19-2.39), age (31-45 years; AOR = 0.50, 95% CI: 0.34-0.74) and >45 years (AOR = 0.60, 95% CI: 0.38-0.95), and higher education (AOR = 15.34, 95% CI: 5.01-46.91) were significantly associated with comprehensive knowledge about voluntary blood donation. A total of 278 (32.9%) study participants had positive attitude toward voluntary blood donation. College graduates (AOR = 13.05, 95% CI: 4.12-41.29) were significantly associated with positive attitude toward voluntary blood donation. Only 191 (22.6%) subjects had ever donated blood. However, the proportion of study participants who donated blood voluntarily with good knowledge about voluntary blood donation was significantly lower than the study participants who donated blood voluntarily with low knowledge ( X 2 = 6.1746, P = 0.013). This study showed an inauspicious attitude toward blood donation and poor blood donation practices. Subjects with good comprehensive knowledge about voluntary blood donation were less likely to donate blood voluntarily compared to those with lower comprehensive knowledge about voluntary blood donation.

Knowledge Acquisition: A Review of Tools and Ideas.

DTIC Science & Technology

1987-08-01

tools. However, none could be applied directly to solving the problem of acquiring knowledge for the ASPA. RECOMMENDATIONS Develop a tool based on...the social sciences. BACKGROUND Because of the newness and complexity of the knowledge acquisition problem, the background of the knowledge...4. Minimal (does not incorporate any unnecessary complexities ) 5. Expected (experts are not in disagreement over any important aspect) (Grover 1983

The Social N400 effect: how the presence of other listeners affects language comprehension.

PubMed

Rueschemeyer, Shirley-Ann; Gardner, Tom; Stoner, Cat

2015-02-01

During conversation, it is necessary to keep track of what others can and cannot understand. Previous research has focused largely on understanding the time course along which knowledge about interlocutors influences language comprehension/production rather than the cognitive process by which interlocutors take each other's perspective. In addition, most work has looked at the effects of knowledge about a speaker on a listener's comprehension, and not on the possible effects of other listeners on a participant's comprehension process. In the current study, we introduce a novel joint comprehension paradigm that addresses the cognitive processes underlying perspective taking during language comprehension. Specifically, we show that participants who understand a language stimulus, but are simultaneously aware that someone sitting next to them does not understand the same stimulus, show an electrophysiological marker of semantic integration difficulty (i.e., an N400-effect). Crucially, in a second group of participants, we demonstrate that presenting exactly the same sentences to the participant alone (i.e. without a co-listener) results in no N400-effect. Our results suggest that (1) information about co-listeners as well as the speaker affect language comprehension, and (2) the cognitive process by which we understand what others comprehend mirrors our own language comprehension processes.

Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis.

PubMed

Tighe, Elizabeth L; Schatschneider, Christopher

2016-07-01

The current study employed a meta-analytic approach to investigate the relative importance of component reading skills to reading comprehension in struggling adult readers. A total of 10 component skills were consistently identified across 16 independent studies and 2,707 participants. Random effects models generated 76 predictor-reading comprehension effect sizes among the 10 constructs. The results indicated that six of the component skills exhibited strong relationships with reading comprehension (average rs ≥ .50): morphological awareness, language comprehension, fluency, oral vocabulary knowledge, real word decoding, and working memory. Three of the component skills yielded moderate relationships with reading comprehension (average rs ≥ .30 and < .50): pseudoword decoding, orthographic knowledge, and phonological awareness. Rapid automatized naming (RAN) was the only component skill that was weakly related to reading comprehension (r = .15). Morphological awareness was a significantly stronger correlate of reading comprehension than phonological awareness and RAN. This study provides the first attempt at a systematic synthesis of the recent research investigating the reading skills of adults with low literacy skills, a historically understudied population. Directions for future research, the relation of our results to the children's literature, and the implications for researchers and adult basic education programs are discussed. © Hammill Institute on Disabilities 2014.

Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis

PubMed Central

Tighe, Elizabeth L.; Schatschneider, Christopher

2015-01-01

The current study employed a meta-analytic approach to investigate the relative importance of component reading skills to reading comprehension in struggling adult readers. A total of 10 component skills were consistently identified across 16 independent studies and 2,707 participants. Random effects models generated 76 predictor-reading comprehension effect sizes among the 10 constructs. The results indicated that six of the component skills exhibited strong relationships with reading comprehension (average rs ≥ .50): morphological awareness, language comprehension, fluency, oral vocabulary knowledge, real word decoding, and working memory. Three of the component skills yielded moderate relationships with reading comprehension (average rs ≥ .30 and < .50): pseudoword decoding, orthographic knowledge, and phonological awareness. Rapid automatized naming (RAN) was the only component skill that was weakly related to reading comprehension (r = .15). Morphological awareness was a significantly stronger correlate of reading comprehension than phonological awareness and RAN. This study provides the first attempt at a systematic synthesis of the recent research investigating the reading skills of adults with low literacy skills, a historically under-studied population. Directions for future research, the relation of our results to the children’s literature, and the implications for researchers and Adult Basic Education (ABE) programs are discussed. PMID:25350926

Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School

PubMed Central

Miciak, Jeremy; Stuebing, Karla K.; Vaughn, Sharon; Roberts, Greg; Barth, Amy Elizabeth; Fletcher, Jack M.

2016-01-01

No studies have investigated the cognitive attributes of middle school students who are adequate and inadequate responders to Tier 2 reading intervention. We compared students in Grades 6 and 7 representing groups of adequate responders (n = 77) and inadequate responders who fell below criteria in (a) comprehension (n = 54); (b) fluency (n = 45); and (c) decoding, fluency, and comprehension (DFC; n = 45). These students received measures of phonological awareness, listening comprehension, rapid naming, processing speed, verbal knowledge, and nonverbal reasoning. Multivariate comparisons showed a significant Group-by-Task interaction: the comprehension-impaired group demonstrated primary difficulties with verbal knowledge and listening comprehension, the DFC group with phonological awareness, and the fluency-impaired group with phonological awareness and rapid naming. A series of regression models investigating whether responder status explained unique variation in cognitive skills yielded largely null results consistent with a continuum of severity associated with level of reading impairment, with no evidence for qualitative differences in the cognitive attributes of adequate and inadequate responders. PMID:28579668

Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School.

PubMed

Miciak, Jeremy; Stuebing, Karla K; Vaughn, Sharon; Roberts, Greg; Barth, Amy Elizabeth; Fletcher, Jack M

2014-12-01

No studies have investigated the cognitive attributes of middle school students who are adequate and inadequate responders to Tier 2 reading intervention. We compared students in Grades 6 and 7 representing groups of adequate responders ( n = 77) and inadequate responders who fell below criteria in (a) comprehension ( n = 54); (b) fluency ( n = 45); and (c) decoding, fluency, and comprehension (DFC; n = 45). These students received measures of phonological awareness, listening comprehension, rapid naming, processing speed, verbal knowledge, and nonverbal reasoning. Multivariate comparisons showed a significant Group-by-Task interaction: the comprehension-impaired group demonstrated primary difficulties with verbal knowledge and listening comprehension, the DFC group with phonological awareness, and the fluency-impaired group with phonological awareness and rapid naming. A series of regression models investigating whether responder status explained unique variation in cognitive skills yielded largely null results consistent with a continuum of severity associated with level of reading impairment, with no evidence for qualitative differences in the cognitive attributes of adequate and inadequate responders.

Modulation of cortical activity during comprehension of familiar and unfamiliar text topics in speed reading and speed listening

PubMed Central

Buchweitz, Augusto; Mason, Robert A.; Meschyan, Gayane; Keller, Timothy A.; Just, Marcel Adam

2014-01-01

Brain activation associated with normal and speeded comprehension of expository texts on familiar and unfamiliar topics was investigated in reading and listening. The goal was to determine how brain activation and the comprehension processes it reflects are modulated by comprehension speed and topic familiarity. Passages on more familiar topics differentially activated a set of areas in the anterior temporal lobe and medial frontal gyrus, areas often associated with text-level integration processes, which we interpret to reflect integration of previous knowledge with the passage content. Passages presented at the faster presentation resulted in more activation of a network of frontal areas associated with strategic and working-memory processes (as well as visual or auditory sensory-related regions), which we interpret to reflect maintenance of local coherence among briefly available passage segments. The implications of this research is to demonstrate how the brain system for text comprehension adapts to varying perceptual and knowledge conditions. PMID:25463816

Modulation of cortical activity during comprehension of familiar and unfamiliar text topics in speed reading and speed listening.

PubMed

Buchweitz, Augusto; Mason, Robert A; Meschyan, Gayane; Keller, Timothy A; Just, Marcel Adam

2014-12-01

Brain activation associated with normal and speeded comprehension of expository texts on familiar and unfamiliar topics was investigated in reading and listening. The goal was to determine how brain activation and the comprehension processes it reflects are modulated by comprehension speed and topic familiarity. Passages on more familiar topics differentially activated a set of areas in the anterior temporal lobe and medial frontal gyrus, areas often associated with text-level integration processes, which we interpret to reflect integration of previous knowledge with the passage content. Passages presented at the faster presentation resulted in more activation of a network of frontal areas associated with strategic and working-memory processes (as well as visual or auditory sensory-related regions), which we interpret to reflect maintenance of local coherence among briefly available passage segments. The implications of this research is that the brain system for text comprehension adapts to varying perceptual and knowledge conditions. Copyright © 2014 Elsevier Inc. All rights reserved.

Health Literacy and Women's Reproductive Health: A Systematic Review

PubMed Central

Vitko, Michelle; O'Conor, Rachel; Bailey, Stacy Cooper

2016-01-01

Abstract Background: Health literacy is thought to impact women's reproductive health, yet no comprehensive systematic reviews have been conducted on the topic. Our objective was to systematically identify, investigate, and summarize research on the relationship between health literacy and women's reproductive health knowledge, behaviors, and outcomes. Methods: PRISMA guidelines were used to guide this review. English language, peer-reviewed research articles indexed in MEDLINE as of February 2015 were searched, along with study results posted on Clinicaltrials.gov. Articles were included if they (1) described original data-driven research conducted in developed countries, (2) were published in a peer-reviewed journal, (3) measured health literacy using a validated assessment, (4) reported on the relationship between health literacy and reproductive health outcomes, related knowledge, or behaviors, and (5) consisted of a study population that included reproductive age women. Results: A total of 34 articles met eligibility criteria and were included in this review. Data were abstracted from articles by two study authors using a standardized form. Abstracted data were then reviewed and summarized in table format. Overall, health literacy was associated with reproductive health knowledge across a spectrum of topics. It was also related to certain health behaviors, such as prenatal vitamin use and breastfeeding. Its relationship with other reproductive behaviors and outcomes remains unclear. Conclusions: Health literacy plays an important role in reproductive knowledge and may impact behaviors and outcomes. While further research is necessary, healthcare providers should utilize health literacy best practices now to promote high-quality care for patients. PMID:27564780

The effects of concept and vee mappings under three learning modes on Jamaican eighth graders' knowledge of nutrition and plant reproduction

NASA Astrophysics Data System (ADS)

Ugwu, Okechukwu; Soyibo, Kola

2004-01-01

The first objective of this study was to investigate if the experimental students' post-test knowledge of nutrition and plant reproduction would be improved more significantly than that of their control group counterparts based on their treatment, attitudes to science, self-esteem, gender and socio-economic background. Treatment involved teaching the experimental students under three learning modes--pure cooperative, cooperative-competitive and individualistic whole class interpersonal competitive condition--using concept and vee mappings and the lecture method. The control groups received the same treatment but were not exposed to concept and vee mappings. This study's second objective was to determine which of the three learning modes would produce the highest post-test mean gain in the subjects' knowledge of the two biology concepts. The study's sample comprised 932 eighth graders (12-13-year-olds) in 14 co-educational comprehensive high schools randomly selected from two Jamaican parishes. An integrated science performance test, an attitudes to science questionnaire and a self-esteem questionnaire were used to collect data. The results indicated that the experimental students (a) under the three learning modes, (b) with high, moderate, and low attitudes to science, and (c) with high, moderate, and low self-esteem, performed significantly better than their control group counterparts. The individualist whole class learning mode engendered the highest mean gain on the experimental students' knowledge, while the cooperative-competitive learning mode generated the highest mean gain for the control group students.

C3: The Compositional Construction of Context. A New, More Effective and Efficient Way to Marshal Inferences from Background Knowledge

DTIC Science & Technology

2014-09-01

quarter. Deep natural language understanding , efficient inference, pragmatics, background knowledge U U U SAR 4 Dr. David McDonald (781) 718-1964 C3...effective and efficient way to marshal inferences from background knowledge ’ N00014-13-1-0228 Dr. David McDonald Smart Information Flow Technologies, dba...for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data

Description of a drug hierarchy in a concept-based reference terminology.

PubMed Central

Kim, J. M.; Frosdick, P.

2001-01-01

A concept-based reference terminology that covers all aspects of healthcare is essential in developing the Electronic Health Record (EHR). SNOMED Clinical Terms (CT), scheduled for release in December 2001, integrates the relative strengths of SNOMED RT, and the United Kingdom s Clinical Terms Version 3, formerly known as the Read Codes Version 3. It promises to be the most comprehensive terminology available. Since a significant portion of the EHR can be drug-related information, we describe here some of the background information and rationale for the structure and scope of the merged drug hierarchy within SNOMED CT. A controlled drug terminology within a reference terminology has the potential to support a number of functions within healthcare practice. One of the functions proposed is to serve as the bridge between reference terminology and drug knowledge bases. PMID:11825202

3D molecular models of whole HIV-1 virions generated with cellPACK

PubMed Central

Goodsell, David S.; Autin, Ludovic; Forli, Stefano; Sanner, Michel F.; Olson, Arthur J.

2014-01-01

As knowledge of individual biological processes grows, it becomes increasingly useful to frame new findings within their larger biological contexts in order to generate new systems-scale hypotheses. This report highlights two major iterations of a whole virus model of HIV-1, generated with the cellPACK software. cellPACK integrates structural and systems biology data with packing algorithms to assemble comprehensive 3D models of cell-scale structures in molecular detail. This report describes the biological data, modeling parameters and cellPACK methods used to specify and construct editable models for HIV-1. Anticipating that cellPACK interfaces under development will enable researchers from diverse backgrounds to critique and improve the biological models, we discuss how cellPACK can be used as a framework to unify different types of data across all scales of biology. PMID:25253262

[The reasons and background for the rise of college education of Traditional Chinese Medicine (TCM) in modern times].

PubMed

Yang, Wen-jie; Huang, Ying; Li, Jie

2009-09-01

With western learning spreading throughout the orient, the survival and development of TCM was restrained to a large degree due to the medical administrative policy, educational system and diffusion of western medicine at different social levels. Facing this adversity, the TCM sector complied with the changing times and survived through persistent efforts as well as wide and solid popular foundations, striving actively for the legitimacy status of TCM education and establishing several TCM colleges. During the course of running the colleges, the TCM sector was brave in changing ideas and giving and accepting new knowledge, it explored a comprehensive educational syllabus, which not only promoted the development of TCM education in the Republican period of China, but also laid a foundation for TCM education in the new period.

Dental caries is correlated with knowledge of comprehensive food education in Japanese university students.

PubMed

Ekuni, Daisuke; Tomofuji, Takaaki; Mizutani, Shinsuke; Furuta, Michiko; Irie, Koichiro; Azuma, Tetsuji; Kojima, Azusa; Iwasaki, Yoshiaki; Morita, Manabu

2013-01-01

In Japan, the "Food Education Basic Law" (The Basic Law on Shokuiku, food education) was enacted in 2005. The comprehensive food education programs, namely Shokuiku, aim to improve dietary practices to reduce lifestyle-related diseases. Dental caries is one of the diseases associated with inappropriate dietary habits. Thus, food education may influence the prevalence of dental caries. However, there are no data regarding the association between public based-food education and dental caries. The aim of the present study was to investigate the relationship between knowledge about comprehensive food education (Shokuiku) and dental caries experience in Japanese university students. A total of 2,184 students (1,240 men, 944 women), aged 18-20 years, were examined. They had attended the Shokuiku program while in junior/senior high school. The numbers of teeth present, and decayed, missing and filled teeth (DMFT) (dental caries experience) were recorded. Additional information was collected via a questionnaire regarding knowledge about food education, dietary habits and oral health behavior. Of the students, 315 men (20.7%) and 345 women (52.8%) reported that they know and can explain the meaning and content of the word "Shokuiku". After adjusting for potential confounding factors, subjects who did not have knowledge about Shokuiku had higher adjusted odds ratio (OR) for dental caries experience (DMFT >0) than those who had (adjusted OR, 1.23; 95% CI, 1.02-1.48; p<0.05). These observations revealed that having knowledge about comprehensive food education in university students correlates with low prevalence of dental caries.

Predicting Reading Comprehension Academic Achievement in Late Adolescents with Velo-Cardio-Facial (22q11.2 Deletion) Syndrome (VCFS): A Longitudinal Study

ERIC Educational Resources Information Center

Antshel, K.; Hier, B.; Fremont, W.; Faraone, S. V.; Kates, W.

2014-01-01

Background: The primary objective of the current study was to examine the childhood predictors of adolescent reading comprehension in velo-cardio-facial syndrome (VCFS). Although much research has focused on mathematics skills among individuals with VCFS, no studies have examined predictors of reading comprehension. Methods: 69 late adolescents…

Stakeholders' Perspectives towards the Use of the Comprehensive Health Assessment Program (CHAP) for Adults with Intellectual Disabilities in Manitoba

ERIC Educational Resources Information Center

Shooshtari, Shahin; Temple, Beverley; Waldman, Celeste; Abraham, Sneha; Ouellette-Kuntz, Héléne; Lennox, Nicholas

2017-01-01

Background: No standardized tool is used in Canada for comprehensive health assessments of adults with intellectual disabilities. This study was conducted to determine the feasibility of implementing the Comprehensive Health Assessment Program (CHAP) in Manitoba, Canada. Method: This was a qualitative study using a purposive sample of physicians,…

Military Base Realignments and Closures: DOD has Improved Environmental Cleanup Reporting but Should Obtain and Share More Information

DTIC Science & Technology

2017-01-01

Defense (DOD) has captured and reported more comprehensive cost information in its environmental cost reporting for installations closed under the...Letter 1 Background 4 DOD’s Latest Report to Congress Captures More- Comprehensive Environmental Cleanup Cost Information, but Omits Emerging...22 Abbreviations BRAC Base Realignment and Closure CERCLA Comprehensive Environmental Response, Compensation, and

How Well Do Customers of Direct-to-Consumer Personal Genomic Testing Services Comprehend Genetic Test Results? Findings from the Impact of Personal Genomics Study.

PubMed

Ostergren, Jenny E; Gornick, Michele C; Carere, Deanna Alexis; Kalia, Sarah S; Uhlmann, Wendy R; Ruffin, Mack T; Mountain, Joanna L; Green, Robert C; Roberts, J Scott

2015-01-01

To assess customer comprehension of health-related personal genomic testing (PGT) results. We presented sample reports of genetic results and examined responses to comprehension questions in 1,030 PGT customers (mean age: 46.7 years; 59.9% female; 79.0% college graduates; 14.9% non-White; 4.7% of Hispanic/Latino ethnicity). Sample reports presented a genetic risk for Alzheimer's disease and type 2 diabetes, carrier screening summary results for >30 conditions, results for phenylketonuria and cystic fibrosis, and drug response results for a statin drug. Logistic regression was used to identify correlates of participant comprehension. Participants exhibited high overall comprehension (mean score: 79.1% correct). The highest comprehension (range: 81.1-97.4% correct) was observed in the statin drug response and carrier screening summary results, and lower comprehension (range: 63.6-74.8% correct) on specific carrier screening results. Higher levels of numeracy, genetic knowledge, and education were significantly associated with greater comprehension. Older age (≥ 60 years) was associated with lower comprehension scores. Most customers accurately interpreted the health implications of PGT results; however, comprehension varied by demographic characteristics, numeracy and genetic knowledge, and types and format of the genetic information presented. Results suggest a need to tailor the presentation of PGT results by test type and customer characteristics. © 2015 S. Karger AG, Basel.

How Well Do Customers of Direct-to-Consumer Personal Genomic Testing Services Comprehend Genetic Test Results? Findings from the Impact of Personal Genomics Study

PubMed Central

Ostergren, Jenny E.; Gornick, Michele C.; Carere, Deanna Alexis; Kalia, Sarah S.; Uhlmann, Wendy R.; Ruffin, Mack T.; Mountain, Joanna L.; Green, Robert C.; Roberts, J. Scott

2016-01-01

Aim To assess customer comprehension of health-related personal genomic testing (PGT) results. Methods We presented sample reports of genetic results and examined responses to comprehension questions in 1,030 PGT customers (mean age: 46.7 years; 59.9% female; 79.0% college graduates; 14.9% non-White; 4.7% of Hispanic/Latino ethnicity). Sample reports presented a genetic risk for Alzheimer’s disease and type 2 diabetes, carrier screening summary results for >30 conditions, results for phenylketonuria and cystic fibrosis, and drug response results for a statin drug. Logistic regression was used to identify correlates of participant comprehension. Results Participants exhibited high overall comprehension (mean score: 79.1% correct). The highest comprehension (range: 81.1–97.4% correct) was observed in the statin drug response and carrier screening summary results, and lower comprehension (range: 63.6–74.8% correct) on specific carrier screening results. Higher levels of numeracy, genetic knowledge, and education were significantly associated with greater comprehension. Older age (≥ 60 years) was associated with lower comprehension scores. Conclusions Most customers accurately interpreted the health implications of PGT results; however, comprehension varied by demographic characteristics, numeracy and genetic knowledge, and types and format of the genetic information presented. Results suggest a need to tailor the presentation of PGT results by test type and customer characteristics. PMID:26087778

Teaching and Learning Morphology: A Reflection on Generative Vocabulary Instruction

ERIC Educational Resources Information Center

Templeton, Shane

2012-01-01

Students' knowledge of morphology can play a critical role in vocabulary development, and by extension, reading comprehension and writing. This reflection describes the nature of this knowledge and how it may be developed through the examination of generative vocabulary knowledge and the role of the spelling system in developing this knowledge. In…

Exploring ESL/EFL Teachers' Pedagogical Content Knowledge on Reading Strategy Instruction

ERIC Educational Resources Information Center

Xu, Wei

2015-01-01

Any instructional practice must be derived from a teacher's knowledge base for teaching, which can be acquired by training, study, or practice. While much attention has been paid to teachers' practical content knowledge in real educational settings, comprehensive syntheses of expert knowledge on a particular teaching task for a specific group of…

Relationships between Teachers' Metacognitive Knowledge and Students' Metacognitive Knowledge and Reading Achievement

ERIC Educational Resources Information Center

Soodla, Piret; Jõgi, Anna-Liisa; Kikas, Eve

2017-01-01

The study examined the relationships between teachers' metacognitive knowledge of reading strategies and their students' metacognitive knowledge and reading comprehension. The study was carried out among language art teachers (N = 34) and their students (N = 534) in the last year of primary school (ninth grade) in Estonia. Multilevel modeling was…

Tracking Real-Time Neural Activation of Conceptual Knowledge Using Single-Trial Event-Related Potentials

ERIC Educational Resources Information Center

Amsel, Ben D.

2011-01-01

Empirically derived semantic feature norms categorized into different types of knowledge (e.g., visual, functional, auditory) can be summed to create number-of-feature counts per knowledge type. Initial evidence suggests several such knowledge types may be recruited during language comprehension. The present study provides a more detailed…

The Impact of Gender, Socioeconomic Status and Home Language on Primary School Children’s Reading Comprehension in KwaZulu-Natal

PubMed Central

Völkel, Gabriela; Seabi, Joseph; Cockcroft, Kate; Goldschagg, Paul

2016-01-01

The current study constituted part of a larger, longitudinal, South African-based study, namely, The Road and Aircraft Noise Exposure on Children’s Cognition and Health (RANCH—South Africa). In the context of a multicultural South Africa and varying demographic variables thereof, this study sought to investigate and describe the effects of gender, socioeconomic status and home language on primary school children’s reading comprehension in KwaZulu-Natal. In total, 834 learners across 5 public schools in the KwaZulu-Natal province participated in the study. A biographical questionnaire was used to obtain biographical data relevant to this study, and the Suffolk Reading Scale 2 (SRS2) was used to obtain reading comprehension scores. The findings revealed that there was no statistical difference between males and females on reading comprehension scores. In terms of socioeconomic status (SES), learners from a low socioeconomic background performed significantly better than those from a high socioeconomic background. English as a First Language (EL1) speakers had a higher mean reading comprehension score than speakers who spoke English as an Additional Language (EAL). Reading comprehension is indeed affected by a variety of variables, most notably that of language proficiency. The tool to measure reading comprehension needs to be standardized and administered in more than one language, which will ensure increased reliability and validity of reading comprehension scores. PMID:26999169

The Impact of Gender, Socioeconomic Status and Home Language on Primary School Children's Reading Comprehension in KwaZulu-Natal.

PubMed

Völkel, Gabriela; Seabi, Joseph; Cockcroft, Kate; Goldschagg, Paul

2016-03-15

The current study constituted part of a larger, longitudinal, South African-based study, namely, The Road and Aircraft Noise Exposure on Children's Cognition and Health (RANCH-South Africa). In the context of a multicultural South Africa and varying demographic variables thereof, this study sought to investigate and describe the effects of gender, socioeconomic status and home language on primary school children's reading comprehension in KwaZulu-Natal. In total, 834 learners across 5 public schools in the KwaZulu-Natal province participated in the study. A biographical questionnaire was used to obtain biographical data relevant to this study, and the Suffolk Reading Scale 2 (SRS2) was used to obtain reading comprehension scores. The findings revealed that there was no statistical difference between males and females on reading comprehension scores. In terms of socioeconomic status (SES), learners from a low socioeconomic background performed significantly better than those from a high socioeconomic background. English as a First Language (EL1) speakers had a higher mean reading comprehension score than speakers who spoke English as an Additional Language (EAL). Reading comprehension is indeed affected by a variety of variables, most notably that of language proficiency. The tool to measure reading comprehension needs to be standardized and administered in more than one language, which will ensure increased reliability and validity of reading comprehension scores.

Using background knowledge for picture organization and retrieval

NASA Astrophysics Data System (ADS)

Quintana, Yuri

1997-01-01

A picture knowledge base management system is described that is used to represent, organize and retrieve pictures from a frame knowledge base. Experiments with human test subjects were conducted to obtain further descriptions of pictures from news magazines. These descriptions were used to represent the semantic content of pictures in frame representations. A conceptual clustering algorithm is described which organizes pictures not only on the observable features, but also on implicit properties derived from the frame representations. The algorithm uses inheritance reasoning to take into account background knowledge in the clustering. The algorithm creates clusters of pictures using a group similarity function that is based on the gestalt theory of picture perception. For each cluster created, a frame is generated which describes the semantic content of pictures in the cluster. Clustering and retrieval experiments were conducted with and without background knowledge. The paper shows how the use of background knowledge and semantic similarity heuristics improves the speed, precision, and recall of queries processed. The paper concludes with a discussion of how natural language processing of can be used to assist in the development of knowledge bases and the processing of user queries.

The Effects of Lesson Screen Background Color on Declarative and Structural Knowledge

ERIC Educational Resources Information Center

Clariana, Roy B.; Prestera, Gustavo E.

2009-01-01

This experimental investigation replicates previous investigations of the effects of left margin screen background color hue to signal lesson sections on declarative knowledge and extends those investigations by adding a measure of structural knowledge. Participants (N = 80) were randomly assigned to receive 1 of 4 computer-based lesson treatments…

Cognition and Health Literacy in Older Adults' Recall of Self-Care Information.

PubMed

Chin, Jessie; Madison, Anna; Gao, Xuefei; Graumlich, James F; Conner-Garcia, Thembi; Murray, Michael D; Stine-Morrow, Elizabeth A L; Morrow, Daniel G

2017-04-01

Health literacy is associated with health outcomes presumably because it influences the understanding of information needed for self-care. However, little is known about the language comprehension mechanisms that underpin health literacy. We explored the relationship between a commonly used measure of health literacy (Short Test of Functional Health Literacy in Adults [STOFHLA]) and comprehension of health information among 145 older adults. Results showed that performance on the STOFHLA was associated with recall of health information. Consistent with the Process-Knowledge Model of Health Literacy, mediation analysis showed that both processing capacity and knowledge mediated the association between health literacy and recall of health information. In addition, knowledge moderated the effects of processing capacity limits, such that processing capacity was less likely to be associated with recall for older adults with higher levels of knowledge. These findings suggest that knowledge contributes to health literacy and can compensate for deficits in processing capacity to support comprehension of health information among older adults. The implications of these findings for improving patient education materials for older adults with inadequate health literacy are discussed. © The Author 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The effect of comprehensive sexual education program on sexual health knowledge and sexual attitude among college students in Southwest China.

PubMed

Chi, Xinli; Hawk, Skyler T; Winter, Sam; Meeus, Wim

2015-03-01

The purpose of this study was to evaluate whether a comprehensive sexual education program for college students in Southwest China (a) improved sexual health knowledge in reproduction, contraception, condom use, sexually transmitted diseases, and HIV; (b) increased accepting attitudes toward lesbian, gay, bisexual, and transsexual individuals; and (c) altered participants' attitudes toward premarital sex and monogamy. The program used diverse teaching methods, providing 6 sessions over a period of 9 weeks about sexual health knowledge and sexual attitudes to college students (age 18-26 years) in Southwest China. Sexual health knowledge and sexual attitudes of 80 comprehensive sexual education class students (education group) and 92 general mental health education class students (control group) were measured at baseline, the end of course (posttest), and 3 weeks after the end of course (follow-up). There were significant effects of the program on (a) sexual health knowledge, including reproductive health, contraception, condom use, and HIV/AIDS and (b) positive attitudes toward sexual minorities, although these changes may require further reinforcement. In contrast, the program did not alter students' attitudes about premarital sex or monogamy. The results are discussed in terms of recommendations of sex education in China and future directions for research. © 2013 APJPH.

Toward a comprehensive areal model of earthquake-induced landslides

USGS Publications Warehouse

Miles, S.B.; Keefer, D.K.

2009-01-01

This paper provides a review of regional-scale modeling of earthquake-induced landslide hazard with respect to the needs for disaster risk reduction and sustainable development. Based on this review, it sets out important research themes and suggests computing with words (CW), a methodology that includes fuzzy logic systems, as a fruitful modeling methodology for addressing many of these research themes. A range of research, reviewed here, has been conducted applying CW to various aspects of earthquake-induced landslide hazard zonation, but none facilitate comprehensive modeling of all types of earthquake-induced landslides. A new comprehensive areal model of earthquake-induced landslides (CAMEL) is introduced here that was developed using fuzzy logic systems. CAMEL provides an integrated framework for modeling all types of earthquake-induced landslides using geographic information systems. CAMEL is designed to facilitate quantitative and qualitative representation of terrain conditions and knowledge about these conditions on the likely areal concentration of each landslide type. CAMEL is highly modifiable and adaptable; new knowledge can be easily added, while existing knowledge can be changed to better match local knowledge and conditions. As such, CAMEL should not be viewed as a complete alternative to other earthquake-induced landslide models. CAMEL provides an open framework for incorporating other models, such as Newmark's displacement method, together with previously incompatible empirical and local knowledge. ?? 2009 ASCE.

Performance in Mathematical Problem Solving as a Function of Comprehension and Arithmetic Skills

ERIC Educational Resources Information Center

Voyer, Dominic

2011-01-01

Many factors influence a student's performance in word (or textbook) problem solving in class. Among them is the comprehension process the pupils construct during their attempt to solve the problem. The comprehension process may include some less formal representations, based on pupils' real-world knowledge, which support the construction of a…

Academic Language as a Predictor Of Reading Comprehension in Monolingual Spanish-Speaking Readers: Evidence from Chilean Early Adolescents

ERIC Educational Resources Information Center

Meneses, Alejandra; Uccelli, Paola; Santelices, María Verónica; Ruiz, Marcela; Acevedo, Daniela; Figueroa, Javiera

2018-01-01

Although literacy achievement has improved in Chile, adolescents' underperformance in reading comprehension is still a serious concern. In English, core academic-language skills (CALS) have been found to significantly predict reading comprehension, even controlling for academic vocabulary knowledge. CALS are high-utility language skills that…

Acquisition of Prosodic Focus Marking by English, French, and German Three-, Four-, Five- and Six-Year-Olds

ERIC Educational Resources Information Center

Szendroi, Kriszta; Bernard, Carline; Berger, Frauke; Gervain, Judit; Hohle, Barbara

2018-01-01

Previous research on young children's knowledge of prosodic focus marking has revealed an apparent paradox, with comprehension appearing to lag behind production. Comprehension of prosodic focus is difficult to study experimentally due to its subtle and ambiguous contribution to pragmatic meaning. We designed a novel comprehension task, which…

Digging beneath the Surface Behavioral and Neural Indices of Lexical Access during Idiom Comprehension in Aphasia: A Multi-Modal Approach

ERIC Educational Resources Information Center

Brumm, Kathleen Patricia

2011-01-01

This project examines spoken language comprehension in Broca's aphasia, a non-fluent language disorder acquired subsequent to stroke. Broca's aphasics demonstrate impaired comprehension for complex sentence constructions. To account for this deficit, one current processing theory claims that Broca's patients retain intrinsic linguistic knowledge,…

Progressive Achievement Tests in Reading: Comprehension & Vocabulary. Teacher's Handbook. Second Edition.

ERIC Educational Resources Information Center

Australian Council for Educational Research, Hawthorn.

The teacher handbook for Progressive Achievement Tests (PATs) in Reading presents an overall description of these survey tests in reading comprehension and vocabulary knowledge for school years 3 to 9. There are two alternative forms of each test: (1) the Reading Comprehension tests are designed to measure two major aspects of reading skills…

Does Rhetorical Competence Moderate the Effect of Rhetorical Devices on the Comprehension of Expository Texts beyond General Comprehension Skills?

ERIC Educational Resources Information Center

Sánchez, Emilio; García, J. Ricardo; Bustos, Andrea

2017-01-01

Many studies have demonstrated the facilitating role of rhetorical devices in text comprehension, but there are also studies where rhetorical devices have not shown such effect. The present study sets out to explore whether readers' knowledge of rhetorical devices (that is, rhetorical competence) moderates their effectiveness beyond general…

Differential Competencies Contributing to Children's Comprehension of Narrative and Expository Texts

ERIC Educational Resources Information Center

Best, Rachel M.; Floyd, Randy G.; Mcnamara, Danielle S.

2008-01-01

This study examined the influences of reading decoding skills and world knowledge on third graders' comprehension of narrative and expository texts. Children read a narrative text and an expository text. Comprehension of each text was assessed with a free recall prompt, three cued recall prompts, and 12 multiple-choice questions. Tests from the…

Language and Cognitive Predictors of Text Comprehension: Evidence from Multivariate Analysis

ERIC Educational Resources Information Center

Kim, Young-Suk

2015-01-01

Using data from children in South Korea (N = 145, M[subscript age] = 6.08), it was determined how low-level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high-level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening…

Comprehensive metabolomic profiling and incident cardiovascular disease: a systematic review

USDA-ARS?s Scientific Manuscript database

Background: Metabolomics is a promising tool of cardiovascular biomarker discovery. We systematically reviewed the literature on comprehensive metabolomic profiling in association with incident cardiovascular disease (CVD). Methods and Results: We searched MEDLINE and EMBASE from inception to Janua...

Effectiveness of objectivist online instruction on graduate learners' knowledge and competence

NASA Astrophysics Data System (ADS)

Maryannakis, Artemios

Online courses currently offered by aeronautical institutions are unstructured conversions of traditional courses into Web-based courses that lack the learning theory and instructional design principles framework, thus lacking the efficiency and effectiveness in dealing with the academic demands required to prepare aviation/aerospace professionals for the challenges of the technologically driven twenty-first century. The purpose of this study was to compare the effectiveness of two versions of an aeronautical online graduate course on research methods knowledge and competence: a comprehensive objectivist design and an unstructured design. Quantitative, causal comparative, quasi-experimental methodology was utilized. Using criteria derived from literature, criteria were established for the development and eventual online delivery of a comprehensive objectivist instructional design on graduate research methods learning. Results revealed that the comprehensive objectivist design was significantly more effective than its unstructured counterpart on graduate learners' competence in research methods, but found no significant difference in knowledge. It was recommended that aeronautical institutions (a) create programs with critical thinking and problem solving embedded in their curriculum for enhancing learner competence, and (b) thoroughly train every online instructor in the development and use of comprehensive online instruction.

Reexamining the Relationship between Verbal Knowledge Background and Keyword Training for Vocabulary Acquisition

PubMed

Hogben; Lawson

1997-07-01

The literature on keyword training presents a confusing picture of the usefulness of the keyword method for foreign language vocabulary learning by students with strong verbal knowledge backgrounds. This paper reviews research which notes the existence of conflicting sets of findings concerning the verbal background-keyword training relationship and presents the results of analyses which argue against the assertion made by McDaniel and Pressley (1984) that keyword training will have minimal effect on students with high verbal ability. Findings from regression analyses of data from two studies did not show that the relationship between keyword training and immediate recall performance was moderated by verbal knowledge background. The disparate sets of findings related to the keyword training-verbal knowledge relationship and themes emerging from other research suggest that this relationship requires further examination.

Structuring and extracting knowledge for the support of hypothesis generation in molecular biology

PubMed Central

Roos, Marco; Marshall, M Scott; Gibson, Andrew P; Schuemie, Martijn; Meij, Edgar; Katrenko, Sophia; van Hage, Willem Robert; Krommydas, Konstantinos; Adriaans, Pieter W

2009-01-01

Background Hypothesis generation in molecular and cellular biology is an empirical process in which knowledge derived from prior experiments is distilled into a comprehensible model. The requirement of automated support is exemplified by the difficulty of considering all relevant facts that are contained in the millions of documents available from PubMed. Semantic Web provides tools for sharing prior knowledge, while information retrieval and information extraction techniques enable its extraction from literature. Their combination makes prior knowledge available for computational analysis and inference. While some tools provide complete solutions that limit the control over the modeling and extraction processes, we seek a methodology that supports control by the experimenter over these critical processes. Results We describe progress towards automated support for the generation of biomolecular hypotheses. Semantic Web technologies are used to structure and store knowledge, while a workflow extracts knowledge from text. We designed minimal proto-ontologies in OWL for capturing different aspects of a text mining experiment: the biological hypothesis, text and documents, text mining, and workflow provenance. The models fit a methodology that allows focus on the requirements of a single experiment while supporting reuse and posterior analysis of extracted knowledge from multiple experiments. Our workflow is composed of services from the 'Adaptive Information Disclosure Application' (AIDA) toolkit as well as a few others. The output is a semantic model with putative biological relations, with each relation linked to the corresponding evidence. Conclusion We demonstrated a 'do-it-yourself' approach for structuring and extracting knowledge in the context of experimental research on biomolecular mechanisms. The methodology can be used to bootstrap the construction of semantically rich biological models using the results of knowledge extraction processes. Models specific to particular experiments can be constructed that, in turn, link with other semantic models, creating a web of knowledge that spans experiments. Mapping mechanisms can link to other knowledge resources such as OBO ontologies or SKOS vocabularies. AIDA Web Services can be used to design personalized knowledge extraction procedures. In our example experiment, we found three proteins (NF-Kappa B, p21, and Bax) potentially playing a role in the interplay between nutrients and epigenetic gene regulation. PMID:19796406

Voice-enabled Knowledge Engine using Flood Ontology and Natural Language Processing

NASA Astrophysics Data System (ADS)

Sermet, M. Y.; Demir, I.; Krajewski, W. F.

2015-12-01

The Iowa Flood Information System (IFIS) is a web-based platform developed by the Iowa Flood Center (IFC) to provide access to flood inundation maps, real-time flood conditions, flood forecasts, flood-related data, information and interactive visualizations for communities in Iowa. The IFIS is designed for use by general public, often people with no domain knowledge and limited general science background. To improve effective communication with such audience, we have introduced a voice-enabled knowledge engine on flood related issues in IFIS. Instead of navigating within many features and interfaces of the information system and web-based sources, the system provides dynamic computations based on a collection of built-in data, analysis, and methods. The IFIS Knowledge Engine connects to real-time stream gauges, in-house data sources, analysis and visualization tools to answer natural language questions. Our goal is the systematization of data and modeling results on flood related issues in Iowa, and to provide an interface for definitive answers to factual queries. The goal of the knowledge engine is to make all flood related knowledge in Iowa easily accessible to everyone, and support voice-enabled natural language input. We aim to integrate and curate all flood related data, implement analytical and visualization tools, and make it possible to compute answers from questions. The IFIS explicitly implements analytical methods and models, as algorithms, and curates all flood related data and resources so that all these resources are computable. The IFIS Knowledge Engine computes the answer by deriving it from its computational knowledge base. The knowledge engine processes the statement, access data warehouse, run complex database queries on the server-side and return outputs in various formats. This presentation provides an overview of IFIS Knowledge Engine, its unique information interface and functionality as an educational tool, and discusses the future plans for providing knowledge on flood related issues and resources. IFIS Knowledge Engine provides an alternative access method to these comprehensive set of tools and data resources available in IFIS. Current implementation of the system accepts free-form input and voice recognition capabilities within browser and mobile applications.

Knowledge of the health consequences of tobacco smoking: a cross-sectional survey of Vietnamese adults

PubMed Central

Minh An, Dao Thi; Van Minh, Hoang; Huong, Le Thi; Giang, Kim Bao; Xuan, Le Thi Thanh; Thi Hai, Phan; Quynh Nga, Pham; Hsia, Jason

2013-01-01

Background Although substantial efforts have been made to curtail smoking in Vietnam, the 2010 Global Adult Tobacco Survey (GATS) revealed that the proportion of male adults currently smoking remains high at 47.4%. Objectives To determine the level of, and characteristics associated with, knowledge of the health consequences of smoking among Vietnamese adults. Design GATS 2010 was designed to survey a nationally representative sample of Vietnamese men and women aged 15 and older drawn from 11,142 households using a two-stage sampling design. Descriptive statistics were calculated and multivariate logistic regression was used to examine associations between postulated exposure factors (age, education, access to information, ethnic group etc.) and knowledge on health risks. Results General knowledge on the health risks of active smoking (AS) and exposure to second hand smoke (SHS) was good (90% and 83%, respectively). However, knowledge on specific diseases related to tobacco smoking (stroke, heart attack, and lung cancer) appeared to be lower (51.5%). Non-smokers had a significantly higher likelihood of demonstrating better knowledge on health risks related to AS (OR 1.6) and SHS (OR 1.7) than smokers. Adults with secondary education, college education or above also had significantly higher levels knowledge of AS/SHS health risks than those with primary education (AS: ORs 1.6, 1.7, and 1.9, respectively, and SHS: ORs 2.4, 3.9, and 5.7 respectively). Increasing age was positively associated with knowledge of the health consequences of SHS, and access to information was significantly associated with knowledge of AS/SHS health risks (ORs 2.3 and 1.9 respectively). Otherwise, non-Kinh ethnic groups had significantly less knowledge on health risks of AS/SHS than Kinh ethnic groups. Conclusions It may be necessary to target tobacco prevention programs to specific subgroups including current smokers, adults with low education, non-Kinh ethnics in order to increase their knowledge on health risks of smoking. Comprehensive messages and/or images about specific diseases related to AS/SHS should be conveyed using of different channels and modes specific to local cultures to increase knowledge on smoking health consequences for general population. PMID:23374702

The use of music to enhance reading skills of second grade students and students with reading disabilities.

PubMed

Register, Dena; Darrow, Alice-Ann; Standley, Jayne; Swedberg, Olivia

2007-01-01

The purpose of the present study was to determine the efficacy of using music as a remedial strategy to enhance the reading skills of second-grade students and students who have been identified as having a specific learning disability (SLD) in reading. First, an intensive short-term music curriculum was designed to target reading comprehension and vocabulary skills at the second grade level. The curriculum was then implemented in classrooms at two public schools in the Southeast. Reading skills were evaluated pre and post curriculum intervention via the vocabulary and reading comprehension subtests of the Gates-MacGinitie Reading Test for second grade. Analysis of pre/posttest data revealed that students with a specific disability in reading improved significantly from pre to post on all three subtests: word decoding (p = .04), word knowledge (p = .01), reading comprehension (p = .01), and test total (p = .01). Paired t-tests revealed that for 2nd grade students, both treatment and control classes improved significantly from pre to post on the subtests word decoding, word knowledge, and test total. While both classes made gains from pre to post on the subtest, reading comprehension, neither improved significantly. Analysis of Covariance revealed that the treatment class made greater gains pre to post than the control class on all 3 subtests (Including reading comprehension), and significantly greater gains on the subtest, word knowledge (p = .01).

What Are the Effects of Teaching Evidence-Based Health Care (EBHC)? Overview of Systematic Reviews

PubMed Central

Young, Taryn; Rohwer, Anke; Volmink, Jimmy; Clarke, Mike

2014-01-01

Background An evidence-based approach to health care is recognized internationally as a key competency for healthcare practitioners. This overview systematically evaluated and organized evidence from systematic reviews on teaching evidence-based health care (EBHC). Methods/Findings We searched for systematic reviews evaluating interventions for teaching EBHC to health professionals compared to no intervention or different strategies. Outcomes covered EBHC knowledge, skills, attitudes, practices and health outcomes. Comprehensive searches were conducted in April 2013. Two reviewers independently selected eligible reviews, extracted data and evaluated methodological quality. We included 16 systematic reviews, published between 1993 and 2013. There was considerable overlap across reviews. We found that 171 source studies included in the reviews related to 81 separate studies, of which 37 are in more than one review. Studies used various methodologies to evaluate educational interventions of varying content, format and duration in undergraduates, interns, residents and practicing health professionals. The evidence in the reviews showed that multifaceted, clinically integrated interventions, with assessment, led to improvements in knowledge, skills and attitudes. Interventions improved critical appraisal skills and integration of results into decisions, and improved knowledge, skills, attitudes and behaviour amongst practicing health professionals. Considering single interventions, EBHC knowledge and attitude were similar for lecture-based versus online teaching. Journal clubs appeared to increase clinical epidemiology and biostatistics knowledge and reading behavior, but not appraisal skills. EBHC courses improved appraisal skills and knowledge. Amongst practicing health professionals, interactive online courses with guided critical appraisal showed significant increase in knowledge and appraisal skills. A short workshop using problem-based approaches, compared to no intervention, increased knowledge but not appraisal skills. Conclusions EBHC teaching and learning strategies should focus on implementing multifaceted, clinically integrated approaches with assessment. Future rigorous research should evaluate minimum components for multifaceted interventions, assessment of medium to long-term outcomes, and implementation of these interventions. PMID:24489771

Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention

PubMed Central

Cho, Eunsoo; Roberts, Garrett J.; Capin, Philip; Roberts, Greg; Miciak, Jeremy; Vaughn, Sharon

2015-01-01

We examined cognitive attributes, attention, and self-efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responders with comprehension and word reading deficits (n = 52) after receiving a multicomponent reading intervention. We also included typical readers (n = 40). These four groups were compared on measures of nonverbal reasoning, working memory, verbal knowledge, listening comprehension, phonological awareness, and rapid naming as well as on teacher ratings of attention problems and self-reported self-efficacy. The two inadequate responder groups demonstrated difficulties primarily with verbal knowledge and listening comprehension compared to typical readers and adequate responders. Phonological awareness and rapid naming differentiated the two inadequate responder groups. In addition, both inadequate responder groups showed more attention problems and low self-efficacy compared to typical readers. PMID:26997755

Refinement of an Instrument to Assess Readiness for Knowledge Management

DTIC Science & Technology

2007-03-01

knowledge from an Aristotlean view of the five types of knowledge: scientific, skills-based, experiential, intuition and theoretical knowledge of...al., 1999). Other researchers have explored the creation of new knowledge in organizations and a number of theories exist that seek to describe how...Holt, Bartczak, Clark, & Trent, 2004; Prusak, 2001), I am not aware of any comprehensive effort that integrates the fundamental theories of

Michigan Citizens' Knowledge and Perceptions about Groundwater.

ERIC Educational Resources Information Center

Suvedi, Murari; Krueger, David; Shrestha, Anil; Bettinghouse, Dixie

2000-01-01

Assesses the knowledge and perceptions of Michigan residents about groundwater in order to develop a comprehensive educational program and provide baseline information to document the program's impact over time. (Author/CCM)

Effects of Classical Background Music on Stress, Anxiety, and Knowledge of Filipino Baccalaureate Nursing Students.

PubMed

Evangelista, Kevin; Macabasag, Romeo Luis A; Capili, Brylle; Castro, Timothy; Danque, Marilee; Evangelista, Hanzel; Rivero, Jenica Ana; Gonong, Michell Katrina; Diño, Michael Joseph; Cajayon, Sharon

2017-10-28

Previous work on the use of background music suggests conflicting results in various psychological, behavioral, and educational measures. This quasi-experiment examined the effect of integrating classical background music during a lecture on stress, anxiety, and knowledge. A total of 42 nursing students participated this study. We utilized independent sample t-test and multivariate analysis of variance to examine the effect of classical background music. Our findings suggest that the presence or absence of classical background music do not affect stress, anxiety, and knowledge scores (Λ = 0.999 F(3, 78) = 0.029, p = 0.993). We provided literature to explain the non-significant result. Although classical music failed to establish a significant influence on the dependent variables, classical background music during lecture hours can be considered a non-threatening stimulus. We recommend follow up studies regarding the role of classical background music in regulating attention control of nursing students during lecture hours.

A systematic review of the research evidence on cross-country features of illegal abortions

PubMed Central

Aghaei, Farideh; Shaghaghi, Abdolreza; Sarbakhsh, Parvin

2017-01-01

Background: There are contrasting debates about abortions and prohibitory regulations posed serious public health challenges especially in underdeveloped and developing countries. Due to paucity of the empirical evidences this study was conducted to explore the existent cumulative knowledge with special focus on the applied methodology. Methods: A comprehensive review of published articles from January 1995 to December 2015 was performed. Several databases including: Embase, PubMed, Cochrane and also databasesof the Iranian medical journals were searched using combinations of relevant Medical Subject Headings (MeSH terms) and their equivalents, i.e., induced abortion, embryotomy, criminal abortion and illegal abortion. The STrengthening the Reporting of OBservational studies in Epidemiology (STROBE) statement for appraisal of the cross-sectional studies and Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist for the qualitative reports were utilized. After removal of duplicates and irrelevant publications 36 articles remained for data analysis. Results: A wide heterogeneity was observed in the utilized methodology with no standard data collection tool. Face to face interview and self-administered questionnaire were the most common reported data collection/tool respectively. Married and unemployed women of 26-30 years old age group with low socioeconomic backgrounds were the most typical illegal abortees in the included studies. Conclusion: Despite limitation in accessing all relevant publications and including only those reports written in English or Persian languages, the accumulated knowledge might be applicable to develop a potentially inclusive data collection tool and hence, improve the quality of data collection and/or application of a more robust study design in future investigations. PMID:28695098

Supporting students' learning in the domain of computer science

NASA Astrophysics Data System (ADS)

Gasparinatou, Alexandra; Grigoriadou, Maria

2011-03-01

Previous studies have shown that students with low knowledge understand and learn better from more cohesive texts, whereas high-knowledge students have been shown to learn better from texts of lower cohesion. This study examines whether high-knowledge readers in computer science benefit from a text of low cohesion. Undergraduate students (n = 65) read one of four versions of a text concerning Local Network Topologies, orthogonally varying local and global cohesion. Participants' comprehension was examined through free-recall measure, text-based, bridging-inference, elaborative-inference, problem-solving questions and a sorting task. The results indicated that high-knowledge readers benefited from the low-cohesion text. The interaction of text cohesion and knowledge was reliable for the sorting activity, for elaborative-inference and for problem-solving questions. Although high-knowledge readers performed better in text-based and in bridging-inference questions with the low-cohesion text, the interaction of text cohesion and knowledge was not reliable. The results suggest a more complex view of when and for whom textual cohesion affects comprehension and consequently learning in computer science.

Using Smartphones to Supplement Classroom Reading

ERIC Educational Resources Information Center

Bromley, Karen

2013-01-01

Supplementing classroom reading with smartphones can develop better vocabulary knowledge, comprehension, technology skills, and writing. This article connects smartphones to reading complex, informational text and the Common Core State Standards (CCSS). The author suggests that smartphones motivate, scaffold comprehension, and invite…

The Transferability of Health Promotion and Education Approaches Between Non-communicable Diseases and Communicable Diseases—an Analysis of Evidence

PubMed Central

McQueen, David V.; Manoncourt, Erma; Cartier, Yuri N.; Dinca, Irina; Nurm, Ülla-Karin

2014-01-01

Background There is a seeming lack within the public health fields of both research and practice of information sharing across so-called “silos of work”. Many professionals in the public health fields dealing with infectious diseases (IDs) are unaware of the programs and approaches taken by their colleagues in the non-communicable diseases (NCDs) arena, and vice versa. A particular instance of this is in the understanding and application of health promotion approaches. This is a problem that needs to be addressed with the goal of producing the most efficient and effective health promotion approaches to the prevention and control of diseases in general. Objectives This project examined health promotion approaches to the prevention of NCDs that could be used in the prevention of IDs. Methods A knowledge synthesis and translation perspective was undertaken. We screened and analyzed a wide range of sources that were considered relevant, with particular emphasis on systematic reviews, published articles and the grey literature. Results The analysis revealed a diverse health promotion knowledge base for application to IDs. Comprehensive health promotion models were found to be useful. Findings suggest that there are profound similarities for health promotion approaches in both NCDs and IDs. Conclusions: This study revealed gaps in knowledge synthesis to translation. The need for development of intervention and implementation research is considered. PMID:29546085

Lexical Competence and Reading Comprehension: A Pilot Study with Heritage Language Learners of Spanish

ERIC Educational Resources Information Center

Velásquez, Edna

2016-01-01

The basic questions that guide this study are: (a) what percentage of vocabulary from a passage would a Spanish learner need to know to demonstrate "adequate" (a score of 70 out of 100) comprehension of it? And, (b) what type of curve would best describe the relationship between vocabulary knowledge and reading comprehension? Fifty-three…

The Effects of Morphemic Vocabulary Instruction on Prefix Vocabulary and Sentence Comprehension for Middle School Students with Learning Disabilities

ERIC Educational Resources Information Center

Brown, Shannon Harris; Lignugaris-Kraft, Benjamin; Forbush, David E.

2016-01-01

A limited vocabulary is a substantial obstacle to success in reading comprehension (Graves, 2004). A morphemic approach to vocabulary instruction may be an effective method for increasing student outcomes in both word knowledge and reading comprehension (Kuo & Anderson, 2006; Reed, 2008). The purpose of this research was to examine the effects…

Components of Story Comprehension and Strategies to Support Them in Hearing and Deaf or Hard of Hearing Readers

ERIC Educational Resources Information Center

Sullivan, Susan; Oakhill, Jane

2015-01-01

In this article, we review the skills that have been found to be related to good story comprehension in novice readers with normal hearing and describe the relative weight each plays. The relationship between effective story comprehension and lower level skills (such as syntactic awareness and vocabulary knowledge) is considered, and the casual…

Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER)

ERIC Educational Resources Information Center

Kim, Young-Suk Grace

2017-01-01

Pathways of relations of language, cognitive, and literacy skills (i.e., working memory, vocabulary, grammatical knowledge, inference, comprehension monitoring, word reading, and listening comprehension) to reading comprehension were examined by comparing four variations of direct and indirect effects model of reading. Results from 350…

The Relationship between Listening Comprehension of Text and Sentences in Preschoolers: Specific or Mediated by Lower and Higher Level Components?

ERIC Educational Resources Information Center

Florit, Elena; Roch, Maja; Levorato, M. Chiara

2013-01-01

Two studies explored the relation between listening comprehension of text and listening comprehension of sentences in preschoolers aged 4 to 5 years, 11 months. The first study analyzed this relationship taking into account the role of lower level components, namely, word knowledge and verbal working memory, as possible mediators. These components…

Comprehension and retrieval of failure cases in airborne observatories

NASA Technical Reports Server (NTRS)

Alvarado, Sergio J.; Mock, Kenrick J.

1995-01-01

This paper describes research dealing with the computational problem of analyzing and repairing failures of electronic and mechanical systems of telescopes in NASA's airborne observatories, such as KAO (Kuiper Airborne Observatory) and SOFIA (Stratospheric Observatory for Infrared Astronomy). The research has resulted in the development of an experimental system that acquires knowledge of failure analysis from input text, and answers questions regarding failure detection and correction. The system's design builds upon previous work on text comprehension and question answering, including: knowledge representation for conceptual analysis of failure descriptions, strategies for mapping natural language into conceptual representations, case-based reasoning strategies for memory organization and indexing, and strategies for memory search and retrieval. These techniques have been combined into a model that accounts for: (a) how to build a knowledge base of system failures and repair procedures from descriptions that appear in telescope-operators' logbooks and FMEA (failure modes and effects analysis) manuals; and (b) how to use that knowledge base to search and retrieve answers to questions about causes and effects of failures, as well as diagnosis and repair procedures. This model has been implemented in FANSYS (Failure ANalysis SYStem), a prototype text comprehension and question answering program for failure analysis.

Comprehension and retrieval of failure cases in airborne observatories

NASA Astrophysics Data System (ADS)

Alvarado, Sergio J.; Mock, Kenrick J.

1995-05-01

This paper describes research dealing with the computational problem of analyzing and repairing failures of electronic and mechanical systems of telescopes in NASA's airborne observatories, such as KAO (Kuiper Airborne Observatory) and SOFIA (Stratospheric Observatory for Infrared Astronomy). The research has resulted in the development of an experimental system that acquires knowledge of failure analysis from input text, and answers questions regarding failure detection and correction. The system's design builds upon previous work on text comprehension and question answering, including: knowledge representation for conceptual analysis of failure descriptions, strategies for mapping natural language into conceptual representations, case-based reasoning strategies for memory organization and indexing, and strategies for memory search and retrieval. These techniques have been combined into a model that accounts for: (a) how to build a knowledge base of system failures and repair procedures from descriptions that appear in telescope-operators' logbooks and FMEA (failure modes and effects analysis) manuals; and (b) how to use that knowledge base to search and retrieve answers to questions about causes and effects of failures, as well as diagnosis and repair procedures. This model has been implemented in FANSYS (Failure ANalysis SYStem), a prototype text comprehension and question answering program for failure analysis.

Ethnicity and HIV risk behaviour, testing and knowledge in Guatemala.

PubMed

Taylor, Tory M; Hembling, John; Bertrand, Jane T

2015-01-01

To describe levels of risky sexual behaviour, HIV testing and HIV knowledge among men and women in Guatemala by ethnic group and to identify adjusted associations between ethnicity and these outcomes. Data on 16,205 women aged 15-49 and 6822 men aged 15-59 from the 2008-2009 Encuesta Nacional de Salud Materno Infantil were used to describe ethnic group differences in sexual behaviour, HIV knowledge and testing. We then controlled for age, education, wealth and other socio-demographic factors in a multivariate logistic regression model to examine the effects of ethnicity on outcomes related to age at sexual debut, number of lifetime sex partners, comprehensive HIV knowledge, HIV testing and lifetime sex worker patronage (men only). The data show low levels of risky sexual behaviour and low levels of HIV knowledge among indigenous women and men, compared to other respondents. Controlling for demographic factors, indigenous women were more likely than other women never to have been tested for HIV and to lack comprehensive HIV knowledge. They were less likely to report early sexual debut and three or more lifetime sexual partners. Indigenous men were more likely than other men to lack comprehensive HIV knowledge and demonstrated lower odds of early sexual debut, 10 or more lifetime sexual partners and sex worker patronage. The Mayan indigenous population in Guatemala, while broadly socially vulnerable, does not appear to be at elevated risk for HIV based on this analysis of selected risk factors. Nonetheless, low rates of HIV knowledge and testing may be cause for concern. Programmes working in indigenous communities should focus on HIV education and reducing barriers to testing. Further research into the factors that underlie ethnic self-identity and perceived ethnicity could help clarify the relative significance of these measures for HIV risk and other health outcomes.

The Uptake of Human Papillomavirus Vaccination and Its Associated Factors Among Adolescents: A Systematic Review

PubMed Central

Loke, Alice Yuen; Kwan, Miu Ling; Wong, Yuen-Ting; Wong, Alice Kar Yan

2017-01-01

Background: The purpose of this review was to explore the uptake of the human papillomavirus (HPV) vaccination, its associated factors, and the facilitators of and barriers to HPV vaccination among adolescents. Methods: A comprehensive literature search was conducted through 5 electronic databases, including PubMed, CINAHL, Cochrane Library, Medline, and PsycInfo from January 2006 to March 2015 for studies examining the uptake, awareness, knowledge, acceptability, and intention of adolescents with regard to HPV vaccination. Results: Twenty-eight studies were identified and included. The HPV vaccination uptake rate (at least 1 dose) varied significantly among countries, ranging from 2.4% to 94.4%. Scotland achieved the highest uptake of all the studies included in this review, while Hong Kong had the lowest, at 2.4% to 9.1%. This review also showed that adolescents had limited awareness and knowledge of HPV infections and vaccines, even 10 years after the vaccine had become available. Conclusions: It is recommended that barriers to the uptake of the vaccine should be addressed, and that school-based sexual health education of HPV infection and vaccine promotion should be reinforced. PMID:29161946

Panel 3: Genetics and Precision Medicine of Otitis Media.

PubMed

Lin, Jizhen; Hafrén, Hena; Kerschner, Joseph; Li, Jian-Dong; Brown, Steve; Zheng, Qing Y; Preciado, Diego; Nakamura, Yoshihisa; Huang, Qiuhong; Zhang, Yan

2017-04-01

Objective The objective is to perform a comprehensive review of the literature up to 2015 on the genetics and precision medicine relevant to otitis media. Data Sources PubMed database of the National Library of Medicine. Review Methods Two subpanels were formed comprising experts in the genetics and precision medicine of otitis media. Each of the panels reviewed the literature in their respective fields and wrote draft reviews. The reviews were shared with all panel members, and a merged draft was created. The entire panel met at the 18th International Symposium on Recent Advances in Otitis Media in June 2015 and discussed the review and refined the content. A final draft was made, circulated, and approved by the panel members. Conclusion Many genes relevant to otitis media have been identified in the last 4 years in advancing our knowledge regarding the predisposition of the middle ear mucosa to commensals and pathogens. Advances include mutant animal models and clinical studies. Many signaling pathways are involved in the predisposition of otitis media. Implications for Practice New knowledge on the genetic background relevant to otitis media forms a basis of novel potential interventions, including potential new ways to treat otitis media.

The Effectiveness of a Web-Based Resource in Improving Post-Concussion Management in High Schools

PubMed Central

Glang, Ann E.; Koester, Michael C.; Chesnutt, James C.; Gioia, Gerard A.; McAvoy, Karen; Marshall, Sondra; Gau, Jeff M.

2014-01-01

BACKGROUND Because many sports concussions happen during school-sponsored sports events, most state concussion laws specifically hold schools accountable for coach training and effective concussion management practices. Brain 101: The Concussion Playbook is a web-based intervention that includes training in sports concussion for each member of the school community, presents guidelines on creating a concussion management team, and includes strategies for supporting students in the classroom. METHODS The group randomized controlled trial examined the efficacy of Brain 101 in managing sports concussion. Participating high schools (N=25) were randomly assigned to the Brain 101 intervention or control. Fall athletes and their parents completed online training, and Brain 101 school administrators were directed to create concussion management policy and procedures. RESULTS Student athletes and parents at Brain 101 schools significantly outperformed those at control schools on sports concussion knowledge, knowledge application, and behavioral intention to implement effective concussion management practices. Students who had concussions in Brain 101 schools received more varied academic accommodations than students in control schools. CONCLUSIONS Brain 101 can help schools create a comprehensive school-wide concussion management program. It requires minimal expenditures and offers engaging and effective education for teachers, coaches, parents, and students. PMID:25438964

Risk Factors for Diverticulosis, Diverticulitis, Diverticular Perforation, and Bleeding: A Plea for More Subtle History Taking

PubMed Central

Böhm, Stephan K.

2015-01-01

Background Diverticulosis is a very common condition. Around 20% of diverticula carriers are believed to suffer from diverticular disease during their lifetime. This makes diverticular disease one of the clinically and economically most significant conditions in gastroenterology. The etiopathogenesis of diverticulosis and diverticular disease is not well understood. Epidemiological studies allowed to define risk factors for the development of diverticulosis and the different disease entities associated with it, in particular diverticulitis, perforation, and diverticular bleeding. Methods A comprehensive literature search was performed, and the current knowledge about risk factors for diverticulosis and associated conditions reviewed. Results Non-controllable risk factors like age, sex, and genetics, and controllable risk factors like foods, drinks, and physical activity were identified, as well as comorbidities and drugs which increase or decrease the risk of developing diverticula or of suffering from complications. In naming risk factors, it is of utmost importance to differentiate between diverticulosis and the different disease entities. Conclusion Risk factors for diverticulosis and diverticular disease may give a clue towards the possible etiopathogenesis of the conditions. More importantly, knowledge of comorbidities and particularly drugs conferring a risk for development of complicated disease is crucial for patient management. PMID:26989377

A study of the medicinal plants used by the Marakwet Community in Kenya

PubMed Central

2014-01-01

Background The medicinal plants used by herbalists in Kenya have not been well documented, despite their widespread use. The threat of complete disappearance of the knowledge on herbal medicine from factors such as deforestation, lack of proper regulation, overexploitation and sociocultural issues warrants an urgent need to document the information. The purpose of the study was to document information on medicinal plants used by herbalists in Marakwet District towards the utilization of indigenous ethnobotanical knowledge for the advancement of biomedical research and development. Methods Semi- structured oral interviews were conducted with 112 practicing herbalists. The types of plants used were identified and the conditions treated recorded. Results Herbal practice is still common in the district, and 111 plants were identified to have medicinal or related uses. Different herbal preparations including fruits and healing vegetables are employed in the treatment of various medical conditions. Veterinary uses and pesticides were also recorded. Conclusion The study provides comprehensive ethnobotanical information about herbal medicine and healing methods among the Marakwet community. The identification of the active ingredients of the plants used by the herbalists may provide some useful leads for the development of new drugs. PMID:24555424

Reducing the Impact of Stereotypical Knowledge during Reading

ERIC Educational Resources Information Center

Lassonde, Karla A.

2015-01-01

Four experiments were designed to assess the presence and impact of stereotypical knowledge through an implicit measure of reading comprehension. In Experiments 1 and 3, participants read passages about protagonists in scenarios in which stereotypical knowledge was likely to become activated in memory. Following the descriptions, reading times for…

Work Reintegration for Veterans With Mental Disorders: A Systematic Literature Review to Inform Research

PubMed Central

Fikretoglu, Deniz; Pranger, Tina; Patten, Scott; Wang, JianLi; Wong, May; Zamorski, Mark; Loisel, Patrick; Corbiére, Marc; Shields, Norman; Thompson, Jim; Pedlar, David

2013-01-01

Background Some veterans, and especially those with mental disorders, have difficulty reintegrating into the civilian workforce. Purpose The objectives of this study were to describe the scope of the existing literature on mental disorders and unemployment and to identify factors potentially associated with reintegration of workers with mental disorders into the workforce. Data Sources The following databases were searched from their respective inception dates: MEDLINE, EMBASE, Cumulative Index Nursing Allied Health (CINAHL), and PsycINFO. Study Selection In-scope studies had quantitative measures of employment and study populations with well-described mental disorders (eg, anxiety, depression, posttraumatic stress disorder, substance-use disorders). Data Extraction A systematic and comprehensive search of the relevant published literature up to July 2009 was conducted that identified a total of 5,195 articles. From that list, 81 in-scope studies were identified. An update to July 2012 identified 1,267 new articles, resulting in an additional 16 in-scope articles. Data Synthesis Three major categories emerged from the in-scope articles: return to work, supported employment, and reintegration. The literature on return to work and supported employment is well summarized by existing reviews. The reintegration literature included 32 in-scope articles; only 10 of these were conducted in populations of veterans. Limitations Studies of reintegration to work were not similar enough to synthesize, and it was inappropriate to pool results for this category of literature. Conclusions Comprehensive literature review found limited knowledge about how to integrate people with mental disorders into a new workplace after a prolonged absence (>1 year). Even more limited knowledge was found for veterans. The results informed the next steps for our research team to enhance successful reintegration of veterans with mental disorders into the civilian workplace. PMID:23043148

Special Education Teacher Knowledge of Literacy: An Analysis of Two Preparation Programs' Effectiveness in Increasing Subject-Matter Knowledge and Pedagogical Content Knowledge of Reading Comprehension

ERIC Educational Resources Information Center

James, Susanne M.

2011-01-01

Special educators' knowledge of reading concepts are not only influenced by their understanding of the subject matter, but also by an amalgam of content and pedagogy that enables teachers to integrate this information to meet the diverse needs of students with disabilities. This study documented the conceptual knowledge that special education…

The comprehension skills of children learning English as an additional language.

PubMed

Burgoyne, K; Kelly, J M; Whiteley, H E; Spooner, A

2009-12-01

Data from national test results suggests that children who are learning English as an additional language (EAL) experience relatively lower levels of educational attainment in comparison to their monolingual, English-speaking peers. The relative underachievement of children who are learning EAL demands that the literacy needs of this group are identified. To this end, this study aimed to explore the reading- and comprehension-related skills of a group of EAL learners. Data are reported from 92 Year 3 pupils, of whom 46 children are learning EAL. Children completed standardized measures of reading accuracy and comprehension, listening comprehension, and receptive and expressive vocabulary. Results indicate that many EAL learners experience difficulties in understanding written and spoken text. These comprehension difficulties are not related to decoding problems but are related to significantly lower levels of vocabulary knowledge experienced by this group. Many EAL learners experience significantly lower levels of English vocabulary knowledge which has a significant impact on their ability to understand written and spoken text. Greater emphasis on language development is therefore needed in the school curriculum to attempt to address the limited language skills of children learning EAL.

Developing a Universal Reading Comprehension Intervention for Mainstream Primary Schools within Areas of Social Deprivation for Children with and without Language-Learning Impairment: A Feasibility Study

ERIC Educational Resources Information Center

McCartney, Elspeth; Boyle, James; Ellis, Sue

2015-01-01

Background: Some children in areas of social deprivation in Scotland have lower reading attainment than neighbouring children in less deprived areas, and some of these also have lower spoken language comprehension skills than expected by assessment norms. There is a need to develop effective reading comprehension interventions that fit easily into…

The Acquisition of Professional Knowledge through the Development of Critical Reflection: A Pilot Study in a Teacher Training Course

ERIC Educational Resources Information Center

Liaw, En-Chong

2009-01-01

This study integrates the purposes of communication, i.e. in-class and on-line discussions, with problem solving skills in the process of learning professional knowledge of pre-service teachers. It attempts to foster both comprehension of professional knowledge and the attitude of contextualizing knowledge with situational factors. More…

When Elephants Fly: Differential Sensitivity of Right and Left Inferior Frontal Gyri to Discourse and World Knowledge

ERIC Educational Resources Information Center

Menenti, Laura; Petersson, Karl Magnus; Scheeringa, Rene; Hagoort, Peter

2009-01-01

Both local discourse and world knowledge are known to influence sentence processing. We investigated how these two sources of information conspire in language comprehension. Two types of critical sentences, correct and world knowledge anomalies, were preceded by either a neutral or a local context. The latter made the world knowledge anomalies…

Syntax and reading comprehension: a meta-analysis of different spoken-syntax assessments.

PubMed

Brimo, Danielle; Lund, Emily; Sapp, Alysha

2018-05-01

Syntax is a language skill purported to support children's reading comprehension. However, researchers who have examined whether children with average and below-average reading comprehension score significantly different on spoken-syntax assessments report inconsistent results. To determine if differences in how syntax is measured affect whether children with average and below-average reading comprehension score significantly different on spoken-syntax assessments. Studies that included a group comparison design, children with average and below-average reading comprehension, and a spoken-syntax assessment were selected for review. Fourteen articles from a total of 1281 reviewed met the inclusionary criteria. The 14 articles were coded for the age of the children, score on the reading comprehension assessment, type of spoken-syntax assessment, type of syntax construct measured and score on the spoken-syntax assessment. A random-effects model was used to analyze the difference between the effect sizes of the types of spoken-syntax assessments and the difference between the effect sizes of the syntax construct measured. There was a significant difference between children with average and below-average reading comprehension on spoken-syntax assessments. Those with average and below-average reading comprehension scored significantly different on spoken-syntax assessments when norm-referenced and researcher-created assessments were compared. However, when the type of construct was compared, children with average and below-average reading comprehension scored significantly different on assessments that measured knowledge of spoken syntax, but not on assessments that measured awareness of spoken syntax. The results of this meta-analysis confirmed that the type of spoken-syntax assessment, whether norm-referenced or researcher-created, did not explain why some researchers reported that there were no significant differences between children with average and below-average reading comprehension, but the syntax construct, awareness or knowledge, did. Thus, when selecting how to measure syntax among school-age children, researchers and practitioners should evaluate whether they are measuring children's awareness of spoken syntax or knowledge of spoken syntax. Other differences, such as participant diagnosis and the format of items on the spoken-syntax assessments, also were discussed as possible explanations for why researchers found that children with average and below-average reading comprehension did not score significantly differently on spoken-syntax assessments. © 2017 Royal College of Speech and Language Therapists.

Staff Development: Initiating a Comprehensive System.

ERIC Educational Resources Information Center

Roberts, Jane M. E.; Pellerzi, Joseph H.

A case study describes how a rural local education agency (Allegany County, Maryland) developed a comprehensive staff development system. It presents some contextual and theoretical background information, summarizes the problem as perceived by key actors, and then describes a series of activities resulting in the development of the comprehensive…

Relationship between Speech Intelligibility and Speech Comprehension in Babble Noise

ERIC Educational Resources Information Center

Fontan, Lionel; Tardieu, Julien; Gaillard, Pascal; Woisard, Virginie; Ruiz, Robert

2015-01-01

Purpose: The authors investigated the relationship between the intelligibility and comprehension of speech presented in babble noise. Method: Forty participants listened to French imperative sentences (commands for moving objects) in a multitalker babble background for which intensity was experimentally controlled. Participants were instructed to…

The Relationship of Parental Education with Knowledge and Practice Level of Middle School and High School Students of Isfahan Regarding Violent Behaviors

PubMed Central

Heidari, Kamal; Omidi, Razieh; Fatemi, Sayed Azim; Nasr, Mehran; Ghasemi, Gholamreza; Abtin, Zahra; Zolfaghari, Zahra; Khoramian, Rasool; Javanbakht, Khodarahm

2014-01-01

Background: It can be concluded from the existing theories that parental education status, by affecting socioeconomical status of families, can impact the incidence of violent behaviors in teenagers. Therefore, this study was conducted aiming at investigating the relationship between parental education and teenagers’ knowledge of violent behaviors and their incidences. Methods: For this cross-sectional, descriptive-correlational study, a sample of 5500 teenager students from Isfahan province were selected by random cluster sampling and responded to a 61-item questionnaire. The data collected from by questionnaire was analyzed by Spearman's statistical correlation and multiple regression methods. Results: Most of the students under study (89.1%) were living in cities and the rest were rural dwellers. In terms of gender, female to male ratio was approximately equal (49.8% vs. 50.2%). The statistical results showed that there is a significant positive relationship between practice and knowledge (R = 0.092 and P = 0.00), but there is no significant relationship between parental education and practice and there is a significant relationship between parental education and knowledge (Mothers’ education P = 0.00 and R = 0.121 and fathers’ education P = 0.00 and R = 0.109). Moreover, there was a positive significant relationship between teenagers’ knowledge of violence consequences (P = 0.005 and B = 0.048) violent behavior causes (P = 0.00 B = 0.085) and methods of preventing violent behaviors (P = 0.00 and B = 0.085) with teenagers’ practice. Conclusions: Based on the results of the present study that indicates teenagers are less aware of the consequences of violent behavior compared to other subscales of knowledge, it is better that teenagers’ education about the violent behaviors are more about the consequences of violent behavior rather than its definitions. Moreover, parental education is related to teenagers’ knowledge of the violent behavior so it is better that in various grades more comprehensive and suitable information regarding violent behaviors be presented. PMID:26157566

Assessing secondary science students' knowledge of molecule movement, concentration gradients, and equilibrium through multiple contexts

NASA Astrophysics Data System (ADS)

Raven, Sara

2015-09-01

Background: Studies have shown that students' knowledge of osmosis and diffusion and the concepts associated with these processes is often inaccurate. This is important to address, as these concepts not only provide the foundation for more advanced topics in biology and chemistry, but are also threaded throughout both state and national science standards. Purpose: In this study, designed to determine the completeness and accuracy of three specific students' knowledge of molecule movement, concentration gradients, and equilibrium, I sought to address the following question: Using multiple evaluative methods, how can students' knowledge of molecule movement, concentration gradients, and equilibrium be characterized? Sample: This study focuses on data gathered from three students - Emma, Henry, and Riley - all of whom were gifted/honors ninth-grade biology students at a suburban high school in the southeast United States. Design and Methods: Using various qualitative data analysis techniques, I analyzed multiple sources of data from the three students, including multiple-choice test results, written free-response answers, think-aloud interview responses, and student drawings. Results: Results of the analysis showed that students maintained misconceptions about molecule movement, concentration gradients, and equilibrium. The conceptual knowledge students demonstrated differed depending on the assessment method, with the most distinct differences appearing on the multiple-choice versus the free-response questions, and in verbal versus written formats. Conclusions: Multiple levels of assessment may be required to obtain an accurate picture of content knowledge, as free-response and illustrative tasks made it difficult for students to conceal any misconceptions. Using a variety of assessment methods within a section of the curriculum can arguably help to provide a deeper understanding of student knowledge and learning, as well as illuminate misconceptions that may have remained unknown if only one assessment method was used. Furthermore, beyond simply evaluating past learning, multiple assessment methods may aid in student comprehension of key concepts.

Optimizing an immersion ESL curriculum using analytic hierarchy process.

PubMed

Tang, Hui-Wen Vivian

2011-11-01

The main purpose of this study is to fill a substantial knowledge gap regarding reaching a uniform group decision in English curriculum design and planning. A comprehensive content-based course criterion model extracted from existing literature and expert opinions was developed. Analytical hierarchy process (AHP) was used to identify the relative importance of course criteria for the purpose of tailoring an optimal one-week immersion English as a second language (ESL) curriculum for elementary school students in a suburban county of Taiwan. The hierarchy model and AHP analysis utilized in the present study will be useful for resolving several important multi-criteria decision-making issues in planning and evaluating ESL programs. This study also offers valuable insights and provides a basis for further research in customizing ESL curriculum models for different student populations with distinct learning needs, goals, and socioeconomic backgrounds. Copyright © 2011 Elsevier Ltd. All rights reserved.

A review of contrast pattern based data mining

NASA Astrophysics Data System (ADS)

Zhu, Shiwei; Ju, Meilong; Yu, Junfeng; Cai, Binlei; Wang, Aiping

2015-07-01

Contrast pattern based data mining is concerned with the mining of patterns and models that contrast two or more datasets. Contrast patterns can describe similarities or differences between the datasets. They represent strong contrast knowledge and have been shown to be very successful for constructing accurate and robust clusters and classifiers. The increasing use of contrast pattern data mining has initiated a great deal of research and development attempts in the field of data mining. A comprehensive revision on the existing contrast pattern based data mining research is given in this paper. They are generally categorized into background and representation, definitions and mining algorithms, contrast pattern based classification, clustering, and other applications, the research trends in future. The primary of this paper is to server as a glossary for interested researchers to have an overall picture on the current contrast based data mining development and identify their potential research direction to future investigation.

Pragmatics and adult language disorders: past achievements and future directions.

PubMed

Cummings, Louise

2007-05-01

In this article, the current state of our knowledge of pragmatic disorders in adults with language impairment is assessed. A brief historical background of clinical pragmatics is presented, and the place of adult language pathology within the development of this field is discussed. A comprehensive review is undertaken of pragmatic deficits in adults with language impairments of diverse etiologies. Specifically, pragmatic deficits are examined in adults with left-hemisphere damage, often resulting in aphasia, and in adults with right-hemisphere damage, traumatic brain injury, schizophrenia, and neurodegenerative disorders (principally, Alzheimer's disease). Although many pragmatic phenomena have been examined in these clinical populations, studies have also tended to neglect important areas of pragmatic functioning in adults with these disorders. Several such areas are identified within a wider discussion of how researchers and clinicians can best pursue future investigations of pragmatics in adults with language impairment.

Updates and knowledge gaps in cholesteatoma research.

PubMed

Kuo, Chin-Lung; Shiao, An-Suey; Yung, Matthew; Sakagami, Masafumi; Sudhoff, Holger; Wang, Chih-Hung; Hsu, Chyong-Hsin; Lien, Chiang-Feng

2015-01-01

The existence of acquired cholesteatoma has been recognized for more than three centuries; however, the nature of the disorder has yet to be determined. Without timely detection and intervention, cholesteatomas can become dangerously large and invade intratemporal structures, resulting in numerous intra- and extracranial complications. Due to its aggressive growth, invasive nature, and the potentially fatal consequences of intracranial complications, acquired cholesteatoma remains a cause of morbidity and death for those who lack access to advanced medical care. Currently, no viable nonsurgical therapies are available. Developing an effective management strategy for this disorder will require a comprehensive understanding of past progress and recent advances. This paper presents a brief review of background issues related to acquired middle ear cholesteatoma and deals with practical considerations regarding the history and etymology of the disorder. We also consider issues related to the classification, epidemiology, histopathology, clinical presentation, and complications of acquired cholesteatoma and examine current diagnosis and management strategies in detail.

An expert system for prediction of aquatic toxicity of contaminants

USGS Publications Warehouse

Hickey, James P.; Aldridge, Andrew J.; Passino, Dora R. May; Frank, Anthony M.; Hushon, Judith M.

1990-01-01

The National Fisheries Research Center-Great Lakes has developed an interactive computer program in muLISP that runs on an IBM-compatible microcomputer and uses a linear solvation energy relationship (LSER) to predict acute toxicity to four representative aquatic species from the detailed structure of an organic molecule. Using the SMILES formalism for a chemical structure, the expert system identifies all structural components and uses a knowledge base of rules based on an LSER to generate four structure-related parameter values. A separate module then relates these values to toxicity. The system is designed for rapid screening of potential chemical hazards before laboratory or field investigations are conducted and can be operated by users with little toxicological background. This is the first expert system based on LSER, relying on the first comprehensive compilation of rules and values for the estimation of LSER parameters.

Understanding mutagenesis through delineation of mutational signatures in human cancer

DOE PAGES

Petljak, Mia; Alexandrov, Ludmil B.

2016-05-04

Each individual cell within a human body acquires a certain number of somatic mutations during a course of its lifetime. These mutations originate from a wide spectra of both endogenous and exogenous mutational processes that leave distinct patterns of mutations, termed mutational signatures, embedded within the genomes of all cells. In recent years, the vast amount of data produced by sequencing of cancer genomes was coupled with novel mathematical models and computational tools to generate the first comprehensive map of mutational signatures in human cancer. Up to date, >30 distinct mutational signatures have been identified, and etiologies have been proposedmore » for many of them. This paper provides a brief historical background on examination of mutational patterns in human cancer, summarizes the knowledge accumulated since introducing the concept of mutational signatures and discusses their future potential applications and perspectives within the field.« less

Antarctic Meteorology and Climatology

NASA Astrophysics Data System (ADS)

King, J. C.; Turner, J.

1997-07-01

This book is a comprehensive survey of the climatology and meteorology of Antarctica. The first section of the book reviews the methods by which we can observe the Antarctic atmosphere and presents a synthesis of climatological measurements. In the second section, the authors consider the processes that maintain the observed climate, from large-scale atmospheric circulation to small-scale processes. The final section reviews our current knowledge of the variability of Antarctic climate and the possible effects of "greenhouse" warming. The authors stress links among the Antarctic atmosphere, other elements of the Antarctic climate system (oceans, sea ice and ice sheets), and the global climate system. This volume will be of greatest interest to meteorologists and climatologists with a specialized interest in Antarctica, but it will also appeal to researchers in Antarctic glaciology, oceanography and biology. Graduates and undergraduates studying physical geography, and the earth, atmospheric and environmental sciences will find much useful background material in the book.

A three-dimensional study of 30- to 300-MeV atmospheric gamma rays

NASA Technical Reports Server (NTRS)

Thompson, D. J.

1974-01-01

A three-dimensional study of atmospheric gamma rays with energy greater than 30 MeV has been carried out. A knowledge of these atmospheric secondaries has significant applications to the study of cosmic gamma rays. For detectors carried on balloons, atmospherically produced gamma rays are the major source of background. For satellite detectors, atmospheric secondaries provide a calibration source. Experimental results were obtained from four balloon flights from Palestine, Texas, with a 15 cm by 15 cm digitized wire grid spark chamber. The energy spectrum for downward-moving gamma rays steepens with increasing atmospheric depth. Near the top of the atmosphere, the spectrum steepens with increasing zenith angle. A new model of atmospheric secondary production has calculated the depth, the energy, and the zenith angle dependence of gamma rays above 30 MeV, using a comprehensive three-dimensional Monte Carlo model of the nucleon-meson-electromagnetic cascade.

Reading Strategies to Develop Higher Thinking Skills for Reading Comprehension (Estrategias de lectura para el desarrollo de habilidades de pensamiento para la comprensión de lectura)

ERIC Educational Resources Information Center

Echeverri Acosta, Luz Marina; McNulty Ferri, Maria

2010-01-01

This paper reports an action research project which examined the foreign language reading comprehension of public school eighth graders who experienced a directed reading-thinking approach with strategies for comprehension and application. The strategies used were prediction, prior knowledge, graphic organizers, and questions. Data analyzed…

The Role of Inference Making and Other Language Skills in the Development of Narrative Listening Comprehension in 4-6-Year-Old Children

ERIC Educational Resources Information Center

Lepola, Janne; Lynch, Julie; Laakkonen, Eero; Silven, Maarit; Niemi, Pekka

2012-01-01

In this two-year longitudinal study, we sought to examine the developmental relationships among early narrative listening comprehension and language skills (i.e., vocabulary knowledge, sentence memory, and phonological awareness) and the roles of these factors in predicting narrative listening comprehension at the age of 6 years. We also sought to…

Improving reading in the primary grades.

PubMed

Duke, Nell K; Block, Meghan K

2012-01-01

Almost fifteen years have passed since the publication of the National Research Council's seminal report Preventing Reading Difficulties in Young Children, which provided research-based recommendations on what could be done to better position students in prekindergarten through third grade for success in grade four and above. This article by Nell Duke and Meghan Block first examines whether specific key recommendations from the report have been implemented in U.S. classrooms. They find that recommendations regarding increased access to kindergarten and greater attention to and improvement of students' word-reading skills have been widely adopted. Others have not. Vocabulary and comprehension, long neglected in the primary grades, still appear to be neglected. Contrary to the report's recommendations, attention to building conceptual and content knowledge in science and social studies has actually decreased in the past fifteen years. In other words, the easier-to-master skills are being attended to, but the broader domains of accomplishment that constitute preparation for comprehension and learning in the later grades--vocabulary knowledge, comprehension strategy use, and conceptual and content knowledge--are being neglected. Near stagnation in fourth-grade students' comprehension achievement is thus unsurprising. The authors then turn to research and reviews of research on improving primary-grade reading published since 1998, when Preventing Reading Difficulties was issued. They discuss several instructional approaches identified as effective in improving word-reading skill, vocabulary and conceptual knowledge, comprehension strategies, and reading outside of school; they discuss advances in interventions for struggling readers, and in whole-school literacy reform. Duke and Block then identify three key obstacles that have prevented widespread adoption of these best practices in teaching reading. The first obstacle is a short-term orientation toward instruction and instructional reform that perpetuates a focus on the easier-to-learn reading skills at the expense of vocabulary, conceptual and content knowledge, and reading comprehension strategies. The second is a lack of expertise among many educators in how to effectively teach these harder-to-master reading skills, and the third is the limited time available in the school day and year to meet unprecedented expectations for children's learning. Policy makers, the education community, and parents must attend to these three challenges if they wish to see meaningful improvements in the reading skills of American children.

Effects of a Comprehensive Police Suicide Prevention Program

PubMed Central

Mishara, Brian L.; Martin, Normand

2012-01-01

Background: Police suicides are an important problem, and many police forces have high rates. Montreal police suicide rates were slightly higher than other Quebec police rates in the 11 years before the program began (30.5/100,000 per year vs. 26.0/100,000). Aims: To evaluate Together for Life, a suicide prevention program for the Montreal police. Methods: All 4,178 members of the Montreal police participated. The program involved training for all officers, supervisors, and union representatives as well as establishing a volunteer helpline and a publicity campaign. Outcome measures included suicide rates, pre-post assessments of learning, focus groups, interviews, and follow-up of supervisors. Results: In the 12 years since the program began the suicide rate decreased by 79% (6.4/100,000), while other Quebec police rates had a nonsignificant (11%) increase (29.0/100,000). Also, knowledge increased, supervisors engaged in effective interventions, and the activities were highly appreciated. Limitations: Possibly some unidentified factors unrelated to the program could have influenced the observed changes. Conclusions: The decrease in suicides appears to be related to this program since suicide rates for comparable populations did not decrease and there were no major changes in functioning, training, or recruitment to explain the differences. Comprehensive suicide prevention programs tailored to the work environment may significantly impact suicide rates. PMID:22450038

Plant Architecture: A Dynamic, Multilevel and Comprehensive Approach to Plant Form, Structure and Ontogeny

PubMed Central

Barthélémy, Daniel; Caraglio, Yves

2007-01-01

Background and Aims The architecture of a plant depends on the nature and relative arrangement of each of its parts; it is, at any given time, the expression of an equilibrium between endogenous growth processes and exogenous constraints exerted by the environment. The aim of architectural analysis is, by means of observation and sometimes experimentation, to identify and understand these endogenous processes and to separate them from the plasticity of their expression resulting from external influences. Scope Using the identification of several morphological criteria and considering the plant as a whole, from germination to death, architectural analysis is essentially a detailed, multilevel, comprehensive and dynamic approach to plant development. Despite their recent origin, architectural concepts and analysis methods provide a powerful tool for studying plant form and ontogeny. Completed by precise morphological observations and appropriated quantitative methods of analysis, recent researches in this field have greatly increased our understanding of plant structure and development and have led to the establishment of a real conceptual and methodological framework for plant form and structure analysis and representation. This paper is a summarized update of current knowledge on plant architecture and morphology; its implication and possible role in various aspects of modern plant biology is also discussed. PMID:17218346

RIP-seq analysis of eukaryotic Sm proteins identifies three major categories of Sm-containing ribonucleoproteins

PubMed Central

2014-01-01

Background Sm proteins are multimeric RNA-binding factors, found in all three domains of life. Eukaryotic Sm proteins, together with their associated RNAs, form small ribonucleoprotein (RNP) complexes important in multiple aspects of gene regulation. Comprehensive knowledge of the RNA components of Sm RNPs is critical for understanding their functions. Results We developed a multi-targeting RNA-immunoprecipitation sequencing (RIP-seq) strategy to reliably identify Sm-associated RNAs from Drosophila ovaries and cultured human cells. Using this method, we discovered three major categories of Sm-associated transcripts: small nuclear (sn)RNAs, small Cajal body (sca)RNAs and mRNAs. Additional RIP-PCR analysis showed both ubiquitous and tissue-specific interactions. We provide evidence that the mRNA-Sm interactions are mediated by snRNPs, and that one of the mechanisms of interaction is via base pairing. Moreover, the Sm-associated mRNAs are mature, indicating a splicing-independent function for Sm RNPs. Conclusions This study represents the first comprehensive analysis of eukaryotic Sm-containing RNPs, and provides a basis for additional functional analyses of Sm proteins and their associated snRNPs outside of the context of pre-mRNA splicing. Our findings expand the repertoire of eukaryotic Sm-containing RNPs and suggest new functions for snRNPs in mRNA metabolism. PMID:24393626

Background on Establishing a Working Group to Create Home Clinical Cases for Education.

PubMed

Yoshitake, Taketo

2017-01-01

In Japan there are concerns that there will be a surge in social insurance costs such as medical and nursing care expenses as a result of the baby boom generation reaching the late stages of old age (75 years old and beyond) around 2025 ("The 2025 Problem"). In 2012, the "Outline on Social Insurance and Tax Reform" was approved by the Japanese cabinet and government, including "construction of regional comprehensive care". To promote participation in home medical care by pharmacists, this article presents the roles demanded of pharmacists in regional comprehensive care from the standpoint of physicians, and the discussion of case studies bridging the gap from knowledge learned in lectures to practical applications. In the field of medical education, "The 2023 Problem", regarding standards of education on a global level, caused medical schools across Japan to scramble for curriculum reform, specifically in the demand for increased time spent in clinical training and the expansion of community-based medical education. The current state of community-based medical education will be reviewed. In light of these developments, "the working group to create home clinical cases for education" was developed by clinical pharmacists in the field and university faculty members at Daiichi University of Pharmacy.

Psychometric Research in Reading.

ERIC Educational Resources Information Center

Davis, Frederick B.

This review of psychometric research in reading analyzes the factors which seem related to reading comprehension skills. Experimental analysis of reading comprehension by L. E. Thorndike revealed two major components: knowledge of word meanings and verbal reasoning abilities. Subsequent analysis of experimental studies of reading comprehension…

Unraveling Difficult Sentences: Strategies to Support Reading Comprehension

ERIC Educational Resources Information Center

Zipoli, Richard P., Jr.

2017-01-01

The ability to understand sentences contributes to students' reading comprehension. However, many reading programs tend to underemphasize explicit instruction aimed at enhancing students' knowledge of sentence structures. Children with language impairments, students with learning disabilities, and English language learners may particularly benefit…

The Multidimensional Structure of Verbal Comprehension Test Items.

ERIC Educational Resources Information Center

Peled, Zimra

1984-01-01

The multidimensional structure of verbal comprehension test items was investigated. Empirical evidence was provided to support the theory that item tasks are multivariate-multiordered composites of faceted components: language, contextual knowledge, and cognitive operation. Linear and circular properties of cylindrical manifestation were…

Development of functional oral health literacy assessment instruments: application of literacy and cognitive theories.

PubMed

Bridges, Susan M; Parthasarathy, Divya S; Au, Terry K F; Wong, Hai Ming; Yiu, Cynthia K Y; McGrath, Colman P

2014-01-01

This paper describes the development of a new literacy assessment instrument, the Hong Kong Oral Health Literacy Assessment Task for Paediatric Dentistry (HKOHLAT-P). Its relationship to literacy theory is analyzed to establish content and face validity. Implications for construct validity are examined by analyzing cognitive demand to determine how "comprehension" is measured. Key influences from literacy assessment were identified to analyze item development. Cognitive demand was analyzed using an established taxonomy. The HKOHLAT-P focuses on the functional domain of health literacy assessment. Items had strong content and face validity reflecting established principles from modern literacy theory. Inclusion of new text types signified relevant developments in the area of new literacies. Analysis of cognitive demand indicated that this instrument assesses the "comprehension" domain, specifically the areas of factual and procedural knowledge, with some assessment of conceptual knowledge. Metacognitive knowledge was not assessed. Comprehension tasks assessing patient health literacy predominantly examine functional health literacy at the lower levels of comprehension. Item development is influenced by the fields of situated and authentic literacy. Inclusion of content regarding multiliteracies is suggested for further research. Development of functional health literacy assessment instruments requires careful consideration of the clinical context in determining construct validity. © 2013 American Association of Public Health Dentistry.

Effect of background correction on peak detection and quantification in online comprehensive two-dimensional liquid chromatography using diode array detection.

PubMed

Allen, Robert C; John, Mallory G; Rutan, Sarah C; Filgueira, Marcelo R; Carr, Peter W

2012-09-07

A singular value decomposition-based background correction (SVD-BC) technique is proposed for the reduction of background contributions in online comprehensive two-dimensional liquid chromatography (LC×LC) data. The SVD-BC technique was compared to simply subtracting a blank chromatogram from a sample chromatogram and to a previously reported background correction technique for one dimensional chromatography, which uses an asymmetric weighted least squares (AWLS) approach. AWLS was the only background correction technique to completely remove the background artifacts from the samples as evaluated by visual inspection. However, the SVD-BC technique greatly reduced or eliminated the background artifacts as well and preserved the peak intensity better than AWLS. The loss in peak intensity by AWLS resulted in lower peak counts at the detection thresholds established using standards samples. However, the SVD-BC technique was found to introduce noise which led to detection of false peaks at the lower detection thresholds. As a result, the AWLS technique gave more precise peak counts than the SVD-BC technique, particularly at the lower detection thresholds. While the AWLS technique resulted in more consistent percent residual standard deviation values, a statistical improvement in peak quantification after background correction was not found regardless of the background correction technique used. Copyright © 2012 Elsevier B.V. All rights reserved.

Stages of Change for Voluntary Medical Male Circumcision and Sexual Risk Behavior in Uncircumcised Zambian Men: The Spear and Shield Project

PubMed Central

Redding, Colleen A.; Jones, Deborah; Zulu, Robert; Chitalu, Ndashi; Cook, Ryan; Weiss, Stephen M

2015-01-01

Background Dissemination and scale up of voluntary medical male circumcision (VMMC) programs is well supported by evidence that VMMC reduces HIV risk in populations with high HIV prevalence and low rates of circumcision, as is the case in Zambia. Purpose At both individual and population levels, it is important to understand what stages of change for VMMC are associated with, especially across cultures. This study evaluated VMMC knowledge, misinformation and stages of change for VMMC of uncircumcised men and boys (over 18 years), as well as the concurrent relationship between VMMC stages of change and sexual risk behaviors. Method Uncircumcised (N = 800) adult men and boys (over 18) were screened and recruited from urban community health centers in Lusaka, Zambia, where they then completed baseline surveys assessing knowledge, attitudes, HIV risk behaviors and stages of change for VMMC. A series of analyses explored cross-sectional relationships among these variables. Results VMMC was culturally acceptable in half of the sample; younger, unmarried, and more educated men were more ready to undergo VMMC. Stage of change for VMMC was also related to knowledge, and those at greater HIV risk reported greater readiness to undergo VMMC. Conclusions Efforts to increase VMMC uptake should address the role of perceived HIV risk, risk behaviors, readiness, accurate knowledge, cultural acceptance and understanding of the significant degree of HIV protection conferred as part of the VMMC decision making process. These results support incorporating comprehensive HIV risk reduction in VMMC promotion programs. PMID:25896876

A systematic review of the effectiveness of knowledge translation interventions for chronic noncancer pain management

PubMed Central

Ospina, Maria B; Taenzer, Paul; Rashiq, Saifee; MacDermid, Joy C; Carr, Eloise; Chojecki, Dagmara; Harstall, Christa; Henry, James L

2013-01-01

BACKGROUND: Reliable evidence detailing effective treatments and management practices for chronic noncancer pain exists. However, little is known about which knowledge translation (KT) interventions lead to the uptake of this evidence in practice. OBJECTIVES: To conduct a systematic review of the effectiveness of KT interventions for chronic noncancer pain management. METHODS: Comprehensive searches of electronic databases, the gray literature and manual searches of journals were undertaken. Randomized controlled trials, controlled clinical trials and controlled before-and-after studies of KT interventions were included. Data regarding interventions and primary outcomes were categorized using a standard taxonomy; a risk-of-bias approach was adopted for study quality. A narrative synthesis of study results was conducted. RESULTS: More than 8500 titles and abstracts were screened, with 230 full-text articles reviewed for eligibility. Nineteen studies were included, of which only a small proportion were judged to be at low risk of bias. Interactive KT education for health care providers has a positive effect on patients’ function, but its benefits for other health provider- and patient-related outcomes are inconsistent. Interactive education for patients leads to improvements in knowledge and function. Little research evidence supports the effectiveness of structural changes in health systems and quality improvement processes or coordination of care. CONCLUSIONS: KT interventions incorporating interactive education in chronic noncancer pain led to positive effects on patients’ function and knowledge about pain. Future studies should provide implementation details and use consistent theoretical frameworks to better estimate the effectiveness of such interventions. PMID:24308029

Spinal Cord Injury Clinical Registries: Improving Care across the SCI Care Continuum by Identifying Knowledge Gaps.

PubMed

Dvorak, Marcel F; Cheng, Christiana L; Fallah, Nader; Santos, Argelio; Atkins, Derek; Humphreys, Suzanne; Rivers, Carly S; White, Barry A B; Ho, Chester; Ahn, Henry; Kwon, Brian K; Christie, Sean; Noonan, Vanessa K

2017-10-15

Timely access and ongoing delivery of care and therapeutic interventions is needed to maximize recovery and function after traumatic spinal cord injury (tSCI). To ensure these decisions are evidence-based, access to consistent, reliable, and valid sources of clinical data is required. The Access to Care and Timing Model used data from the Rick Hansen SCI Registry (RHSCIR) to generate a simulation of healthcare delivery for persons after tSCI and to test scenarios aimed at improving outcomes and reducing the economic burden of SCI. Through model development, we identified knowledge gaps and challenges in the literature and current health outcomes data collection throughout the continuum of SCI care. The objectives of this article were to describe these gaps and to provide recommendations for bridging them. Accurate information on injury severity after tSCI was hindered by difficulties in conducting neurological assessments and classifications of SCI (e.g., timing), variations in reporting, and the lack of a validated SCI-specific measure of associated injuries. There was also limited availability of reliable data on patient factors such as multi-morbidity and patient-reported measures. Knowledge gaps related to structures (e.g., protocols) and processes (e.g., costs) at each phase of care have prevented comprehensive evaluation of system performance. Addressing these knowledge gaps will enhance comparative and cost-effectiveness evaluations to inform decision-making and standards of care. Recommendations to do so were: standardize data element collection and facilitate database linkages, validate and adopt more outcome measures for SCI, and increase opportunities for collaborations with stakeholders from diverse backgrounds.

Decisional conflict in economically disadvantaged men with newly diagnosed prostate cancer: Results from a shared decision-making trial

PubMed Central

Kaplan, Alan L.; Crespi, Catherine M.; Saucedo, Josemanuel D.; Connor, Sarah E.; Litwin, Mark S.; Saigal, Christopher S.

2015-01-01

BACKGROUND Decisional conflict is a source of anxiety and stress for men diagnosed with prostate cancer given uncertainty surrounding myriad treatment options. Few data exist to help clinicians identify which patients are at risk for decisional conflict. The purpose of this study was to examine factors associated with decisional conflict in economically disadvantaged men diagnosed with prostate cancer before any treatment choices were made. METHODS A total of 70 men were surveyed at a Veterans Administration clinic with newly diagnosed localized prostate cancer enrolled in a randomized trial testing a novel shared decision-making tool. Baseline demographic, clinical, and functional data were collected. Independent variables included age, race, education, comorbidity, relationship status, urinary/sexual dysfunction, and prostate cancer knowledge. Tested outcomes were Decisional Conflict Scale, Uncertainty Subscale, and Perceived Effectiveness Subscale. Multiple linear regression modeling was used to identify factors associated with decisional conflict. RESULTS Mean age was 63 years, 49% were African American, and 70% reported an income less than $30,000. Poor prostate cancer knowledge was associated with increased decisional conflict and higher uncertainty (P < .001 and P = 0.001, respectively). Poor knowledge was also associated with lower perceived effectiveness (P = 0.003) whereas being in a relationship was associated with higher decisional conflict (P = 0.03). CONCLUSIONS Decreased patient knowledge about prostate cancer is associated with increased decisional conflict and lower perceived effective decision-making. Interventions to increase comprehension of prostate cancer and its treatments may reduce decisional conflict. Further work is needed to better characterize this relationship and identify effective targeted interventions. PMID:24816472

Improving Maternal and Newborn Health: Effectiveness of a Community Health Worker Program in Rural Kenya

PubMed Central

Adam, Mary B.; Dillmann, Maria; Chen, Mei-kuang; Mbugua, Simon; Ndung’u, Joram; Mumbi, Priscilla; Waweru, Eunice; Meissner, Peter

2014-01-01

Background Volunteer community health workers (CHWs) form an important element of many health systems, and in Kenya these volunteers are the foundation for promoting behavior change through health education, earlier case identification, and timely referral to trained health care providers. This study examines the effectiveness of a community health worker project conducted in rural Kenya that sought to promote improved knowledge of maternal newborn health and to increase deliveries under skilled attendance. Methods The study utilized a quasi-experimental nonequivalent design that examined relevant demographic items and knowledge about maternal and newborn health combined with a comprehensive retrospective birth history of women’s children using oral interviews of women who were exposed to health messages delivered by CHWs and those who were not exposed. The project trained CHWs in three geographically distinct areas. Results Mean knowledge scores were higher in those women who reported being exposed to the health messages from CHWs, Eburru 32.3 versus 29.2, Kinale 21.8 vs 20.7, Nyakio 26.6 vs 23.8. The number of women delivering under skilled attendance was higher for those mothers who reported exposure to one or more health messages, compared to those who did not. The percentage of facility deliveries for women exposed to health messages by CHWs versus non-exposed was: Eburru 46% versus 19%; Kinale 94% versus 73%: and Nyakio 80% versus 78%. Conclusion The delivery of health messages by CHWs increased knowledge of maternal and newborn care among women in the local community and encouraged deliveries under skilled attendance. PMID:25090111

Spinal Cord Injury Clinical Registries: Improving Care across the SCI Care Continuum by Identifying Knowledge Gaps

PubMed Central

Cheng, Christiana L.; Fallah, Nader; Santos, Argelio; Atkins, Derek; Humphreys, Suzanne; Rivers, Carly S.; White, Barry A.B.; Ho, Chester; Ahn, Henry; Kwon, Brian K.; Christie, Sean; Noonan, Vanessa K.

2017-01-01

Abstract Timely access and ongoing delivery of care and therapeutic interventions is needed to maximize recovery and function after traumatic spinal cord injury (tSCI). To ensure these decisions are evidence-based, access to consistent, reliable, and valid sources of clinical data is required. The Access to Care and Timing Model used data from the Rick Hansen SCI Registry (RHSCIR) to generate a simulation of healthcare delivery for persons after tSCI and to test scenarios aimed at improving outcomes and reducing the economic burden of SCI. Through model development, we identified knowledge gaps and challenges in the literature and current health outcomes data collection throughout the continuum of SCI care. The objectives of this article were to describe these gaps and to provide recommendations for bridging them. Accurate information on injury severity after tSCI was hindered by difficulties in conducting neurological assessments and classifications of SCI (e.g., timing), variations in reporting, and the lack of a validated SCI-specific measure of associated injuries. There was also limited availability of reliable data on patient factors such as multi-morbidity and patient-reported measures. Knowledge gaps related to structures (e.g., protocols) and processes (e.g., costs) at each phase of care have prevented comprehensive evaluation of system performance. Addressing these knowledge gaps will enhance comparative and cost-effectiveness evaluations to inform decision-making and standards of care. Recommendations to do so were: standardize data element collection and facilitate database linkages, validate and adopt more outcome measures for SCI, and increase opportunities for collaborations with stakeholders from diverse backgrounds. PMID:28745934

The impact of a comprehensive course in advanced minimal access surgery on surgeon practice

PubMed Central

Birch MD, Daniel W.; MD, Cliff Sample; MD, Rohit Gupta

2007-01-01

Introduction Practising surgeons need an effective means for learning new skills and procedures in advanced minimal access surgery (MASA). Currently, available educational methods include traditional continuing medical education symposia (1-day courses), instructional videos, mentoring, or comprehensive courses that combine lectures, skills laboratories and live surgery. The impact of comprehensive courses in advanced MASA on surgeons' knowledge, skills and practice has not been clearly established. Methods We completed a survey of all physicians who attended comprehensive courses in advanced gastrointestinal MASA held at the Centre for Minimal Access Surgery (CMAS) in Hamilton, Ont. Results Of 158 course attendees, we received 65 responses (response rate 41%). Fifty-sex men and 9 women responded, with a mean age of 44.9 years and a mean practice duration of 12.3 years. Eighty-seven percent of respondents were community-based surgeons. As a result of attending CMAS courses, respondents felt they experienced a substantial improvement in the knowledge and skills required to complete MASA. After a comprehensive course at CMAS, most respondents reported that they had introduced MASA procedures into their practice. The mean overall impact of a course on a surgeon's practice (with respect to patient referrals, procedural armamentarium and personal satisfaction) was rated by respondents at 3.92 (standard deviation [SD] 0.71; Likert scale 1–5, 1=negative, 5=positive). Conclusions A comprehensive course in advanced MASA has a positive impact on attendees' knowledge and skills. Ultimately, surgeons attending MASA courses will begin to introduce new MASA procedures into surgical practice. These courses have a distinct role in the teaching of MASA to surgeons in practice. PMID:17391609

The importance of comprehensive agricultural education in land-grant institutions: a historical perspective.

PubMed

Grant, P M; Field, T G; Green, R D; Rollin, B E

2000-06-01

Any thorough examination of the present and future of agricultural education must certainly begin with a look into its past. Since the creation of the United States, many leading American philosophers have viewed a strong agrarian culture as the bedrock of American vigor. These same philosophers repeatedly noted the significance of comprehensive agricultural education to a nation rich in agricultural wealth. The signing of the Agricultural Colleges Act legitimized the concept of formal education in the agricultural sciences and provided funding for such education. The Act, which came to be known as the Morrill Act, after one of its primary authors, stressed the importance of comprehensive education. In fact, the inclusion of liberal studies was specifically mentioned in the Morrill Act and was defended repeatedly by Morrill himself. Comprehensive education prevented graduating technically trained students who were lacking in the basic outcomes of education--critical, comprehensive problem solving, cohesive thought, and effective communication. However, throughout history, the demands of a growing population coupled with rapid advancements in scientific knowledge led to a gradual move away from comprehensive education in agricultural sciences toward increasing specialization, resulting in more narrowly trained students. Today's agricultural students are technically well versed but often lack the skill and knowledge required for cohesive thought and critical problem solving. Addressing the multitude of challenges facing leaders in the future of agriculture requires much more than technical skill. These challenges require quick, yet careful thinkers and communicators who can respond to changing market structure and consumer demand in a dynamic way. Students who are a product of a conscious move toward amalgamation of burgeoning scientific knowledge and technical prowess with an integrative education emphasizing relationships between disciplines would better serve tomorrow's agriculture.

76 FR 62607 - Comprehensive Iran Sanctions, Accountability, and Divestment Reporting Requirements

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-11

... certification states ``Foreign Bank hereby certifies that to its knowledge it has not processed one or more... behalf of, directly or indirectly,'' is meant to include situations where a foreign bank has knowledge... Bank hereby certifies that to its knowledge it has not processed one or more transfers of funds within...

Conceptualization of Depth of Vocabulary Knowledge with Academic Reading Comprehension

ERIC Educational Resources Information Center

Hasan, Md. Kamrul; Shabdin, Ahmad Affendi

2016-01-01

The present study embodies a conceptual framework, and it studies the concept regarding the depth of vocabulary knowledge. Literature review is employed as a foundation for developing the conceptual framework for the present study. The current study suggests that different dimensions of depth of vocabulary knowledge, namely paradigmatic relations,…

An Adaptive Approach to Managing Knowledge Development in a Project-Based Learning Environment

ERIC Educational Resources Information Center

Tilchin, Oleg; Kittany, Mohamed

2016-01-01

In this paper we propose an adaptive approach to managing the development of students' knowledge in the comprehensive project-based learning (PBL) environment. Subject study is realized by two-stage PBL. It shapes adaptive knowledge management (KM) process and promotes the correct balance between personalized and collaborative learning. The…

Interpretation of Radiological Images: Towards a Framework of Knowledge and Skills

ERIC Educational Resources Information Center

van der Gijp, A.; van der Schaaf, M. F.; van der Schaaf, I. C.; Huige, J. C. B. M.; Ravesloot, C. J.; van Schaik, J. P. J.; ten Cate, Th. J.

2014-01-01

The knowledge and skills that are required for radiological image interpretation are not well documented, even though medical imaging is gaining importance. This study aims to develop a comprehensive framework of knowledge and skills, required for two-dimensional and multiplanar image interpretation in radiology. A mixed-method study approach was…

Inhibiting Natural Knowledge in Fourth Graders: Towards a Comprehensive Test Instrument

ERIC Educational Resources Information Center

Van Hoof, Jo; Janssen, Rianne; Verschaffel, Lieven; Van Dooren, Wim

2015-01-01

While understanding rational numbers forms an essential part of mathematical literacy, research has repeatedly shown that they form a stumbling block in education. A big source of difficulty is the inappropriate application of natural number knowledge. The research literature points at three main aspects where natural number knowledge is…

Comprehension of Sarcasm, Metaphor and Simile in Williams Syndrome

ERIC Educational Resources Information Center

Godbee, Kali; Porter, Melanie

2013-01-01

Background: Although people with Williams syndrome (WS) are often characterized as friendly and sociable with relatively good general language abilities, there is emerging evidence of pragmatic difficulties and trouble comprehending aspects of non-literal language. Aims: The main aim was to investigate the comprehension of sarcasm, metaphor and…

Does a Speaking Task Affect Second Language Comprehensibility?

ERIC Educational Resources Information Center

Crowther, Dustin; Trofimovich, Pavel; Isaacs, Talia; Saito, Kazuya

2015-01-01

The current study investigated task effects on listener perception of second language (L2) comprehensibility (ease of understanding). Sixty university-level adult speakers of English from 4 first language (L1) backgrounds (Chinese, Romance, Hindi, Farsi), with 15 speakers per group, were recorded performing 2 tasks (IELTS long-turn speaking task…

Factors that Influence Comprehension of Connectives among Language Minority Children from Spanish-Speaking Backgrounds

ERIC Educational Resources Information Center

Crosson, Amy C.; Lesaux, Nonie K.; Martiniello, Maria

2008-01-01

This study explores factors influencing the degree to which language minority (LM) children from Spanish-dominant homes understand how connectives, such as "in contrast" and "because", signal relationships between text propositions. Standardized tasks of vocabulary, listening comprehension, word reading, and a researcher-designed text cohesion…

Accessing and Selecting Word Meaning in Autism Spectrum Disorder

ERIC Educational Resources Information Center

Henderson, L. M.; Clarke, P. J.; Snowling, M. J.

2011-01-01

Background: Comprehension difficulties are commonly reported in autism spectrum disorder (ASD) but the causes of these difficulties are poorly understood. This study investigates how children with ASD access and select meanings of ambiguous words to test four hypotheses regarding the nature of their comprehension difficulties: semantic deficit,…

Beliefs about Learning, Self-Regulated Strategies and Text comprehension among Chinese Children

ERIC Educational Resources Information Center

Law, Yin-Kum; Chan, Carol K. K.; Sachs, John

2008-01-01

Background: Most studies have investigated college and high school students' epistemological beliefs in Western contexts, with few studies examining how beliefs about learning are related to children's strategies and comprehension in the Chinese cultural context. Aims: The present study investigated Chinese elementary school children's beliefs…

Psychometric Structure of a Comprehensive Objective Structured Clinical Examination: A Factor Analytic Approach

ERIC Educational Resources Information Center

Volkan, Kevin; Simon, Steven R.; Baker, Harley; Todres, I. David

2004-01-01

Problem Statement and Background: While the psychometric properties of Objective Structured Clinical Examinations (OSCEs) have been studied, their latent structures have not been well characterized. This study examines a factor analytic model of a comprehensive OSCE and addresses implications for measurement of clinical performance. Methods: An…

Whole genome sequencing of elite rice cultivars as a comprehensive information resource for marker assisted selection

USDA-ARS?s Scientific Manuscript database

Current advances in sequencing technologies and bioinformatics allow to determine a nearly complete genomic background of rice, a staple food for the poor people. Consequently, comprehensive databases of variation among thousands of varieties is currently being assembled and released. Proper analysi...

Intracultural variation of knowledge about wild plant uses in the Biosphere Reserve Grosses Walsertal (Austria)

PubMed Central

2012-01-01

Background Leading scholars in ethnobiology and ethnomedicine continuously stress the need for moving beyond the bare description of local knowledge and to additionally analyse and theorise about the characteristics and dynamics of human interactions with plants and related local knowledge. Analyses of the variation of local knowledge are thereby perceived as minimal standard. In this study we investigate the distribution and variation of wild plant knowledge in five domains: food, drinks, human medicine, veterinary medicine and customs. We assess relations between the wild plant knowledge of informants and their socio-demographic as well as geographic background. Method Research was conducted in the Biosphere Reserve Grosses Walsertal, Austria. Structured questionnaires were used to inquire wild plant knowledge from 433 informants with varying socio-demographic and geographic background. Children assisted in the data collection. Data was analysed using descriptive statistics and generalized linear models. Results and discussion A majority of respondents is familiar with wild plant uses, however to varying degrees. Knowledge variations depend on the socio-demographic and geographic background of the informants as well as on the domains of knowledge under investigation: women, older informants and homegardeners report more human medicinal applications and applications in drinks than men, younger informants and non-homegardeners; farmers know a greater variety of veterinary medicinal applications than non-farmers; the place of residence relates significantly to food and veterinary uses. Customs are difficult to investigate in standardized matrices. The household-related distribution of work and the general socio-cultural context are especially helpful in order to explain intracultural variation of knowledge in the Grosses Walsertal. Conclusions Research on the intracultural variation of local knowledge exposes cultural characteristics and highlights the cultural embeddedness of local knowledge. The impact of socio-cultural developments on local knowledge may be anticipated from understanding the intracultural variation of knowledge. PMID:22770375

The Interaction of Knowledge and Text Structure on the Ability to Identify Main Ideas in Texts. Content Knowledge and Reading Comprehension.

ERIC Educational Resources Information Center

Day, Jeanne D.; Engelhardt, Jean

Two studies examined how the factors of content-relevant knowledge and text organization influence students' abilities to study and to remember text information. The first experiment examined the effect of prior content knowledge on students' ability to identify important information in the text. Forty 7th- and forty 11th-grade students, experts…

Music is as distracting as noise: the differential distraction of background music and noise on the cognitive test performance of introverts and extraverts.

PubMed

Furnham, Adrian; Strbac, Lisa

2002-02-20

Previous research has found that introverts' performance on complex cognitive tasks is more negatively affected by distracters, e.g. music and background television, than extraverts' performance. This study extended previous research by examining whether background noise would be as distracting as music. In the presence of silence, background garage music and office noise, 38 introverts and 38 extraverts carried out a reading comprehension task, a prose recall task and a mental arithmetic task. It was predicted that there would be an interaction between personality and background sound on all three tasks: introverts would do less well on all of the tasks than extraverts in the presence of music and noise but in silence performance would be the same. A significant interaction was found on the reading comprehension task only, although a trend for this effect was clearly present on the other two tasks. It was also predicted that there would be a main effect for background sound: performance would be worse in the presence of music and noise than silence. Results confirmed this prediction. These findings support the Eysenckian hypothesis of the difference in optimum cortical arousal in introverts and extraverts.

Multisyllabic Word Reading as a Moderator of Morphological Awareness and Reading Comprehension

PubMed Central

Gilbert, Jennifer K.; Goodwin, Amanda P.; Compton, Donald L.; Kearns, Devin M.

2013-01-01

The purpose of this study was to investigate whether the relation between morphological awareness on reading comprehension is moderated by multisyllabic word reading ability in fifth grade students (N = 169, 53.7% female, 65.2% minority status, 69.2% free/reduced lunch status), oversampled for poor reading skill, when controlling for general knowledge and vocabulary. Based on the lexical quality hypothesis (Perfetti, 2007), it was expected that morphological awareness would have a stronger effect on comprehension for children with poor word reading skills, suggesting possible use of morphological awareness for word identification support. Results indicated that neither morphological awareness nor word reading was uniquely associated with reading comprehension when both were included in the model along with vocabulary and general knowledge. Instead, the interaction between word reading and morphological awareness explained significant additional variance in reading comprehension. By probing this interaction, it was determined that the effect of morphological awareness on reading comprehension was significant for the 39% of the sample that had more difficulty reading multisyllabic words), but not for students at the higher end of the multisyllabic word reading continuum. We conclude from these results that the relation between morphological awareness and reading comprehension is moderated by multisyllabic word reading ability, providing support for the lexical quality hypothesis (Perfetti, 2007). Although we have only correlational data, we suggest tentative instructional practices for improving the reading skill of upper elementary struggling readers. PMID:24219914

Comprehension and Navigation of Networked Hypertexts

ERIC Educational Resources Information Center

Blom, Helen; Segers, Eliane; Knoors, Harry; Hermans, Daan; Verhoeven, Ludo

2018-01-01

This study aims to investigate secondary school students' reading comprehension and navigation of networked hypertexts with and without a graphic overview compared to linear digital texts. Additionally, it was studied whether prior knowledge, vocabulary, verbal, and visual working memory moderated the relation between text design and…

Listening Comprehension: A Cognitive Prerequisite for Communication.

ERIC Educational Resources Information Center

Fischer, Robert A.

Proponents of the cognitive approach to language teaching list linguistic competence as the primary instructional objective and attribute considerable importance to listening comprehension. For the student, linguistic competence would be knowledge of grammatical components of the language and its vocabulary. Understanding oral messages is an…

Comprehensive School Safety Initiative Report

ERIC Educational Resources Information Center

National Institute of Justice, 2014

2014-01-01

The National Institute of Justice (NIJ) developed the Comprehensive School Safety Initiative in consultation with federal partners and Congress. It is a research-focused initiative designed to increase the safety of schools nationwide through the development of knowledge regarding the most effective and sustainable school safety interventions and…

Let the Rewriter Beware.

ERIC Educational Resources Information Center

Charrow, Veda R.

Translating legal and bureaucratic language into plain, comprehensible English is not amenable to simple rules and procedures. Rewriting comprehensibly requires specialized knowledge about language and an awareness of a number of misconceptions and pitfalls. This paper discusses what not to do in rewriting, based upon rewritten documents presently…

COMMUNICATION AND COMPREHENSION.

ERIC Educational Resources Information Center

TRENAMAN, J.M.

A SERIES OF BRITISH IMPACT STUDIES DEALT WITH ADULT AUDIENCE CHARACTERISTICS (COMPREHENSION, KNOWLEDGE, INTERESTS, ATTITUDES) AND FACTORS WITHIN THE MEDIUM THAT MAKE FOR EFFECTIVE COMMUNICATION. FIVE DIFFERENT TYPES OF SUBJECT MATTER WERE PRESENTED TO MATCHED SAMPLES OF THE GENERAL PUBLIC BY MEANS OF RADIO, TELEVISION, AND PRINTED ARTICLES. THE…

The Integration of Javanese Indigenous Knowledge in Biology Learning Resources Development

NASA Astrophysics Data System (ADS)

Anazifa, D.; Hadi, R. F.

2017-02-01

The student’s difficulties in learning and understanding Biology concepts are caused by the adoption of scientific phenomenon that not suitable with the environment they live in. Students who comes from the Javanese background sometimes find the Biology concepts hard to understand. Science content that comes from the West sometimes is not suitable with the student’s background, because the cultural and geographical background that underlining the science development are different. It can potentially cause the clash in constructing knowledge of students. The proportion of western knowledge and indigenous knowledge has to be balanced, in order to give the scientific rationale of the natural phenomenon that faced by students in everyday life. The ethnoscience experienced by student is still in the form of concrete experience as a result of the interaction with the nature. As one of the largest tribe in Indonesia, Javanese has many unique cultures that can be adopted in science classroom especially in Biology class. The role on ethnoscience in the context of developing Biology learning resources is to connect the science concept with the real world situation. By considering indigenous knowledge as one of learning resources, teachers can start to adjust the Javanese indigenous knowledge into the curriculum. This paper is literature review which will present the background, rationale, and procedure in integrating Javanese indigenous knowledge into Biology classroom as learning resources. The integration of Javanese indigenous knowledge in Biology learning resources development is necessary in order to connect the Biology concept into real situation.

Kindergarten predictors of second versus eighth grade reading comprehension impairments.

PubMed

Adlof, Suzanne M; Catts, Hugh W; Lee, Jaehoon

2010-01-01

Multiple studies have shown that kindergarten measures of phonological awareness and alphabet knowledge are good predictors of reading achievement in the primary grades. However, less attention has been given to the early predictors of later reading achievement. This study used a modified best-subsets variable-selection technique to examine kindergarten predictors of early versus later reading comprehension impairments. Participants included 433 children involved in a longitudinal study of language and reading development. The kindergarten test battery assessed various language skills in addition to phonological awareness, alphabet knowledge, naming speed, and nonverbal cognitive ability. Reading comprehension was assessed in second and eighth grades. Results indicated that different combinations of variables were required to optimally predict second versus eighth grade reading impairments. Although some variables effectively predicted reading impairments in both grades, their relative contributions shifted over time. These results are discussed in light of the changing nature of reading comprehension over time. Further research will help to improve the early identification of later reading disabilities.

Patient predictors of colposcopy comprehension of consent among English- and Spanish-speaking women.

PubMed

Krankl, Julia Tatum; Shaykevich, Shimon; Lipsitz, Stuart; Lehmann, Lisa Soleymani

2011-01-01

patients with limited English proficiency may be at increased risk for diminished understanding of clinical procedures. This study sought to assess patient predictors of comprehension of colposcopy information during informed consent and to assess differences in understanding between English and Spanish speakers. between June and August 2007, English- and Spanish-speaking colposcopy patients at two Boston hospitals were surveyed to assess their understanding of the purpose, risks, benefits, alternatives, and nature of colposcopy. Patient demographic information was collected. there were 183 women who consented to participate in the study. We obtained complete data on 111 English speakers and 38 Spanish speakers. English speakers were more likely to have a higher education, greater household income, and private insurance. Subjects correctly answered an average of 7.91 ± 2.16 (72%) of 11 colposcopy survey questions. English speakers answered more questions correctly than Spanish speakers (8.50 ± 1.92 [77%] vs 6.21 ± 1.93 [56%]; p < .001). Using linear regression to adjust for confounding variables, we found that language was not significantly associated with greater understanding (p = .46). Rather, education was the most significant predictor of colposcopy knowledge (p < .001). many colposcopy patients did not understand the procedure well enough to give informed consent. The observed differences in colposcopy comprehension based on language were a proxy for differences in education. Education, not language, predicted subjects' understanding of colposcopy. These results demonstrate the need for greater attention to patients' educational background to ensure adequate understanding of clinical information. 2011 Jacobs Institute of Women's Health. Published by Elsevier Inc.

Cost-effectiveness of multidisciplinary management of Tinnitus at a specialized Tinnitus centre

PubMed Central

Cima, Rilana; Joore, Manuela; Maes, Iris; Scheyen, Dyon; Refaie, Amr El; Baguley, David M; Vlaeyen, Johan WS; Anteunis, Lucien

2009-01-01

Background Tinnitus is a common chronic health condition that affects 10% to 20% of the general population. Among severe sufferers it causes disability in various areas. As a result of the tinnitus, quality of life is often impaired. At present there is no cure or uniformly effective treatment, leading to fragmentized and costly tinnitus care. Evidence suggests that a comprehensive multidisciplinary approach in treating tinnitus is effective. The main objective of this study is to examine the effectiveness, costs, and cost-effectiveness of a comprehensive treatment provided by a specialized tinnitus center versus usual care. This paper describes the study protocol. Methods/Design In a randomized controlled clinical trial 198 tinnitus patients will be randomly assigned to a specialized tinnitus care group or a usual care group. Adult tinnitus sufferers referred to the audiological centre are eligible. Included patients will be followed for 12 months. Primary outcome measure is generic quality of life (measured with the Health Utilities Index Mark III). Secondary outcomes are severity of tinnitus, general distress, tinnitus cognitions, tinnitus specific fear, and costs. Based on health state utility outcome data the number of patients to include is 198. Economic evaluation will be performed from a societal perspective. Discussion This is, to our knowledge, the first randomized controlled trial that evaluates a comprehensive treatment of tinnitus and includes a full economic evaluation from a societal perspective. If this intervention proves to be effective and cost-effective, implementation of this intervention is considered and anticipated. Trial Registration The trial has been registered at ClinicalTrial.gov. The trial registration number is NCT00733044 PMID:19210767

Le Facteur d'Adaptation dans la Comprehension de l'Anglais Oral (The Adaptation Factor in the Understanding of Spoken English). Melanges Pedagogiques, 1972.

ERIC Educational Resources Information Center

Roussel, F.

Progress in the teaching of oral comprehension depends partly on the isolation of factors which block comprehension. Research in conjunction with an experimental course in English as a second language led to the definition of errors due to: (1) insufficient knowledge of the language and the cultural context of its use, and (2) a failure to…

Oral cancer screening: knowledge is not enough.

PubMed

Tax, C L; Haslam, S Kim; Brillant, Mgs; Doucette, H J; Cameron, J E; Wade, S E

2017-08-01

The purpose of this cross-sectional study was to investigate whether dental hygienists are transferring their knowledge of oral cancer screening into practice. This study also wanted to gain insight into the barriers that might prevent dental hygienists from performing these screenings. A 27-item survey instrument was constructed to study the oral cancer screening practices of licensed dental hygienists in Nova Scotia. A total of 623 practicing dental hygienists received the survey. The response rate was 34% (n = 212) yielding a maximum margin of error of 5.47 at a 95% confidence level. Descriptive statistics were calculated using IBM SPSS Statistics v21 software (Armonk, NY:IBM Corp). Qualitative thematic analysis was performed on any open-ended responses. This study revealed that while dental hygienists perceived themselves as being knowledgeable about oral cancer screening, they were not transferring this knowledge to actual practice. Only a small percentage (13%) of respondents were performing a comprehensive extra-oral examination, and 7% were performing a comprehensive intra-oral examination. The respondents identified several barriers that prevented them from completing a comprehensive oral cancer screening. Early detection of oral cancer reduces mortality rates so there is a professional responsibility to ensure that comprehensive oral cancer screenings are being performed on patients. Dental hygienists may not have the authority in a dental practice to overcome all of the barriers that are preventing them from performing these screenings. Public awareness about oral cancer screenings could increase the demand for screenings and thereby play a role in changing practice norms. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Can You Read Me Now? Disciplinary Literacy Reading Strategies in the 7th Grade Science Classroom

NASA Astrophysics Data System (ADS)

McQuaid, Kelly Kathleen

Adolescent readers require a broad range of reading skills to deal with the challenges of reading complex text. Some researchers argue for a discipline-specific focus to address the low reading proficiency rates among secondary students. Disciplinary literacy attends to the different ways disciplines, such as science, generate and communicate knowledge. The purpose of this quasi-experimental study was to examine if and to what degree disciplinary literacy reading strategies impact student learning outcomes in reading comprehension and science content knowledge for 132 7th grade science students in five Southern Arizona charter schools and whether reading ability moderates that impact. The theoretical foundation for this study rested on expert-novice theory and Halliday's theory of critical moments of language development. It is not known if and to what degree disciplinary literacy reading strategies impact student learning outcomes in reading comprehension and science content knowledge for 7th grade science students and whether or not reading ability has a moderating effect on those student learning outcomes. The results for MANCOVA did not produce statistically significant results nor did the moderation analysis for the influence of reading ability on reading comprehension in the disciplinary literacy group. However, the moderation analysis for the influence of reading ability on science content knowledge resulted in conditional significant results for low (p < .01) and average readers (p <. 05). Low to average readers in the disciplinary literacy group appeared to benefit the most from reading comprehension instruction focused on learning science content in the science classroom.

Affix Meaning Knowledge in First Through Third Grade Students.

PubMed

Apel, Kenn; Henbest, Victoria Suzanne

2016-04-01

We examined grade-level differences in 1st- through 3rd-grade students' performance on an experimenter-developed affix meaning task (AMT) and determined whether AMT performance explained unique variance in word-level reading and reading comprehension, beyond other known contributors to reading development. Forty students at each grade level completed an assessment battery that included measures of phonological awareness, receptive vocabulary, word-level reading, reading comprehension, and affix meaning knowledge. On the AMT, 1st-grade students were significantly less accurate than 2nd- and 3rd-grade students; there was no significant difference in performance between the 2nd- and 3rd-grade students. Regression analyses revealed that the AMT accounted for 8% unique variance of students' performance on word-level reading measures and 6% unique variance of students' performance on the reading comprehension measure, after age, phonological awareness, and receptive vocabulary were explained. These results provide initial information on the development of affix meaning knowledge via an explicit measure in 1st- through 3rd-grade students and demonstrate that affix meaning knowledge uniquely contributes to the development of reading abilities above other known literacy predictors. These findings provide empirical support for how students might use morphological problem solving to read unknown multimorphemic words successfully.

What Is the Influence of Morphological Knowledge in the Early Stages of Reading Acquisition Among Low SES Children? A Graphical Modeling Approach

PubMed Central

Colé, Pascale; Cavalli, Eddy; Duncan, Lynne G.; Theurel, Anne; Gentaz, Edouard; Sprenger-Charolles, Liliane; El-Ahmadi, Abdessadek

2018-01-01

Children from low-SES families are known to show delays in aspects of language development which underpin reading acquisition such as vocabulary and listening comprehension. Research on the development of morphological skills in this group is scarce, and no studies exist in French. The present study investigated the involvement of morphological knowledge in the very early stages of reading acquisition (decoding), before reading comprehension can be reliably assessed. We assessed listening comprehension, receptive vocabulary, phoneme awareness, morphological awareness as well as decoding, word reading and non-verbal IQ in 703 French first-graders from low-SES families after 3 months of formal schooling (November). Awareness of derivational morphology was assessed using three oral tasks: Relationship Judgment (e.g., do these words belong to the same family or not? heat-heater … ham-hammer); Lexical Sentence Completion [e.g., Someone who runs is a …? (runner)]; and Non-lexical Sentence Completion [e.g., Someone who lums is a…? (lummer)]. The tasks differ on implicit/explicit demands and also tap different kinds of morphological knowledge. The Judgement task measures the phonological and semantic properties of the morphological relationship and the Sentence Completion tasks measure knowledge of morphological production rules. Data were processed using a graphical modeling approach which offers key information about how skills known to be involved in learning to read are organized in memory. This modeling approach was therefore useful in revealing a potential network which expresses the conditional dependence structure between skills, after which recursive structural equation modeling was applied to test specific hypotheses. Six main conclusions can be drawn from these analyses about low SES reading acquisition: (1) listening comprehension is at the heart of the reading acquisition process; (2) word reading depends directly on phonemic awareness and indirectly on listening comprehension; (3) decoding depends on word reading; (4) Morphological awareness and vocabulary have an indirect influence on word reading via both listening comprehension and phoneme awareness; (5) the components of morphological awareness assessed by our tasks have independent relationships with listening comprehension; and (6) neither phonemic nor morphological awareness influence vocabulary directly. The implications of these results with regard to early reading acquisition among low SES groups are discussed. PMID:29725313

What Is the Influence of Morphological Knowledge in the Early Stages of Reading Acquisition Among Low SES Children? A Graphical Modeling Approach.

PubMed

Colé, Pascale; Cavalli, Eddy; Duncan, Lynne G; Theurel, Anne; Gentaz, Edouard; Sprenger-Charolles, Liliane; El-Ahmadi, Abdessadek

2018-01-01

Children from low-SES families are known to show delays in aspects of language development which underpin reading acquisition such as vocabulary and listening comprehension. Research on the development of morphological skills in this group is scarce, and no studies exist in French. The present study investigated the involvement of morphological knowledge in the very early stages of reading acquisition (decoding), before reading comprehension can be reliably assessed. We assessed listening comprehension, receptive vocabulary, phoneme awareness, morphological awareness as well as decoding, word reading and non-verbal IQ in 703 French first-graders from low-SES families after 3 months of formal schooling (November). Awareness of derivational morphology was assessed using three oral tasks: Relationship Judgment (e.g., do these words belong to the same family or not? heat-heater … ham-hammer); Lexical Sentence Completion [e.g., Someone who runs is a …? (runner)]; and Non-lexical Sentence Completion [e.g., Someone who lums is a…? (lummer)]. The tasks differ on implicit/explicit demands and also tap different kinds of morphological knowledge. The Judgement task measures the phonological and semantic properties of the morphological relationship and the Sentence Completion tasks measure knowledge of morphological production rules. Data were processed using a graphical modeling approach which offers key information about how skills known to be involved in learning to read are organized in memory. This modeling approach was therefore useful in revealing a potential network which expresses the conditional dependence structure between skills, after which recursive structural equation modeling was applied to test specific hypotheses. Six main conclusions can be drawn from these analyses about low SES reading acquisition: (1) listening comprehension is at the heart of the reading acquisition process; (2) word reading depends directly on phonemic awareness and indirectly on listening comprehension; (3) decoding depends on word reading; (4) Morphological awareness and vocabulary have an indirect influence on word reading via both listening comprehension and phoneme awareness; (5) the components of morphological awareness assessed by our tasks have independent relationships with listening comprehension; and (6) neither phonemic nor morphological awareness influence vocabulary directly. The implications of these results with regard to early reading acquisition among low SES groups are discussed.

Investigating Knowledge Management Status among Faculty Members of Kerman University of Medical Sciences based on the Nonaka Model in 2015

PubMed Central

Vali, Leila; Izadi, Azar; Jahani, Yunes; Okhovati, Maryam

2016-01-01

Introduction Education and research are two major functions of universities, which require proper and systematic exploitation of available knowledge and information. Therefore, it is necessary to investigate the knowledge management status in an education system by considering the function of faculty members in creation and dissemination of knowledge. This study was conducted to investigate the knowledge management status among faculty members of the Kerman University of Medical Sciences based on the Nonaka and Takeuchi models in 2015. Methods This was a descriptive-analytical and cross-sectional study. It was conducted on 165 faculty members at the Kerman University of Medical Sciences, who were selected from seven faculties as weighted using a random stratified sampling method. The Nonaka and Takeuchi knowledge management questionnaire consists of 26 questions in four dimensions of socialization, externalization, internalization, and combination. Scoring of questions was conducted using the five-point Likert scale. To analyze data, independent t-test, one-way ANOVA, Pearson correlation coefficients, and the Kruskal-Wallis test were employed. Results The four dimensions in the Nonaka and Takeuchi model are based on optimal indicators (3.5), dimensions of combination, and externalization with an average of 3.3 were found in higher ranks and internalization and socialization had averages of 3.1 and 3. According to the findings of this study, the average knowledge management among faculty members of the Kerman University of Medical Sciences was estimated to be 3.1, with a bit difference compared to the average. According to the results of t-tests, there was no significant relationship between gender and various dimensions of knowledge management (p>0.05). The findings of Kruskal-Wallis showed that there is no significant relationship between variables of age, academic rank, and type of faculty with regard to dimensions of knowledge management (p>0.05). In addition, according to the results of Pearson tests, there is no significant relation between employment history and dimensions of knowledge management (p>0.05). Conclusion Considering the function and importance of knowledge management in education and research organizations including universities, it is recommended to pay comprehensive attention to establishment of knowledge management and knowledge sharing in universities and provide the required background to from research teams and communication networks inside and outside universities. PMID:27757183

Investigating Knowledge Management Status among Faculty Members of Kerman University of Medical Sciences based on the Nonaka Model in 2015.

PubMed

Vali, Leila; Izadi, Azar; Jahani, Yunes; Okhovati, Maryam

2016-08-01

Education and research are two major functions of universities, which require proper and systematic exploitation of available knowledge and information. Therefore, it is necessary to investigate the knowledge management status in an education system by considering the function of faculty members in creation and dissemination of knowledge. This study was conducted to investigate the knowledge management status among faculty members of the Kerman University of Medical Sciences based on the Nonaka and Takeuchi models in 2015. This was a descriptive-analytical and cross-sectional study. It was conducted on 165 faculty members at the Kerman University of Medical Sciences, who were selected from seven faculties as weighted using a random stratified sampling method. The Nonaka and Takeuchi knowledge management questionnaire consists of 26 questions in four dimensions of socialization, externalization, internalization, and combination. Scoring of questions was conducted using the five-point Likert scale. To analyze data, independent t-test, one-way ANOVA, Pearson correlation coefficients, and the Kruskal-Wallis test were employed. The four dimensions in the Nonaka and Takeuchi model are based on optimal indicators (3.5), dimensions of combination, and externalization with an average of 3.3 were found in higher ranks and internalization and socialization had averages of 3.1 and 3. According to the findings of this study, the average knowledge management among faculty members of the Kerman University of Medical Sciences was estimated to be 3.1, with a bit difference compared to the average. According to the results of t-tests, there was no significant relationship between gender and various dimensions of knowledge management (p>0.05). The findings of Kruskal-Wallis showed that there is no significant relationship between variables of age, academic rank, and type of faculty with regard to dimensions of knowledge management (p>0.05). In addition, according to the results of Pearson tests, there is no significant relation between employment history and dimensions of knowledge management (p>0.05). Considering the function and importance of knowledge management in education and research organizations including universities, it is recommended to pay comprehensive attention to establishment of knowledge management and knowledge sharing in universities and provide the required background to from research teams and communication networks inside and outside universities.

Automatic acquisition of domain and procedural knowledge

NASA Technical Reports Server (NTRS)

Ferber, H. J.; Ali, M.

1988-01-01

The design concept and performance of AKAS, an automated knowledge-acquisition system for the development of expert systems, are discussed. AKAS was developed using the FLES knowledge base for the electrical system of the B-737 aircraft and employs a 'learn by being told' strategy. The system comprises four basic modules, a system administration module, a natural-language concept-comprehension module, a knowledge-classification/extraction module, and a knowledge-incorporation module; details of the module architectures are explored.

Improving Vocabulary Acquisition through Direct and Indirect Teaching.

ERIC Educational Resources Information Center

Glowacki, Deborah; Lanucha, Cheryl; Pietrus, Debra

Students who lag behind in vocabulary commonly experience academic failure. A student's vocabulary knowledge directly impacts reading comprehension. To improve comprehension, students need exposure to a variety of literature and opportunities for meaningful practice of vocabulary they encounter daily. Vocabulary is developed through a variety of…

The Influence of Recent Scene Events on Spoken Comprehension: Evidence from Eye Movements

ERIC Educational Resources Information Center

Knoeferle, Pia; Crocker, Matthew W.

2007-01-01

Evidence from recent experiments that monitored attention in clipart scenes during spoken comprehension suggests that people preferably rely on non-stereotypical depicted events over stereotypical thematic knowledge for incremental interpretation. "The Coordinated Interplay Account [Knoeferle, P., & Crocker, M. W. (2006). "The coordinated…

MN State Profile. Minnesota: Graduation Required Assessments for Diploma (GRAD)

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

This paper provides information about Minnesota's Graduation Required Assessments for Diploma (GRAD), comprehensive proficiency assessments of the skills and knowledge in mathematics, reading, and writing that are necessary for graduation. The Minnesota Comprehensive Assessments, Series II, into which the GRAD tests are embedded, measure…

Morphological Awareness and Reading in Second and Fifth Grade: Evidence from Hebrew

ERIC Educational Resources Information Center

Vaknin-Nusbaum, Vered; Sarid, Miri; Shimron, Joseph

2016-01-01

Research suggests that morphological awareness facilitates word decoding, improves lexical knowledge, and helps reading comprehension (Carlisle, 2010; Nagy et al., 2014; Verhoeven & Perfetti, 2011). The present study examined the relationship among morphological awareness, word recognition and reading comprehension in 153 second- and…

Vocabulary Acquisition: Implications for Reading Comprehension

ERIC Educational Resources Information Center

Wagner, Richard K., Ed.; Muse, Andrea E., Ed.; Tannenbaum, Kendra R., Ed.

2006-01-01

Understanding a text requires more than the ability to read individual words: it depends greatly on vocabulary knowledge. This important book brings together leading literacy scholars to synthesize cutting-edge research on vocabulary development and its connections to reading comprehension. The volume also reviews an array of approaches to…

Phonological Awareness and Speech Comprehensibility: An Exploratory Study

ERIC Educational Resources Information Center

Venkatagiri, H. S.; Levis, John M.

2007-01-01

This study examined whether differences in phonological awareness were related to differences in speech comprehensibility. Seventeen adults who learned English as a foreign language (EFL) in academic settings completed 14 tests of phonological awareness that measured their explicit knowledge of English phonological structures, and three tests of…

Ethnomedicinal plants used to treat human ailments in the prehistoric place of Harla and Dengego valleys, eastern Ethiopia

PubMed Central

2014-01-01

Background Traditional medicines remained as the most affordable and easily accessible source of treatment in the primary health care system among diverse communities in Ethiopia. The Oromo community living in the prehistoric Harla and Dengego valleys has long history of ethnomedicinal know-how and practice against human and livestock ailments. However, this rich ethnomedicinal knowledge had been remained unexplored hitherto. This study focus on the comprehensive ethnomedicinal investigation in an attempt to safeguard the deteriorating ethnomedicinal knowledge that can be used as a steppingstone for phytochemical and pharmacological analysis. Methods Fifty five (44 male and 11 female) systematically selected informants including ten traditional herbalists (key informants) were participated in the study. Semi-structured interviews, discussions and guided field walk constituted the data collection methods. Factor of informant consensus (Fic), frequency of citation (F%), and binomial test were employed in data analysis. Medicinal plant specimens were collected, identified and kept at Herbarium of Haramaya University (HHU). Results A total of 83 traditional medicinal plant species against human ailments in 70 genera and 40 Families were recorded. Twelve medicinal plants were marketable in open market places of the nearby towns. Formulations recorded added to 140 remedies for 81 human ailments. Concoction accounts 50.7% of the total preparations followed by fluids extraction (10.7%) and infusion (6.4%). Fifteen different plant parts were used for remedies preparation wherein leaves accounted 46.4%, stem 9.2%, fruits and roots each 7.8%. Most of the remedies (90.7%) were prepared from single plant species like, aphrodisiac fresh rhizome of Kleinia abyssinica (A. Rich.) A. Berger chewed and swallowed few hours before sexual performance for a man having problem of erectile dysfunction. The Fic value ranges between 1.0 (gastritis and heartburn/pyrosis) and 0.77 (swollen body part). Aloe harlana Reynolds was reported to be used for the highest number of ailments treating swollen body part locally called GOFLA, colon cleaner, snake bite, liver swelling, spleen swelling/splenomegaly, fungal infections and inflammation of skin. Conclusion Such documentation of comprehensive ethnomedicinal knowledge is very valuable and needs to be scaled-up so that it could be followed up with phytochemical and pharmacological analyses in order to give scientific ground to the ethnomedicinal knowledge. PMID:24499509

Cognitive Demand Differences in Causal Inferences: Characters' Plans Are More Difficult to Comprehend than Physical Causation

ERIC Educational Resources Information Center

Shears, Connie; Miller, Vanessa; Ball, Megan; Hawkins, Amanda; Griggs, Janna; Varner, Andria

2007-01-01

Readers may draw knowledge-based inferences to connect sentences in text differently depending on the knowledge domain being accessed. Most prior research has focused on the direction of the causal explanation (predictive vs. backward) without regard to the knowledge domain drawn on to support comprehension. We suggest that less cognitive effort…

Examining the Acquisition of Vocabulary Knowledge Depth among Preschool Students

ERIC Educational Resources Information Center

Hadley, Elizabeth B.; Dickinson, David K.; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick; Nesbitt, Kimberly T.

2016-01-01

Well-developed lexical representations are important for reading comprehension, but there have been no prior attempts to track growth in the depth of knowledge of particular words. This article examines increases in depth of vocabulary knowledge in 4-5-year-old preschool students (n = 240) who participated in a vocabulary intervention that taught…

Effect of Altered Prior Knowledge on Passage Recall.

ERIC Educational Resources Information Center

Langer, Judith A.; Nicolich, Mark

A study was conducted to determine: (1) the relationships between prior knowledge and passage recall; (2) the effect of a prereading activity (PReP) on available knowledge; and (3) the effect of the PReP activity on total comprehension scores. The subjects were 161 sixth grade students from a middle class suburban Long Island, New York, public…

Measuring Preschool Teachers' Perceived Competency and Knowledge of Oral Language Development

ERIC Educational Resources Information Center

Prestwich, Dian Teer

2012-01-01

Research has demonstrated the impact of early oral language development on a child's later reading comprehension. Additionally, research has suggested that teachers' knowledge of effective practices in literacy plays an important role in students' ability to learn to read. The problem is that preschool teachers' knowledge of…

Dental care for pregnant women: an assessment of North Carolina general dentists.

PubMed

Da Costa, Elizabeth Prada; Lee, Jessica Y; Rozier, R Gary; Zeldin, Leslie

2010-08-01

The authors conducted a study to examine factors associated with general dentists' provision of care for pregnant women and the extent to which they provide comprehensive dental care. The authors mailed an 86-item questionnaire to 1,000 practicing general dentists in North Carolina. Survey domains included provider knowledge about pregnancy and dental health, dental treatment practices, barriers to providing care, outcome expectancy, and personal and practice demographics. The primary dependent variables the authors analyzed were whether dentists provided any treatment to pregnant women and, among those who did, the extent to which they provided comprehensive services. The authors performed multivariate regression analyses to determine factors associated with dentists' provision of care to pregnant women (P < .05). A total of 513 surveys were returned (a response rate of 51.3 percent), of which 495 surveys had complete responses. The authors included the completed surveys in their analyses. The mean age of the respondents was 46 years. The results of multivariate analysis showed that respondents who perceived a lack of demand for services among pregnant women and provided preconception counseling were less likely to provide any treatment for pregnant patients than were those who perceived a demand for services and who did not provide preconception counseling, respectively. Dentists who were male, had a low knowledge score, provided preconception counseling and treated largely white populations of patients were less likely than female dentists, those who had moderate or high knowledge scores, and those who treated a population of minority patients to provide comprehensive care for pregnant women. Most general dentists in private practice provide care for pregnant women, but the authors found notable gaps in dental provider knowledge and comprehensive dental services available for pregnant women. Although many general dentists provide some dental care to pregnant women, more should be done to ensure that this care is comprehensive.