The Influence of Inclusion on the Academic Performance of General Education Students on the New Jersey Assessment of Skills and Knowledge in Grades 6, 7, and 8

ERIC Educational Resources Information Center

Robinson, Christie M.; Babo, Gerard

2014-01-01

This study examined the influence of student demographic variables (i.e., SES, race, attendance, and gender) and the school variable of placement in an inclusion setting on the academic achievement of general education students in grades 6, 7, and 8 (n = 1200) in an urban school district as measured by the 2010-2011 NJASK, the state's annual…

The impact of sub-skills and item content on students' skills with regard to the control-of-variables strategy

NASA Astrophysics Data System (ADS)

Schwichow, Martin; Christoph, Simon; Boone, William J.; Härtig, Hendrik

2016-01-01

The so-called control-of-variables strategy (CVS) incorporates the important scientific reasoning skills of designing controlled experiments and interpreting experimental outcomes. As CVS is a prominent component of science standards appropriate assessment instruments are required to measure these scientific reasoning skills and to evaluate the impact of instruction on CVS development. A detailed review of existing CVS instruments suggests that they utilize different, and only a few of the four, critical CVS sub-skills in the item development. This study presents a new CVS assessment instrument (CVS Inventory, CVSI) and investigates the validity of student measures derived from this instrument utilizing Rasch analyses. The results indicate that the CVSI produces reliable and valid student measures with regard to CVS. Furthermore, the results show that the item difficulty depends on the CVS sub-skills utilized in item development, but not on the item content. Accordingly, previous instruments that are restricted to a few CVS sub-skills tend to over- or underestimate students' CVS skills. In addition, these results indicate that students are able to use CVS as a domain general strategy in multiple content areas. Consequences for science instruction and assessment are discussed.

Beat Perception and Sociability: Evidence from Williams Syndrome

PubMed Central

Lense, Miriam D.; Dykens, Elisabeth M.

2016-01-01

Beat perception in music has been proposed to be a human universal that may have its origins in adaptive processes involving temporal entrainment such as social communication and interaction. We examined beat perception skills in individuals with Williams syndrome (WS), a genetic, neurodevelopmental disorder. Musical interest and hypersociability are two prominent aspects of the WS phenotype although actual musical and social skills are variable. On a group level, beat and meter perception skills were poorer in WS than in age-matched peers though there was significant individual variability. Cognitive ability, sound processing style, and musical training predicted beat and meter perception performance in WS. Moreover, we found significant relationships between beat and meter perception and adaptive communication and socialization skills in WS. Results have implications for understanding the role of predictive timing in both music and social interactions in the general population, and suggest music as a promising avenue for addressing social communication difficulties in WS. PMID:27378982

Domain General Mediators of the Relation between Kindergarten Number Sense and First-Grade Mathematics Achievement

PubMed Central

Hassinger-Das, Brenna; Jordan, Nancy C.; Glutting, Joseph; Irwin, Casey; Dyson, Nancy

2013-01-01

Domain general skills that mediate the relation between kindergarten number sense and first-grade mathematics skills were investigated. Participants were 107 children who displayed low number sense in the fall of kindergarten. Controlling for background variables, multiple regression analyses showed that attention problems and executive functioning both were unique predictors of mathematics outcomes. Attention problems were more important for predicting first-grade calculation performance while executive functioning was more important for predicting first-grade performance on applied problems. Moreover, both executive functioning and attention problems were unique partial mediators of the relationship between kindergarten and first-grade mathematics skills. The results provide empirical support for developing interventions that target executive functioning and attention problems in addition to instruction in number skills for kindergartners with initial low number sense. PMID:24237789

Domain-general mediators of the relation between kindergarten number sense and first-grade mathematics achievement.

PubMed

Hassinger-Das, Brenna; Jordan, Nancy C; Glutting, Joseph; Irwin, Casey; Dyson, Nancy

2014-02-01

Domain-general skills that mediate the relation between kindergarten number sense and first-grade mathematics skills were investigated. Participants were 107 children who displayed low number sense in the fall of kindergarten. Controlling for background variables, multiple regression analyses showed that both attention problems and executive functioning were unique predictors of mathematics outcomes. Attention problems were more important for predicting first-grade calculation performance, whereas executive functioning was more important for predicting first-grade performance on applied problems. Moreover, both executive functioning and attention problems were unique partial mediators of the relationship between kindergarten and first-grade mathematics skills. The results provide empirical support for developing interventions that target executive functioning and attention problems in addition to instruction in number skills for kindergartners with initial low number sense. Copyright © 2013 Elsevier Inc. All rights reserved.

A Matter of Balance: Motor Control is Related to Children’s Spatial and Proportional Reasoning Skills

PubMed Central

Frick, Andrea; Möhring, Wenke

2016-01-01

Recent research has shown close links between spatial and mathematical thinking and between spatial abilities and motor skills. However, longitudinal research examining the relations between motor, spatial, and mathematical skills is rare, and the nature of these relations remains unclear. The present study thus investigated the relation between children’s motor control and their spatial and proportional reasoning. We measured 6-year-olds’ spatial scaling (i.e., the ability to reason about different-sized spaces), their mental transformation skills, and their ability to balance on one leg as an index for motor control. One year later (N = 126), we tested the same children’s understanding of proportions. We also assessed several control variables (verbal IQ and socio-economic status) as well as inhibitory control, visuo-spatial and verbal working memory. Stepwise hierarchical regressions showed that, after accounting for effects of control variables, children’s balance skills significantly increased the explained variance in their spatial performance and proportional reasoning. Our results suggest specific relations between balance skills and spatial as well as proportional reasoning skills that cannot be explained by general differences in executive functioning or intelligence. PMID:26793157

Effect of Two-Tier Diagnostic Tests on Promoting Learners' Conceptual Understanding of Variables in Conducting Scientific Experiments

ERIC Educational Resources Information Center

Çil, Emine

2015-01-01

Taking a test generally improves the retention of the material tested. This is a phenomenon commonly referred to as testing effect. The present research investigated whether two-tier diagnostic tests promoted student teachers' conceptual understanding of variables in conducting scientific experiments, which is a scientific process skill. In this…

Are general surgeons able to accurately self-assess their level of technical skills?

PubMed

Rizan, C; Ansell, J; Tilston, T W; Warren, N; Torkington, J

2015-11-01

Self-assessment is a way of improving technical capabilities without the need for trainer feedback. It can identify areas for improvement and promote professional medical development. The aim of this review was to identify whether self-assessment is an accurate form of technical skills appraisal in general surgery. The PubMed, MEDLINE(®), Embase(™) and Cochrane databases were searched for studies assessing the reliability of self-assessment of technical skills in general surgery. For each study, we recorded the skills assessed and the evaluation methods used. Common endpoints between studies were compared to provide recommendations based on the levels of evidence. Twelve studies met the inclusion criteria from 22,292 initial papers. There was no level 1 evidence published. All papers compared the correlation between self-appraisal versus an expert score but differed in the technical skills assessment and the evaluation tools used. The accuracy of self-assessment improved with increasing experience (level 2 recommendation), age (level 3 recommendation) and the use of video playback (level 3 recommendation). Accuracy was reduced by stressful learning environments (level 2 recommendation), lack of familiarity with assessment tools (level 3 recommendation) and in advanced surgical procedures (level 3 recommendation). Evidence exists to support the reliability of self-assessment of technical skills in general surgery. Several variables have been shown to affect the accuracy of self-assessment of technical skills. Future work should focus on evaluating the reliability of self-assessment during live operating procedures.

Evaluation of the CORDEX-Africa multi-RCM hindcast: systematic model errors

NASA Astrophysics Data System (ADS)

Kim, J.; Waliser, Duane E.; Mattmann, Chris A.; Goodale, Cameron E.; Hart, Andrew F.; Zimdars, Paul A.; Crichton, Daniel J.; Jones, Colin; Nikulin, Grigory; Hewitson, Bruce; Jack, Chris; Lennard, Christopher; Favre, Alice

2014-03-01

Monthly-mean precipitation, mean (TAVG), maximum (TMAX) and minimum (TMIN) surface air temperatures, and cloudiness from the CORDEX-Africa regional climate model (RCM) hindcast experiment are evaluated for model skill and systematic biases. All RCMs simulate basic climatological features of these variables reasonably, but systematic biases also occur across these models. All RCMs show higher fidelity in simulating precipitation for the west part of Africa than for the east part, and for the tropics than for northern Sahara. Interannual variation in the wet season rainfall is better simulated for the western Sahel than for the Ethiopian Highlands. RCM skill is higher for TAVG and TMAX than for TMIN, and regionally, for the subtropics than for the tropics. RCM skill in simulating cloudiness is generally lower than for precipitation or temperatures. For all variables, multi-model ensemble (ENS) generally outperforms individual models included in ENS. An overarching conclusion in this study is that some model biases vary systematically for regions, variables, and metrics, posing difficulties in defining a single representative index to measure model fidelity, especially for constructing ENS. This is an important concern in climate change impact assessment studies because most assessment models are run for specific regions/sectors with forcing data derived from model outputs. Thus, model evaluation and ENS construction must be performed separately for regions, variables, and metrics as required by specific analysis and/or assessments. Evaluations using multiple reference datasets reveal that cross-examination, quality control, and uncertainty estimates of reference data are crucial in model evaluations.

Does playing a sports active video game improve young children's ball skill competence?

PubMed

Johnson, Tara M; Ridgers, Nicola D; Hulteen, Ryan M; Mellecker, Robin R; Barnett, Lisa M

2016-05-01

Actual and perceived object control (commonly ball) skill proficiency is associated with higher physical activity in children and adolescents. Active video games (AVGs) encourage whole body movement to control/play the electronic gaming system and therefore provide an opportunity for screen time to become more active. The purpose of this study was to determine whether playing sports AVGs has a positive influence on young children's actual and perceived object control skills. Two group pre/post experimental design study. Thirty-six children aged 6-10 years old from one school were randomly allocated to a control or intervention condition. The Test of Gross Motor Development-3 assessed object control skill. The Pictorial Scale of Perceived Competence for Young Children assessed perceived object control skill. The intervention consisted of 6×50min lunchtime AVG sessions on the Xbox Kinect. Two to three sport games were chosen for participants to play each session. General linear models with either perceived object control or actual object control skill as the outcome variables were conducted. Each base model adjusted for intervention status and pre-score of the respective outcome variable. Additional models adjusted for potential confounding variables (sex of child and game at home). No significant differences between the control and intervention groups were observed for both outcomes. This study found that playing the Xbox Kinect does not significantly influence children's perceived or actual object control skills, suggesting that the utility of the Xbox Kinect for developing perceived and actual object control skill competence is questionable. Copyright © 2015 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

How is a motor skill learned? Change and invariance at the levels of task success and trajectory control

PubMed Central

Krakauer, John W.; Mazzoni, Pietro

2012-01-01

The public pays large sums of money to watch skilled motor performance. Notably, however, in recent decades motor skill learning (performance improvement beyond baseline levels) has received less experimental attention than motor adaptation (return to baseline performance in the setting of an external perturbation). Motor skill can be assessed at the levels of task success and movement quality, but the link between these levels remains poorly understood. We devised a motor skill task that required visually guided curved movements of the wrist without a perturbation, and we defined skill learning at the task level as a change in the speed–accuracy trade-off function (SAF). Practice in restricted speed ranges led to a global shift of the SAF. We asked how the SAF shift maps onto changes in trajectory kinematics, to establish a link between task-level performance and fine motor control. Although there were small changes in mean trajectory, improved performance largely consisted of reduction in trial-to-trial variability and increase in movement smoothness. We found evidence for improved feedback control, which could explain the reduction in variability but does not preclude other explanations such as an increased signal-to-noise ratio in cortical representations. Interestingly, submovement structure remained learning invariant. The global generalization of the SAF across a wide range of difficulty suggests that skill for this task is represented in a temporally scalable network. We propose that motor skill acquisition can be characterized as a slow reduction in movement variability, which is distinct from faster model-based learning that reduces systematic error in adaptation paradigms. PMID:22514286

Analysis of 4th Grade Students' Problem Solving Skills in Terms of Several Variables

ERIC Educational Resources Information Center

Sungur, Gülcan; Bal, Pervin Nedim

2016-01-01

The aim of this study is to examine if the level of primary school students in solving problems differs according to some demographic variables. The research is descriptive type in the general survey method, it was carried out with quantitative research techniques. The sample of the study consisted of 587 primary school students in Grade 4. The…

The Log-Linear Cognitive Diagnostic Model (LCDM) as a Special Case of The General Diagnostic Model (GDM). Research Report. ETS RR-14-40

ERIC Educational Resources Information Center

von Davier, Matthias

2014-01-01

Diagnostic models combine multiple binary latent variables in an attempt to produce a latent structure that provides more information about test takers' performance than do unidimensional latent variable models. Recent developments in diagnostic modeling emphasize the possibility that multiple skills may interact in a conjunctive way within the…

Demands, skill discretion, decision authority and social climate at work as determinants of major depression in a 3-year follow-up study.

PubMed

Fandiño-Losada, Andrés; Forsell, Yvonne; Lundberg, Ingvar

2013-07-01

The psychosocial work environment may be a determinant of the development and course of depressive disorders, but the literature shows inconsistent findings. Thus, the aim of this study is to determine longitudinal effects of the job demands-control-support model (JDCSM) variables on the occurrence of major depression among working men and women from the general population. The sample comprised 4,710 working women and men living in Stockholm, who answered the same questionnaire twice, 3 years apart, who were not depressed during the first wave and had the same job in both waves. The questionnaire included JDCSM variables (demands, skill discretion, decision authority and social climate) and other co-variables (income, education, occupational group, social support, help and small children at home, living with an adult and depressive symptoms at time 1; and negative life events at time 2). Multiple logistic regressions were run to calculate odds ratios of having major depression at time 2, after adjustment for other JDCSM variables and co-variables. Among women, inadequate work social climate was the only significant risk indicator for major depression. Surprisingly, among men, high job demands and low skill discretion appeared as protective factors against major depression. The results showed a strong relationship between inadequate social climate and major depression among women, while there were no certain effects for the remaining exposure variables. Among men, few cases of major depression hampered well-founded conclusions regarding our findings of low job demands and high skill discretion as related to major depression.

Predictors of change in life skills in schizophrenia after cognitive remediation.

PubMed

Kurtz, Matthew M; Seltzer, James C; Fujimoto, Marco; Shagan, Dana S; Wexler, Bruce E

2009-02-01

Few studies have investigated predictors of response to cognitive remediation interventions in patients with schizophrenia. Predictor studies to date have selected treatment outcome measures that were either part of the remediation intervention itself or closely linked to the intervention with few studies investigating factors that predict generalization to measures of everyday life-skills as an index of treatment-related improvement. In the current study we investigated the relationship between four measures of neurocognitive function, crystallized verbal ability, auditory sustained attention and working memory, verbal learning and memory, and problem-solving, two measures of symptoms, total positive and negative symptoms, and the process variables of treatment intensity and duration, to change on a performance-based measure of everyday life-skills after a year of computer-assisted cognitive remediation offered as part of intensive outpatient rehabilitation treatment. Thirty-six patients with schizophrenia or schizoaffective disorder were studied. Results of a linear regression model revealed that auditory attention and working memory predicted a significant amount of the variance in change in performance-based measures of everyday life skills after cognitive remediation, even when variance for all other neurocognitive variables in the model was controlled. Stepwise regression revealed that auditory attention and working memory predicted change in everyday life-skills across the trial even when baseline life-skill scores, symptoms and treatment process variables were controlled. These findings emphasize the importance of sustained auditory attention and working memory for benefiting from extended programs of cognitive remediation.

The skills related to the early reading acquisition in Spain and Peru

PubMed Central

Ávila, Vicenta; Martínez, Tomás; Ysla, Liz

2018-01-01

This paper deals with the skills related to the early reading acquisition in two countries that share language. Traditionally on reading readiness research there is a great interest to find out what factors affect early reading ability, but differ from other academic skills that affect general school learnings. Furthermore, it is also known how the influence of pre-reading variables in two countries with the same language, affect the development of the reading. On the other hand, several studies have examined what skills are related to reading readiness (phonological awareness, alphabetic awareness, naming speed, linguistic skills, metalinguistic knowledge and basic cognitive processes), but there are no studies showing whether countries can also influence the development of these skills.Our main objective in this study was to establish whether there were differences in the degree of acquisition of these skills between Spanish (119 children) and Peruvian (128 children), five years old children assessed in their own countries and after controlling Economic, Social and Cultural Status (ESCS). The results show that there are significant differences in the degree of acquisition of these skills between these two samples. It's especially relevant, in these results, that the main predictor in a regression study was the country of origin, explaining a higher percentage of variance than other variables such as age differences, in months, or gender. These findings corroborate the results obtained in other studies with migrant population. PMID:29505592

Skillful prediction of northern climate provided by the ocean

NASA Astrophysics Data System (ADS)

Årthun, Marius; Eldevik, Tor; Viste, Ellen; Drange, Helge; Furevik, Tore; Johnson, Helen L.; Keenlyside, Noel S.

2017-06-01

It is commonly understood that a potential for skillful climate prediction resides in the ocean. It nevertheless remains unresolved to what extent variable ocean heat is imprinted on the atmosphere to realize its predictive potential over land. Here we assess from observations whether anomalous heat in the Gulf Stream's northern extension provides predictability of northwestern European and Arctic climate. We show that variations in ocean temperature in the high latitude North Atlantic and Nordic Seas are reflected in the climate of northwestern Europe and in winter Arctic sea ice extent. Statistical regression models show that a significant part of northern climate variability thus can be skillfully predicted up to a decade in advance based on the state of the ocean. Particularly, we predict that Norwegian air temperature will decrease over the coming years, although staying above the long-term (1981-2010) average. Winter Arctic sea ice extent will remain low but with a general increase towards 2020.

Do early career indicators of clinical skill predict subsequent career outcomes and practice characteristics for general internists?

PubMed

Gray, Bradley; Reschovsky, James; Holmboe, Eric; Lipner, Rebecca

2013-06-01

To study relationships between clinical skill measures assessed at the beginning of general internists' careers and their career outcomes and practice characteristics. General Internist Community Tracking Study Physician Survey respondents (2000-2001, 2004-2005) linked with residency program evaluations and American Board of Internal Medicine board certification examination score records; n = 2,331. Cross-sectional regressions of career outcome and practice characteristic measures on board examination scores/success, residency evaluations interacted with residency type, and potential confounding variables. Failure to achieve board certification was associated with $27,206 (18 percent, p < .05) less income and 14.9 percent more minority patients relative to physicians scoring in the bottom quartile on their initial examination who eventually became certified (p < .01). Other skill measures were not associated with income. Scoring in the top rather than bottom quartile on the board certification examination was associated with 9 percent increased likelihood of reporting high career satisfaction (p < .05). Among physicians trained in community hospital residency programs, lower evaluations were associated with 14.5 percent higher share of minority patients (p < .05). Both skill measures were associated with practice type. There are associations between early career skill measures and career outcomes. In addition, minority patients are more likely to be treated by physicians with lower early career clinical skills measures than nonminority patients. © Health Research and Educational Trust.

Seasonal differences of model predictability and the impact of SST in the Pacific

NASA Astrophysics Data System (ADS)

Lang, X. M.; Wang, H. J.

2005-01-01

Both seasonal potential predictability and the impact of SST in the Pacific on the forecast skill over China are investigated by using a 9-level global atmospheric general circulation model developed at the Institute of Atmospheric Physics under the Chinese Academy of Sciences (IAP9L-ACCM). For each year during 1970 to 1999, the ensemble consists of seven integrations started from consecutive observational daily atmospheric fields and forced by observational monthly SST. For boreal winter, spring and summer, the variance ratios of the SST-forced variability to the total variability and the differences in the spatial correlation coefficients of seasonal mean fields in special years versus normal years are computed respectively. It follows that there are slightly inter-seasonal differences in the model potential predictability in the Tropics. At northern middle and high latitudes, prediction skill is generally low in spring and relatively high either in summer for surface air temperature and middle and upper tropospheric geopotential height or in winter for wind and precipitation. In general, prediction skill rises notably in western China, especially in northwestern China, when SST anomalies (SSTA) in the Ni (n) over tildeo-3 region are significant. Moreover, particular attention should be paid to the SSTA in the North Pacific (NP) if one aims to predict summer climate over the eastern part of China, i.e., northeastern China, North China and southeastern China.

Social skills, friendship and happiness: a cross-cultural investigation.

PubMed

Demir, Melikşah; Jaafar, Jas; Bilyk, Nicholas; Ariff, Mohammad Raduan Mohd

2012-01-01

The present study investigated the associations between social skills, friendship quality, and happiness, and tested a mediational model positing that friendship quality would mediate the relationship between social skills and happiness among American and Malaysian college students. Although American students reported significantly higher levels of psychosocial well-being than Malaysian students, the study variables were positively associated with each other in both cultures. More importantly, findings supported the proposed model in both groups. Results suggest that part of the reason why social skills are associated with positive psychological well-being is because of friendship experiences. Overall, the findings of the present study reinforce, extend and cross-culturally generalize the presumed benefits of social skills in positive well-being elaborated by Segrin and Taylor (2007). The authors also provided suggestions for future research.

[Level of reading skills as a measure of cognitive reserve in elderly adults].

PubMed

Soto-Añari, Marcio; Flores-Valdivia, Gilda; Fernández-Guinea, Sara

2013-01-16

Cognitive reserve modulates between neurodegenerative processes and the clinical manifestations of cognitive impairment and dementia. This construct is associated with the capacity to optimise the execution of tasks by recruiting neuronal networks and with the use of alternative cognitive strategies that would be mediated by formal educational processes. To analyse the level of reading skills as a measure of cognitive reserve and as a reliable predictor of performance in tests for evaluating different cognitive domains. The sample consisted of 87 healthy subjects who were asked to complete the Word Naming test as an indicator of the level of reading skills; this allowed us to divide the sample into subjects with a low and a high level of reading ability. A broad neuropsychological battery was then applied. The subjects with a low level of reading skills displayed lower general cognitive performance, reduced processing speed and cognitive deficits. Furthermore, the level of reading skills is a better predictor of performance in executive functions and general cognitive performance than the variables age, years of schooling and education. The level of reading skills has shown itself to be a good measure of cognitive reserve and a reliable predictor of executive and cognitive functioning in ageing.

The Mean State and Inter-annual Variability of East Asian Summer Monsoon in CMIP5 Coupled Models: Does Air-Sea Coupling Improve the Simulations?

NASA Astrophysics Data System (ADS)

Zhou, T.; Song, F.

2014-12-01

The climatology and inter-annual variability of East Asian summer monsoon (EASM) simulated by 34 Coupled Model Intercomparison Project phase 5 (CMIP5) coupled general circulation models (CGCMs) are evaluated. To estimate the role of air-sea coupling, 17 CGCMs are compared to their corresponding atmospheric general circulation models (AGCMs). The climatological low-level monsoon circulation and mei-yu/changma/baiu rainfall band are improved in CGCMs from AGCMs. The improvement is at the cost of the local cold sea surface temperature (SST) biases in CGCMs, since they decrease the surface evaporation and enhance the circulation. The inter-annual EASM pattern is evaluated by a skill formula and the highest/lowest 8 models are selected to investigate the skill origins. The observed Indian Ocean (IO) warming, tropical eastern Indian Ocean (TEIO) rainfall anomalies and Kelvin wave response are captured well in high-skill models, while these features are not present in low-skill models. Further, the differences in the IO warming between high-skill and low-skill models are rooted in the preceding ENSO simulation. Hence, the IO-WPAC teleconnection is important for CGCMs, similar to AGCMs. However, compared to AGCMs, the easterly anomalies in the southern flank of the WPAC make the TEIO warmer in CGCMs by reducing the climatological monsoon westerlies and decreasing the surface evaporation. The warmer TEIO induces the stronger precipitation anomalies and intensifies the teleconnection. Hence, the inter-annual EASM pattern is better simulated in CGCMs than that in AGCMs. Key words: CMIP5, CGCMs, air-sea coupling, AGCMs, inter-annual EASM pattern, ENSO, IO-WPAC teleconnection

The effects of anxious responding on mental arithmetic and lexical decision task performance.

PubMed

Hopko, Derek R; McNeil, Daniel W; Lejuez, C W; Ashcraft, Mark H; Eifert, Georg H; Riel, Jim

2003-01-01

Anxiety-related responding and skill deficits historically are associated with performance-based problems such as mathematics anxiety, yet the relative contribution of these variables to substandard performance remains poorly understood. Utilizing a 7% carbon dioxide (CO2) gas to induce anxiety, the present study examined the impact of anxious responding on two performance tasks, mental arithmetic and lexical decision. Independent variables included math anxiety group, gender, and gas condition. Dependent variables included task performance and physiological and self-report indices of anxiety. A total of 64 university undergraduate students participated. Physiological and verbal-report measures of anxiety supported the utility of 7% carbon dioxide-enriched air as an anxiety-inducing stimulus. Behavioral disruption on performance tasks, however, did not differ as a function of carbon dioxide inhalation. Performance did differ as a function of math anxiety. High math anxious individuals generally exhibited higher error rates on mathematical tasks, particularly on tasks designed to measure advanced math skill and those requiring working memory resources. These findings are discussed with reference to processing efficiency theory, discordance among anxiety response systems, and the intricacies associated with skill measurement.

Does a brief suicide prevention gatekeeper training program enhance observed skills?

PubMed

Cross, Wendi; Matthieu, Monica M; Lezine, Dequincy; Knox, Kerry L

2010-01-01

Suicide is a significant public health problem worldwide that requires evidence-based prevention efforts. One approach to prevention is gatekeeper training. Gatekeeper training programs for community members have demonstrated positive changes in knowledge and attitudes about suicide. Changes in gatekeeper skills have not been well established. To assess and to predict the impact of a brief, gatekeeper training on community members' observed skills. Participants in a community gatekeeper training were employees at US universities. 50 participants were randomly selected for skills assessment and videotaped interacting with a standardized actor prior to and following training. Tapes were reliably rated for general and suicide-specific skills. Gatekeeper skills increased from pre- to posttest: 10% of participants met criteria for acceptable gatekeeper skills before training, while 54% met criteria after training. Pretraining variables did not predict increased skills. Results do not provide conclusions about the relationship between observed gatekeeper skills and actual use of those skills in the future. Gatekeeper training enhances suicide-specific skills for the majority of participants. Other strategies, such as behavioral rehearsal, may be necessary to enhance skills in the remaining participants.

The Genetic and Environmental Etiologies of the Relations between Cognitive Skills and Components of Reading Ability

PubMed Central

Christopher, Micaela E.; Keenan, Janice M.; Hulslander, Jacqueline; DeFries, John C.; Miyake, Akira; Wadsworth, Sally J.; Willcutt, Erik; Pennington, Bruce; Olson, Richard K.

2016-01-01

While previous research has shown cognitive skills to be important predictors of reading ability in children, the respective roles for genetic and environmental influences on these relations is an open question. The present study explored the genetic and environmental etiologies underlying the relations between selected executive functions and cognitive abilities (working memory, inhibition, processing speed, and naming speed) with three components of reading ability (word reading, reading comprehension, and listening comprehension). Twin pairs drawn from the Colorado Front Range (n = 676; 224 monozygotic pairs; 452 dizygotic pairs) between the ages of eight and 16 (M = 11.11) were assessed on multiple measures of each cognitive and reading-related skill. Each cognitive and reading-related skill was modeled as a latent variable, and behavioral genetic analyses estimated the portions of phenotypic variance on each latent variable due to genetic, shared environmental, and nonshared environmental influences. The covariance between the cognitive skills and reading-related skills was driven primarily by genetic influences. The cognitive skills also shared large amounts of genetic variance, as did the reading-related skills. The common cognitive genetic variance was highly correlated with the common reading genetic variance, suggesting that genetic influences involved in general cognitive processing are also important for reading ability. Skill-specific genetic variance in working memory and processing speed also predicted components of reading ability. Taken together, the present study supports a genetic association between children’s cognitive ability and reading ability. PMID:26974208

Predictive model for early math skills based on structural equations.

PubMed

Aragón, Estíbaliz; Navarro, José I; Aguilar, Manuel; Cerda, Gamal; García-Sedeño, Manuel

2016-12-01

Early math skills are determined by higher cognitive processes that are particularly important for acquiring and developing skills during a child's early education. Such processes could be a critical target for identifying students at risk for math learning difficulties. Few studies have considered the use of a structural equation method to rationalize these relations. Participating in this study were 207 preschool students ages 59 to 72 months, 108 boys and 99 girls. Performance with respect to early math skills, early literacy, general intelligence, working memory, and short-term memory was assessed. A structural equation model explaining 64.3% of the variance in early math skills was applied. Early literacy exhibited the highest statistical significance (β = 0.443, p < 0.05), followed by intelligence (β = 0.286, p < 0.05), working memory (β = 0.220, p < 0.05), and short-term memory (β = 0.213, p < 0.05). Correlations between the independent variables were also significant (p < 0.05). According to the results, cognitive variables should be included in remedial intervention programs. © 2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Comparing Multiple-Group Multinomial Log-Linear Models for Multidimensional Skill Distributions in the General Diagnostic Model. Research Report. ETS RR-08-35

ERIC Educational Resources Information Center

Xu, Xueli; von Davier, Matthias

2008-01-01

The general diagnostic model (GDM) utilizes located latent classes for modeling a multidimensional proficiency variable. In this paper, the GDM is extended by employing a log-linear model for multiple populations that assumes constraints on parameters across multiple groups. This constrained model is compared to log-linear models that assume…

The Relationship Between Executive Functions and Language Abilities in Children: A Latent Variables Approach

PubMed Central

Park, Ji Sook; Gangopadhyay, Ishanti; Davidson, Meghan M.; Weismer, Susan Ellis

2017-01-01

Purpose We aimed to outline the latent variables approach for measuring nonverbal executive function (EF) skills in school-age children, and to examine the relationship between nonverbal EF skills and language performance in this age group. Method Seventy-one typically developing children, ages 8 through 11, participated in the study. Three EF components, inhibition, updating, and task-shifting, were each indexed using 2 nonverbal tasks. A latent variables approach was used to extract latent scores that represented each EF construct. Children were also administered common standardized language measures. Multiple regression analyses were conducted to examine the relationship between EF and language skills. Results Nonverbal updating was associated with the Receptive Language Index on the Clinical Evaluation of Language Fundamentals–Fourth Edition (CELF-4). When composites denoting lexical–semantic and syntactic abilities were derived, nonverbal inhibition (but not shifting or updating) was found to predict children's syntactic abilities. These relationships held when the effects of age, IQ, and socioeconomic status were controlled. Conclusions The study makes a methodological contribution by explicating a method by which researchers can use the latent variables approach when measuring EF performance in school-age children. The study makes a theoretical and a clinical contribution by suggesting that language performance may be related to domain-general EFs. PMID:28306755

The Relationship Between Executive Functions and Language Abilities in Children: A Latent Variables Approach.

PubMed

Kaushanskaya, Margarita; Park, Ji Sook; Gangopadhyay, Ishanti; Davidson, Meghan M; Weismer, Susan Ellis

2017-04-14

We aimed to outline the latent variables approach for measuring nonverbal executive function (EF) skills in school-age children, and to examine the relationship between nonverbal EF skills and language performance in this age group. Seventy-one typically developing children, ages 8 through 11, participated in the study. Three EF components, inhibition, updating, and task-shifting, were each indexed using 2 nonverbal tasks. A latent variables approach was used to extract latent scores that represented each EF construct. Children were also administered common standardized language measures. Multiple regression analyses were conducted to examine the relationship between EF and language skills. Nonverbal updating was associated with the Receptive Language Index on the Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4). When composites denoting lexical-semantic and syntactic abilities were derived, nonverbal inhibition (but not shifting or updating) was found to predict children's syntactic abilities. These relationships held when the effects of age, IQ, and socioeconomic status were controlled. The study makes a methodological contribution by explicating a method by which researchers can use the latent variables approach when measuring EF performance in school-age children. The study makes a theoretical and a clinical contribution by suggesting that language performance may be related to domain-general EFs.

The Effect of Variability of Practice at Execution Redundancy Level in Skilled and Novice Basketball Players.

PubMed

Taheri, Hamidreza; Fazeli, Davoud; Poureghbali, Sogand

2017-04-01

We investigated the effect of practice variability through execution redundancy in skilled and novice basketball players on free throw skills. Twelve skilled basketball players and 12 novices (mean age = 25.4 years, SD = 4.3) were divided into four groups (skilled constant, skilled variable, novice constant, and novice variable). After a pretest, participants practiced free throw action. The variable groups threw the ball over an obstacle of varying heights on each trial in random order, whereas the obstacle's height was fixed for the constant groups. After 7 and 14 consecutive days of practice, participants performed two posttests with constant and variable distances from the basket. The results showed that practicing different solutions of a task did not affect the performance of skilled players but had an immediate negative effect on the performance of novice players. Learning a complex task is the result of learning task-related parameters, and practice variability can create a mismatch between task difficulty and new learner skill levels.

A Focused Observation Tool Using Dreyfus Stages of Skill Acquisition as an Evaluative Scale.

PubMed

Driver, Richard; Grose, Brian; Serafini, Mario; Cottrell, Scott; Sizemore, Daniel; Vallejo, Manuel

2017-01-01

Focused Observartion (FO) is associated with assessing complex skills and differs from generalized observations and evaluations. We've developed a FO assessing clinical procedural skills using Hubert Dreyfus Stages of Skill Acquisition as descriptive anchors. This study sought to analyze the effectiveness of this measure of skill progression. During week 1 and week 4 of training, FO was performed repetitively on 6 residents during endotracheal intubation. Skill stage ratings were converted to numerical scores. A dependent, paired samples t-test was calculated using total mean score (dependent variable) and an effect size. (Cohen's d) was performed to ascertain the standardized mean difference between observations. A significant improvement in mean scores occurred between Week 1 (AVG 1.2, STDV ± 0.1) and Week 4 (AVG 2.0, STDV ± 0.1) (t= -3.9, p<.05) Calculated Chohen's d indicates that this difference was meaningful. This study demonstrates success in adapting a Focused Observation technique and an innovative evaluative scale based upon Dreyfus stages of skill acquisition.

Cognitive and numerosity predictors of mathematical skills in middle school.

PubMed

Cirino, Paul T; Tolar, Tammy D; Fuchs, Lynn S; Huston-Warren, Emily

2016-05-01

There is a strong research base on the underlying concomitants of early developing math skills. Fewer studies have focused on later developing skills. Here, we focused on direct and indirect contributions of cognitive measures (e.g., language, spatial skills, working memory) and numerosity measures, as well as arithmetic proficiency, on key outcomes of fraction performance, proportional reasoning, and broad mathematics achievement at sixth grade (N=162) via path analysis. We expected a hierarchy of skill development, with predominantly indirect effects of cognitive factors via number and arithmetic. Results controlling for age showed that the combination of cognitive, number, and arithmetic variables cumulatively accounted for 38% to 44% of the variance in fractions, proportional reasoning, and broad mathematics. There was consistency across outcomes, with more proximal skills providing direct effects and with the effects of cognitive skills being mediated by number and by more proximal skills. Results support a hierarchical progression from domain-general cognitive processes through numerosity and arithmetic skills to proportional reasoning to broad mathematics achievement. Copyright © 2016 Elsevier Inc. All rights reserved.

Does a brief suicide prevention gatekeeper training program enhance observed skills?

PubMed Central

Cross, Wendi; Matthieu, Monica M.; Lezine, DeQuincy; Knox, Kerry L.

2010-01-01

Background Suicide is a significant public health problem worldwide that requires evidence-based prevention efforts. One approach to prevention is gatekeeper training. Gatekeeper training programs for community members have demonstrated positive changes in knowledge and attitudes about suicide. Changes in gatekeeper skills have not been well established. Aims To assess and predict the impact of a brief, gatekeeper training on community members’ observed skills. Methods Participants in a community gatekeeper training were employees at US universities. 50 participants were randomly selected for skills assessment and videotaped interacting with a standardized actor prior to and following training. Tapes were reliability rated for general and suicide-specific skills. Results Gatekeeper skills increased from pre- to posttest: 10% of participants met criteria for acceptable gatekeeper skills before training, while 54% met criteria after training. Pretraining variables did not predict increased skills. Limitations Results do not provide conclusions about the relationship between observed gatekeeper skills and actual use of those skills in the future. Conclusions Gatekeeper training enhances suicide-specific skills for the majority of participants. Other strategies, such as behavioral rehearsal, may be necessary to enhance skills in the remaining participants. PMID:20573609

Internationalisation of the Campus and Curriculum: Evidence from the US Institutions of Higher Learning

ERIC Educational Resources Information Center

Wamboye, Evelyn; Adekola, Abel; Sergi, Bruno S.

2015-01-01

This study evaluates the extent to which academic institutions and their curricula are internationalised in the US. The survey instrument incorporates variables that assess the students' globalisation skills related to international awareness, international competency and international expertise. Generally, findings suggest that a large proportion…

Skillful prediction of northern climate provided by the ocean

PubMed Central

Årthun, Marius; Eldevik, Tor; Viste, Ellen; Drange, Helge; Furevik, Tore; Johnson, Helen L.; Keenlyside, Noel S.

2017-01-01

It is commonly understood that a potential for skillful climate prediction resides in the ocean. It nevertheless remains unresolved to what extent variable ocean heat is imprinted on the atmosphere to realize its predictive potential over land. Here we assess from observations whether anomalous heat in the Gulf Stream's northern extension provides predictability of northwestern European and Arctic climate. We show that variations in ocean temperature in the high latitude North Atlantic and Nordic Seas are reflected in the climate of northwestern Europe and in winter Arctic sea ice extent. Statistical regression models show that a significant part of northern climate variability thus can be skillfully predicted up to a decade in advance based on the state of the ocean. Particularly, we predict that Norwegian air temperature will decrease over the coming years, although staying above the long-term (1981–2010) average. Winter Arctic sea ice extent will remain low but with a general increase towards 2020. PMID:28631732

Improving Surgical Safety and Nontechnical Skills in Variable-Resource Contexts: A Novel Educational Curriculum.

PubMed

Lin, Yihan; Scott, John W; Yi, Sojung; Taylor, Kathryn K; Ntakiyiruta, Georges; Ntirenganya, Faustin; Banguti, Paulin; Yule, Steven; Riviello, Robert

2017-10-23

A substantial proportion of adverse intraoperative events are attributed to failures in nontechnical skills. To strengthen these skills and improve surgical safety, the Non-Technical Skills for Surgeons (NOTSS) taxonomy was developed as a common framework. The NOTSS taxonomy was adapted for low- and middle-income countries, where variable resources pose a significant challenge to safe surgery. The NOTSS for variable-resource contexts (VRC) curriculum was developed and implemented in Rwanda, with the aim of enhancing knowledge and attitudes about nontechnical skills and promoting surgical safety. The NOTSS-VRC curriculum was developed through a rigorous process of integrating contextually appropriate values. It was implemented as a 1-day training course for surgical and anesthesia postgraduate trainees. The curriculum comprises lectures, videos, and group discussions. A pretraining and posttraining questionnaire was administered to compare knowledge and attitudes regarding nontechnical skills, and their potential to improve surgical safety. The setting of this study was in the tertiary teaching hospital of Kigali, Rwanda. Participants were residents of the University of Kigali. A total of 55 residents participated from general surgery (31.4%), obstetrics (25.5%), anesthesia (17.6%), and other surgical specialties (25.5%). In a paired analysis, understanding of NOTSS improved significantly (55.6% precourse, 80.9% postcourse, p<0.01). All residents reported that the course would improve their ability to provide safer patient care, and 97.4% believed developing nontechnical skills would improve patient outcomes. Nontechnical skills must be highlighted in surgical training in low- and middle-income countries. The NOTSS-VRC curriculum can be implemented without additional technology or significant financial cost. Its deliberate design for resource-constrained settings allows it to be used both as an educational course and a quality improvement strategy. Our research demonstrates it is feasible to improve knowledge and attitudes about NOTSS through a 1-day course, and represents a novel approach to improving global surgical safety. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Subseasonal forecast skills and biases of global summer monsoons in the NCEP Climate Forecast System version 2

NASA Astrophysics Data System (ADS)

Liu, Xiangwen; Yang, Song; Li, Qiaoping; Kumar, Arun; Weaver, Scott; Liu, Shi

2014-03-01

Subseasonal forecast skills and biases of global summer monsoons are diagnosed using daily data from the hindcasts of 45-day integrations by the NCEP Climate Forecast System version 2. Predictions for subseasonal variability of zonal wind and precipitation are generally more skillful over the Asian and Australian monsoon regions than other monsoon regions. Climatologically, forecasts for the variations of dynamical monsoon indices have high skills at leads of about 2 weeks. However, apparent interannual differences exist, with high skills up to 5 weeks in exceptional cases. Comparisons for the relationships of monsoon indices with atmospheric circulation and precipitation patterns between skillful and unskillful forecasts indicate that skills for subseasonal variability of a monsoon index depend partially on the degree to which the observed variability of the index attributes to the variation of large-scale circulation. Thus, predictions are often more skillful when the index is closely linked to atmospheric circulation over a broad region than over a regional and narrow range. It is also revealed that, the subseasonal variations of biases of winds, precipitation, and surface temperature over various monsoon regions are captured by a first mode with seasonally independent biases and a second mode with apparent phase transition of biases during summer. The first mode indicates the dominance of overall weaker-than-observed summer monsoons over major monsoon regions. However, at certain stages of monsoon evolution, these underestimations are regionally offset or intensified by the time evolving biases portrayed by the second mode. This feature may be partially related to factors such as the shifts of subtropical highs and intertropical convergence zones, the reversal of biases of surface temperature over some monsoon regions, and the transition of regional circulation system. The significant geographical differences in bias growth with increasing lead time reflect the distinctions of initial memory capability of the climate system over different monsoon regions.

Movement variability and skill level of various throwing techniques.

PubMed

Wagner, Herbert; Pfusterschmied, Jürgen; Klous, Miriam; von Duvillard, Serge P; Müller, Erich

2012-02-01

In team-handball, skilled athletes are able to adapt to different game situations that may lead to differences in movement variability. Whether movement variability affects the performance of a team-handball throw and is affected by different skill levels or throwing techniques has not yet been demonstrated. Consequently, the aims of the study were to determine differences in performance and movement variability for several throwing techniques in different phases of the throwing movement, and of different skill levels. Twenty-four team-handball players of different skill levels (n=8) performed 30 throws using various throwing techniques. Upper body kinematics was measured via an 8 camera Vicon motion capture system and movement variability was calculated. Results indicated an increase in movement variability in the distal joint movements during the acceleration phase. In addition, there was a decrease in movement variability in highly skilled and skilled players in the standing throw with run-up, which indicated an increase in the ball release speed, which was highest when using this throwing technique. We assert that team-handball players had the ability to compensate an increase in movement variability in the acceleration phase to throw accurately, and skilled players were able to control the movement, although movement variability decreased in the standing throw with run-up. Copyright © 2011 Elsevier B.V. All rights reserved.

A window of opportunity? Motor skills and perceptions of competence of children in Kindergarten

PubMed Central

2012-01-01

Background Our aim was to examine the relationship between motor skill proficiency and perceptions of competence of children in their first year of school. We also explored gender-based differences. Findings Participants were 260 kindergarten children (mean age = 5y 9 m; boys = 52%) from eight schools; representing 78% of eligible children in those schools. Motor skills were measured using the Test of Gross Motor Development-2 and perceptions of physical competence were assessed using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Motor skill scores were generally low (percentile ranks ranged from 16 - 24) but perceptions of physical competence were positive (boys = 18.1/24.0, girls = 19.5/24.0). A MANOVA showed a significant overall effect for gender (Wilk's lambda = .84 with F (3, 254) = 15.84, p < 0.001) and univariate F tests were significant for all outcome variables. The relationship between object control skills and perceptions of physical competence among girls was not significant; however all other correlations were modest but significant. Conclusions Although motor skill levels were quite low, the children generally held positive perceptions of their physical competence. These positive perceptions provide a window of opportunity for fostering skillfulness. The modest relationships between perceptions of competence and motor skill proficiency suggest that the children are beginning to make self-judgments at a young age. Accordingly, opportunities for children to become and feel physically competent need to occur early in their school or preschool life. PMID:22420534

A window of opportunity? Motor skills and perceptions of competence of children in kindergarten.

PubMed

LeGear, Mark; Greyling, Lizette; Sloan, Erin; Bell, Rick I; Williams, Buffy-Lynne; Naylor, Patti-Jean; Temple, Viviene A

2012-03-15

Our aim was to examine the relationship between motor skill proficiency and perceptions of competence of children in their first year of school. We also explored gender-based differences. Participants were 260 kindergarten children (mean age = 5y 9 m; boys = 52%) from eight schools; representing 78% of eligible children in those schools. Motor skills were measured using the Test of Gross Motor Development-2 and perceptions of physical competence were assessed using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Motor skill scores were generally low (percentile ranks ranged from 16 - 24) but perceptions of physical competence were positive (boys = 18.1/24.0, girls = 19.5/24.0). A MANOVA showed a significant overall effect for gender (Wilk's lambda = .84 with F (3, 254) = 15.84, p < 0.001) and univariate F tests were significant for all outcome variables. The relationship between object control skills and perceptions of physical competence among girls was not significant; however all other correlations were modest but significant. Although motor skill levels were quite low, the children generally held positive perceptions of their physical competence. These positive perceptions provide a window of opportunity for fostering skillfulness. The modest relationships between perceptions of competence and motor skill proficiency suggest that the children are beginning to make self-judgments at a young age. Accordingly, opportunities for children to become and feel physically competent need to occur early in their school or preschool life.

What Makes Nations Intelligent?

PubMed

Hunt, Earl

2012-05-01

Modern society is driven by the use of cognitive artifacts: physical instruments or styles of reasoning that amplify our ability to think. The artifacts range from writing systems to computers. In everyday life, a person demonstrates intelligence by showing skill in using these artifacts. Intelligence tests and their surrogates force examinees to exhibit some of these skills but not others. This is why test scores correlate substantially but not perfectly with a variety of measures of socioeconomic success. The same thing is true at the international level. Nations can be evaluated by the extent to which their citizens score well on cognitive tests, including both avowed intelligence tests and a variety of tests of academic achievement. The resulting scores are substantially correlated with various indices of national wealth, health, environmental quality, and schooling and with a vaguer variable, social commitment to innovation. These environmental variables are suggested as causes of the differences in general cognitive skills between national populations. It is conceivable that differences in gene pools also contribute to international and, within nations, group differences in cognitive skills, but at present it is impossible to evaluate the extent of genetic influences. © The Author(s) 2012.

Relations of Early Motor Skills on Age and Socialization, Communication, and Daily Living in Young Children With Developmental Disabilities.

PubMed

MacDonald, Megan; Ross, Samantha; McIntyre, Laura Lee; Tepfer, Amanda

2017-04-01

Young children with developmental disabilities experience known deficits in salient child behaviors, such as social behaviors, communication, and aspects of daily living, behaviors that generally improve with chronological age. The purpose of this study was to examine the mediating effects of motor skills on relations of age and salient child behaviors in a group of young children with developmental disabilities, thus tapping into the potential influences of motor skills in the development of salient child behaviors. One hundred thirteen young children with developmental disabilities participated in this study. Independent mediation analysis, with gender as a moderator between the mediating and outcome variable, indicated that motor skills meditated relations between age and socialization, communication, and daily living skills in young male children with developmental disabilities, but not female participants. Findings suggest motor skill content needs to be considered in combination with other child behaviors commonly focused on in early intervention.

An E-Learning Environment for Algorithmic: Toward an Active Construction of Skills

ERIC Educational Resources Information Center

Babori, Abdelghani; Fassi, Hicham Fihri; Hariri, Abdellah; Bideq, Mustapha

2016-01-01

Assimilating an algorithmic course is a persistent problem for many undergraduate students. The major problem faced by students is the lack of problem solving ability and flexibility. Therefore, students are generally passive, unmotivated and unable to mobilize all the acquired knowledge (loops, test, variables, etc.) to deal with new encountered…

“Skill of Generalized Additive Model to Detect PM2.5 Health Signal in the Presence of Confounding Variables”

EPA Science Inventory

Summary. Measures of health outcomes are collinear with meteorology and air quality, making analysis of connections between human health and air quality difficult. The purpose of this analysis was to determine time scales and periods shared by the variables of interest (and...

Dissociable effects of practice variability on learning motor and timing skills.

PubMed

Caramiaux, Baptiste; Bevilacqua, Frédéric; Wanderley, Marcelo M; Palmer, Caroline

2018-01-01

Motor skill acquisition inherently depends on the way one practices the motor task. The amount of motor task variability during practice has been shown to foster transfer of the learned skill to other similar motor tasks. In addition, variability in a learning schedule, in which a task and its variations are interweaved during practice, has been shown to help the transfer of learning in motor skill acquisition. However, there is little evidence on how motor task variations and variability schedules during practice act on the acquisition of complex motor skills such as music performance, in which a performer learns both the right movements (motor skill) and the right time to perform them (timing skill). This study investigated the impact of rate (tempo) variability and the schedule of tempo change during practice on timing and motor skill acquisition. Complete novices, with no musical training, practiced a simple musical sequence on a piano keyboard at different rates. Each novice was assigned to one of four learning conditions designed to manipulate the amount of tempo variability across trials (large or small tempo set) and the schedule of tempo change (randomized or non-randomized order) during practice. At test, the novices performed the same musical sequence at a familiar tempo and at novel tempi (testing tempo transfer), as well as two novel (but related) sequences at a familiar tempo (testing spatial transfer). We found that practice conditions had little effect on learning and transfer performance of timing skill. Interestingly, practice conditions influenced motor skill learning (reduction of movement variability): lower temporal variability during practice facilitated transfer to new tempi and new sequences; non-randomized learning schedule improved transfer to new tempi and new sequences. Tempo (rate) and the sequence difficulty (spatial manipulation) affected performance variability in both timing and movement. These findings suggest that there is a dissociable effect of practice variability on learning complex skills that involve both motor and timing constraints.

Parenting education for parents with intellectual disabilities: a review of outcome studies.

PubMed

Feldman, M A

1994-01-01

Parents with intellectual disabilities (i.e., IQ < 80; mental retardation) are overrepresented in child maltreatment cases and have a variety of parenting skill deficits. Their children are at risk for neglect, developmental delay, and behavioral disorders. This review of parenting education interventions for such parents identified 20 published studies with adequate outcome data. A total of 190 such parents (188 mothers, 2 fathers), with IQs ranging from 50 to 79 were involved. Parenting skills trained included basic child-care, safety, nutrition, problem solving, positive parent-child interactions, and child behavior management. The most common instructional approach was behavioral (e.g., task analysis, modeling, feedback, reinforcement). Overall, initial training, follow-up, and social validity results are encouraging. Generalization and child outcome data are weak. Further research is needed to (a) identify variables associated with responsiveness to intervention, and (b) develop and compare innovative programs that teach parents with cognitive disabilities the necessary generalized skills to demonstrate long-term beneficial effects on their children.

The Role of Attention Shifting in Orthographic Competencies: Cross-Sectional Findings from 1st, 3rd, and 8th Grade Students

PubMed Central

von Suchodoletz, Antje; Fäsche, Anika; Skuballa, Irene T.

2017-01-01

Attention shifting refers to one core component of executive functions, a set of higher-order cognitive processes that predict different aspects of academic achievement. To date, few studies have investigated the role of attention shifting in orthographic competencies during middle childhood and early adolescence. In the present study, 69 first-grade, 121 third-grade, and 85 eighth-grade students' attention shifting was tested with a computer version of the Dimensional Change Card Sort (DCCS; Zelazo, 2006). General spelling skills and specific writing and spelling strategies were assessed with the Hamburger Writing Test (May, 2002). Results suggested associations between attention shifting and various orthographic competencies that differ across age groups and by sex. Across all age groups, better attention shifting was associated with less errors in applying alphabetical strategies. In third graders, better attention shifting was furthermore related to better general spelling skills and less errors in using orthographical strategies. In this age group, associations did not differ by sex. Among first graders, attention shifting was negatively related to general spelling skills, but only for boys. In contrast, attention shifting was positively related to general spelling skills in eighth graders, but only for girls. Finally, better attention shifting was associated with less case-related errors in eighth graders, independent of students' sex. In sum, the data provide insight into both variability and consistency in the pattern of relations between attention shifting and various orthographic competencies among elementary and middle school students. PMID:29018387

Prediction of sea ice thickness cluster in the Northern Hemisphere

NASA Astrophysics Data System (ADS)

Fuckar, Neven-Stjepan; Guemas, Virginie; Johnson, Nathaniel; Doblas-Reyes, Francisco

2016-04-01

Sea ice thickness (SIT) has a potential to contain substantial climate memory and predictability in the northern hemisphere (NH) sea ice system. We use 5-member NH SIT, reconstructed with an ocean-sea-ice general circulation model (NEMOv3.3 with LIM2) with a simple data assimilation routine, to determine NH SIT modes of variability disentangled from the long-term climate change. Specifically, we apply the K-means cluster analysis - one of nonhierarchical clustering methods that partition data into modes or clusters based on their distances in the physical - to determine optimal number of NH SIT clusters (K=3) and their historical variability. To examine prediction skill of NH SIT clusters in EC-Earth2.3, a state-of-the-art coupled climate forecast system, we use 5-member ocean and sea ice initial conditions (IC) from the same ocean-sea-ice historical reconstruction and atmospheric IC from ERA-Interim reanalysis. We focus on May 1st and Nov 1st start dates from 1979 to 2010. Common skill metrics of probability forecast, such as rank probability skill core and ROC (relative operating characteristics - hit rate versus false alarm rate) and reliability diagrams show that our dynamical model predominately perform better than the 1st order Marko chain forecast (that beats climatological forecast) over the first forecast year. On average May 1st start dates initially have lower skill than Nov 1st start dates, but their skill is degraded at slower rate than skill of forecast started on Nov 1st.

Movement variability in the golf swing of male and female skilled golfers.

PubMed

Horan, Sean A; Evans, Kerrie; Kavanagh, Justin J

2011-08-01

Despite the complexity of movement, the swings of skilled golfers are considered to be highly consistent. Interestingly, no direct investigation of movement variability or coupling variability during the swings of skilled golfers has occurred. To determine whether differences in movement variability exist between male and female skilled golfers during the downswing of the full golf swing. Three-dimensional thorax, pelvis, hand, and clubhead data were collected from 19 male (mean ± SD: age = 26 ± 7 yr) and 19 female (age = 25 ± 7 yr) skilled golfers. Variability of segmental movement and clubhead trajectory were examined at three phases of the downswing using discrete (SD) and continuous analyses (spanning set), whereas variability of intersegment coupling was examined using average coefficient of correspondence. Compared with males, females exhibited higher thorax and pelvis variability for axial rotation at the midpoint of the downswing and ball contact (BC). Similarly, thorax-pelvis coupling variability was higher for females than males at both the midpoint of the downswing and BC. Regardless of thorax and pelvis motion, the variability of hand and clubhead trajectory sequentially decreased from the top of the backswing to BC for both males and females. Male and female skilled golfers use different upper body movement strategies during the downswing while achieving similarly low levels of clubhead trajectory variability at BC. It is apparent that the priority of skilled golfers is to progressively minimize hand and clubhead trajectory variability toward BC, despite the individual motion or coupling of the thorax and pelvis.

More active pre-school children have better motor competence at school starting age: an observational cohort study.

PubMed

Barnett, Lisa M; Salmon, Jo; Hesketh, Kylie D

2016-10-10

Almost half of young children do not achieve minimum recommendations of 60 daily minutes in physical activity. Physical activity is potentially an important determinant of the development of motor competence in children. This study is one of very few longitudinal studies in this area and the first to investigate early childhood physical activity as a predictor of subsequent motor skill competence. Children were assessed as part of the Melbourne InFANT Program longitudinal cohort study at 19 months, 3.5 years and 5 years. Moderate-to-vigorous physical activity (MVPA) (accelerometry) was assessed at each time point. At age 5, children were also assessed in actual (Test of Gross Motor Development-2) and perceived motor competence (Pictorial Scale of Perceived Movement Skill Competence). General linear models were performed with all 12 skills (six object control and six locomotor skills), both actual and perceived, at age 5 as the respective outcome variables. Predictor variables alternated between MVPA at 19 months, 3.5 years and 5 years. Based on standardized TGMD-2 scores most children were average or below in their skill level at age 5. MVPA at 19 months was not a predictor of actual or perceived skill at age 5. MVPA at 3.5 years was associated with actual locomotor skill (B = 0.073, p = 0.033) and perceived total skill at 5 years of age (B = 0.059, p = 0.044). MVPA was not a predictor of actual or perceived object control skill at any age. Parents and preschool staff should be informed that more time in MVPA as a preschool child contributes to locomotor skill and to perceptions of skill ability in a child of school starting age. Understanding this relationship will assist in intervention development.

Family context variables and the development of self-regulation in college students.

PubMed

Strage, A A

1998-01-01

While researchers have begun to specify how features of students' immediate learning environments affect the development and use of self-regulation skills, relatively little attention has been paid to the role of the family context in fostering or impeding the development of these skills. This paper proposes a conceptual framework based on attachment theory (Ainsworth et al., 1978; Bowlby, 1982) and Baumrind's parenting styles typology (Baumrind, 1967, 1991) for examining the relationship between family context variables and the development of self-regulation skills. It also presents initial findings from a study of the parental practices and values associated with academic self-regulation in college students. A sample of 465 students completed the 104-item Student Attitudes and Perceptions Survey, which consists of 4 personal profile scales, 7 family background scales, 2 course characteristics scales, and 2 study habits scales. Perceptions of parents as authoritative and of family as emotionally close were found to be predictive of (1) general confidence and positive sense of self, (2) positive goal-orientation at school, (3) general concern about preparation for the future, and (4) positive adjustment to college. These family profiles were also predictive of (1) students' rating their introductory psychology course as interesting and supportive, (2) favorable ratings of their time and effort management and note-taking skills, and (3) strong agreement with a series of items reflecting components of self-regulated learning. Perceptions of parents as authoritarian and of family as nagging or enmeshed were also predictive of concern about preparation for the future. These family profiles were generally predictive of students' rating their introductory psychology course as difficult, and of time and effort management difficulties. The patterns linking family background profiles with course perceptions, study habits, and individual indices of self-regulated learning persisted even when students' sense of confidence was factored out, and were strong for students living with their parents as well as for those living on their own.

Value of medium range weather forecasts in the improvement of seasonal hydrologic prediction skill

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

Shukla, Shraddhanand; Voisin, Nathalie; Lettenmaier, D. P.

2012-08-15

We investigated the contribution of medium range weather forecasts with lead times up to 14 days to seasonal hydrologic prediction skill over the Conterminous United States (CONUS). Three different Ensemble Streamflow Prediction (ESP)-based experiments were performed for the period 1980-2003 using the Variable Infiltration Capacity (VIC) hydrology model to generate forecasts of monthly runoff and soil moisture (SM) at lead-1 (first month of the forecast period) to lead-3. The first experiment (ESP) used a resampling from the retrospective period 1980-2003 and represented full climatological uncertainty for the entire forecast period. In the second and third experiments, the first 14 daysmore » of each ESP ensemble member were replaced by either observations (perfect 14-day forecast) or by a deterministic 14-day weather forecast. We used Spearman rank correlations of forecasts and observations as the forecast skill score. We estimated the potential and actual improvement in baseline skill as the difference between the skill of experiments 2 and 3 relative to ESP, respectively. We found that useful runoff and SM forecast skill at lead-1 to -3 months can be obtained by exploiting medium range weather forecast skill in conjunction with the skill derived by the knowledge of initial hydrologic conditions. Potential improvement in baseline skill by using medium range weather forecasts, for runoff (SM) forecasts generally varies from 0 to 0.8 (0 to 0.5) as measured by differences in correlations, with actual improvement generally from 0 to 0.8 of the potential improvement. With some exceptions, most of the improvement in runoff is for lead-1 forecasts, although some improvement in SM was achieved at lead-2.« less

Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study

PubMed Central

Geary, David C.; Nicholas, Alan; Li, Yaoran; Sun, Jianguo

2016-01-01

The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects and domain-specific effects were indexed by prior grade mathematics achievement and mathematical cognition measures of prior grade number knowledge, addition skills, and fraction knowledge. Use of functional data analysis enabled grade-by-grade estimation of overall domain-general and domain-specific effects on subsequent mathematics achievement, the relative importance of individual domain-general and domain-specific variables on this achievement, and linear and non-linear across-grade estimates of these effects. The overall importance of domain-general abilities for subsequent achievement was stable across grades, with working memory emerging as the most important domain-general ability in later grades. The importance of prior mathematical competencies on subsequent mathematics achievement increased across grades, with number knowledge and arithmetic skills critical in all grades and fraction knowledge in later grades. Overall, domain-general abilities were more important than domain-specific knowledge for mathematics learning in early grades but general abilities and domain-specific knowledge were equally important in later grades. PMID:28781382

A pseudoproxy assessment of data assimilation for reconstructing the atmosphere-ocean dynamics of hydroclimate extremes

NASA Astrophysics Data System (ADS)

Steiger, Nathan J.; Smerdon, Jason E.

2017-10-01

Because of the relatively brief observational record, the climate dynamics that drive multiyear to centennial hydroclimate variability are not adequately characterized and understood. Paleoclimate reconstructions based on data assimilation (DA) optimally fuse paleoclimate proxies with the dynamical constraints of climate models, thus providing a coherent dynamical picture of the past. DA is therefore an important new tool for elucidating the mechanisms of hydroclimate variability over the last several millennia. But DA has so far remained untested for global hydroclimate reconstructions. Here we explore whether or not DA can be used to skillfully reconstruct global hydroclimate variability along with the driving climate dynamics. Through a set of idealized pseudoproxy experiments, we find that an established DA reconstruction approach can in principle be used to reconstruct hydroclimate at both annual and seasonal timescales. We find that the skill of such reconstructions is generally highest near the proxy sites. This set of reconstruction experiments is specifically designed to estimate a realistic upper bound for the skill of this DA approach. Importantly, this experimental framework allows us to see where and for what variables the reconstruction approach may never achieve high skill. In particular for tree rings, we find that hydroclimate reconstructions depend critically on moisture-sensitive trees, while temperature reconstructions depend critically on temperature-sensitive trees. Real-world DA-based reconstructions will therefore likely require a spatial mixture of temperature- and moisture-sensitive trees to reconstruct both temperature and hydroclimate variables. Additionally, we illustrate how DA can be used to elucidate the dynamical mechanisms of drought with two examples: tropical drivers of multiyear droughts in the North American Southwest and in equatorial East Africa. This work thus provides a foundation for future DA-based hydroclimate reconstructions using real-proxy networks while also highlighting the utility of this important tool for hydroclimate research.

Effects of public posting, goal setting, and oral feedback on the skills of female soccer players.

PubMed

Brobst, Brandilea; Ward, Phillip

2002-01-01

We evaluated the effects of public posting, goal setting, and oral feedback on the skills of 3 female high school soccer players during practice scrimmages. The dependent variables were the percentage of appropriate responses when the player (a) kept and maintained possession of the ball, (b) moved to an open position during a game restart (e.g., goal or corner kick), and (c) moved to an open position after passing the ball. We also assessed the extent to which changes in practice performances generalized to games. A social validity questionnaire was completed by both players and coaches to assess the acceptability of the intervention's goals, procedures, and outcomes. Results indicate that the intervention was effective in improving performances during practice scrimmages but produced limited generalization to game settings.

Effects of public posting, goal setting, and oral feedback on the skills of female soccer players.

PubMed Central

Brobst, Brandilea; Ward, Phillip

2002-01-01

We evaluated the effects of public posting, goal setting, and oral feedback on the skills of 3 female high school soccer players during practice scrimmages. The dependent variables were the percentage of appropriate responses when the player (a) kept and maintained possession of the ball, (b) moved to an open position during a game restart (e.g., goal or corner kick), and (c) moved to an open position after passing the ball. We also assessed the extent to which changes in practice performances generalized to games. A social validity questionnaire was completed by both players and coaches to assess the acceptability of the intervention's goals, procedures, and outcomes. Results indicate that the intervention was effective in improving performances during practice scrimmages but produced limited generalization to game settings. PMID:12365738

The role of morphological awareness in reading comprehension among typical and learning disabled native Arabic speakers.

PubMed

Mahfoudhi, Abdessatar; Elbeheri, Gad; Al-Rashidi, Mousa; Everatt, John

2010-01-01

This work examines the role of morphological awareness in contrast to phonological processing in reading comprehension amongst two groups of native Arabic children: a group with learning disabilities (LD) and a mainstream group who were matched to the LD group in age or reading level. Measures of reading comprehension fluency, phonological skills, and morphological ability were given to both groups in addition to tests of nonverbal ability. For the mainstream children, unique variability in comprehension was predicted by the morphological measures over that of the measures of phonological skills and general nonverbal ability. In contrast, for the LD data, variability in comprehension was not predicted by morphological ability even though the children with LD performed the morphology task as well as their typically developing peers did. These findings are discussed in terms of theories of reading acquisition across languages as well as recommendations for literacy teaching and LD intervention in Arabic.

Variable Stars as an Introduction to Computational Research

NASA Astrophysics Data System (ADS)

Cash, Jennifer; Walter, Donald K.

2017-01-01

As a part of larger effort to enhance the research activity at SC State and involve more undergraduates in research activities, we present our efforts to develop an introductory research experience where the goal is a balance of astrophysical understanding, general research skills, and programming skills which the students can carry into a wide variety of future research activities. We have found that variable stars are a very good topic for this sort of introductory experience due to a combination of factors including: accessibility of data, easily understandable physical processes, and a relatively straight forward data analysis process. We will present an outline of our research experiences to guide a student from the very initial stages of learning to final presentation of the student's work.“This work was supported in part by NSF PAARE award AST-1358913 and NSF HBCU-UP award HRD-1332449 to SCSU.”

Examining Impulse-Variability in Kicking.

PubMed

Chappell, Andrew; Molina, Sergio L; McKibben, Jonathon; Stodden, David F

2016-07-01

This study examined variability in kicking speed and spatial accuracy to test the impulse-variability theory prediction of an inverted-U function and the speed-accuracy trade-off. Twenty-eight 18- to 25-year-old adults kicked a playground ball at various percentages (50-100%) of their maximum speed at a wall target. Speed variability and spatial error were analyzed using repeated-measures ANOVA with built-in polynomial contrasts. Results indicated a significant inverse linear trajectory for speed variability (p < .001, η2= .345) where 50% and 60% maximum speed had significantly higher variability than the 100% condition. A significant quadratic fit was found for spatial error scores of mean radial error (p < .0001, η2 = .474) and subject-centroid radial error (p < .0001, η2 = .453). Findings suggest variability and accuracy of multijoint, ballistic skill performance may not follow the general principles of impulse-variability theory or the speed-accuracy trade-off.

Modeling Source Water TOC Using Hydroclimate Variables and Local Polynomial Regression.

PubMed

Samson, Carleigh C; Rajagopalan, Balaji; Summers, R Scott

2016-04-19

To control disinfection byproduct (DBP) formation in drinking water, an understanding of the source water total organic carbon (TOC) concentration variability can be critical. Previously, TOC concentrations in water treatment plant source waters have been modeled using streamflow data. However, the lack of streamflow data or unimpaired flow scenarios makes it difficult to model TOC. In addition, TOC variability under climate change further exacerbates the problem. Here we proposed a modeling approach based on local polynomial regression that uses climate, e.g. temperature, and land surface, e.g., soil moisture, variables as predictors of TOC concentration, obviating the need for streamflow. The local polynomial approach has the ability to capture non-Gaussian and nonlinear features that might be present in the relationships. The utility of the methodology is demonstrated using source water quality and climate data in three case study locations with surface source waters including river and reservoir sources. The models show good predictive skill in general at these locations, with lower skills at locations with the most anthropogenic influences in their streams. Source water TOC predictive models can provide water treatment utilities important information for making treatment decisions for DBP regulation compliance under future climate scenarios.

Meridional Propagation of the MJO/ISO and Prediction of Off-equatorial Monsoon Variability

NASA Technical Reports Server (NTRS)

Wu, Man Li C.; Schubert, S.; Suarez, M.; Pegion, P.; Bacmeister, J.; Waliser, D.

2004-01-01

In this study we examine the links between tropical heating, the Madden Julian Oscillation (MJO)/Intraseasonal Oscillation (ISO), and the off-equatorial monsoon development. We examine both observations and idealized "MJO heating" experiments employing the NASA Seasonal-Interannual Prediction Project (NSIPP) atmospheric general circulation model (AGCM). In the simulations, the model is forced by climatological SST and an idealized eastward propagating heating profile that is meant to mimic the canonical heating associated with the MJO in the Indian Ocean and western Pacific. The observational analysis highlights the strong link between the Indian summer monsoon and the tropical ISO/MJO activity and heating. Here we focus on the potential for skillful predictions of the monsoon on subseasonal time scales associated with the meridional propagation of the ISOMJO. In particular, we show that the variability of the Indian summer monsoon lags behind the variability of tropical ISOMJO heating by about 15 days when the tropical heating is around 60E and 90E. This feature of the ISOMJO is reproduced in the AGCM experiments with the idealized eastward propagating MJO-like heating, suggesting that models with realistic ISOM0 variability should provide useful skill of monsoon breaks and surges on subseasonal time scales.

Impulse-variability theory: implications for ballistic, multijoint motor skill performance.

PubMed

Urbin, M A; Stodden, David F; Fischman, Mark G; Weimar, Wendi H

2011-01-01

Impulse-variability theory (R. A. Schmidt, H. N. Zelaznik, B. Hawkins, J. S. Frank, & J. T. Quinn, 1979) accounts for the curvilinear relationship between the magnitude and resulting variability of the muscular forces that influence the success of goal-directed limb movements. The historical roots of impulse-variability theory are reviewed in the 1st part of this article, including the relationship between movement speed and spatial error. The authors then address the relevance of impulse-variability theory for the control of ballistic, multijoint skills, such as throwing, striking, and kicking. These types of skills provide a stark contrast to the relatively simple, minimal degrees of freedom movements that characterized early research. However, the inherent demand for ballistic force generation is a strong parallel between these simple laboratory tasks and multijoint motor skills. Therefore, the authors conclude by recommending experimental procedures for evaluating the adequacy of impulse variability as a theoretical model within the context of ballistic, multijoint motor skill performance. Copyright © Taylor & Francis Group, LLC

The role of impulse parameters in force variability

NASA Technical Reports Server (NTRS)

Carlton, L. G.; Newell, K. M.

1986-01-01

One of the principle limitations of the human motor system is the ability to produce consistent motor responses. When asked to repeatedly make the same movement, performance outcomes are characterized by a considerable amount of variability. This occurs whether variability is expressed in terms of kinetics or kinematics. Variability in performance is of considerable importance because for tasks requiring accuracy it is a critical variable in determining the skill of the performer. What has long been sought is a description of the parameter or parameters that determine the degree of variability. Two general experimental protocals were used. One protocal is to use dynamic actions and record variability in kinematic parameters such as spatial or temporal error. A second strategy was to use isometric actions and record kinetic variables such as peak force produced. What might be the important force related factors affecting variability is examined and an experimental approach to examine the influence of each of these variables is provided.

Cognitive competencies - Products of genes, experience, and technology. [for training of primates

NASA Technical Reports Server (NTRS)

Rumbaugh, Duane M.; Savage-Rumbaugh, E. S.

1992-01-01

The paper examines methods used in studying cognitive competency in primates. Citing experiments on teaching language skills to chimpanzees, it is shown that some methods used for inquiry might lead to the cultivation and generation of new competencies, and specifically to the development of observational and relational learning skills. It is noted that methods can also limit the generality of conclusions; erroneous conclusions may be made based on certain generally accepted methods, whereby the research might be treatments that profoundly determine the assessment of dependent variables. Particular attention is given to the role of age in learning, showing that young primates can be taught the meaning of lexigrams and many specific tasks in much shorter time than adults; on the basis of these experiments, it was concluded that cultural gains did evolve primarily as a consequence of context within which infants were growing.

Effects of robotically modulating kinematic variability on motor skill learning and motivation

PubMed Central

Reinkensmeyer, David J.

2015-01-01

It is unclear how the variability of kinematic errors experienced during motor training affects skill retention and motivation. We used force fields produced by a haptic robot to modulate the kinematic errors of 30 healthy adults during a period of practice in a virtual simulation of golf putting. On day 1, participants became relatively skilled at putting to a near and far target by first practicing without force fields. On day 2, they warmed up at the task without force fields, then practiced with force fields that either reduced or augmented their kinematic errors and were finally assessed without the force fields active. On day 3, they returned for a long-term assessment, again without force fields. A control group practiced without force fields. We quantified motor skill as the variability in impact velocity at which participants putted the ball. We quantified motivation using a self-reported, standardized scale. Only individuals who were initially less skilled benefited from training; for these people, practicing with reduced kinematic variability improved skill more than practicing in the control condition. This reduced kinematic variability also improved self-reports of competence and satisfaction. Practice with increased kinematic variability worsened these self-reports as well as enjoyment. These negative motivational effects persisted on day 3 in a way that was uncorrelated with actual skill. In summary, robotically reducing kinematic errors in a golf putting training session improved putting skill more for less skilled putters. Robotically increasing kinematic errors had no performance effect, but decreased motivation in a persistent way. PMID:25673732

Effects of robotically modulating kinematic variability on motor skill learning and motivation.

PubMed

Duarte, Jaime E; Reinkensmeyer, David J

2015-04-01

It is unclear how the variability of kinematic errors experienced during motor training affects skill retention and motivation. We used force fields produced by a haptic robot to modulate the kinematic errors of 30 healthy adults during a period of practice in a virtual simulation of golf putting. On day 1, participants became relatively skilled at putting to a near and far target by first practicing without force fields. On day 2, they warmed up at the task without force fields, then practiced with force fields that either reduced or augmented their kinematic errors and were finally assessed without the force fields active. On day 3, they returned for a long-term assessment, again without force fields. A control group practiced without force fields. We quantified motor skill as the variability in impact velocity at which participants putted the ball. We quantified motivation using a self-reported, standardized scale. Only individuals who were initially less skilled benefited from training; for these people, practicing with reduced kinematic variability improved skill more than practicing in the control condition. This reduced kinematic variability also improved self-reports of competence and satisfaction. Practice with increased kinematic variability worsened these self-reports as well as enjoyment. These negative motivational effects persisted on day 3 in a way that was uncorrelated with actual skill. In summary, robotically reducing kinematic errors in a golf putting training session improved putting skill more for less skilled putters. Robotically increasing kinematic errors had no performance effect, but decreased motivation in a persistent way. Copyright © 2015 the American Physiological Society.

Generalizing Experimental Findings

DTIC Science & Technology

2015-06-01

ity.” In graphical terms, these assumptions may require several d-separation tests on several sub-graphs. It is utterly unimaginable therefore that...Education) (a) (Salary)(Education) (Skill) (b) S ( Test ) YX ZZ YX Figure 1: (a) A transportability model in which a post-treatment variable Z is S-admissible...observational studies to estimate population treatment ef- fects. Journal Royal Statistical Society: Series A (Statistics in Society) Forthcoming, doi

Development and Validation of a Physics Achievement Test to Identify Instructor Variables Associated with Students' Physics Academic Performance

ERIC Educational Resources Information Center

Lacambra, Wilfredo T.

2016-01-01

One of the most common ways of detecting whether an improvement is achieved by an education institution is through measuring the students' achievement in a test. Testing is generally thought of as a means of assessing the knowledge and skills students have acquired through learning (Du-chastel and Nungester, 1998). Test results, besides assisting…

Examination of the PISA 2009 Reading Skills and Information and Communication Technology (ICT) Use Skills of Turkish Students

ERIC Educational Resources Information Center

Acar, Tülin

2015-01-01

The aim of this paper is to determine relation between PISA Reading Skills and ICT use skills of Turkish students. In this study are four variables such as joy/like Reading, use of Libraries, Online Reading and Plausible value in reading which are dealt with as indications of reading skills. It constitutes six variables such as attitude towards…

Longitudinal testing of the Information-Motivation-Behavioral Skills model of self-care among adults with type 2 diabetes.

PubMed

Meunier, Sophie; Coulombe, Simon; Beaulieu, Marie-Dominique; Côté, José; Lespérance, François; Chiasson, Jean-Louis; Bherer, Louis; Lambert, Jean; Houle, Janie

2016-11-01

The study's aim was to test prospective associations between information, motivation, and behavioral skills (IMB model) and self-care behaviors (diet, exercise, and blood glucose testing) among patients with type 2 diabetes. 295 participants were surveyed one (T1), six (T2), and 12 (T3) months after a diabetes course. Cross-lagged panel analyses were performed to test unidirectional and bidirectional relationships between IMB model variables and self-care behaviors. Blood-glucose testing at T1 was positively related to information at T2, which in turn was positively related to blood-glucose testing at T3. Controlled motivation at T1 was positively related to exercise at T2. Autonomous motivation at T2 was positively associated with exercise at T3. There was a positive bidirectional relationship across time between behavioral skills and general diet. Patterns of prospective associations between IMB model variables and diabetes self-care depend on the self-care behavior considered. This model offers an interesting framework for examining how diabetes self-care behaviors evolve. Diabetes education programs should provide information about current health status and promote experiential learning to help patients realize the impact of their behaviors on glycemic control; should foster autonomous motivation for long-term change; and should build on patients' strengths and skills. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Parental Writing Support and Preschoolers' Early Literacy, Language, and Fine Motor Skills

PubMed Central

Bindman, Samantha W.; Skibbe, Lori E.; Hindman, Annemarie H.; Aram, Dorit; Morrison, Frederick J.

2014-01-01

The current study examines the nature and variability of parents' aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low–level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent-child dyads (n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers' writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool. PMID:25284957

Parental Writing Support and Preschoolers' Early Literacy, Language, and Fine Motor Skills.

PubMed

Bindman, Samantha W; Skibbe, Lori E; Hindman, Annemarie H; Aram, Dorit; Morrison, Frederick J

2014-01-01

The current study examines the nature and variability of parents' aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low-level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent-child dyads ( n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers' writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool.

The Impact of Sub-Skills and Item Content on Students' Skills with Regard to the Control-of-Variables Strategy

ERIC Educational Resources Information Center

Schwichow, Martin; Christoph, Simon; Boone, William J.; Härtig, Hendrik

2016-01-01

The so-called control-of-variables strategy (CVS) incorporates the important scientific reasoning skills of designing controlled experiments and interpreting experimental outcomes. As CVS is a prominent component of science standards appropriate assessment instruments are required to measure these scientific reasoning skills and to evaluate the…

Ajustement statistique des simulations climatiques : l'exemple des précipitations saisonnières de l'Amérique tropicaleStatistical adjustment of simulated climate: example of seasonal rainfall of tropical America.

NASA Astrophysics Data System (ADS)

Moron, Vincent; Navarra, Antonio

2000-05-01

This study presents the skill of the seasonal rainfall of tropical America from an ensemble of three 34-year general circulation model (ECHAM 4) simulations forced with observed sea surface temperature between 1961 and 1994. The skill gives a first idea of the amount of potential predictability if the sea surface temperatures are perfectly known some time in advance. We use statistical post-processing based on the leading modes (extracted from Singular Value Decomposition of the covariance matrix between observed and simulated rainfall fields) to improve the raw skill obtained by simple comparison between observations and simulations. It is shown that 36-55 % of the observed seasonal variability is explained by the simulations on a regional basis. Skill is greatest for Brazilian Nordeste (March-May), but also for northern South America or the Caribbean basin in June-September or northern Amazonia in September-November for example.

Person-centred communication: design, implementation and evaluation of a communication skills module or undergraduate nursing students - an Irish context.

PubMed

McCarthy, Bridie; O'Donovan, Moira; Twomey, Angela

2008-02-01

Despite wide agreement about the importance of effective communication in nursing there is continuing evidence of the need for nurses to improve their communication skills. Consequently, there is a growing demand for more therapeutic and person-centred communication courses. Studies on communication education reveal considerable variability on the design and operationalisation of these programmes. Additionally, the literature highlights that nurse educators are continually challenged with developing and implementing these programmes. Communication skills are generally taught in years one and two of undergraduate nursing degree programmes. This is a stage when students have minimal contact with patients and clients. We suggest that a communication skills module should be included in all final years of undergraduate nursing programmes. With an array of clinical experiences to draw from, final year nursing students are better placed to apply the skills of effective communication in practice. In this paper, we present the design, implementation and evaluation of an advanced communication skills module undertaken by fourth year undergraduate nursing students completing a Bachelor of Science (BSc) degree - nursing programme at one university in the Republic of Ireland.

Motor skills in kindergarten: Internal structure, cognitive correlates and relationships to background variables.

PubMed

Oberer, Nicole; Gashaj, Venera; Roebers, Claudia M

2017-04-01

The present study aimed to contribute to the discussion about the relation between motor coordination and executive functions in preschool children. Specifically, the relation between gross and fine motor skills and executive functions as well as the relation to possible background variables (SES, physical activity) were investigated. Based on the data of N=156 kindergarten children the internal structure of motor skills was investigated and confirmed the theoretically assumed subdivision of gross and fine motor skills. Both, gross and fine motor skills correlated significantly with executive functions, whereas the background variables seemed to have no significant impact on the executive functions and motor skills. Higher order control processes are discussed as an explanation of the relation between executive functions and motor skills. Copyright © 2017 Elsevier B.V. All rights reserved.

The effect of age, sex and obesity on fundamental motor skills among 4 to 6 years-old children.

PubMed

Vameghi, Roshanak; Shams, Amir; Shamsipour Dehkordi, Parvane

2013-04-01

To examine the effect of age, sex and obesity on Fundamental Motor Skills (FMS) in 4 to 6 years-old children. A total of 400 preschool children (200 boys and 200 girls) between the ages of 4 to 6 years old participated in this research. Subjects were selected through multi-stage cluster random sampling. Fundamental motor skills (FMS) were assessed with using the OSU-SIGMA scale. Body mass index (BMI) was directly measured from height(m)(2)/weight(kg) for each child and based on CDC growth charts, normal weight, overweight and obesity were defined. The results showed that age and sex variables were a significant effect on walking and running skills, but BMI was not significant (P>0.05). Also, these variables had a significant effect on jumping, skipping, hopping and ladder climbing. In both ages, boys in jumping and ladder climbing skills were better than girls, but the girls were better in skipping and hopping skills (P<0.05). Moreover, the results showed that age and BMI variables have a significant effect on stair climbing skill, but sex was not significant (P>0.05). For object control skills, the results showed that age and sex variables were a significant effect on catching and throwing skills, but BMI was not significant (P>0.05). Finally, the age, sex and BMI variables were a significant effect on kicking and sticking skills. This research demonstrated that boys performed better than girls, and both overweight and obese children have lower performance than normal children.

September Arctic Sea Ice minimum prediction - a new skillful statistical approach

NASA Astrophysics Data System (ADS)

Ionita-Scholz, Monica; Grosfeld, Klaus; Scholz, Patrick; Treffeisen, Renate; Lohmann, Gerrit

2017-04-01

Sea ice in both Polar Regions is an important indicator for the expression of global climate change and its polar amplification. Consequently, a broad interest exists on sea ice, its coverage, variability and long term change. Knowledge on sea ice requires high quality data on ice extent, thickness and its dynamics. However, its predictability is complex and it depends on various climate and oceanic parameters and conditions. In order to provide insights into the potential development of a monthly/seasonal signal of sea ice evolution, we developed a robust statistical model based on ocean heat content, sea surface temperature and different atmospheric variables to calculate an estimate of the September Sea ice extent (SSIE) on monthly time scale. Although previous statistical attempts at monthly/seasonal forecasts of SSIE show a relatively reduced skill, we show here that more than 92% (r = 0.96) of the September sea ice extent can be predicted at the end of May by using previous months' climate and oceanic conditions. The skill of the model increases with a decrease in the time lag used for the forecast. At the end of August, our predictions are even able to explain 99% of the SSIE. Our statistical model captures both the general trend as well as the interannual variability of the SSIE. Moreover, it is able to properly forecast the years with extreme high/low SSIE (e.g. 1996/ 2007, 2012, 2013). Besides its forecast skill for SSIE, the model could provide a valuable tool for identifying relevant regions and climate parameters that are important for the sea ice development in the Arctic and for detecting sensitive and critical regions in global coupled climate models with focus on sea ice formation.

The Investigation of Science Process Skills of Science Teachers in Terms of Some Variables

ERIC Educational Resources Information Center

Aydogdu, Bülent

2015-01-01

This study aimed to investigate basic process skills, integrated process skills and overall science process skills of science teachers in terms of some variables. This study had a survey design. The study population consisted of 170 science teachers from a province located in the Central Anatolia Region of Turkey. The study data were obtained from…

Social functioning in pediatric epilepsy reported by parents and teachers: Contributions of medically related variables, verbal skills, and parental anxiety.

PubMed

Carson, Audrey M; Chapieski, Lynn

2016-09-01

Children with epilepsy are at increased risk for deficits in social functioning, though the underlying causes are not well-understood. We examined multiple seizure-related, demographic, and cognitive variables in a group of 93 pediatric patients with intractable seizures who were at risk for social skills deficits and social problems at home and in the classroom. Verbal intelligence and parental anxiety about epilepsy were found to be the two primary predictors of social functioning in children with epilepsy as reported by parents and teachers. Though other social variables and secondarily generalized seizures were significantly correlated with certain aspects of parent-reported social functioning, the impact of these variables appeared to be mediated through verbal intelligence and/or parental anxiety about epilepsy. These findings emphasize the importance of family characteristics on social functioning in children with epilepsy and also suggest that parental anxiety about their child's epilepsy may be a specific risk factor for this population. The findings from this study suggest that the factors associated with social functioning in children with epilepsy are similar regardless of whether social functioning is assessed by the parent or the classroom teacher. Copyright © 2016 Elsevier Inc. All rights reserved.

Meridional Propagation of the MJO/ISO and Prediction of Off-equatorial Monsoon Variability

NASA Technical Reports Server (NTRS)

Wu, Man Li C.; Schubert, S.; Suarez, M.; Pegion, P.; Waliser, D.

2003-01-01

This study was examine the links between tropical heating, the Madden Julian Oscillation (MJO)/Intraseasonal Oscillation (ISO), and the off-equatorial monsoon development. We examine both observations and idealized "MJO heating" experiments employing the NASA Seasonal-Interannual Prediction Project (NSIPP) atmospheric general circulation model (AGCM). In the simulations, the model is forced by climatological SST and an idealized eastward propagating heating profile that is meant 'to mimic the canonical heating associated with the MJO in the Indian Ocean and western Pacific. The observational analysis highlights the strong link between the Indian summer monsoon and the tropical ISO/MJO activity and heating. Here we focus on the potential for skillful predictions of the monsoon on sub-seasonal time scales associated with the meridional propagation of the ISO/MJO. In particular, we show that the variability of the Indian summer monsoon lags behind the variability of tropical ISO/MJO heating by about 15 days when the tropical heating is around 60E and 90E. This feature of the ISO/MJO is reproduced in the AGCM experiments with the idealized eastward propagating MJO-like heating, suggesting that models with realistic ISO/MJO variability should provide useful skill of monsoon breaks and surges on sub-seasonal time scales.

A mismatch between population health literacy and the complexity of health information: an observational study.

PubMed

Rowlands, Gillian; Protheroe, Joanne; Winkley, John; Richardson, Marty; Seed, Paul T; Rudd, Rima

2015-06-01

Low health literacy is associated with poorer health and higher mortality. Complex health materials are a barrier to health. To assess the literacy and numeracy skills required to understand and use commonly used English health information materials, and to describe population skills in relation to these. An English observational study comparing health materials with national working-age population skills. Health materials were sampled using a health literacy framework. Competency thresholds to understand and use the materials were identified. The proportion of the population above and below these thresholds, and the sociodemographic variables associated with a greater risk of being below the thresholds, were described. Sixty-four health materials were sampled. Two competency thresholds were identified: text (literacy) only, and text + numeracy; 2515/5795 participants (43%) were below the text-only threshold, while 2905/4767 (61%) were below the text + numeracy threshold. Univariable analyses of social determinants of health showed that those groups more at risk of socioeconomic deprivation had higher odds of being below the health literacy competency threshold than those at lower risk of deprivation. Multivariable analysis resulted in some variables becoming non-significant or reduced in effect. Levels of low health literacy mirror those found in other industrialised countries, with a mismatch between the complexity of health materials and the skills of the English adult working-age population. Those most in need of health information have the least access to it. Efficacious strategies are building population skills, improving health professionals' communication, and improving written health information. © British Journal of General Practice 2015.

The academic and nonacademic characteristics of science and nonscience majors in Yemeni high schools

NASA Astrophysics Data System (ADS)

Anaam, Mahyoub Ali

The purposes of this study were: (a) to identify the variables associated with selection of majors; (b) to determine the differences between science and nonscience majors in general, and high and low achievers in particular, with respect to attitudes toward science, integrated science process skills, and logical thinking abilities; and (c) to determine if a significant relationship exists between students' majors and their personality types and learning styles. Data were gathered from 188 twelfth grade male and female high school students in Yemen, who enrolled in science (45 males and 47 females) and art and literature (47 males and 49 females) tracks. Data were collected by the following instruments: Past math and science achievement (data source taken from school records), Kolb's Learning Styles Inventory (1985), Integrated Science Process Skills Test, Myers-Briggs Type Indicator, Attitude Toward Science in School Assessment, Group Assessment of Logical Thinking, Yemeni High School Students Questionnaire. The Logistic Regression Model and the Linear Discriminant Analysis identified several variables that are associated with selection of majors. Moreover, some of the characteristics of science and nonscience majors that were revealed by these models include the following: Science majors seem to have higher degrees of curiosity in science, high interest in science at high school level, high tendency to believe that their majors will help them to find a potential job in the future, and have had higher achievement in science subjects, and have rated their math teachers higher than did nonscience majors. In contrast, nonscience majors seem to have higher degrees of curiosity in nonscience subjects, higher interest in science at elementary school, higher anxiety during science lessons than did science majors. In addition, General Linear Models allow that science majors generally demonstrate more positive attitudes towards science than do nonscience majors and they outperform nonscience majors on integrated science process skills and logical thinking abilities. High achievers in science majors have a significantly higher attitude toward science, higher integrated science process skills, and higher logical thinking abilities than high and low achievers in nonscience majors. No gender differences were found on these variables. Chi-Square tests indicate that no significant relationships exist between students' majors and their personality types and learning styles. However, it was found that majority of students prefer extroversion over introversion, sensing over intuition, thinking over feeling, and judging over perceiving. Moreover, the most common learning styles among science and nonscience majors were the divergent and the assimilative learning styles. Finally, the educational implication of these findings were discussed and future research that need to be conducted were proposed.

Probability of US Heat Waves Affected by a Subseasonal Planetary Wave Pattern

NASA Technical Reports Server (NTRS)

Teng, Haiyan; Branstator, Grant; Wang, Hailan; Meehl, Gerald A.; Washington, Warren M.

2013-01-01

Heat waves are thought to result from subseasonal atmospheric variability. Atmospheric phenomena driven by tropical convection, such as the Asian monsoon, have been considered potential sources of predictability on subseasonal timescales. Mid-latitude atmospheric dynamics have been considered too chaotic to allow significant prediction skill of lead times beyond the typical 10-day range of weather forecasts. Here we use a 12,000-year integration of an atmospheric general circulation model to identify a pattern of subseasonal atmospheric variability that can help improve forecast skill for heat waves in the United States. We find that heat waves tend to be preceded by 15-20 days by a pattern of anomalous atmospheric planetary waves with a wavenumber of 5. This circulation pattern can arise as a result of internal atmospheric dynamics and is not necessarily linked to tropical heating.We conclude that some mid-latitude circulation anomalies that increase the probability of heat waves are predictable beyond the typical weather forecast range.

Factors associated with pharmacy students' attitudes towards learning communication skills - A study among Nordic pharmacy students.

PubMed

Svensberg, Karin; Brandlistuen, Ragnhild Eek; Björnsdottir, Ingunn; Sporrong, Sofia Kälvemark

2018-03-01

Good communication skills are essential for pharmacy students to help patients with their medicines. Students' attitudes towards communication skills learning will influence their willingness to engage in communication training, and their skills when dealing with patients later on in their professional life. The aim of this study was to explore Nordic pharmacy students' attitudes to communication skills learning, and the associations between those attitudes and various student characteristics. A cross-sectional questionnaire-based study was conducted in 11 Nordic pharmacy schools between April 2015 and January 2016. The overall response rate for the final study population was 77% (367 out of 479 students). Pharmacy students who had fulfilled all mandatory communication training and most of their pharmacy practical experience periods were included. The communication skills attitudes scale was the main outcome. Linear regression models were fitted with the outcome variable and various student characteristics as the predictors, using generalized estimating equations to account for clustering within pharmacy schools. Nordic pharmacy students in general have moderately positive attitudes towards learning communication skills. Positive attitudes towards learning communication skills among pharmacy students were associated with being female (β adjusted 0.42, 95% CI 0.20 to 0.63, p < 0.001), following a newer pharmacy training program (β adjusted 0.81, 95% CI 0.63 to 0.98, p < 0.001), having higher self-rated need for communication skills improvement (β adjusted 0.50, 95% CI 0.30 to 0.71, p<0.001) and believing one's communication skills are not the result of personality (β adjusted  -0.24, 95% CI -0.44 to -0.04, p=0.017). The study provides important information for faculty members responsible for curriculum improvements and teachers to refine their teaching of communication skills. From this, the teaching can be better tailored to suit different students. The students' chances of being able to effectively help patients in the future will be increased by that. Copyright © 2017 Elsevier Inc. All rights reserved.

Social cognition in schizophrenia: factor structure, clinical and functional correlates.

PubMed

Buck, Benjamin E; Healey, Kristin M; Gagen, Emily C; Roberts, David L; Penn, David L

2016-08-01

Social cognition is consistently impaired in people with schizophrenia, separable from general neurocognition, predictive of real-world functioning and amenable to psychosocial treatment. Few studies have empirically examined its underlying factor structure. This study (1) examines the factor structure of social cognition in both a sample of individuals with schizophrenia-spectrum disorders and non-clinical controls and (2) explores relationships of factors to neurocognition, symptoms and functioning. A factor analysis was conducted on social cognition measures in a sample of 65 individuals with schizophrenia or schizoaffective disorder, and 50 control participants. The resulting factors were examined for their relationships to symptoms and functioning. Results suggested a two-factor structure in the schizophrenia sample (social cognition skill and hostile attributional style) and a three-factor structure in the non-clinical sample (hostile attributional style, higher-level inferential processing and lower-level cue detection). In the schizophrenia sample, the social cognition skill factor was significantly related to negative symptoms and social functioning, whereas hostile attributional style predicted positive and general psychopathology symptoms. The factor structure of social cognition in schizophrenia separates hostile attributional style and social cognition skill, and each show differential relationships to relevant clinical variables in schizophrenia.

Growth Mixture Modeling of Academic Achievement in Children of Varying Birth Weight Risk

PubMed Central

Espy, Kimberly Andrews; Fang, Hua; Charak, David; Minich, Nori; Taylor, H. Gerry

2009-01-01

The extremes of birth weight and preterm birth are known to result in a host of adverse outcomes, yet studies to date largely have used cross-sectional designs and variable-centered methods to understand long-term sequelae. Growth mixture modeling (GMM) that utilizes an integrated person- and variable-centered approach was applied to identify latent classes of achievement from a cohort of school-age children born at varying birth weights. GMM analyses revealed two latent achievement classes for calculation, problem-solving, and decoding abilities. The classes differed substantively and persistently in proficiency and in growth trajectories. Birth weight was a robust predictor of class membership for the two mathematics achievement outcomes and a marginal predictor of class membership for decoding. Neither visuospatial-motor skills nor environmental risk at study entry added to class prediction for any of the achievement skills. Among children born preterm, neonatal medical variables predicted class membership uniquely beyond birth weight. More generally, GMM is useful in revealing coherence in the developmental patterns of academic achievement in children of varying weight at birth, and is well suited to investigations of sources of heterogeneity. PMID:19586210

The psychology of intelligence analysis: drivers of prediction accuracy in world politics.

PubMed

Mellers, Barbara; Stone, Eric; Atanasov, Pavel; Rohrbaugh, Nick; Metz, S Emlen; Ungar, Lyle; Bishop, Michael M; Horowitz, Michael; Merkle, Ed; Tetlock, Philip

2015-03-01

This article extends psychological methods and concepts into a domain that is as profoundly consequential as it is poorly understood: intelligence analysis. We report findings from a geopolitical forecasting tournament that assessed the accuracy of more than 150,000 forecasts of 743 participants on 199 events occurring over 2 years. Participants were above average in intelligence and political knowledge relative to the general population. Individual differences in performance emerged, and forecasting skills were surprisingly consistent over time. Key predictors were (a) dispositional variables of cognitive ability, political knowledge, and open-mindedness; (b) situational variables of training in probabilistic reasoning and participation in collaborative teams that shared information and discussed rationales (Mellers, Ungar, et al., 2014); and (c) behavioral variables of deliberation time and frequency of belief updating. We developed a profile of the best forecasters; they were better at inductive reasoning, pattern detection, cognitive flexibility, and open-mindedness. They had greater understanding of geopolitics, training in probabilistic reasoning, and opportunities to succeed in cognitively enriched team environments. Last but not least, they viewed forecasting as a skill that required deliberate practice, sustained effort, and constant monitoring of current affairs. PsycINFO Database Record (c) 2015 APA, all rights reserved.

The Linear Predictability of Sea Level: A Benchmark

NASA Astrophysics Data System (ADS)

Sonnewald, M.; Wunsch, C.; Heimbach, P.

2016-12-01

A benchmark of linear predictive skill of global sea level is presented, complimenting more complicated model studies of future predictive skill. Sea level is of great socioeconomic interest, as most of the worlds population live by the sea. Currently, the spread in model projections suggests poor predictive skill outside the seasonal cycle. We use 20 years of data from the ECCOv4 state estimate (1992-2012), assessing the variance attributable to the seasons and the linear predictability potential of the deseasoned component of sea level. The Northern Hemisphere has large regions where the seasons make up >90% of the variance, particularly in the western boundary current regions and zonal bands along the equator. The deaseasoned sea level is more dominant in the Southern Hemisphere, particularly in the Southern Ocean. We treat the deseasoned sea level as a weakly stationary random process, whose predictability is given by the covariance structure. Fitting an ARMA(n,m) model, we choose the order using the Akaike and Bayesian Information Criteria (AIC and BIC). The AIC is more appropriate, with generally higher orders chosen and offering slightly more predictive accuracy. Monthly detrended data shows skill generally of the order of a few months, with isolated regions of twelve months or more. With the trend, the predictive skill increases, particularly in the South Pacific. We assess the annually averaged data, although our time-series is too short to assess the variability. There is some predictive skill, which is enhanced if the trend is not removed. A major caveat of our approach is that we test and train our model on the same dataset due to the short duration of available data.

Effects of modeled tropical sea surface temperature variability on coral reef bleaching predictions

NASA Astrophysics Data System (ADS)

Van Hooidonk, R. J.

2011-12-01

Future widespread coral bleaching and subsequent mortality has been projected with sea surface temperature (SST) data from global, coupled ocean-atmosphere general circulation models (GCMs). While these models possess fidelity in reproducing many aspects of climate, they vary in their ability to correctly capture such parameters as the tropical ocean seasonal cycle and El Niño Southern Oscillation (ENSO) variability. These model weaknesses likely reduce the skill of coral bleaching predictions, but little attention has been paid to the important issue of understanding potential errors and biases, the interaction of these biases with trends and their propagation in predictions. To analyze the relative importance of various types of model errors and biases on coral reef bleaching predictive skill, various intra- and inter-annual frequency bands of observed SSTs were replaced with those frequencies from GCMs 20th century simulations to be included in the Intergovernmental Panel on Climate Change (IPCC) 5th assessment report. Subsequent thermal stress was calculated and predictions of bleaching were made. These predictions were compared with observations of coral bleaching in the period 1982-2007 to calculate skill using an objective measure of forecast quality, the Peirce Skill Score (PSS). This methodology will identify frequency bands that are important to predicting coral bleaching and it will highlight deficiencies in these bands in models. The methodology we describe can be used to improve future climate model derived predictions of coral reef bleaching and it can be used to better characterize the errors and uncertainty in predictions.

The Investigation of Elementary Mathematics Teacher Candidates' Problem Solving Skills According to Various Variables

ERIC Educational Resources Information Center

Kaya, Deniz; Izgiol, Dilek; Kesan, Cenk

2014-01-01

The aim was to determine elementary mathematics teacher candidates' problem solving skills and analyze problem solving skills according to various variables. The data were obtained from total 306 different grade teacher candidates receiving education in Department of Elementary Mathematics Education, Buca Faculty of Education, Dokuz Eylul…

The Association Between Household Consumer Durable Assets and Maternal Health-Seeking Behavior in Ghana.

PubMed

Ansong, Eric

2015-01-01

This article examined the association between household consumer durable assets and maternal health-seeking behavior. Several studies have suggested a relationship between households' socioeconomic status (SES) and health outcomes. However, SES is a multidimensional concept that encompasses variables, such as wealth, education, and income. By grouping these variables together as one construct, prior studies have not provided enough insight into possible independent associations with health outcomes. This study used data from the 2008 Ghana Demographic and Health Survey of 2,065 women aged between 15 and 49 years to examine the association between household consumer durables (a component of SES) and maternal health-seeking behavior in Ghana. Results from a set of generalized linear models indicated that household consumer durable assets were positively associated with four measures of maternal health-seeking behaviors, namely, seeking prenatal care from skilled health personnel, delivery by skilled birth attendant, place of delivery, and the number of antenatal visits. Also, households with more assets whose residents lived in urban areas were more likely to use skilled health personnel before and during delivery, and at an approved health facility, compared those who lived in rural areas. Implications for health interventions and policies that focus on the most vulnerable households are discussed.

Environmental literacy of Hispanic, urban, middle school students in Houston, Texas

NASA Astrophysics Data System (ADS)

Meuth, Amber M.

With the global crises facing the planet that bring major implications, (Hart & Nolan, 1999; Hungerford & Simmons, 2003) it is imperative that there be an environmentally literate citizenry who can identify, solve, and prevent environmental issues. Since middle school students are evolving into participating citizens and are developing the ability to think in abstract terms, they are a critical group to study regarding levels of environmental literacy. Additionally, with the increased resource needs and decreased air and water quality in highly populated urban areas, focusing on the environmental literacy of students living and attending school in urban areas is essential. The purpose of this study was to describe the levels of environmental literacy of a group of Hispanic, urban, middle school students in Houston, Texas. Sixth, seventh, and eighth grade students who attend a charter school in Houston, Texas were given, the Middle School Environmental Literacy Survey (MSELS). This survey has been developed to measure components of environmental literacy as related to domains identified critical to environmental literacy (McBeth et al., 2008). The four domains include ecological knowledge, environmental affect, cognitive skills, and behavior. Data collected from the survey was used to determine levels of environmental literacy in the following variables: ecological knowledge, verbal commitment, actual commitment, environmental sensitivity, general environmental feelings, and environmental issue and action skills. Descriptive statistics were calculated and analyzed for each grade level and as an entire sample for each variable in order to generate a profile of the group. Composite scores were calculated in the four domains (ecological knowledge, environmental affect, cognitive skills, and behavior) and were compared to high, moderate, and low levels of environmental literacy set forth by top environmental education researchers (McBeth et al., 2008). Additionally, two secondary analyses were conducted. First, mean scores for each grade level were compared by gender to see if gender plays a role in environmental literacy variables. Second, mean scores in each environmental literacy variable were compared by grade level to investigate if significant differences occur between grade levels. The results indicate that the participants in this sample have high levels of ecological knowledge but convey only moderate feelings towards the environment. The students report that they are willing to engage in more pro-environmental behaviors than they actually report doing. They also display modest abilities to indentify and analyze environmental issues as well as select appropriate action plans. Regarding the domains critical to environmental literacy, the mean scores for this sample fell within the high range for ecological knowledge; scores for affect, cognitive skills, and behavior all fell within the moderate range. For each grade level, the overall environmental literacy composite scores also fell within the moderate range. When compared to students in a national study, generally, in the performance based sections of the MSELS, the 6 th and 8th grade students in this sample scored at or above the students in the national sample while on the self-report sections, the 6th and 8th grade students in this sample generally scored below the students in the national sample. That being said, however, when comparing composite scores for the Affect, Cognitive Skills, and Behavior domains, both sets of students scored within the moderate range. In the Knowledge domain, the students in this sample scored in the high range while the students in the national sample scored in the moderate range. Gender did not appear to play a part in the levels of the environmental literacy variables, while grade level may make a difference for certain variables such as verbal commitment, actual commitment, and environmental sensitivity.

Weather patterns as a downscaling tool - evaluating their skill in stratifying local climate variables

NASA Astrophysics Data System (ADS)

Murawski, Aline; Bürger, Gerd; Vorogushyn, Sergiy; Merz, Bruno

2016-04-01

The use of a weather pattern based approach for downscaling of coarse, gridded atmospheric data, as usually obtained from the output of general circulation models (GCM), allows for investigating the impact of anthropogenic greenhouse gas emissions on fluxes and state variables of the hydrological cycle such as e.g. on runoff in large river catchments. Here we aim at attributing changes in high flows in the Rhine catchment to anthropogenic climate change. Therefore we run an objective classification scheme (simulated annealing and diversified randomisation - SANDRA, available from the cost733 classification software) on ERA20C reanalyses data and apply the established classification to GCMs from the CMIP5 project. After deriving weather pattern time series from GCM runs using forcing from all greenhouse gases (All-Hist) and using natural greenhouse gas forcing only (Nat-Hist), a weather generator will be employed to obtain climate data time series for the hydrological model. The parameters of the weather pattern classification (i.e. spatial extent, number of patterns, classification variables) need to be selected in a way that allows for good stratification of the meteorological variables that are of interest for the hydrological modelling. We evaluate the skill of the classification in stratifying meteorological data using a multi-variable approach. This allows for estimating the stratification skill for all meteorological variables together, not separately as usually done in existing similar work. The advantage of the multi-variable approach is to properly account for situations where e.g. two patterns are associated with similar mean daily temperature, but one pattern is dry while the other one is related to considerable amounts of precipitation. Thus, the separation of these two patterns would not be justified when considering temperature only, but is perfectly reasonable when accounting for precipitation as well. Besides that, the weather patterns derived from reanalyses data should be well represented in the All-Hist GCM runs in terms of e.g. frequency, seasonality, and persistence. In this contribution we show how to select the most appropriate weather pattern classification and how the classes derived from it are reflected in the GCMs.

Equine-assisted activities and the impact on perceived social support, self-esteem and self-efficacy among adolescents – an intervention study

PubMed Central

Hauge, Hilde; Kvalem, Ingela L.; Berget, Bente; Enders-Slegers, Marie-José; Braastad, Bjarne O.

2013-01-01

In this project, we examined the effect of a 4-month intervention with horses on perceived social support, self-esteem and general self-efficacy among Norwegian adolescents aged 12–15 years. The intervention took place at farm-based stables and included work with the horses and riding. A waiting-list crossover design was used and the participants answered questionnaires at three time periods. Study I (N = 49) examined the effect of the intervention compared with the control group. Study II (N = 41) examined the relationship between the same psychological variables and change in mastering skills with horse. The intervention group reported a significant increase in perceived social support compared with the control group. There were no differences in self-esteem and general self-efficacy between the groups. The results from study II showed that a lower level of perceived social support prior to the intervention predicted an increase in mastering skills with the horse during the intervention. PMID:24833811

Improving medium-range and seasonal hydroclimate forecasts in the southeast USA

NASA Astrophysics Data System (ADS)

Tian, Di

Accurate hydro-climate forecasts are important for decision making by water managers, agricultural producers, and other stake holders. Numerical weather prediction models and general circulation models may have potential for improving hydro-climate forecasts at different scales. In this study, forecast analogs of the Global Forecast System (GFS) and Global Ensemble Forecast System (GEFS) based on different approaches were evaluated for medium-range reference evapotranspiration (ETo), irrigation scheduling, and urban water demand forecasts in the southeast United States; the Climate Forecast System version 2 (CFSv2) and the North American national multi-model ensemble (NMME) were statistically downscaled for seasonal forecasts of ETo, precipitation (P) and 2-m temperature (T2M) at the regional level. The GFS mean temperature (Tmean), relative humidity, and wind speed (Wind) reforecasts combined with the climatology of Reanalysis 2 solar radiation (Rs) produced higher skill than using the direct GFS output only. Constructed analogs showed slightly higher skill than natural analogs for deterministic forecasts. Both irrigation scheduling driven by the GEFS-based ETo forecasts and GEFS-based ETo forecast skill were generally positive up to one week throughout the year. The GEFS improved ETo forecast skill compared to the GFS. The GEFS-based analog forecasts for the input variables of an operational urban water demand model were skillful when applied in the Tampa Bay area. The modified operational models driven by GEFS analog forecasts showed higher forecast skill than the operational model based on persistence. The results for CFSv2 seasonal forecasts showed maximum temperature (Tmax) and Rs had the greatest influence on ETo. The downscaled Tmax showed the highest predictability, followed by Tmean, Tmin, Rs, and Wind. The CFSv2 model could better predict ETo in cold seasons during El Nino Southern Oscillation (ENSO) events only when the forecast initial condition was in ENSO. Downscaled P and T2M forecasts were produced by directly downscaling the NMME P and T2M output or indirectly using the NMME forecasts of Nino3.4 sea surface temperatures to predict local-scale P and T2M. The indirect method generally showed the highest forecast skill which occurs in cold seasons. The bias-corrected NMME ensemble forecast skill did not outperform the best single model.

Effects of three interventions on the reading skills of children with reading disabilities in grade 2.

PubMed

Gustafson, Stefan; Fälth, Linda; Svensson, Idor; Tjus, Tomas; Heimann, Mikael

2011-01-01

In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs (n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered.

Occupational outcomes of adult childhood cancer survivors: A report from the childhood cancer survivor study.

PubMed

Kirchhoff, Anne C; Krull, Kevin R; Ness, Kirsten K; Park, Elyse R; Oeffinger, Kevin C; Hudson, Melissa M; Stovall, Marilyn; Robison, Leslie L; Wickizer, Thomas; Leisenring, Wendy

2011-07-01

The authors examined whether survivors from the Childhood Cancer Survivor Study were less likely to be in higher-skill occupations than a sibling comparison and whether certain survivors were at higher risk for lower-skill jobs. The authors created 3 mutually exclusive occupational categories for participants aged ≥ 25 years: Managerial/Professional, Nonphysical Service/Blue Collar, and Physical Service/Blue Collar. The authors examined currently employed survivors (4845) and their siblings (1727) in multivariable generalized linear models to evaluate the likelihood of being in 1 of the 3 occupational categories. Multinomial logistic regression was used among all participants to examine the likelihood of these outcomes compared to being unemployed (survivors, 6671; siblings, 2129). Multivariable linear models were used to assess survivor occupational differences by cancer-  and treatment-related variables. Personal income was compared by occupation. Employed survivors were less often in higher-skilled Managerial/Professional occupations (relative risk, 0.93; 95% confidence interval 0.89-0.98) than their siblings. Survivors who were black, were diagnosed at a younger age, or had high-dose cranial radiation were less likely to hold Managerial/Professional occupations than other survivors. In multinomial models, female survivors' likelihood of being in full-time Managerial/Professional occupations (27%) was lower than male survivors (42%) and female (41%) and male (50%) siblings. Survivors' personal income was lower than siblings within each of the 3 occupational categories in models adjusted for sociodemographic variables. Adult childhood cancer survivors are employed in lower-skill jobs than siblings. Survivors with certain treatment histories are at higher risk for lower-skill jobs and may require vocational assistance throughout adulthood. Copyright © 2011 American Cancer Society.

Understanding the predictability of seasonal precipitation over northeast Brazil

NASA Astrophysics Data System (ADS)

Misra, Vasubandhu

2006-05-01

Using multiple long-term simulations of the Center for Ocean-Land-Atmosphere Studies (COLA) atmospheric general circulation model (AGCM) forced with observed sea surface temperature (SST), it is shown that the model has high skill in simulating the February-March-April (FMA) rainy season over northeast Brazil (Nordeste). Separate sensitivity experiments conducted with the same model that entails suppression of all variability except for the climatological annual cycle in SST over the Pacific and Atlantic Oceans reveal that this skill over Nordeste is sensitive to SST anomalies in the tropical Atlantic Ocean. However, the spatial pattern of SST anomalies in the tropical Atlantic Ocean that correlate with FMA Nordeste rainfall are in fact a manifestation of El Niño Southern Oscillation (ENSO) phenomenon in the Pacific Ocean. This study also analyzes the failure of the COLA AGCM in capturing the correct FMA precipitation anomalies over Nordeste in several years of the simulation. It is found that this failure occurs when the SST anomalies over the northern tropical Atlantic Ocean are large and not significantly correlated with contemporaneous SST anomalies over the eastern Pacific Ocean. In two of the relatively large ENSO years when the model failed to capture the correct signal of the interannual variability of precipitation over Nordeste, it was found that the meridional gradient of SST anomalies over the tropical Atlantic Ocean was inconsistent with the canonical development of ENSO. The analysis of the probabilistic skill of the model revealed that it has more skill in predicting flood years than drought. Furthermore, the model has no skill in predicting normal seasons. These model features are consistent with the model systematic errors.

Sharing psychological skills in the general practice setting.

PubMed

Weinman, J; Medlik, L

1985-09-01

Three broad areas of work are described in this paper. The first is concerned with the nature of psychological processes within the general practice consultation and the indications these provide for skill sharing. In the second section there is an account of courses designed to develop skills in the recognition of psychological aspects of illness and in the detection of psychological problems. The third section outlines various courses for developing and improving the consulting and counselling skills of general practitioners. In addition to describing a range of skills developed by ourselves and others, two general themes emerge from this paper. The first concerns the appropriateness of the general practice setting for the sharing of psychological skills and the extent to which the psychologist may be able to complement the skills of the general practitioner. The second theme concerns the importance of helping general practitioners to identify their own learning needs as an essential first step in deciding how to structure courses to meet these needs.

A Study about Problem Solving Skill Variable in Terms of Some Variables of Footballers Who Play Football Professionally

ERIC Educational Resources Information Center

Akpinar, Selahattin

2012-01-01

The aim of this study is to present the problem solving skill levels of sportsmen who play football professionally, and to determine whether problem solving skill levels differ according to sportsmen's, sports club, age, marital status, parents' educational status, father's occupation, occupation in the game, year of playing football…

Cultivating Effective Pedagogical Skills in In-Service Teachers: The Role of Some Teacher Variables

ERIC Educational Resources Information Center

Amusan, Mosunmola A.

2016-01-01

Researchers have opined that pedagogical skill of the teacher is a powerful force. This study investigated variables that are required to cultivate effective pedagogical skills for teaching basic science and technology (BST) in Ogun State Primary Schools in Nigeria. A survey research design was adopted. A total of 148 teachers across the state…

Investigating Pre-Service Science Teachers' Critical Thinking Dispositions and Problem Solving Skills in Terms of Different Variables

ERIC Educational Resources Information Center

Yenice, Nilgun

2011-01-01

This study was conducted to examine pre-service science teachers' critical thinking dispositions and problem solving skills based on gender, grade level and graduated high school variables. Also relationship between pre-service science teachers' critical thinking dispositions and problem solving skills was examined based on gender, grade level and…

Dental student attitudes towards communication skills instruction and clinical application.

PubMed

McKenzie, Carly T

2014-10-01

This study investigated dental students' attitudes towards communication skills instruction and clinical application and explored the impact of a one-semester course and year in school on students' attitudes, measured by the Communication Skills Attitude Scale. Demographic characteristics and self-assessment of communication skills were also analyzed. The study employed a pretest-posttest survey design combined with cross-sectional data. Participants were first- and fourth-year students at a U.S. dental school. Out of a possible 120 students, 106 (fifty-seven D1 and forty-nine D4) participated in the pretest, an 88 percent response rate; out of a possible 121 students, 115 (fifty-seven D1 and fifty-eight D4) participated in the posttest, a 95 percent response rate. In the results, D4 students consistently demonstrated less positive attitudes towards communication skills instruction and more negative attitudes regarding the importance of interpersonal skills in clinical encounters than did their D1 counterparts. A single communications course had no discernible effect on attitudes or self-assessments for either cohort. Females reported more positive attitudes towards clinical application of interpersonal skills than did males. Gender significantly interacted with two demographic variables: primary language and parent as health care professional. Female children of health care professionals reported poorer attitudes towards clinical communication skills training and application than did their male counterparts. Generally, parental occupation in health care moderated the decrease in positive attitudes over time towards clinical usefulness of communication skills. The D4 students rated their communication skills higher than did the D1 students. Students who demonstrated more positive attitudes towards communication skills training and application were more likely to say their own skills needed improvement.

Hypothesis driven assessment of an NMR curriculum

NASA Astrophysics Data System (ADS)

Cossey, Kimberly

The goal of this project was to develop a battery of assessments to evaluate an undergraduate NMR curriculum at Penn State University. As a chemical education project, we sought to approach the problem of curriculum assessment from a scientific perspective, while remaining grounded in the education research literature and practices. We chose the phrase hypothesis driven assessment to convey this process of relating the scientific method to the study of educational methods, modules, and curricula. We began from a hypothesis, that deeper understanding of one particular analytical technique (NMR) will increase undergraduate students' abilities to solve chemical problems. We designed an experiment to investigate this hypothesis, and data collected were analyzed and interpreted in light of the hypothesis and several related research questions. The expansion of the NMR curriculum at Penn State was funded through the NSF's Course, Curriculum, and Laboratory Improvement (CCLI) program, and assessment was required. The goal of this project, as stated in the grant proposal, was to provide NMR content in greater depth by integrating NMR modules throughout the curriculum in physical chemistry, instrumental, and organic chemistry laboratory courses. Hands-on contact with the NMR spectrometer and NMR data and repeated exposure of the analytical technique within different contexts (courses) were unique factors of this curriculum. Therefore, we maintained a focus on these aspects throughout the evaluation process. The most challenging and time-consuming aspect of any assessment is the development of testing instruments and methods to provide useful data. After key variables were defined, testing instruments were designed to measure these variables based on educational literature (Chapter 2). The primary variables measured in this assessment were: depth of understanding of NMR, basic NMR knowledge, problem solving skills (HETCOR problem), confidence for skills used in class (within the hands-on NMR modules), confidence for NMR tasks (not practiced), and confidence for general science tasks. Detailed discussion of the instruments, testing methods and experimental design used in this assessment are provided (Chapter 3). All data were analyzed quantitatively using methods adapted from the educational literature (Chapter 4). Data were analyzed and the descriptive statistics, independent t-tests between the experimental and control groups, and correlation statistics were calculated for each variable. In addition, for those variables included on the pretest, dependent t-tests between pretest and posttest scores were also calculated. The results of study 1 and study 2 were used to draw conclusions based on the hypothesis and research questions proposed in this work (Chapter 4). Data collected in this assessment were used to answer the following research questions: (1) Primary research question: Is depth of understanding of NMR linked to problem solving skills? (2) Are the NMR modules working as intended? Do they promote depth of understanding of NMR? (a) Will students who complete NMR modules have a greater depth of understanding of NMR than students who do not complete the modules? (b) Is depth of understanding increasing over the course of the experiment? (3) Is confidence an intermediary between depth of understanding and problem solving skills? Is it linked to both variables? (4) What levels of confidence are affected by the NMR modules? (a) Will confidence for the NMR class skills used in the modules themselves be greater for those who have completed the modules? (b) Will confidence for NMR tasks not practiced in the course be affected? (c) Will confidence for general science tasks be affected? (d) Are different levels of confidence (class skills, NMR tasks, general science tasks) linked to each other? Results from this NMR curriculum assessment could also have implications outside of the courses studied, and so there is potential to impact the chemical education community (section 5.2.1). In addition to providing reliable testing instruments/measures that could be used outside the university, the results of this research contribute to the study of problem solving in chemistry, learner characteristics within the context of chemical education studies, and NMR specific educational evaluations. Valuable information was gathered through the current method of evaluation for the NMR curriculum. However, improvements could be made to the existing assessment, and an alternate assessment that could supplement the information found in this study has been proposed (Chapter 5).

Development of a drought forecasting model for the Asia-Pacific region using remote sensing and climate data: Focusing on Indonesia

NASA Astrophysics Data System (ADS)

Rhee, Jinyoung; Kim, Gayoung; Im, Jungho

2017-04-01

Three regions of Indonesia with different rainfall characteristics were chosen to develop drought forecast models based on machine learning. The 6-month Standardized Precipitation Index (SPI6) was selected as the target variable. The models' forecast skill was compared to the skill of long-range climate forecast models in terms of drought accuracy and regression mean absolute error (MAE). Indonesian droughts are known to be related to El Nino Southern Oscillation (ENSO) variability despite of regional differences as well as monsoon, local sea surface temperature (SST), other large-scale atmosphere-ocean interactions such as Indian Ocean Dipole (IOD) and Southern Pacific Convergence Zone (SPCZ), and local factors including topography and elevation. Machine learning models are thus to enhance drought forecast skill by combining local and remote SST and remote sensing information reflecting initial drought conditions to the long-range climate forecast model results. A total of 126 machine learning models were developed for the three regions of West Java (JB), West Sumatra (SB), and Gorontalo (GO) and six long-range climate forecast models of MSC_CanCM3, MSC_CanCM4, NCEP, NASA, PNU, POAMA as well as one climatology model based on remote sensing precipitation data, and 1 to 6-month lead times. When compared the results between the machine learning models and the long-range climate forecast models, West Java and Gorontalo regions showed similar characteristics in terms of drought accuracy. Drought accuracy of the long-range climate forecast models were generally higher than the machine learning models with short lead times but the opposite appeared for longer lead times. For West Sumatra, however, the machine learning models and the long-range climate forecast models showed similar drought accuracy. The machine learning models showed smaller regression errors for all three regions especially with longer lead times. Among the three regions, the machine learning models developed for Gorontalo showed the highest drought accuracy and the lowest regression error. West Java showed higher drought accuracy compared to West Sumatra, while West Sumatra showed lower regression error compared to West Java. The lower error in West Sumatra may be because of the smaller sample size used for training and evaluation for the region. Regional differences of forecast skill are determined by the effect of ENSO and the following forecast skill of the long-range climate forecast models. While shown somewhat high in West Sumatra, relative importance of remote sensing variables was mostly low in most cases. High importance of the variables based on long-range climate forecast models indicates that the forecast skill of the machine learning models are mostly determined by the forecast skill of the climate models.

Influence on general practitioners of teaching undergraduates: qualitative study of London general practitioner teachers

PubMed Central

Hartley, Sarah; Macfarlane, Fraser; Gantley, Madeleine; Murray, Elizabeth

1999-01-01

Objective To examine the perceived effect of teaching clinical skills and associated teacher training programmes on general practitioners' morale and clinical practice. Design Qualitative semistructured interview study. Setting General practices throughout north London. Subjects 30 general practitioners who taught clinical skills were asked about the effect of teaching and teacher training on their morale, confidence in clinical and teaching skills, and clinical practice. Results The main theme was a positive effect on morale. Within teacher training this was attributed to developing peer and professional support; improved teaching skills; and revision of clinical knowledge and skills. Within teaching this was attributed to a broadening of horizons; contact with enthusiastic students; increased time with patients; improved clinical practice; improved teaching skills; and an improved image of the practice. Problems with teaching were due to external factors such as lack of time and space and anxieties about adequacy of clinical cover while teaching. Conclusions Teaching clinical skills can have a positive effect on the morale of general practitioner teachers as a result of contact with students and peers, as long as logistic and funding issues are adequately dealt with. Key messagesThe increase in community based teaching of clinical skills requires an increase in the number of general practitioner teachersLittle evidence is available about the effect of teaching of clinical skills and teacher training on general practitioner teachers and practicesGeneral practitioner teachers reported an increase in morale, improvements in clinical skills, and changes in clinical practice and in practice infrastructure as a result of teaching and trainingGeneral practitioner teachers reported problems because of pressure on time, lack of space, problems recruiting patients, and unsupportive practice partnersPositive effects on morale and clinical practice may be important for sustainable teaching and continuing medical education PMID:10541508

The Change of Planned Happenstance Skills and Its Association with Career-Related Variables during School-to-Work Transition

ERIC Educational Resources Information Center

Yang, NaYeon; Yaung, Huk; Noh, Hyunkyung; Jang, Sun Hee; Lee, Bora

2017-01-01

The current study examined how planned happenstance skills (i.e., curiosity, flexibility, persistence, optimism, and risk-taking) changed during school-to-work transition and how career-related variables were associated with the initial levels and change rates of planned happenstance skills. In a sample of 307 South Korean college students, all…

Lessons from bad general practice *

PubMed Central

Wilkes, Eric

1975-01-01

The paucity of resources for general practice correlates well with high losses through emigration and questions the expensive over-production of doctors now being undertaken. The variable quality of community care and the absence of a structure yet providing real planning or capital, leads to the uneconomic abuse of hospital facilities and to an excessive emphasis on institutionalisation. Medicine is becoming depersonalised because unrealistic expectations lead to an overloading of the service. Simultaneously we allocate a low priority to education in the use of the service, have little training in the sociological aspects of medical care, and even less in how best to use the skills of our non-medical professional colleagues. PMID:1177214

Identifying emotional intelligence skills of Turkish clinical nurses according to sociodemographic and professional variables.

PubMed

Kahraman, Nilgün; Hiçdurmaz, Duygu

2016-04-01

This study aimed to identify the emotional intelligence skills of Turkish clinical nurses according to sociodemographic and professional variables. Emotional intelligence is "the ability of a person to comprehend self-emotions, to show empathy towards the feelings of others, and to control self-emotions in a way that enriches life." Nurses with a higher emotional intelligence level offer more efficient and professional care, and they accomplish more in their social and professional lives. We designed a descriptive cross-sectional study. The Introductory Information Form and the Bar-On emotional intelligence Inventory were used to collect data between 20th June and 20th August 2012. The study was conducted with 312 nurses from 37 hospitals located within the borders of the metropolitan municipality in Ankara. There were no significant differences between emotional intelligence scores of the nurses according to demographic variables such as age, gender, marital status, having children. Thus, sociodemographic factors did not appear to be key factors, but some professional variables did. Higher total emotional intelligence scores were observed in those who had 10 years or longer experience, who found oneself successful in professional life, who stated that emotional intelligence is an improvable skill and who previously received self-improvement training. Interpersonal skills were higher in those with a graduate degree and in nurses working in polyclinics and paediatric units. These findings indicate which groups require improvement in emotional intelligence skills and which skills need improvement. Additionally, these results provide knowledge and create awareness about emotional intelligence skills of nurses and the distribution of these skills according to sociodemographic and professional variables. Implementation of emotional intelligence improvement programmes targeting the determined clinical nursing groups by nursing administrations can help the increase in emotional intelligence. © 2016 John Wiley & Sons Ltd.

Selection and Review of Measurement Item to Study Students' Generic Skills

ERIC Educational Resources Information Center

Mokhtar, Seri Bunian; Rahman, Saemah; Mokhtar, Seri Intan; Husain, Mohd Yusof

2012-01-01

This study was carried out to review the GS (generic skills) instruments used for engineering students. A total of 455 respondents were involved in this study. The variables presented in this study were the information management skills, communication skill, team working skill, problem-solving skill, lifelong learning skill, technology utilization…

Global Gridded Crop Model Evaluation: Benchmarking, Skills, Deficiencies and Implications.

NASA Technical Reports Server (NTRS)

Muller, Christoph; Elliott, Joshua; Chryssanthacopoulos, James; Arneth, Almut; Balkovic, Juraj; Ciais, Philippe; Deryng, Delphine; Folberth, Christian; Glotter, Michael; Hoek, Steven;

Social cognition in schizophrenia: Factor structure, clinical and functional correlates

PubMed Central

Buck, Benjamin E.; Healey, Kristin M.; Gagen, Emily C.; Roberts, David L.; Penn, David L.

2016-01-01

Background Social cognition is consistently impaired in people with schizophrenia, separable from general neurocognition, predictive of real-world functioning, and amenable to psychosocial treatment. Few studies have empirically examined its underlying factor structure. Aims The present study (1) examines the factor structure of social cognition in both a sample of individuals with schizophrenia-spectrum disorders and non-clinical controls, and (2) explores relationships of factors to neurocognition, symptoms and functioning. Method A factor analysis was conducted on social cognition measures in a sample of sixty-five individuals with schizophrenia or schizoaffective disorder, and fifty control participants. The resulting factors were examined for their relationships to symptoms and functioning. Results Results suggested a two-factor structure in the schizophrenia sample (social cognition skill and hostile attributional style) and a three-factor structure in the non-clinical sample (hostile attributional style, higher-level inferential processing, and lower-level cue detection). In the schizophrenia sample, the social cognition skill factor was significantly related to negative symptoms and social functioning, while hostile attributional style predicted positive and general psychopathology symptoms. Conclusions The factor structure of social cognition in schizophrenia separates hostile attributional style and social cognition skill, and each show differential relationships to relevant clinical variables in schizophrenia. PMID:26747063

The role of domain-specific practice, handedness, and starting age in chess.

PubMed

Gobet, Fernand; Campitelli, Guillermo

2007-01-01

The respective roles of the environment and innate talent have been a recurrent question for research into expertise. The authors investigated markers of talent, environment, and critical period for the acquisition of expert performance in chess. Argentinian chess players (N = 104), ranging from weak amateurs to grandmasters, completed a questionnaire measuring variables including individual and group practice, starting age, and handedness. The study reaffirms the importance of practice for reaching high levels of performance, but it also indicates a large variability: The slower player needed 8 times as much practice to reach master level than the faster player. Additional results show a correlation between skill and starting age and indicate that players are more likely to be mixed-handed than individuals in the general population; however, there was no correlation between handedness and skill within the sample of chess players. Together, these results suggest that practice is a necessary but not sufficient condition for the acquisition of expertise, that some additional factors may differentiate chessplayers and nonchessplayers, and that starting age of practice is important. Copyright 2006 APA, all rights reserved.

A comprehensive meta-analysis of cognitive-behavioral interventions for social anxiety disorder in children and adolescents.

PubMed

Scaini, Simona; Belotti, Raffaella; Ogliari, Anna; Battaglia, Marco

2016-08-01

The effectiveness of different types of CBT for children and adolescents suffering from Social Anxiety Disorder (SAD) is generally supported. However, no systematic efforts have been made to quantitatively summarize and analyse the impact of specific variables on therapeutic outcome. Here, we assessed the magnitude and duration of CBT effectiveness in children and adolescents with SAD. The effectiveness of CBT was supported by the effect sizes of studies that had examined pre-post (g=0.99), between-group (g=0.71), and follow-up responses (follow-up vs. pre-test mean g=1.18, follow-up vs. post-test mean g=0.25). A significant moderating effect was found for the variable "number of treatment sessions". In addition, larger effect sizes were found in studies that included "Social Skills Training" sessions in the intervention package. Data support the effectiveness of CBT interventions and its durability for SAD in children and adolescents. Adding social skills training to the intervention package can further enhance the impact of treatment. Copyright © 2016 Elsevier Ltd. All rights reserved.

Helpers' Self-Assessment Biases Before and after Helping Skills Training.

PubMed

Jaeken, Marine; Zech, Emmanuelle; Brison, Céline; Verhofstadt, Lesley L; Van Broeck, Nady; Mikolajczak, Moïra

2017-01-01

Several studies have shown that therapists are generally biased concerning their performed helping skills, as compared to judges' ratings. As clients' ratings of therapists' performance are better predictors of psychotherapy effectiveness than judges' ratings, this study examined the validity and effectiveness of a helping skills training program at reducing novice helpers' self-enhancement biases concerning their helping skills, in comparison to their clients' ratings. Helping skills were assessed by three objective measures (a knowledge multiple choice test, a video test and a role play), as well as by a self- and peer-reported questionnaire. In addition, some performed helping skills' correlates (relationship quality, session quality, and helpers' therapeutic attitudes) were assessed both by helpers and their simulated helpees. Seventy-two sophomores in psychology participated to this study, 37 being assigned to a 12-h helping skills training program, and 35 to a control group. Helpers were expected to assess the aforementioned performed helping skills and correlates as being better than their helpees' assessments at pretest, thus revealing a self-enhancement bias. At posttest, we expected that trained helpers would objectively exhibit better helping skills than untrained helpers while beginning to underestimate their performance, thus indexing a self-diminishment bias. In contrast, we hypothesized that untrained helpers would continue to overestimate their performance. Our hypotheses were only partly confirmed but results reflected a skilled-unaware pattern among trainees. Trained helpers went either from a pretest overestimation to a posttest equivalence (performed helping skills and performed therapeutic attitudes), or from a pretest equivalence to a posttest underestimation (performed session quality and performed therapeutic relationship), as compared to helpees' ratings. Results showed that trained helpers improved on all helping skills objective measures and that helpees' perceptions of their performance had increased at posttest. In conclusion, helping skills training leads helpers not only to improve their helping skills but also to have more doubts about their skills, two variables associated with psychotherapy outcome.

Helpers' Self-Assessment Biases Before and after Helping Skills Training

PubMed Central

Jaeken, Marine; Zech, Emmanuelle; Brison, Céline; Verhofstadt, Lesley L.; Van Broeck, Nady; Mikolajczak, Moïra

2017-01-01

Several studies have shown that therapists are generally biased concerning their performed helping skills, as compared to judges' ratings. As clients' ratings of therapists' performance are better predictors of psychotherapy effectiveness than judges' ratings, this study examined the validity and effectiveness of a helping skills training program at reducing novice helpers' self-enhancement biases concerning their helping skills, in comparison to their clients' ratings. Helping skills were assessed by three objective measures (a knowledge multiple choice test, a video test and a role play), as well as by a self- and peer-reported questionnaire. In addition, some performed helping skills' correlates (relationship quality, session quality, and helpers' therapeutic attitudes) were assessed both by helpers and their simulated helpees. Seventy-two sophomores in psychology participated to this study, 37 being assigned to a 12-h helping skills training program, and 35 to a control group. Helpers were expected to assess the aforementioned performed helping skills and correlates as being better than their helpees' assessments at pretest, thus revealing a self-enhancement bias. At posttest, we expected that trained helpers would objectively exhibit better helping skills than untrained helpers while beginning to underestimate their performance, thus indexing a self-diminishment bias. In contrast, we hypothesized that untrained helpers would continue to overestimate their performance. Our hypotheses were only partly confirmed but results reflected a skilled-unaware pattern among trainees. Trained helpers went either from a pretest overestimation to a posttest equivalence (performed helping skills and performed therapeutic attitudes), or from a pretest equivalence to a posttest underestimation (performed session quality and performed therapeutic relationship), as compared to helpees' ratings. Results showed that trained helpers improved on all helping skills objective measures and that helpees' perceptions of their performance had increased at posttest. In conclusion, helping skills training leads helpers not only to improve their helping skills but also to have more doubts about their skills, two variables associated with psychotherapy outcome. PMID:28861015

An Investigation of Emotional Skills of Six-Year-Old Children Attending Nursery School According to Some Variables

ERIC Educational Resources Information Center

Durmusoglu-Saltali, Neslihan; Arslan, Emel

2011-01-01

The purpose of this study is for the emotional skills of six-year-old children attending nursery school according to some variables. The participants were 306 (135 girls and 171 boys) six-year-old children attending nursery school. Data were collected from Assessment of Children's Emotional Skills and personal information form. In order to analyze…

Using Climate Regionalization to Understand Climate Forecast System Version 2 (CFSv2) Precipitation Performance for the Conterminous United States (CONUS)

NASA Technical Reports Server (NTRS)

Regonda, Satish K.; Zaitchik, Benjamin F.; Badr, Hamada S.; Rodell, Matthew

2016-01-01

Dynamically based seasonal forecasts are prone to systematic spatial biases due to imperfections in the underlying global climate model (GCM). This can result in low-forecast skill when the GCM misplaces teleconnections or fails to resolve geographic barriers, even if the prediction of large-scale dynamics is accurate. To characterize and address this issue, this study applies objective climate regionalization to identify discrepancies between the Climate Forecast SystemVersion 2 (CFSv2) and precipitation observations across the Contiguous United States (CONUS). Regionalization shows that CFSv2 1 month forecasts capture the general spatial character of warm season precipitation variability but that forecast regions systematically differ from observation in some transition zones. CFSv2 predictive skill for these misclassified areas is systematically reduced relative to correctly regionalized areas and CONUS as a whole. In these incorrectly regionalized areas, higher skill can be obtained by using a regional-scale forecast in place of the local grid cell prediction.

Seasonal prediction skill of winter temperature over North India

NASA Astrophysics Data System (ADS)

Tiwari, P. R.; Kar, S. C.; Mohanty, U. C.; Dey, S.; Kumari, S.; Sinha, P.

2016-04-01

The climatology, amplitude error, phase error, and mean square skill score (MSSS) of temperature predictions from five different state-of-the-art general circulation models (GCMs) have been examined for the winter (December-January-February) seasons over North India. In this region, temperature variability affects the phenological development processes of wheat crops and the grain yield. The GCM forecasts of temperature for a whole season issued in November from various organizations are compared with observed gridded temperature data obtained from the India Meteorological Department (IMD) for the period 1982-2009. The MSSS indicates that the models have skills of varying degrees. Predictions of maximum and minimum temperature obtained from the National Centers for Environmental Prediction (NCEP) climate forecast system model (NCEP_CFSv2) are compared with station level observations from the Snow and Avalanche Study Establishment (SASE). It has been found that when the model temperatures are corrected to account the bias in the model and actual orography, the predictions are able to delineate the observed trend compared to the trend without orography correction.

Long-Term Stability of Core Language Skill in Children with Contrasting Language Skills

PubMed Central

Bornstein, Marc H.; Hahn, Chun-Shin; Putnick, Diane L.

2016-01-01

This four-wave longitudinal study evaluated stability of core language skill in 421 European American and African American children, half of whom were identified as low (n = 201) and half of whom were average-to-high (n = 220) in later language skill. Structural equation modeling supported loadings of multivariate age-appropriate multisource measures of child language on single latent variables of core language skill at 15 and 25 months and 5 and 11 years. Significant stability coefficients were obtained between language latent variables for children of low and average-to-high language skill, even accounting for child positive social interaction and nonverbal intelligence, maternal education and language, and family home environment. Prospects for children with different language skills and intervention implications are discussed. PMID:26998572

Does objective cluster analysis serve as a useful precursor to seasonal precipitation prediction at local scale? Application to western Ethiopia

NASA Astrophysics Data System (ADS)

Zhang, Ying; Moges, Semu; Block, Paul

2018-01-01

Prediction of seasonal precipitation can provide actionable information to guide management of various sectoral activities. For instance, it is often translated into hydrological forecasts for better water resources management. However, many studies assume homogeneity in precipitation across an entire study region, which may prove ineffective for operational and local-level decisions, particularly for locations with high spatial variability. This study proposes advancing local-level seasonal precipitation predictions by first conditioning on regional-level predictions, as defined through objective cluster analysis, for western Ethiopia. To our knowledge, this is the first study predicting seasonal precipitation at high resolution in this region, where lives and livelihoods are vulnerable to precipitation variability given the high reliance on rain-fed agriculture and limited water resources infrastructure. The combination of objective cluster analysis, spatially high-resolution prediction of seasonal precipitation, and a modeling structure spanning statistical and dynamical approaches makes clear advances in prediction skill and resolution, as compared with previous studies. The statistical model improves versus the non-clustered case or dynamical models for a number of specific clusters in northwestern Ethiopia, with clusters having regional average correlation and ranked probability skill score (RPSS) values of up to 0.5 and 33 %, respectively. The general skill (after bias correction) of the two best-performing dynamical models over the entire study region is superior to that of the statistical models, although the dynamical models issue predictions at a lower resolution and the raw predictions require bias correction to guarantee comparable skills.

Potential Predictability of the Monsoon Subclimate Systems

NASA Technical Reports Server (NTRS)

Yang, Song; Lau, K.-M.; Chang, Y.; Schubert, S.

1999-01-01

While El Nino/Southern Oscillation (ENSO) phenomenon can be predicted with some success using coupled oceanic-atmospheric models, the skill of predicting the tropical monsoons is low regardless of the methods applied. The low skill of monsoon prediction may be either because the monsoons are not defined appropriately or because they are not influenced significantly by boundary forcing. The latter characterizes the importance of internal dynamics in monsoon variability and leads to many eminent chaotic features of the monsoons. In this study, we analyze results from nine AMIP-type ensemble experiments with the NASA/GEOS-2 general circulation model to assess the potential predictability of the tropical climate system. We will focus on the variability and predictability of tropical monsoon rainfall on seasonal-to-interannual time scales. It is known that the tropical climate is more predictable than its extratropical counterpart. However, predictability is different from one climate subsystem to another within the tropics. It is important to understand the differences among these subsystems in order to increase our skill of seasonal-to-interannual prediction. We assess potential predictability by comparing the magnitude of internal and forced variances as defined by Harzallah and Sadourny (1995). The internal variance measures the spread among the various ensemble members. The forced part of rainfall variance is determined by the magnitude of the ensemble mean rainfall anomaly and by the degree of consistency of the results from the various experiments.

Effects of Curriculum and Nonacademic Factors on Undergraduate Electronic Engineering Program Retention

NASA Astrophysics Data System (ADS)

Sulaiman, Munir

Science, technology, engineering, and mathematics (STEM) programs in higher education institutions, particularly engineering programs, face challenges related to recruitment, retention, and graduation rates. The purpose of this study was to determine whether there are significant relationships among students' major preference, academic skills, nonacademic characteristics and perceptions, and retention to year 2 among students in electronic engineering, other STEM, and non STEM majors. The academic skills considered were study habits, intellectual interest, verbal and writing confidence, and academic assistance. The non-academic factors included academic support, family support, financial support, and student social integration into the campus environment. Tinto's theory of retention served as the theoretical framework. The research design was quantitative with a general linear method of analysis using responses to the College Student Inventory (CSI) survey as secondary data to determine the relationships among the independent variables (major and academic and non-academic factors) and dependent variable (retention). Participants were 3,575 first year undergraduate full-time students from three entering classes, 2012 to 2014. Findings suggested that student major and non-academic factors had no effect on student retention, but student study habits and seeking academic assistance were predictors of retention in each of the three groups of majors: engineering, other STEM majors, and nonSTEM majors. Strategies to help increase undergraduate students' study skills and help seeking behaviors may contribute to positive social change at HBCU institutions.

Generalizing Effective Teaching Skills: The Missing Link in Teacher Preparation

ERIC Educational Resources Information Center

Scheeler, Mary Catherine

2008-01-01

A clear need to teach preservice teachers to generalize newly acquired teaching skills across time and settings has been well established in the literature. Few empirical studies exist that inform teacher educators on ways to promote generalization of teaching skills with beginning teachers, however. Programming for generalization continues to be…

MJO prediction skill of the subseasonal-to-seasonal (S2S) prediction models

NASA Astrophysics Data System (ADS)

Son, S. W.; Lim, Y.; Kim, D.

2017-12-01

The Madden-Julian Oscillation (MJO), the dominant mode of tropical intraseasonal variability, provides the primary source of tropical and extratropical predictability on subseasonal to seasonal timescales. To better understand its predictability, this study conducts quantitative evaluation of MJO prediction skill in the state-of-the-art operational models participating in the subseasonal-to-seasonal (S2S) prediction project. Based on bivariate correlation coefficient of 0.5, the S2S models exhibit MJO prediction skill ranging from 12 to 36 days. These prediction skills are affected by both the MJO amplitude and phase errors, the latter becoming more important with forecast lead times. Consistent with previous studies, the MJO events with stronger initial amplitude are typically better predicted. However, essentially no sensitivity to the initial MJO phase is observed. Overall MJO prediction skill and its inter-model spread are further related with the model mean biases in moisture fields and longwave cloud-radiation feedbacks. In most models, a dry bias quickly builds up in the deep tropics, especially across the Maritime Continent, weakening horizontal moisture gradient. This likely dampens the organization and propagation of MJO. Most S2S models also underestimate the longwave cloud-radiation feedbacks in the tropics, which may affect the maintenance of the MJO convective envelop. In general, the models with a smaller bias in horizontal moisture gradient and longwave cloud-radiation feedbacks show a higher MJO prediction skill, suggesting that improving those processes would enhance MJO prediction skill.

Is nighttime laparoscopic general surgery under general anesthesia safe?

PubMed

Koltka, Ahmet Kemalettin; İlhan, Mehmet; Ali, Achmet; Gök, Ali Fuat Kaan; Sivrikoz, Nükhet; Yanar, Teoman Hakan; Günay, Mustafa Kayıhan; Ertekin, Cemalettin

2018-01-01

Fatigue and sleep deprivation can affect rational decision-making and motor skills, which can decrease medical performance and quality of patient care. The aim of the present study was to investigate the association between times of the day when laparoscopic general surgery under general anesthesia was performed and their adverse outcomes. All laparoscopic cholecystectomies and appendectomies performed at the emergency surgery department of a tertiary university hospital from 01. 01. 2016 to 12. 31. 2016 were included. Operation times were divided into three groups: 08.01-17.00 (G1: daytime), 17.01-23.00 (G2: early after-hours), and 23.01-08.00 (G3: nighttime). The files of the included patients were evaluated for intraoperative and postoperative surgery and anesthesia-related complications. We used multiple regression analyses of variance with the occurrence of intraoperative complications as a dependent variable and comorbidities, age, gender, body mass index (BMI), ASA score, and operation time group as independent variables. This revealed that nighttime operation (p<0.001; OR, 6.7; CI, 2.6-16.9) and older age (p=0.004; OR, 1.04; CI, 1.01-1.08) were the risk factor for intraoperative complications. The same analysis was performed for determining a risk factor for postoperative complications, and none of the dependent variables were found to be associated with the occurrence of postoperative complications. Nighttime surgery and older patient age increased the risk of intraoperative complications without serious morbidity or mortality, but no association was observed between the independent variables and the occurrence of postoperative complications.

The Extent of Practice of Distinguished Students at the Secondary Level of Exams Management Skills and Its Relationship to Some Variables

ERIC Educational Resources Information Center

Shaban, Zakariyya Shaban

2015-01-01

The study aimed at identifying the extent of distinguished students' practice of the skills of exams management and their relationships of the variables of (sex and type of school) at the secondary stage. The descriptive approach was followed to investigate practice the level of the skills of exams management of the population of the study and its…

Deficits in general emotion regulation skills-Evidence of a transdiagnostic factor.

PubMed

Lukas, Christian Aljoscha; Ebert, David Daniel; Fuentes, Hugo Trevisi; Caspar, Franz; Berking, Matthias

2017-12-15

Deficits in emotion regulation (ER) skills are discussed as a transdiagnostic factor contributing to the development and maintenance of various mental disorders. However, systematic comparisons of a broad range of ER skills across diagnostic groups that are based on comparable definitions and measures of ER are still rare. Therefore, we conducted two studies assessing a broad range of ER skills with the Emotion Regulation Skills Questionnaire in individuals meeting criteria for mental disorders (N 1  = 1448; N 2  = 137) and in a general population sample (N = 214). Consistent across the two studies, participants in the clinical samples reported lower general and lower specific ER skills than participants in the general population sample. Also consistent across the two studies, diagnostic subgroups of the clinical samples differed significantly with regard to general and specific ER skills. The studies provide evidence that deficits in ER are associated with various forms of psychopathology. However, mental disorders seem to differ with regard to how strongly they are linked to ER skills. © 2017 Wiley Periodicals, Inc.

Disease management in Latinos with schizophrenia: a family-assisted, skills training approach.

PubMed

Kopelowicz, Alex; Zarate, Roberto; Gonzalez Smith, Veronica; Mintz, Jim; Liberman, Robert Paul

2003-01-01

This study evaluated the effectiveness of a skills training program designed to teach disease management to Latinos with schizophrenia treated at a community mental health center. Ninety-two Latino outpatients with schizophrenia and their designated relatives were randomly assigned to 3 months of skills training (ST) versus customary outpatient care (CC) and followed for a total of 9 months. The skills training approach was culturally adapted mainly by including the active participation of key relatives to facilitate acquisition and generalization of disease management skills into the patients' natural environment. There was a significant advantage for the ST group over the CC group on several symptom measures, skill acquisition and generalization, level of functioning, and rates of rehospitalization. There were no significant differences between the groups on quality of life or caregiver burden. Skills training had a direct effect on skill acquisition and generalization, and utilization of disease management skills led to decreased rates of rehospitalization. Incorporating an intensive, culturally relevant generalization effort into skills training for Latinos with schizophrenia appeared to be effective in teaching disease management and viable in a community mental health center.

Do Perceptions of Competence Mediate The Relationship Between Fundamental Motor Skill Proficiency and Physical Activity Levels of Children in Kindergarten?

PubMed

Crane, Jeff R; Naylor, Patti J; Cook, Ryan; Temple, Viviene A

2015-07-01

Perceptions of competence mediate the relationship between motor skill proficiency and physical activity among older children and adolescents. This study examined kindergarten children's perceptions of physical competence as a mediator of the relationship between motor skill proficiency as a predictor variable and physical activity levels as the outcome variable; and also with physical activity as a predictor and motor skill proficiency as the outcome. Participants were 116 children (mean age = 5 years 7 months, 58% boys) from 10 schools. Motor skills were measured using the Test of Gross Motor Development-2 and physical activity was monitored through accelerometry. Perceptions of physical competence were measured using The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children, and the relationships between these variables were examined using a model of mediation. The direct path between object control skills and moderate-vigorous physical activity (MVPA) was significant and object control skills predicted perceived physical competence. However, perceived competence did not mediate the relationship between object control skills and MVPA. The significant relationship between motor proficiency and perceptions of competence did not in turn influence kindergarten children's participation in physical activity. These findings support concepts of developmental differences in the structure of the self-perception system.

Investigating the social behavioral dynamics and differentiation of skill in a martial arts technique.

PubMed

Caron, Robert R; Coey, Charles A; Dhaim, Ashley N; Schmidt, R C

2017-08-01

Coordinating interpersonal motor activity is crucial in martial arts, where managing spatiotemporal parameters is emphasized to produce effective techniques. Modeling arm movements in an Aikido technique as coupled oscillators, we investigated whether more-skilled participants would adapt to the perturbation of weighted arms in different and predictable ways compared to less-skilled participants. Thirty-four participants ranging from complete novice to veterans of more than twenty years were asked to perform an Aikido exercise with a repeated attack and response, resulting in a period of steady-state coordination, followed by a take down. We used mean relative phase and its variability to measure the steady-state dynamics of both the inter- and intrapersonal coordination. Our findings suggest that interpersonal coordination of less-skilled participants is disrupted in highly predictable ways based on oscillatory dynamics; however, more-skilled participants overcome these natural dynamics to maintain critical performance variables. Interestingly, the more-skilled participants exhibited more variability in their intrapersonal dynamics while meeting these interpersonal demands. This work lends insight to the development of skill in competitive social motor activities. Copyright © 2017 Elsevier B.V. All rights reserved.

Evaluating the spatio-temporal performance of sky imager based solar irradiance analysis and forecasts

NASA Astrophysics Data System (ADS)

Schmidt, T.; Kalisch, J.; Lorenz, E.; Heinemann, D.

2015-10-01

Clouds are the dominant source of variability in surface solar radiation and uncertainty in its prediction. However, the increasing share of solar energy in the world-wide electric power supply increases the need for accurate solar radiation forecasts. In this work, we present results of a shortest-term global horizontal irradiance (GHI) forecast experiment based on hemispheric sky images. A two month dataset with images from one sky imager and high resolutive GHI measurements from 99 pyranometers distributed over 10 km by 12 km is used for validation. We developed a multi-step model and processed GHI forecasts up to 25 min with an update interval of 15 s. A cloud type classification is used to separate the time series in different cloud scenarios. Overall, the sky imager based forecasts do not outperform the reference persistence forecasts. Nevertheless, we find that analysis and forecast performance depend strongly on the predominant cloud conditions. Especially convective type clouds lead to high temporal and spatial GHI variability. For cumulus cloud conditions, the analysis error is found to be lower than that introduced by a single pyranometer if it is used representatively for the whole area in distances from the camera larger than 1-2 km. Moreover, forecast skill is much higher for these conditions compared to overcast or clear sky situations causing low GHI variability which is easier to predict by persistence. In order to generalize the cloud-induced forecast error, we identify a variability threshold indicating conditions with positive forecast skill.

Cueing Strategies and Basic Skills in Early Reading.

ERIC Educational Resources Information Center

Beebe, Mona J.; Bulcock, Jeffrey W.

The extent to which cuing strategies and basic skills explanations of early reading constitute complementary approaches was examined in a study involving 94 fourth grade students. Basic skills--a unidimensional component based on measures of vocabulary development, language skills, and work-study skills--proved to be a powerful variable mediating…

Field of Vision Influences Sensory-Motor Control of Skilled and Less-Skilled Dart Players

PubMed Central

Rienhoff, Rebecca; Baker, Joseph; Fischer, Lennart; Strauss, Bernd; Schorer, Jörg

2012-01-01

One characteristic of perceptual expertise in sport and other domains is known as ’the quiet eye', which assumes that fixated information is processed during gaze stability and insufficient spatial information leads to a decrease in performance. The aims of this study were a) replicating inter- and intra-group variability and b) investigating the extent to which quiet eye supports information pick-up of varying fields of vision (i.e., central versus peripheral) using a specific eye-tracking paradigm to compare different skill levels in a dart throwing task. Differences between skill levels were replicated at baseline, but no significant differences in throwing performance were revealed among the visual occlusion conditions. Findings are generally in line with the association between quiet eye duration and aiming performance, but raise questions regarding the relevance of central vision information pick-up for the quiet eye. Key pointsInvestigation of throwing performance and quiet eye duration in dart throwing under several vision conditionsFirst investigation using a dynamic occlusion paradigm, manipulating field of vision in situReplication of previous findings concerning throwing performance and quiet eye durationNew insights about the role of central (and peripheral) vision concerning the quiet eye phenomena PMID:24149366

(A)musicality in Williams syndrome: examining relationships among auditory perception, musical skill, and emotional responsiveness to music.

PubMed

Lense, Miriam D; Shivers, Carolyn M; Dykens, Elisabeth M

2013-01-01

Williams syndrome (WS), a genetic, neurodevelopmental disorder, is of keen interest to music cognition researchers because of its characteristic auditory sensitivities and emotional responsiveness to music. However, actual musical perception and production abilities are more variable. We examined musicality in WS through the lens of amusia and explored how their musical perception abilities related to their auditory sensitivities, musical production skills, and emotional responsiveness to music. In our sample of 73 adolescents and adults with WS, 11% met criteria for amusia, which is higher than the 4% prevalence rate reported in the typically developing (TD) population. Amusia was not related to auditory sensitivities but was related to musical training. Performance on the amusia measure strongly predicted musical skill but not emotional responsiveness to music, which was better predicted by general auditory sensitivities. This study represents the first time amusia has been examined in a population with a known neurodevelopmental genetic disorder with a range of cognitive abilities. Results have implications for the relationships across different levels of auditory processing, musical skill development, and emotional responsiveness to music, as well as the understanding of gene-brain-behavior relationships in individuals with WS and TD individuals with and without amusia.

Social Skills in Youth With Spina Bifida: A Longitudinal Multimethod Investigation Comparing Biopsychosocial Predictors.

PubMed

Holbein, Christina E; Peugh, James L; Holmbeck, Grayson N

2017-11-01

To examine the relative contributions of neuropsychological (attention and executive function), family (cohesion and conflict), and health (body mass index, lesion level, gross motor function) domains on social skills over time in youth with spina bifida (SB). In all, 140 youth with SB (T1 mean age = 11.43 years) and their families participated in the study at baseline with an additional visit 2 years later. Study variables were assessed with multiple methods (questionnaire, medical chart review, observation, neuropsychological tests) and reporters (parents, teachers). Multivariate hierarchical linear regressions determined the predictive power of the three domains for T2 social skills. Neuropsychological variables accounted for significant variance in mother- and father-reported T2 social skills. Neither family nor health variables contributed significantly to later social skills when other domains were included in the model. Neuropsychological factors are particularly important for social skill development in youth with SB. Findings can inform screening and intervention practices. © The Author 2017. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

Examining the Predictive Relations between Two Aspects of Self-Regulation and Growth in Preschool Children’s Early Literacy Skills

PubMed Central

Lonigan, Christopher J.; Allan, Darcey M.; Phillips, Beth M.

2016-01-01

There is strong evidence that self-regulatory processes are linked to early academic skills both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique associations between two components of self-regulation, attention and executive functioning (EF), and growth in early literacy skills over the preschool year using latent-growth-curve analysis. The sample included 1,082 preschool children (M-age = 55.0 months, SD = 3.73). Children completed measures of vocabulary, syntax, phonological awareness, print knowledge, cognitive ability, and self-regulation, and children’s classroom teachers completed a behavior rating measure. To examine the independent relations of the self-regulatory skills and cognitive ability with children’s initial early literacy skills and growth across the preschool year, growth models in which the intercept and slope were simultaneously regressed on each of the predictor variables were examined. Because of the significant relation between intercept and slope for most outcomes, slope was regressed on intercept in the models to allow a determination of direct and indirect effects of the predictors on growth in children’s language and literacy skills across the preschool year. In general, both teacher-rated inattention and directly measured EF were uniquely associated with initial skills level; however, only teacher-rated inattention uniquely predicted growth in early literacy skills. These findings suggest that teacher-ratings of inattention may measure an aspect of self-regulation that is particularly associated with the acquisition of academic skills in early childhood. PMID:27854463

Trainer variability during step training after spinal cord injury: Implications for robotic gait-training device design.

PubMed

Galvez, Jose A; Budovitch, Amy; Harkema, Susan J; Reinkensmeyer, David J

2011-01-01

Robotic devices are being developed to automate repetitive aspects of walking retraining after neurological injuries, in part because they might improve the consistency and quality of training. However, it is unclear how inconsistent manual training actually is or whether stepping quality depends strongly on the trainers' manual skill. The objective of this study was to quantify trainer variability of manual skill during step training using body-weight support on a treadmill and assess factors of trainer skill. We attached a sensorized orthosis to one leg of each patient with spinal cord injury and measured the shank kinematics and forces exerted by different trainers during six training sessions. An expert trainer rated the trainers' skill level based on videotape recordings. Between-trainer force variability was substantial, about two times greater than within-trainer variability. Trainer skill rating correlated strongly with two gait features: better knee extension during stance and fewer episodes of toe dragging. Better knee extension correlated directly with larger knee horizontal assistance force, but better toe clearance did not correlate with larger ankle push-up force; rather, it correlated with better knee and hip extension. These results are useful to inform robotic gait-training design.

Improved staff procedure skills lead to improved managment skills: an observational study in an educational setting.

PubMed

Rüter, Anders; Vikstrom, Tore

2009-01-01

Good staff procedure skills in a management group during incidents and disasters are believed to be a prerequisite for good management of the situation. However, this has not been demonstrated scientifically. Templates for evaluation results from performance indicators during simulation exercises have previously been tested. The aim of this study was to demonstrate the possibility that these indicators can be used as a tool for studying the relationship between good management skills and good staff procedure skills. Good and structured work (staff procedure skills) in a hospital management group during simulation exercises in disaster medicine is related to good and timely decisions (good management skills). Results from 29 consecutive simulation exercises in which staff procedure skills and management skills were evaluated using quantitative measurements were included. The statistical analysis method used was simple linear regression with staff procedure skills as the response variable and management skills as the predictor variable. An overall significant relationship was identified between staff procedure skills and management skills (p(2)0.05). This study suggests that there is a relationship between staff procedure skills and management skills in the educational setting used. Future studies are needed to demonstrate if this also can be observed during actual incidents.

The relationship between biomechanical variables and driving performance during the golf swing.

PubMed

Chu, Yungchien; Sell, Timothy C; Lephart, Scott M

2010-09-01

Swing kinematic and ground reaction force data from 308 golfers were analysed to identify the variables important to driving ball velocity. Regression models were applied at four selected events in the swing. The models accounted for 44-74% of variance in ball velocity. Based on the regression analyses, upper torso-pelvis separation (the X-Factor), delayed release (i.e. the initiation of movement) of the arms and wrists, trunk forward and lateral tilting, and weight-shifting during the swing were significantly related to ball velocity. Our results also verify several general coaching ideas that were considered important to increased ball velocity. The results of this study may serve as both skill and strength training guidelines for golfers.

Skilful Seasonal Predictions of Summer European Rainfall

NASA Astrophysics Data System (ADS)

Dunstone, Nick; Smith, Doug; Scaife, Adam; Hermanson, Leon; Fereday, David; O'Reilly, Chris; Stirling, Alison; Eade, Rosie; Gordon, Margaret; MacLachlan, Craig; Woollings, Tim; Sheen, Katy; Belcher, Stephen

2018-04-01

Year-to-year variability in Northern European summer rainfall has profound societal and economic impacts; however, current seasonal forecast systems show no significant forecast skill. Here we show that skillful predictions are possible (r 0.5, p < 0.001) using the latest high-resolution Met Office near-term prediction system over 1960-2017. The model predictions capture both low-frequency changes (e.g., wet summers 2007-2012) and some of the large individual events (e.g., dry summer 1976). Skill is linked to predictable North Atlantic sea surface temperature variability changing the supply of water vapor into Northern Europe and so modulating convective rainfall. However, dynamical circulation variability is not well predicted in general—although some interannual skill is found. Due to the weak amplitude of the forced model signal (likely caused by missing or weak model responses), very large ensembles (>80 members) are required for skillful predictions. This work is promising for the development of European summer rainfall climate services.

Associations between therapy skills and patient experiences of change processes in cognitive behavioral therapy for psychosis.

PubMed

Wittorf, Andreas; Jakobi-Malterre, Ute E; Beulen, Silke; Bechdolf, Andreas; Müller, Bernhard W; Sartory, Gudrun; Wagner, Michael; Wiedemann, Georg; Wölwer, Wolfgang; Herrlich, Jutta; Klingberg, Stefan

2013-12-30

Despite the promising findings in relation to the efficacy of cognitive behavioral therapy for psychosis (CBTp), little attention has been paid to the therapy skills necessary to deliver CBTp and to the influence of such skills on processes underlying therapeutic change. Our study investigated the associations between general and technical therapy skills and patient experiences of change processes in CBTp. The study sample consisted of 79 patients with psychotic disorders who had undergone CBTp. We randomly selected one tape-recorded therapy session from each of the cases. General and technical therapy skills were assessed by the Cognitive Therapy Scale for Psychosis. The Bern Post Session Report for Patients was applied to measure patient experiences of general change processes in the sense of Grawe's psychological therapy. General skills, such as feedback and understanding, explained 23% of the variance of patients' self-esteem experience, but up to 10% of the variance of mastery, clarification, and contentment experiences. The technical skill of guided discovery consistently showed negative associations with patients' alliance, contentment, and control experiences. The study points to the importance of general therapy skills for patient experiences of change processes in CBTp. Some technical skills, however, could detrimentally affect the therapeutic relationship. © 2013 Elsevier Ireland Ltd. All rights reserved.

Reading Skill and Word Skipping: Implications for Visual and Linguistic Accounts of Word Skipping

ERIC Educational Resources Information Center

Eskenazi, Michael A.; Folk, Jocelyn R.

2015-01-01

We investigated whether high-skill readers skip more words than low-skill readers as a result of parafoveal processing differences based on reading skill. We manipulated foveal load and word length, two variables that strongly influence word skipping, and measured reading skill using the Nelson-Denny Reading Test. We found that reading skill did…

Impact of IQ, computer-gaming skills, general dexterity, and laparoscopic experience on performance with the da Vinci surgical system.

PubMed

Hagen, Monika E; Wagner, Oliver J; Inan, Ihsan; Morel, Philippe

2009-09-01

Due to improved ergonomics and dexterity, robotic surgery is promoted as being easily performed by surgeons with no special skills necessary. We tested this hypothesis by measuring IQ elements, computer gaming skills, general dexterity with chopsticks, and evaluating laparoscopic experience in correlation to performance ability with the da Vinci robot. Thirty-four individuals were tested for robotic dexterity, IQ elements, computer-gaming skills and general dexterity. Eighteen surgically inexperienced and 16 laparoscopically trained surgeons were included. Each individual performed three different tasks with the da Vinci surgical system and their times were recorded. An IQ test (elements: logical thinking, 3D imagination and technical understanding) was completed by each participant. Computer skills were tested with a simple computer game (hand-eye coordination) and general dexterity was evaluated by the ability to use chopsticks. We found no correlation between logical thinking, 3D imagination and robotic skills. Both computer gaming and general dexterity showed a slight but non-significant improvement in performance with the da Vinci robot (p > 0.05). A significant correlation between robotic skills, technical understanding and laparoscopic experience was observed (p < 0.05). The data support the conclusion that there are no significant correlations between robotic performance and logical thinking, 3D understanding, computer gaming skills and general dexterity. A correlation between robotic skills and technical understanding may exist. Laparoscopic experience seems to be the strongest predictor of performance with the da Vinci surgical system. Generally, it appears difficult to determine non-surgical predictors for robotic surgery.

Neither Basic Life Support knowledge nor self-efficacy are predictive of skills among dental students.

PubMed

Mac Giolla Phadraig, C; Ho, J D; Guerin, S; Yeoh, Y L; Mohamed Medhat, M; Doody, K; Hwang, S; Hania, M; Boggs, S; Nolan, A; Nunn, J

2017-08-01

Basic life support (BLS) is considered a core competence for the graduating dentist. This study aimed to measure BLS knowledge, self-efficacy and skills of undergraduate dental students in Dublin. This study consisted of a cross-sectional survey measuring BLS knowledge and self-efficacy, accompanied by a directly observed BLS skills assessment in a subsample of respondents. Data were collected in January 2014. Bivariate correlations between descriptive and outcome variables (knowledge, self-efficacy and skills) were tested using Pearson's chi-square. We included knowledge and self-efficacy as predictor variables, along with other variables showing association, into a binary logistic regression model with BLS skills as the outcome measure. One hundred and thirty-five students participated. Almost all (n = 133, 98.5%) participants had BLS training within the last 2 years. One hundred and four (77%) felt that they were capable of providing effective BLS (self-efficacy), whilst only 46 (34.1%) scored >80% of knowledge items correct. Amongst the skills (n = 85) subsample, 38.8% (n = 33) were found to pass the BLS skills assessment. Controlling for gender, age and skills assessor, the regression model did not identify a predictive relationship between knowledge or self-efficacy and BLS skills. Neither knowledge nor self-efficacy was predictive of BLS skills. Dental students had low levels of knowledge and skills in BLS. Despite this, their confidence in their ability to perform BLS was high and did not predict actual competence. There is a need for additional hands-on training, focusing on self-efficacy and BLS skills, particularly the use of AED. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The application of k-Nearest Neighbour in the identification of high potential archers based on relative psychological coping skills variables

NASA Astrophysics Data System (ADS)

Taha, Zahari; Muazu Musa, Rabiu; Majeed, Anwar P. P. Abdul; Razali Abdullah, Mohamad; Muaz Alim, Muhammad; Nasir, Ahmad Fakhri Ab

2018-04-01

The present study aims at classifying and predicting high and low potential archers from a collection of psychological coping skills variables trained on different k-Nearest Neighbour (k-NN) kernels. 50 youth archers with the average age and standard deviation of (17.0 ±.056) gathered from various archery programmes completed a one end shooting score test. Psychological coping skills inventory which evaluates the archers level of related coping skills were filled out by the archers prior to their shooting tests. k-means cluster analysis was applied to cluster the archers based on their scores on variables assessed k-NN models, i.e. fine, medium, coarse, cosine, cubic and weighted kernel functions, were trained on the psychological variables. The k-means clustered the archers into high psychologically prepared archers (HPPA) and low psychologically prepared archers (LPPA), respectively. It was demonstrated that the cosine k-NN model exhibited good accuracy and precision throughout the exercise with an accuracy of 94% and considerably fewer error rate for the prediction of the HPPA and the LPPA as compared to the rest of the models. The findings of this investigation can be valuable to coaches and sports managers to recognise high potential athletes from the selected psychological coping skills variables examined which would consequently save time and energy during talent identification and development programme.

Is Word-Problem Solving a Form of Text Comprehension?

PubMed Central

Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L.; Wang, Amber Y.

2015-01-01

This study’s hypotheses were that (a) word-problem (WP) solving is a form of text comprehension that involves language comprehension processes, working memory, and reasoning, but (b) WP solving differs from other forms of text comprehension by requiring WP-specific language comprehension as well as general language comprehension. At the start of the 2nd grade, children (n = 206; on average, 7 years, 6 months) were assessed on general language comprehension, working memory, nonlinguistic reasoning, processing speed (a control variable), and foundational skill (arithmetic for WPs; word reading for text comprehension). In spring, they were assessed on WP-specific language comprehension, WPs, and text comprehension. Path analytic mediation analysis indicated that effects of general language comprehension on text comprehension were entirely direct, whereas effects of general language comprehension on WPs were partially mediated by WP-specific language. By contrast, effects of working memory and reasoning operated in parallel ways for both outcomes. PMID:25866461

LOGICAL REASONING ABILITY AND STUDENT PERFORMANCE IN GENERAL CHEMISTRY.

PubMed

Bird, Lillian

2010-03-01

Logical reasoning skills of students enrolled in General Chemistry at the University of Puerto Rico in Río Piedras were measured using the Group Assessment of Logical Thinking (GALT) test. The results were used to determine the students' cognitive level (concrete, transitional, formal) as well as their level of performance by logical reasoning mode (mass/volume conservation, proportional reasoning, correlational reasoning, experimental variable control, probabilistic reasoning and combinatorial reasoning). This information was used to identify particular deficiencies and gender effects, and to determine which logical reasoning modes were the best predictors of student performance in the general chemistry course. Statistical tests to analyze the relation between (a) operational level and final grade in both semesters of the course; (b) GALT test results and performance in the ACS General Chemistry Examination; and (c) operational level and student approach (algorithmic or conceptual) towards a test question that may be answered correctly using either strategy, were also performed.

LOGICAL REASONING ABILITY AND STUDENT PERFORMANCE IN GENERAL CHEMISTRY

PubMed Central

Bird, Lillian

2010-01-01

Logical reasoning skills of students enrolled in General Chemistry at the University of Puerto Rico in Río Piedras were measured using the Group Assessment of Logical Thinking (GALT) test. The results were used to determine the students’ cognitive level (concrete, transitional, formal) as well as their level of performance by logical reasoning mode (mass/volume conservation, proportional reasoning, correlational reasoning, experimental variable control, probabilistic reasoning and combinatorial reasoning). This information was used to identify particular deficiencies and gender effects, and to determine which logical reasoning modes were the best predictors of student performance in the general chemistry course. Statistical tests to analyze the relation between (a) operational level and final grade in both semesters of the course; (b) GALT test results and performance in the ACS General Chemistry Examination; and (c) operational level and student approach (algorithmic or conceptual) towards a test question that may be answered correctly using either strategy, were also performed. PMID:21373364

Measuring shared decision making in the consultation: a comparison of the OPTION and Informed Decision Making instruments.

PubMed

Weiss, Marjorie C; Peters, Tim J

2008-01-01

To investigate the applied and conceptual relationship between two measures of shared decision making using the OPTION instrument developed in Wales and the Informed Decision Making instrument developed in Seattle, USA using audio-taped consultation data from a UK general practice population. Twelve general practitioners were recruited from 6 general practices in the southwest of England. One hundred twenty-three GP-patient consultations were audio-recorded. Audiotapes were sent off to, and rated by, respective experts in the use of the OPTION and the Informed Decision Making instruments. Compared to earlier work using the Informed Decision Making tool, consultations in this sample were shorter, had fewer decisions and tended to have a greater number of elements present. Similar to previous research using the OPTION, values using the OPTION instrument were low with two items, giving the patient opportunities to ask questions and checking patient understanding, exhibiting the most variability. Using a 'key' decision in each consultation as the basis for comparison, the Informed Decision Making score was not related to the overall OPTION score (Spearman's rho=0.14, p=0.13). Both instruments also predicted different 'best' and 'worst' doctors. Using a Bland-Altman plot for assessing agreement, the mean difference between the two measures was 1.11 (CI 0.66-1.56) and the limits of agreement were -3.94 to 6.16. There were several elements between the two instruments that appeared conceptually similar and correlations for these were generally higher. These were: discussing alternatives or options (Spearman's rho=0.35, p=0.0001), discussion of the patient's role in decision making (Spearman's rho=0.23, p=0.012), discussion of the pros/cons of the alternatives (Spearman's rho=0.20, p=0.024) and assessment of the patient's understanding (Spearman's rho=0.19, p=0.03). Measures of shared decision making are helpful in identifying those shared decision making skills which may be problematic or difficult to integrate into practice and provide a tool by which the development of skills can be assessed over time. Research may implicitly place undue value on those aspects of shared decision making which are most easily measured. Shared decision making tools are a useful way of capturing the presence or absence of specific shared decision making skills and changes in skills acquisition over time. However there may be limits in the extent to which the concept of shared decision making can be measured and that more easily measured skills will be emphasised to the detriment of other important shared decision making skills.

Reducing the negative effects of emotion work in service occupations: emotional competence as a psychological resource.

PubMed

Giardini, Angelo; Frese, Michael

2006-01-01

Although emotion work and emotional competence focus on similar processes, there has been a lack of integration between the 2 concepts. Emotion work is the regulatory effort to express organizationally desired emotions, whereas emotional competence encompasses skills that focus on how people deal with and regulate their own affect and that of others. The general hypothesis of this study was that emotional competence can be regarded as an important personal resource in emotion work because it moderates the relationships between work characteristics, emotional dissonance, and outcome variables. Eighty-four service employees completed a questionnaire on their working conditions and their well-being. In addition, peer ratings for emotional competence were completed. The authors found that emotional competence moderated most of the proposed relationships between work characteristics and emotional dissonance, between emotional dissonance and outcome variables, and between work characteristics and outcome variables. Copyright 2006 APA.

Examining Preservice Science Teachers' Skills of Formulating Hypotheses and Identifying Variables

ERIC Educational Resources Information Center

Aydogdu, Bülent

2015-01-01

The aim of this study is to examine preservice science teachers' skills of formulating hypotheses and identifying variables. The research has a phenomenological research design. The data was gathered qualitatively. In this study, preservice science teachers were first given two scenarios (Scenario-1 & Scenario-2) containing two different…

Programming generalization of social skills in preschool children with hearing impairments.

PubMed

Ducharme, D E; Holborn, S W

1997-01-01

The efficacy of a social skills training package in producing stimulus generalization, both with and without the systematic application of generalization programming techniques, was evaluated with 5 preschool children with hearing impairments. The evaluation was conducted within a multiple baseline design. Generalization probes were conducted daily. The social skills training package was implemented in a training setting and produced high, stable rates of social interaction in that setting. However, generalization of the social skills to new teachers, peers, and play activities did not occur until generalization programming strategies were applied in the original training setting. Using sufficient stimulus exemplars and contacting natural consequences appeared to be the key strategies for promoting generalization of social interaction. In addition, the use of supplementary procedures (e.g., a fluency criterion and treatment integrity checks) may have contributed to stimulus generalization.

Programming generalization of social skills in preschool children with hearing impairments.

PubMed Central

Ducharme, D E; Holborn, S W

1997-01-01

The efficacy of a social skills training package in producing stimulus generalization, both with and without the systematic application of generalization programming techniques, was evaluated with 5 preschool children with hearing impairments. The evaluation was conducted within a multiple baseline design. Generalization probes were conducted daily. The social skills training package was implemented in a training setting and produced high, stable rates of social interaction in that setting. However, generalization of the social skills to new teachers, peers, and play activities did not occur until generalization programming strategies were applied in the original training setting. Using sufficient stimulus exemplars and contacting natural consequences appeared to be the key strategies for promoting generalization of social interaction. In addition, the use of supplementary procedures (e.g., a fluency criterion and treatment integrity checks) may have contributed to stimulus generalization. PMID:9433789

Effective practices of international volunteering for health: perspectives from partner organizations.

PubMed

Lough, Benjamin J; Tiessen, Rebecca; Lasker, Judith N

2018-01-24

The demand for international volunteer experiences to promote global health and nutrition is increasing and numerous studies have documented the experiences of the international volunteers who travel abroad; however, little is known about effective practices from the perspective of partner organizations. This study aims to understand how variables such as the skill-level of volunteers, the duration of service, cultural and language training, and other key variables affect partner organizations' perceptions of volunteer effectiveness at promoting healthcare and nutrition. This study used a cross-sectional design to survey a convenience sample of 288 volunteer partner organizations located in 68 countries. Principle components analyses and manual coding of cases resulted in a categorization of five generalized types of international volunteering. Differences among these types were compared by the duration of service, skill-level of volunteers, and the volunteers' perceived fit with organizational needs. In addition, a multivariate ordinary least square regression tested associations between nine different characteristics/activities and the volunteers' perceived effectiveness at promoting healthcare and nutrition. Partner organizations viewed highly-skilled volunteers serving for a short-term abroad as the most effective at promoting healthcare and nutrition in their organizations, followed by slightly less-skilled long-term volunteers. The greatest amount of variance in perceived effectiveness was volunteers' ability to speak the local language, followed by their skill level and the duration of service abroad. In addition, volunteer training in community development principles and practices was significantly related to perceived effectiveness. The perceptions of effective healthcare promotion identified by partner organizations suggest that program and volunteer characteristics need to be carefully considered when deciding on methods of volunteer preparation and engagement. By better integrating evidence-based practices into their program models, international volunteer cooperation organizations can greatly strengthen their efforts to promote more effective and valuable healthcare and nutrition interventions in partner communities.

An Exploration of the Perception of Dance and Its Relation to Biomechanical Motion: A Systematic Review and Narrative Synthesis.

PubMed

Chang, Michael; Halaki, Mark; Adams, Roger; Cobley, Stephen; Lee, Kwee-Yum; O'Dwyer, Nicholas

2016-01-01

In dance, the goals of actions are not always clearly defined. Investigations into the perceived quality of dance actions and their relation to biomechanical motion should give insight into the performance of dance actions and their goals. The purpose of this review was to explore and document current literature concerning dance perception and its relation to the biomechanics of motion. Seven studies were included in the review. The study results showed systematic differences between expert, non-expert, and novice dancers in biomechanical and perceptual measures, both of which also varied according to the actions expressed in dance. Biomechanical and perceptual variables were found to be correlated in all the studies in the review. Significant relations were observed between kinematic variables such as amplitude, speed, and variability of movement, and perceptual measures of beauty and performance quality. However, in general, there were no clear trends in these relations. Instead, the evidence suggests that perceptual ratings of dance may be specific to both the task (the skill of the particular action) and the context (the music and staging). The results also suggest that the human perceptual system is sensitive to skillful movements and neuromuscular coordination. Since the value perceived by audiences appears to be related to dance action goals and the coordination of dance elements, practitioners could place a priority on development and execution of those factors.

Interannual Variability of the Patagonian Shelf Circulation and Cross-Shelf Exchange

NASA Astrophysics Data System (ADS)

Combes, V.; Matano, R. P.

2016-02-01

Observational studies have already established the general mean circulation and hydrographic characteristics of the Patagonian shelf waters using data from in situ observation, altimetry and more recently from the Aquarius satellite sea surface salinity, but the paucity of those data in time or below the surface leave us with an incomplete picture of the shelf circulation and of its variability. This study discusses the variability of the Patagonian central shelf circulation and off-shelf transport using a high-resolution model experiment for the period 1979-2012. The model solution shows high skill in reproducing the best-known aspects of the shelf and deep-ocean circulations. This study links the variability of the central shelf circulation and off-shelf transport to the wind variability, southern shelf transport variability and large-scale current variability. We find that while the inner and central shelf circulation are principally wind driven, the contribution of the Brazil/Malvinas Confluence (BMC) variability becomes important in the outer shelf and along the shelf break. The model also indicates that whereas the location of the off-shelf transport is controlled by the BMC, its variability is modulated by the southern shelf transport. The variability of the subtropical shelf front, where the fresh southern shelf waters encounters the saline northern shelf waters, is also presented in this study.

Using computer assisted learning for clinical skills education in nursing: integrative review.

PubMed

Bloomfield, Jacqueline G; While, Alison E; Roberts, Julia D

2008-08-01

This paper is a report of an integrative review of research investigating computer assisted learning for clinical skills education in nursing, the ways in which it has been studied and the general findings. Clinical skills are an essential aspect of nursing practice and there is international debate about the most effective ways in which these can be taught. Computer assisted learning has been used as an alternative to conventional teaching methods, and robust research to evaluate its effectiveness is essential. The CINAHL, Medline, BNI, PsycInfo and ERIC electronic databases were searched for the period 1997-2006 for research-based papers published in English. Electronic citation tracking and hand searching of reference lists and relevant journals was also undertaken. Twelve studies met the inclusion criteria. An integrative review was conducted and each paper was explored in relation to: design, aims, sample, outcome measures and findings. Many of the study samples were small and there were weaknesses in designs. There is limited empirical evidence addressing the use of computer assisted learning for clinical skills education in nursing. Computer assisted learning has been used to teach a limited range of clinical skills in a variety of settings. The paucity of evaluative studies indicates the need for more rigorous research to investigate the effect of computer assisted learning for this purpose. Areas that need to be addressed in future studies include: sample size, range of skills, longitudinal follow-up and control of confounding variables.

Predicting Students' Skills in the Context of Scientific Inquiry with Cognitive, Motivational, and Sociodemographic Variables

NASA Astrophysics Data System (ADS)

Nehring, Andreas; Nowak, Kathrin H.; Belzen, Annette Upmeier zu; Tiemann, Rüdiger

2015-06-01

Research on predictors of achievement in science is often targeted on more traditional content-based assessments and single student characteristics. At the same time, the development of skills in the field of scientific inquiry constitutes a focal point of interest for science education. Against this background, the purpose of this study was to investigate to which extent multiple student characteristics contribute to skills of scientific inquiry. Based on a theoretical framework describing nine epistemological acts, we constructed and administered a multiple-choice test that assesses these skills in lower and upper secondary school level (n = 780). The test items contained problem-solving situations that occur during chemical investigations in school and had to be solved by choosing an appropriate inquiry procedure. We collected further data on 12 cognitive, motivational, and sociodemographic variables such as conceptual knowledge, enjoyment of chemistry, or language spoken at home. Plausible values were drawn to quantify students' inquiry skills. The results show that students' characteristics predict their inquiry skills to a large extent (55%), whereas 9 out of 12 variables contribute significantly on a multivariate level. The influence of sociodemographic traits such as gender or the social background becomes non-significant after controlling for cognitive and motivational variables. Furthermore, the performance advance of students from upper secondary school level can be explained by controlling for cognitive covariates. We discuss our findings with regard to curricular aspects and raise the question whether the inquiry skills can be considered as an autonomous trait in science education research.

Effects of biomotor structures on performance of competitive gymnastics elements in elementary school male sixth-graders.

PubMed

Delas, Suncica; Zagorac, Nebojsa; Katić, Ratko

2008-06-01

In order to identify the biomotor systems that determine performance of competitive gymnastics elements in elementary school male sixth-graders, factor structures of morphological characteristics and basic motor abilities were determined first, followed by relations of the morphological-motor system factors obtained with a set of criterion variables evaluating specific motor skills in competitive gymnastics in 110 male children aged 12 years +/- 3 months. Factor analysis of 17 morphological measures produced three morphological factors: factor of mesoectoendomorphy (general morphological factor) and factor of pronounced endomorphy, i.e. excessive adipose tissue, along with low skeleton longitudinality. Factor analysis of 16 motor variables yielded four motor factors: factor of general motoricity; factor integrating leg flexibility and arm explosiveness; factor juxtaposing body flexibility and repetitive leg strength; and factor predominantly defining leg movement frequency. Three significant canonical correlations, i.e. linear combinations, explained the association between the set of six latent variables of the morphological and basic motor system, and five variables assessing the knowledge in competitive gymnastics. The first canonical linear combination was based on the favorable and predominant impact of the general motor factor (a system integrating leg explosiveness, whole body coordination, relative arm and trunk strength, and arm movement frequency), along with unfavorable effect of morphological factors on the gymnastics elements performance, squat vault and handstand in particular The relation of the second pair of canonical factors pointed to the effects of leg flexibility and arm explosiveness on the cartwheel and backward pullover mount performance, whereas the relation of the third pair of canonical factors showed a favorable impact of the general morphological factor and leg movement frequency regulator on the forward shoulderkip from increase, cartwheel and handstand performance.

The Generic Skills Subcommittee Final Report to the Academic Plan Steering Committee. General Education Task Force.

ERIC Educational Resources Information Center

George Brown Coll., Toronto (Ontario).

Ontario's College Standards and Accreditation Council (CSAC) devised a plan to enhance three dimensions of college education: general education, generic skills; and vocational or professional education. The CSAC designates generic skills as practical life skills essential for both personal and career success, defining these practical, portable…

Undergraduate research internships: veterinary students' experiences and the relation with internship quality.

PubMed

Jaarsma, Debbie A D C; Muijtjens, Arno M M; Dolmans, Diana H J M; Schuurmans, Eva M; Van Beukelen, Peter; Scherpbier, Albert J J A

2009-05-01

The learning environment of undergraduate research internships has received little attention, compared to postgraduate research training. This study investigates students' experiences with research internships, particularly the quality of supervision, development of research skills, the intellectual and social climate, infrastructure support, and the clarity of goals and the relationship between the experiences and the quality of students' research reports and their overall satisfaction with internships. A questionnaire (23 items, a 5-point Likert scale) was administered to 101 Year five veterinary students after completion of a research internship. Multiple linear regression analyses were conducted with quality of supervision, development of research skills, climate, infrastructure and clarity of goals as independent variables and the quality of students' research reports and students' overall satisfaction as dependent variables. The response rate was 79.2%. Students' experiences are generally positive. Students' experiences with the intellectual and social climate are significantly correlated with the quality of research reports whilst the quality of supervision is significantly correlated with both the quality of research reports and students' overall satisfaction with the internship. Both the quality of supervision and the climate are found to be crucial factors in students' research learning and satisfaction with the internship.

Does parental mental health moderate the effect of a telephone and internet-assisted remote parent training for disruptive 4-year-old children?

PubMed

Fossum, Sturla; Cunningham, Charles; Ristkari, Terja; McGrath, Patrick J; Hinkka-Yli-Salomäki, Susanna; Sourander, Andre

2018-06-01

This study explores the moderators affecting the success of an Internet-based and telephone assisted remote parent training intervention and compares them to an educational control group. We prospectively identified 464 parents who reported at a health check that their 4-year-old children showed elevated levels of externalizing behavior. The moderators explored included parental attention deficit and hyperactivity disorder (ADHD) and parental distress. The dependent variables were child externalization scores and self-reported parenting skills. The measures were completed at baseline, six and 12-months follow-up. The 232 families randomized to active treatment received 11 Internet-based training sessions with weekly phone calls from a coach. The other 232 families had access to a website that provided general positive parenting advice and one 45-minute phone-call from a coach. Using hierarchical linear models, we explored if the parental ADHD or parental distress modified the treatment effects on child externalizing behavior or parenting skills. The results showed that none of the independent variables moderated intervention effects on child externalizing behavior or parenting skills. The lack of significant moderator effects could have been due to the treatment's personalization, the format's flexibility and adaptability to when and how the parents wanted to complete the sessions or the relatively low levels of ADHD and parental distress among the participants. © 2018 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Using a cross section to train veterinary students to visualize anatomical structures in three dimensions

NASA Astrophysics Data System (ADS)

Provo, Judy; Lamar, Carlton; Newby, Timothy

2002-01-01

A cross section was used to enhance three-dimensional knowledge of anatomy of the canine head. All veterinary students in two successive classes (n = 124) dissected the head; experimental groups also identified structures on a cross section of the head. A test assessing spatial knowledge of the head generated 10 dependent variables from two administrations. The test had content validity and statistically significant interrater and test-retest reliability. A live-dog examination generated one additional dependent variable. Analysis of covariance controlling for performance on course examinations and quizzes revealed no treatment effect. Including spatial skill as a third covariate revealed a statistically significant effect of spatial skill on three dependent variables. Men initially had greater spatial skill than women, but spatial skills were equal after 8 months. A qualitative analysis showed the positive impact of this experience on participants. Suggestions for improvement and future research are discussed.

Effect of Scientific Argumentation on the Development of Scientific Process Skills in the Context of Teaching Chemistry

ERIC Educational Resources Information Center

Gultepe, Nejla; Kilic, Ziya

2015-01-01

This study was conducted in order to determine the differences in integrated scientific process skills (designing experiments, forming data tables, drawing graphs, graph interpretation, determining the variables and hypothesizing, changing and controlling variables) of students (n = 17) who were taught with an approach based on scientific…

The Developmental Effect of Concurrent Cognitive and Locomotor Skills: Time-Sharing from a Dynamical Perspective.

ERIC Educational Resources Information Center

Whitall, Jill

1991-01-01

Presents research on the effects of concurrent verbal cognition on locomotor skills. Results revealed no interference with coordination variables across age, but some interference with control variables, particularly in younger subjects. Coordination of gait required less attention than setting of control parameters. This coordination was in place…

Verification of Causal Influences of Reasoning Skills and Epistemology on Physics Conceptual Learning

ERIC Educational Resources Information Center

Ding, Lin

2014-01-01

This study seeks to test the causal influences of reasoning skills and epistemologies on student conceptual learning in physics. A causal model, integrating multiple variables that were investigated separately in the prior literature, is proposed and tested through path analysis. These variables include student preinstructional reasoning skills…

Teaching children generalized imitation skills: a case report.

PubMed

Brown, Freddy Jackson; Peace, Natalie; Parsons, Rachel

2009-03-01

Generalized imitation plays an important role in the acquisition of new skills, in particular language and communication. In this case report a multiple exemplar training procedure, with an errorless learning phase, was used to teach Ben, a 13-year-old child with severe intellectual disabilities, to imitate behaviours modelled by an adult instructor. After exposure to seven multiple exemplars, Ben learned to imitate novel actions to criterion (i.e. generalized imitation). These skills were maintained at 90 percent at 6 week and 18 week follow-up. In line with earlier research, this article provides some further support for the finding that multiple exemplar training can facilitate the reliable emergence of generalized imitation skills. Topographically similar behaviours during the learning phase can be difficult to discriminate and hence can slow the learning process. Future research could explore how generalized imitation supports the development of basic communication and activity skills.

Development of Different Forms of Skill Learning throughout the Lifespan

ERIC Educational Resources Information Center

Lukács, Ágnes; Kemény, Ferenc

2015-01-01

The acquisition of complex motor, cognitive, and social skills, like playing a musical instrument or mastering sports or a language, is generally associated with implicit skill learning (SL). Although it is a general view that SL is most effective in childhood, and such skills are best acquired if learning starts early, this idea has rarely been…

Self-Monitoring as a Means to Generalize Social Skills

ERIC Educational Resources Information Center

Childs, Deborah

2012-01-01

Social skills are important for success in school as well as in life. Social skills training (SST) has been effective in teaching students required skills within the context of the training site, but often these have not generalized to additional settings (DuPaul & Eckert, 1994). This study researches the effect of adding self-management to an…

Trained, Generalized, and Collateral Behavior Changes of Preschool Children Receiving Gross-Motor Skills Training.

ERIC Educational Resources Information Center

Kirby, Kimberly C.; Holborn, Stephen W.

1986-01-01

Three preschool children participated in a behavioral training program to improve their gross-motor skills. Results indicated that the program improved the 10 targeted gross-motor skills and that improvements sometimes generalized to other settings. The program did not produce changes in fine-motor skills or social behaviors. Implications are…

An Exploration of a Community-Based LEGO® Social-Skills Program for Youth with Autism Spectrum Disorder

ERIC Educational Resources Information Center

MacCormack, Jeffrey W. H.; Matheson, Ian A.; Hutchinson, Nancy L.

2015-01-01

Clinical interventions have been effective at increasing social skills of youth with autism spectrum disorder (ASD). However, generalization of those skills to non-clinical environments is often low. To reduce this generalization gap, community-based programs have been designed to help youth develop social skills in naturalistic settings. This…

An exploration of the perceived factors that affect the learning and transfer of skills taught to student midwives.

PubMed

Longworth, Mary K

2013-08-01

the aim of this study was to examine the attitudes of student midwives towards skills training and practise. The objectives were to explore the factors in the skills laboratory environment and in clinical practice which affect how successfully student midwives transfer into clinical practice the various skills they have learnt in preparation for an Objective Structured Clinical Examination. a review of the background literature revealed that there were many variables related to successful transfer of skills in general but there appeared to be a gap around perceived factors affecting transfer of skills of student midwives. a mixed methods design was conducted using both questionnaires and semi-structured interviews between June and August 2010. questionnaires were administered to all midwifery students at one university in Wales. These were later followed by semi-structured interviews for 6 student midwives who were purposively selected from all year groups. the results from the questionnaires revealed that a majority of students had positive attitudes to educators and mentors and to their skills acquisition experience in the skills laboratory and to the available opportunities to practise in clinical practice. Although students believed in the transferability of skills from the laboratory setting to clinical practice, a majority thought that clinical practice provided them with a better opportunity to learn clinical skills. The semi-structured interviews demonstrated that facilitating factors in the skills laboratory included having adequate instruction as well as having a designated space. Hindering factors included unrealistic models and equipment. In clinical practice, facilitating factors included having the opportunities to practise skills and support and feedback from the mentor. Hindering factors included deficits in the student-mentor relationship. this study highlighted that midwifery students must be adequately prepared to carry out clinical skills competently and effectively. Educators and mentors must provide adequate support and feedback to promote transfer of knowledge and skills into the workplace to optimise high standards of care for women and their babies. Copyright © 2012 Elsevier Ltd. All rights reserved.

The identification of high potential archers based on relative psychological coping skills variables: A Support Vector Machine approach

NASA Astrophysics Data System (ADS)

Taha, Zahari; Muazu Musa, Rabiu; Majeed, A. P. P. Abdul; Razali Abdullah, Mohamad; Aizzat Zakaria, Muhammad; Muaz Alim, Muhammad; Arif Mat Jizat, Jessnor; Fauzi Ibrahim, Mohamad

2018-03-01

Support Vector Machine (SVM) has been revealed to be a powerful learning algorithm for classification and prediction. However, the use of SVM for prediction and classification in sport is at its inception. The present study classified and predicted high and low potential archers from a collection of psychological coping skills variables trained on different SVMs. 50 youth archers with the average age and standard deviation of (17.0 ±.056) gathered from various archery programmes completed a one end shooting score test. Psychological coping skills inventory which evaluates the archers level of related coping skills were filled out by the archers prior to their shooting tests. k-means cluster analysis was applied to cluster the archers based on their scores on variables assessed. SVM models, i.e. linear and fine radial basis function (RBF) kernel functions, were trained on the psychological variables. The k-means clustered the archers into high psychologically prepared archers (HPPA) and low psychologically prepared archers (LPPA), respectively. It was demonstrated that the linear SVM exhibited good accuracy and precision throughout the exercise with an accuracy of 92% and considerably fewer error rate for the prediction of the HPPA and the LPPA as compared to the fine RBF SVM. The findings of this investigation can be valuable to coaches and sports managers to recognise high potential athletes from the selected psychological coping skills variables examined which would consequently save time and energy during talent identification and development programme.

Evaluating the spatio-temporal performance of sky-imager-based solar irradiance analysis and forecasts

NASA Astrophysics Data System (ADS)

Schmidt, Thomas; Kalisch, John; Lorenz, Elke; Heinemann, Detlev

2016-03-01

Clouds are the dominant source of small-scale variability in surface solar radiation and uncertainty in its prediction. However, the increasing share of solar energy in the worldwide electric power supply increases the need for accurate solar radiation forecasts. In this work, we present results of a very short term global horizontal irradiance (GHI) forecast experiment based on hemispheric sky images. A 2-month data set with images from one sky imager and high-resolution GHI measurements from 99 pyranometers distributed over 10 km by 12 km is used for validation. We developed a multi-step model and processed GHI forecasts up to 25 min with an update interval of 15 s. A cloud type classification is used to separate the time series into different cloud scenarios. Overall, the sky-imager-based forecasts do not outperform the reference persistence forecasts. Nevertheless, we find that analysis and forecast performance depends strongly on the predominant cloud conditions. Especially convective type clouds lead to high temporal and spatial GHI variability. For cumulus cloud conditions, the analysis error is found to be lower than that introduced by a single pyranometer if it is used representatively for the whole area in distances from the camera larger than 1-2 km. Moreover, forecast skill is much higher for these conditions compared to overcast or clear sky situations causing low GHI variability, which is easier to predict by persistence. In order to generalize the cloud-induced forecast error, we identify a variability threshold indicating conditions with positive forecast skill.

Moneymed: a game to develop management skills in general practice

PubMed Central

Essex, B.; Jackson, R. N.

1981-01-01

A game has been developed to train people in the financial and administrative skills needed for effective general practice management. These skills cover a wide range of legal, economic, administrative and personnel problems encountered in general practice. Thirty-four trainees and six trainers showed a highly significant improvement in knowledge and problem-solving skills after playing the game. The format and design of the game allow the problem type, complexity and solution to vary and to be readily updated. So far, this seems to be one of the most effective instruments yet developed for learning these skills. Imagesp736-a PMID:7338867

Multi-pentad prediction of precipitation variability over Southeast Asia during boreal summer using BCC_CSM1.2

NASA Astrophysics Data System (ADS)

Li, Chengcheng; Ren, Hong-Li; Zhou, Fang; Li, Shuanglin; Fu, Joshua-Xiouhua; Li, Guoping

2018-06-01

Precipitation is highly variable in space and discontinuous in time, which makes it challenging for models to predict on subseasonal scales (10-30 days). We analyze multi-pentad predictions from the Beijing Climate Center Climate System Model version 1.2 (BCC_CSM1.2), which are based on hindcasts from 1997 to 2014. The analysis focus on the skill of the model to predict precipitation variability over Southeast Asia from May to September, as well as its connections with intraseasonal oscillation (ISO). The effective precipitation prediction length is about two pentads (10 days), during which the skill measured by anomaly correlation is greater than 0.1. In order to further evaluate the performance of the precipitation prediction, the diagnosis results of the skills of two related circulation fields show that the prediction skills for the circulation fields exceed that of precipitation. Moreover, the prediction skills tend to be higher when the amplitude of ISO is large, especially for a boreal summer intraseasonal oscillation. The skills associated with phases 2 and 5 are higher, but that of phase 3 is relatively lower. Even so, different initial phases reflect the same spatial characteristics, which shows higher skill of precipitation prediction in the northwest Pacific Ocean. Finally, filter analysis is used on the prediction skills of total and subseasonal anomalies. The results of the two anomaly sets are comparable during the first two lead pentads, but thereafter the skill of the total anomalies is significantly higher than that of the subseasonal anomalies. This paper should help advance research in subseasonal precipitation prediction.

Informal Training in Staff Networks to Support Dissemination of Health Promotion Programs

PubMed Central

Ramanadhan, Shoba; Wiecha, Jean L.; Gortmaker, Steven L.; Emmons, Karen M.; Viswanath, Kasisomayajula

2011-01-01

Purpose To study informal skill transfer via staff networks as a complement to formal training among afterschool childcare providers implementing a health promotion program. Design Cross-sectional, sociometric network analysis. Setting Boston Young Men’s Christian Association (YMCA) afterschool programs implementing the iPLAY program. Participants All 91 staff members at 20 sites were eligible; 80 completed the survey (88% response rate). Measures At the network level, network density measured system-level connectedness. At the staff level, the independent variable was out degree, the number of individuals to whom respondents noted a program-related connection. The dependent variable was skill gains, the number of key implementation skills gained from the network. Analysis We mapped the staff program-related social network. We utilized multiple linear regression to estimate the relationship between out degree and skill gains, and we adjusted for clustering of staff in sites. Results Most staff (77%) reported gaining at least one skill from the network, but only 2% of potential network connections were established. The regression model showed that out degree (i.e., number of program-related contacts) was significantly associated with skill gains (β = .48, p < .01) independent of other variables. Conclusion Informal skill transfer in staff networks may be a useful complement to formal training for implementation of health promotion programs, but informal skill transfer was likely underutilized in this network. Future research employing longitudinal and/or multisite data should examine these findings in greater detail. PMID:20809826

Characteristics explaining performance in downhill mountain biking.

PubMed

Chidley, Joel B; MacGregor, Alexandra L; Martin, Caoimhe; Arthur, Calum A; Macdonald, Jamie H

2015-03-01

To identify physiological, psychological, and skill characteristics that explain performance in downhill (DH) mountain-bike racing. Four studies were used to (1) identify factors potentially contributing to DH performance (using an expert focus group), (2) develop and validate a measure of rider skill (using video analysis and expert judge evaluation), (3) evaluate whether physiological, psychological, and skill variables contribute to performance at a DH competition, and (4) test the specific contribution of aerobic capacity to DH performance. STUDY 1 identified aerobic capacity, handgrip endurance, anaerobic power, rider skill, and self-confidence as potentially important for DH. In study 2 the rider-skill measure displayed good interrater reliability. Study 3 found that rider skill and handgrip endurance were significantly related to DH ride time (β=-0.76 and -0.14, respectively; R2=.73), with exploratory analyses suggesting that DH ride time may also be influenced by self-confidence and aerobic capacity. Study 4 confirmed aerobic capacity as an important variable influencing DH performance (for a DH ride, mean oxygen uptake was 49±5 mL·kg(-1)·min(-1), and 90% of the ride was completed above the 1st ventilatory threshold). In order of importance, rider skill, handgrip endurance, self-confidence, and aerobic capacity were identified as variables influencing DH performance. Practically, this study provides a novel assessment of rider skill that could be used by coaches to monitor training and identify talent. Novel intervention targets to enhance DH performance were also identified, including self-confidence and aerobic capacity.

Social problem-solving deficits and hopelessness, depression, and suicidal risk in college students and psychiatric inpatients.

PubMed

D'Zurilla, T J; Chang, E C; Nottingham, E J; Faccini, L

1998-12-01

The Social Problem-Solving Inventory-Revised was used to examine the relations between problem-solving abilities and hopelessness, depression, and suicidal risk in three different samples: undergraduate college students, general psychiatric inpatients, and suicidal psychiatric inpatients. A similar pattern of results was found in both college students and psychiatric patients: a negative problem orientation was most highly correlated with all three criterion variables, followed by either a positive problem orientation or an avoidance problem-solving style. Rational problem-solving skills emerged as an important predictor variable in the suicidal psychiatric sample. Support was found for a prediction model of suicidal risk that includes problem-solving deficits and hopelessness, with partial support being found for including depression in the model as well.

Efficacy of a drug prevention CD-ROM intervention for adolescents.

PubMed

Williams, Christopher; Griffin, Kenneth W; Macaulay, Araxi P; West, Tara L; Gronewold, Elizabeth

2005-01-01

The purpose of the present study was to examine the efficacy of a substance abuse-preventive intervention using CD-ROM technology among adolescents in the sixth and seventh grades (12- to 13-years-old). The CD-ROM program used interactive audio and video content to teach social resistance skills, general personal and social competence skills, and normative education. Rates of substance-use behavior attitudes, knowledge, normative expectations, and related variables were examined. From approximately 23 schools, students (n = 123) were randomly assigned to either receive the CD-ROM preventive intervention (n = 61) or to serve as a control group (n = 62). Study participants were 50% male, predominantly white (75%), and 94% came from two-parent families. Self-report data were collected using a self-administered web-based survey. Findings indicated that there were significant intervention effects on pro-drug attitudes, normative expectations for peer and adult substance use, anxiety reduction skills, and relaxation skills knowledge, with intervention students reporting improved scores on these outcomes at the posttest relative to control students. Findings indicate that a substance abuse-preventive intervention derived from an effective, school-based prevention approach is efficacious when delivered using CD-ROM technology. Research is needed to determine potential differences in the efficacy of CD-ROM prevention tools delivered in schools compared to home settings.

(A)musicality in Williams syndrome: examining relationships among auditory perception, musical skill, and emotional responsiveness to music

PubMed Central

Lense, Miriam D.; Shivers, Carolyn M.; Dykens, Elisabeth M.

2013-01-01

Williams syndrome (WS), a genetic, neurodevelopmental disorder, is of keen interest to music cognition researchers because of its characteristic auditory sensitivities and emotional responsiveness to music. However, actual musical perception and production abilities are more variable. We examined musicality in WS through the lens of amusia and explored how their musical perception abilities related to their auditory sensitivities, musical production skills, and emotional responsiveness to music. In our sample of 73 adolescents and adults with WS, 11% met criteria for amusia, which is higher than the 4% prevalence rate reported in the typically developing (TD) population. Amusia was not related to auditory sensitivities but was related to musical training. Performance on the amusia measure strongly predicted musical skill but not emotional responsiveness to music, which was better predicted by general auditory sensitivities. This study represents the first time amusia has been examined in a population with a known neurodevelopmental genetic disorder with a range of cognitive abilities. Results have implications for the relationships across different levels of auditory processing, musical skill development, and emotional responsiveness to music, as well as the understanding of gene-brain-behavior relationships in individuals with WS and TD individuals with and without amusia. PMID:23966965

Nurturing Future Generations: Household Food Practices of Canadian Children and Family Meal Participation.

PubMed

Slater, Joyce; Mudryj, Adriana N

2016-09-01

Food knowledge and skills appear to have declined in the general population over recent decades and may be contributing to negative outcomes and poor nutritional health. It is pertinent to observe the food skills and habits of Canadians, particularly Canadian youth. Data from the Canadian Community Health Survey 2013 Rapid Response on Food Skills (n = 10 098) were used to examine the involvement of children in food preparation processes by identifying and describing the role of children in meal preparation as well as the practice of family meals. Variables were examined to assess differentiations between socio-demographic groupings (marital status, education, and income). Results indicate a moderate to high level of child participation in Canadian household food-related activities, with two-thirds of households with children having children involved in choosing meals and grocery shopping and one-third of children helping with meal preparation. Some differences were observed between region, education level, and Aboriginal and immigration status. Seventy-five percent of respondents participated in family meals. Data from this study contribute to the current discussion regarding loss of food skills and the significance of family meals on social and health indicators. Results suggest a range of interventions for dietitians including improving the quality of foods prepared at home and campaigns to promote family meals.

Relationships between 4-H Volunteer Leader Competencies and Skills Youth Learn in 4-H Programs

ERIC Educational Resources Information Center

Radhakrishna, Rama; Ewing, John C.

2011-01-01

This article examined the relationships between 4-H volunteer leader competencies and skills youth learn in 4-H. Using a descriptive-correlational research, the study reported found significant relationships between leadership competencies and skills youth learn in 4-H. Regression analysis revealed that two variables--skills and…

Outward Bound Leadership Model: An Exploratory Study of Leadership Variables.

ERIC Educational Resources Information Center

Bartley, Natalie L.

A field study of 29 mountain-course instructors at the Colorado Outward Bound School (COBS) explored the relationships of gender-related personality traits and soft skills to outdoor leadership styles and course outcomes. Soft skills are competencies necessary for effective interpersonal helping skills, as opposed to hard skills, which are…

Assessing Text-Based Writing of Low-Skilled College Students

ERIC Educational Resources Information Center

Perin, Dolores; Lauterbach, Mark

2018-01-01

The problem of poor writing skills at the postsecondary level is a large and troubling one. This study investigated the writing skills of low-skilled adults attending college developmental education courses by determining whether variables from an automated scoring system were predictive of human scores on writing quality rubrics. The human-scored…

Do Fine Motor Skills Contribute to Early Reading Development?

ERIC Educational Resources Information Center

Suggate, Sebastian; Pufke, Eva; Stoeger, Heidrun

2018-01-01

Background: Little is known about how fine motor skills (FMS) relate to early literacy skills, especially over and above cognitive variables. Moreover, a lack of distinction between FMS, grapho-motor and writing skills may have hampered previous work. Method: In Germany, kindergartners (n = 144, aged 6;1) were recruited before beginning formal…

Development of Emergent Literacy and Early Reading Skills in Preschool Children: Evidence from a Latent-Variable Longitudinal Study.

ERIC Educational Resources Information Center

Lonigan, Christopher J.; Burgess, Stephen R.; Anthony, Jason L.

2000-01-01

Examined the joint and unique predictive significance of emergent literacy skills for later emergent literacy skills and reading in two samples of preschoolers. Structural equation modeling revealed significant developmental continuity of these skills, particularly for letter knowledge and phonological sensitivity from late preschool to early…

European Wintertime Windstorms and its Links to Large-Scale Variability Modes

NASA Astrophysics Data System (ADS)

Befort, D. J.; Wild, S.; Walz, M. A.; Knight, J. R.; Lockwood, J. F.; Thornton, H. E.; Hermanson, L.; Bett, P.; Weisheimer, A.; Leckebusch, G. C.

2017-12-01

Winter storms associated with extreme wind speeds and heavy precipitation are the most costly natural hazard in several European countries. Improved understanding and seasonal forecast skill of winter storms will thus help society, policy-makers and (re-) insurance industry to be better prepared for such events. We firstly assess the ability to represent extra-tropical windstorms over the Northern Hemisphere of three seasonal forecast ensemble suites: ECMWF System3, ECMWF System4 and GloSea5. Our results show significant skill for inter-annual variability of windstorm frequency over parts of Europe in two of these forecast suites (ECMWF-S4 and GloSea5) indicating the potential use of current seasonal forecast systems. In a regression model we further derive windstorm variability using the forecasted NAO from the seasonal model suites thus estimating the suitability of the NAO as the only predictor. We find that the NAO as the main large-scale mode over Europe can explain some of the achieved skill and is therefore an important source of variability in the seasonal models. However, our results show that the regression model fails to reproduce the skill level of the directly forecast windstorm frequency over large areas of central Europe. This suggests that the seasonal models also capture other sources of variability/predictability of windstorms than the NAO. In order to investigate which other large-scale variability modes steer the interannual variability of windstorms we develop a statistical model using a Poisson GLM. We find that the Scandinavian Pattern (SCA) in fact explains a larger amount of variability for Central Europe during the 20th century than the NAO. This statistical model is able to skilfully reproduce the interannual variability of windstorm frequency especially for the British Isles and Central Europe with correlations up to 0.8.

Global Eddy-Permitting Ocean Reanalyses and Simulations of the Period 1992 to Present

NASA Astrophysics Data System (ADS)

Parent, L.; Ferry, N.; Barnier, B.; Garric, G.; Bricaud, C.; Testut, C.-E.; Le Galloudec, O.; Lellouche, J.-M.; Greiner, E.; Drevillon, M.; Remy, E.; Moulines, J.-M.; Guinehut, S.; Cabanes, C.

2013-09-01

We present GLORYS2V1 global ocean and sea-ice eddy permitting reanalysis over the altimetric era (1993- 2009). This reanalysis is based on an ocean and sea-ice general circulation model at 1⁄4° horizontal resolution assimilating sea surface temperature, in situ profiles of temperature and salinity and along-track sea level anomaly observations. The reanalysis has been produced along with a reference simulation called MJM95 which allows evaluating the benefits of the data assimilation. In the introduction, we briefly describe the GLORYS2V1 reanalysis system. In sections 2, 3 and 4, the reanalysis skill is presented. Data assimilation diagnostics reveal that the reanalysis is stable all along the time period, with however an improved skill when Argo observation network establishes. GLORYS2V1 captures well climate signals and trends and describes meso-scale variability in a realistic manner.

Implications of Domain-General "Psychological Support Skills" for Transfer of Skill and Acquisition of Expertise

ERIC Educational Resources Information Center

Eccles, David W.; Feltovich, Paul J.

2008-01-01

The article proposes that individuals who acquire certain psychological support skills may experience accelerated learning and enhanced performance in many domains. In support of this proposal, we present evidence that these skills enhance learning and performance, that they are domain-general in that they can be applied in a variety of domains,…

Generalization of Skills through the Addition of Individualized Coaching: Development and Evaluation of a Social Skills Training Program in a Rural Setting

ERIC Educational Resources Information Center

Gottlieb, Jennifer D.; Pryzgoda, Jayde; Neal, Andrea; Schuldberg, David

2005-01-01

There has been recent interest in adding interventions that aid in skill generalization to standard social skills training programs for schizophrenia. Some of these adjunctive interventions are very comprehensive and clearly promising (e.g., IVAST; Liberman, Glynn, Blair, Ross, & Marder, 2002), but their overall cost-effectiveness and feasibility…

Teaching Feminine Hygiene Skills to Young females with Autism Spectrum Disorder and Intellectual Disability.

PubMed

Veazey, Sarah E; Valentino, Amber L; Low, Adeline I; McElroy, Alyssa R; LeBlanc, Linda A

2016-06-01

Little applied research focuses on teaching feminine hygiene skills to females with disabilities, yet this is a common clinical concern. The current study demonstrates the use of chaining to teach two young females with autism spectrum disorder feminine hygiene skills. A nonconcurrent multiple baseline across participants was utilized, and the results indicate that both participants acquired the skill. Generalization probes with one participant indicated the skill generalized to novel stimuli.

The Relationship between Executive Functions and Language Abilities in Children: A Latent Variables Approach

ERIC Educational Resources Information Center

Kaushanskaya, Margarita; Park, Ji Sook; Gangopadhyay, Ishanti; Davidson, Meghan M.; Weismer, Susan Ellis

2017-01-01

Purpose: We aimed to outline the latent variables approach for measuring nonverbal executive function (EF) skills in school-age children, and to examine the relationship between nonverbal EF skills and language performance in this age group. Method: Seventy-one typically developing children, ages 8 through 11, participated in the study. Three EF…

The Prediction of Labor Force Status: Implications from International Adult Skill Assessments. Research Report. ETS RR-16-11

ERIC Educational Resources Information Center

Li, Tongyun; von Davier, Matthias; Hancock, Gregory R.

2016-01-01

This report investigates the prediction of labor force status using observed variables, such as gender, age, and immigrant status, and more importantly, measured skill variables, including literacy proficiency and a categorical rating of educational attainment based on the 1994 International Adult Literacy Survey (IALS), the 2003 Adult Literacy…

Relationships among Shyness, Social Competence, Peer Relations, and Theory of Mind among Pre-Adolescents

ERIC Educational Resources Information Center

Kokkinos, Constantinos M.; Kakarani, Styliani; Kolovou, Demetra

2016-01-01

The present study examined the relationships between shyness, a number of personal and interpersonal variables (i.e. social skills, self-esteem, attachment style, advanced Theory of Mind skills and peer relations) in a sample of 243 Greek pre-adolescents. Participants completed self-reports of the variables. Results indicated that females scored…

Motor Skill Performance of Children and Adolescents with Visual Impairments: A Review

ERIC Educational Resources Information Center

Houwen, Suzanne; Visscher, Chris; Lemmink, Koen A. P. M.; Hartman, Esther

2009-01-01

This article reviews studies on variables that are related to the motor skill performance of children and adolescents with visual impairments (VI). Three major groups of variables are considered (child, environmental, and task). Thirty-nine studies are included in this review, 26 of which examined the effects of child, environmental, and/or task…

Comparing Students' Scratch Skills with Their Computational Thinking Skills in Terms of Different Variables

ERIC Educational Resources Information Center

Oluk, Ali; Korkmaz, Özgen

2016-01-01

This study aimed to compare 5th graders' scores obtained from Scratch projects developed in the framework of Information Technologies and Software classes via Dr Scratch web tool with the scores obtained from Computational Thinking Levels Scale and to examine this comparison in terms of different variables. Correlational research model was…

Predicting the Dominant Patterns of Subseasonal Variability of Wintertime Surface Air Temperature in Extratropical Northern Hemisphere

NASA Astrophysics Data System (ADS)

Lin, Hai

2018-05-01

Skillfully predicting persistent extreme temperature anomalies more than 10 days in advance remains a challenge although it is of great value to the society. Here the two leading modes of subseasonal variability of surface air temperature over the extratropical Northern Hemisphere in boreal winter are identified with pentad (5 days) averaged data. They are well separated geographically, dominating temperature variability in North America and Eurasia, respectively. There exists a two-pentad lagged correlation between these two modes, implying an intercontinental link of temperature variability. Forecast skill of these two modes is evaluated based on three operational subseasonal prediction models. The results show that useful forecasts of the Eurasian mode (EOF2) can be achieved four pentads in advance, which is more skillful than the North American mode (EOF1). EOF2 is found to benefit from the Madden-Julian Oscillation signal in the initial condition.

Assessing skill of a global bimonthly streamflow ensemble prediction system

NASA Astrophysics Data System (ADS)

van Dijk, A. I.; Peña-Arancibia, J.; Sheffield, J.; Wood, E. F.

2011-12-01

Ideally, a seasonal streamflow forecasting system might be conceived of as a system that ingests skillful climate forecasts from general circulation models and propagates these through thoroughly calibrated hydrological models that are initialised using hydrometric observations. In practice, there are practical problems with each of these aspects. Instead, we analysed whether a comparatively simple hydrological model-based Ensemble Prediction System (EPS) can provide global bimonthly streamflow forecasts with some skill and if so, under what circumstances the greatest skill may be expected. The system tested produces ensemble forecasts for each of six annual bimonthly periods based on the previous 30 years of global daily gridded 1° resolution climate variables and an initialised global hydrological model. To incorporate some of the skill derived from ocean conditions, a post-EPS analog method was used to sample from the ensemble based on El Niño Southern Oscillation (ENSO), Indian Ocean Dipole (IOD), North Atlantic Oscillation (NAO) and Pacific Decadal Oscillation (PDO) index values observed prior to the forecast. Forecasts skill was assessed through a hind-casting experiment for the period 1979-2008. Potential skill was calculated with reference to a model run with the actual forcing for the forecast period (the 'perfect' model) and was compared to actual forecast skill calculated for each of the six forecast times for an average 411 Australian and 51 pan-tropical catchments. Significant potential skill in bimonthly forecasts was largely limited to northern regions during the snow melt period, seasonally wet tropical regions at the transition of wet to dry season, and the Indonesian region where rainfall is well correlated to ENSO. The actual skill was approximately 34-50% of the potential skill. We attribute this primarily to limitations in the model structure, parameterisation and global forcing data. Use of better climate forecasts and remote sensing observations of initial catchment conditions should help to increase actual skill in future. Future work also could address the potential skill gain from using weather and climate forecasts and from a calibrated and/or alternative hydrological model or model ensemble. The approach and data might be useful as a benchmark for joint seasonal forecasting experiments planned under GEWEX.

Use of Say-Do Correspondence Training to Increase Generalization of Social Interaction Skills at Recess for Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Rosenberg, Nancy; Congdon, Marissa; Schwartz, Ilene; Kamps, Debra

2015-01-01

Research suggests that while social skills groups in school settings can be effective for students with Autism Spectrum Disorder (ASD), generalization of the skills and behaviors learned in these groups to other settings can be problematic. This study assessed the use of a say-do correspondence intervention to increase generalization at recess of…

Carbohydrate Nutrition and Team Sport Performance.

PubMed

Williams, Clyde; Rollo, Ian

2015-11-01

The common pattern of play in 'team sports' is 'stop and go', i.e. where players perform repeated bouts of brief high-intensity exercise punctuated by lower intensity activity. Sprints are generally 2-4 s long and recovery between sprints is of variable length. Energy production during brief sprints is derived from the degradation of intra-muscular phosphocreatine and glycogen (anaerobic metabolism). Prolonged periods of multiple sprints drain muscle glycogen stores, leading to a decrease in power output and a reduction in general work rate during training and competition. The impact of dietary carbohydrate interventions on team sport performance have been typically assessed using intermittent variable-speed shuttle running over a distance of 20 m. This method has evolved to include specific work to rest ratios and skills specific to team sports such as soccer, rugby and basketball. Increasing liver and muscle carbohydrate stores before sports helps delay the onset of fatigue during prolonged intermittent variable-speed running. Carbohydrate intake during exercise, typically ingested as carbohydrate-electrolyte solutions, is also associated with improved performance. The mechanisms responsible are likely to be the availability of carbohydrate as a substrate for central and peripheral functions. Variable-speed running in hot environments is limited by the degree of hyperthermia before muscle glycogen availability becomes a significant contributor to the onset of fatigue. Finally, ingesting carbohydrate immediately after training and competition will rapidly recover liver and muscle glycogen stores.

Are revised models better models? A skill score assessment of regional interannual variability

NASA Astrophysics Data System (ADS)

Sperber, Kenneth R.; Participating AMIP Modelling Groups

1999-05-01

Various skill scores are used to assess the performance of revised models relative to their original configurations. The interannual variability of all-India, Sahel and Nordeste rainfall and summer monsoon windshear is examined in integrations performed under the experimental design of the Atmospheric Model Intercomparison Project. For the indices considered, the revised models exhibit greater fidelity at simulating the observed interannual variability. Interannual variability of all-India rainfall is better simulated by models that have a more realistic rainfall climatology in the vicinity of India, indicating the beneficial effect of reducing systematic model error.

Are revised models better models? A skill score assessment of regional interannual variability

NASA Astrophysics Data System (ADS)

Participating AMIP Modelling Groups,; Sperber, Kenneth R.

Various skill scores are used to assess the performance of revised models relative to their original configurations. The interannual variability of all-India, Sahel and Nordeste rainfall and summer monsoon windshear is examined in integrations performed under the experimental design of the Atmospheric Model Intercomparison Project. For the indices considered, the revised models exhibit greater fidelity at simulating the observed interannual variability. Interannual variability of all-India rainfall is better simulated by models that have a more realistic rainfall climatology in the vicinity of India, indicating the beneficial effect of reducing systematic model error.

Extending dental nurses' duties: a national survey investigating skill-mix in Scotland's child oral health improvement programme (Childsmile).

PubMed

Gnich, Wendy; Deas, Leigh; Mackenzie, Sarah; Burns, Jacqueline; Conway, David I

2014-11-25

Childsmile is Scotland's national child oral health improvement programme. To support the delivery of prevention in general dental practice in keeping with clinical guidelines, Childsmile sought accreditation for extended duty training for dental nurses to deliver clinical preventive care. This approach has allowed extended duty dental nurses (EDDNs) to take on roles traditionally undertaken by general dental practitioners (GDPs). While skill-mix approaches have been found to work well in general medicine, they have not been formally evaluated in dentistry. Understanding the factors which influence nurses' ability to fully deliver their extended roles is necessary to ensure nurses' potential is reached and that children receive preventive care in line with clinical guidance in a cost-effective way. This paper investigates the supplementation of GDPs' roles by EDDNs, in general dental practice across Scotland. A cross-sectional postal survey aiming to reach all EDDNs practising in general dental practice in Scotland was undertaken. The survey measured nurses': role satisfaction, perceived utility of training, frequency, and potential behavioural mediators of, preventive delivery. Frequencies, correlations and multi-variable linear regression were used to analyse the data. Seventy-three percent of practices responded with 174 eligible nurses returning questionnaires. Respondents reported a very high level of role satisfaction and the majority found their training helpful in preparing them for their extended role. While a high level of preventive delivery was reported, fluoride vanish (FV) was delivered less frequently than dietary advice (DA), or oral hygiene advice (OHA). Delivering FV more frequently was associated with higher role satisfaction (p < 0.001). Those nurses who had been practising longer reported delivering FV less frequently than those more recently qualified (p < 0.001). Perceived difficulty of delivering preventive care (skills) and motivation to do so were most strongly associated with frequency of delivery (p < 0.001 for delivery of FV, DA and OHA). This study has provided insight into EDDNs' experiences and demonstrates that with appropriate training and support, EDDNs can supplement GDPs' roles in general dental practice in Scotland. However, some barriers to delivery were identified with delivery of FV showing scope for improvement.

The role of language in Concern and Disregard for others in the first years of life

PubMed Central

Rhee, Soo Hyun; Boeldt, Debra L.; Friedman, Naomi P.; Corley, Robin P.; Hewitt, John K.; Young, Susan E.; Knafo, Ariel; Robinson, JoAnn; Waldman, Irwin D.; Van Hulle, Carol A.; Zahn-Waxler, Carolyn

2012-01-01

We examined the associations between language skills and Concern and Disregard for Others in young children assessed longitudinally at ages 14, 20, 24, and 36 months, testing the hypothesis that language skills have a specific role (distinct from that of general cognitive ability) in the development of Concern and Disregard for Others. We found that higher language skills predicted higher Concern for Others and lower Disregard for Others even after controlling for general cognitive ability, whereas the association between general cognitive ability and Concern/Disregard for Others was not significant after controlling for language skills. Language skills at 14 months predicted Concern for Others at 36 months, and results suggested that the relations between language skills and Concern and Disregard for Others begin early in development. Gender differences in Concern and Disregard for Others were at least partially explained by differences in language skills. These results support the specific role of language skills in Concern and Disregard for Others. PMID:22545842

The role of language in concern and disregard for others in the first years of life.

PubMed

Rhee, Soo Hyun; Boeldt, Debra L; Friedman, Naomi P; Corley, Robin P; Hewitt, John K; Young, Susan E; Knafo, Ariel; Robinson, Joann; Waldman, Irwin D; Van Hulle, Carol A; Zahn-Waxler, Carolyn

2013-02-01

We examined the associations between language skills and concern and disregard for others in young children assessed longitudinally at ages 14, 20, 24, and 36 months, testing the hypothesis that language skills have a specific role (distinct from that of general cognitive ability) in the development of concern and disregard for others. We found that higher language skills predicted higher concern for others and lower disregard for others even after controlling for general cognitive ability, whereas the association between general cognitive ability and concern/disregard for others was not significant after controlling for language skills. Language skills at 14 months predicted concern for others at 36 months, and results suggested that the relations between language skills and concern and disregard for others begin early in development. Gender differences in concern and disregard for others were at least partially explained by differences in language skills. These results support the specific role of language skills in concern and disregard for others. (c) 2013 APA, all rights reserved.

Expressive writing in people with traumatic brain injury and learning disability.

PubMed

Wheeler, Lisa; Nickerson, Sherry; Long, Kayla; Silver, Rebecca

2014-01-01

There is a dearth of systematic studies of expressive writing disorder (EWD) in persons with Traumatic Brain Injury (TBI). It is unclear if TBI survivors' written expression differs significantly from that experienced by persons with learning disabilities. It is also unclear which cognitive or neuropsychological variables predict problems with expressive writing (EW) or the EWD. This study investigated the EW skill, and the EWD in adults with mild traumatic brain injuries (TBI) relative to those with learning disabilities (LD). It also determined which of several cognitive variables predicted EW and EWD. Principle Component Analysis (PCA) of writing samples from 28 LD participants and 28 TBI survivors revealed four components of expressive writing skills: Reading Ease, Sentence Fluency, Grammar and Spelling, and Paragraph Fluency. There were no significant differences between the LD and TBI groups on any of the expressive writing components. Several neuropsychological variables predicted skills of written expression. The best predictors included measures of spatial perception, verbal IQ, working memory, and visual memory. TBI survivors and persons with LD do not differ markedly in terms of expressive writing skill. Measures of spatial perception, visual memory, verbal intelligence, and working memory predict writing skill in both groups. Several therapeutic interventions are suggested that are specifically designed to improve deficits in expressive writing skills in individuals with TBI and LD.

Biomechanics of increased spin velocity of flying discs during forehand throws by skilled and unskilled throwers.

PubMed

Sasakawa, Kei; Umegaki, Koji; Sakurai, Shinji

2018-04-01

We aimed to assess the relationship between throwing distance and kinematic release parameters of the flying disc in unskilled throwers, and to assess the relationship between kinetic variables acting on flying discs and the change in spin velocity during long forehand throws by skilled and unskilled throwers. Ten skilled and eleven unskilled throwers performed throws at maximum effort. Reflective marker positions on the disc and body were recorded with a 3D motion capture system during the throws to derive kinematic variables of a disc and kinetic variables acting on the disc. The analysis interval was from maximum external shoulder rotation to disc release. Significant correlations were observed between the throwing distance and spin velocity in skilled (r = 0.722, P < 0.05) and unskilled throwers (r = 0.794, P < 0.01), between the change in spin velocity and the angular impulse of moments of force, in unskilled throwers (r = 0.703, P < 0.05), and between the change in spin velocity and the angular impulse of torque among skilled throwers (r = 0.680, P < 0.01). Therefore, a strategy for increasing spin velocity in unskilled throwers could be used to generate a larger torque, similar to that observed in skilled throwers.

Adaptive Variability in Skilled Human Movements

NASA Astrophysics Data System (ADS)

Kudo, Kazutoshi; Ohtsuki, Tatsuyuki

Human movements are produced in variable external/internal environments. Because of this variability, the same motor command can result in quite different movement patterns. Therefore, to produce skilled movements humans must coordinate the variability, not try to exclude it. In addition, because human movements are produced in redundant and complex systems, a combination of variability should be observed in different anatomical/physiological levels. In this paper, we introduce our research about human movement variability that shows remarkable coordination among components, and between organism and environment. We also introduce nonlinear dynamical models that can describe a variety of movements as a self-organization of a dynamical system, because the dynamical systems approach is a major candidate to understand the principle underlying organization of varying systems with huge degrees-of-freedom.

Japan Meteorological Agency/Meteorological Research Institute-Coupled Prediction System version 1 (JMA/MRI-CPS1) for operational seasonal forecasting

NASA Astrophysics Data System (ADS)

Takaya, Yuhei; Yasuda, Tamaki; Fujii, Yosuke; Matsumoto, Satoshi; Soga, Taizo; Mori, Hirotoshi; Hirai, Masayuki; Ishikawa, Ichiro; Sato, Hitoshi; Shimpo, Akihiko; Kamachi, Masafumi; Ose, Tomoaki

2017-01-01

This paper describes the operational seasonal prediction system of the Japan Meteorological Agency (JMA), the Japan Meteorological Agency/Meteorological Research Institute-Coupled Prediction System version 1 (JMA/MRI-CPS1), which was in operation at JMA during the period between February 2010 and May 2015. The predictive skill of the system was assessed with a set of retrospective seasonal predictions (reforecasts) covering 30 years (1981-2010). JMA/MRI-CPS1 showed reasonable predictive skill for the El Niño-Southern Oscillation, comparable to the skills of other state-of-the-art systems. The one-tiered approach adopted in JMA/MRI-CPS1 improved its overall predictive skills for atmospheric predictions over those of the two-tiered approach of the previous uncoupled system. For 3-month predictions with a 1-month lead, JMA/MRI-CPS1 showed statistically significant skills in predicting 500-hPa geopotential height and 2-m temperature in East Asia in most seasons; thus, it is capable of providing skillful seasonal predictions for that region. Furthermore, JMA/MRI-CPS1 was superior overall to the previous system for atmospheric predictions with longer (4-month) lead times. In particular, JMA/MRI-CPS1 was much better able to predict the Asian Summer Monsoon than the previous two-tiered system. This enhanced performance was attributed to the system's ability to represent atmosphere-ocean coupled variability over the Indian Ocean and the western North Pacific from boreal winter to summer following winter El Niño events, which in turn influences the East Asian summer climate through the Pacific-Japan teleconnection pattern. These substantial improvements obtained by using an atmosphere-ocean coupled general circulation model underpin its success in providing more skillful seasonal forecasts on an operational basis.

Using Self-Reflection To Increase Science Process Skills in the General Chemistry Laboratory

NASA Astrophysics Data System (ADS)

Veal, William R.; Taylor, Dawne; Rogers, Amy L.

2009-03-01

Self-reflection is a tool of instruction that has been used in the science classroom. Research has shown great promise in using video as a learning tool in the classroom. However, the integration of self-reflective practice using video in the general chemistry laboratory to help students develop process skills has not been done. Immediate video feedback and direct instruction were employed in a general chemistry laboratory course to improve students' mastery and understanding of basic and advanced process skills. Qualitative results and statistical analysis of quantitative data proved that self-reflection significantly helped students develop basic and advanced process skills, yet did not seem to influence the general understanding of the science content.

An Assessment of the Methods Used to Determine Resource Requirements for Enlisted Initial Entry Training.

DTIC Science & Technology

1980-05-01

policy and force structure to insure currency with changes which occur too late to be considered in the PIA process. The Active Army requirements plus...Army Trainees) Outputs Inputs General Skill Training 60,632 70,220 General Intelligence Skill Training 1,406 1,496 Crypto /SIGNINT Related Skill...Skill Training: Manpower = 352 + .234 W - CRYPTO /SIGINT Skill Training: Manpower = 486 + .237 W o Air Force (HQ USAF and ATC formula): A Instructors A

Validation of the Catalan version of the communication skills attitude scale (CSAS) in a cohort of south European medical and nursing students.

PubMed

Molinuevo, Beatriz; Torrubia, Rafael

2011-04-01

The relevance of healthcare student training in communication skills has led to the development of instruments for measuring attitudes towards learning communication skills. One such instrument is the Communication Skills Attitude Scale (CSAS), developed in English speaking students and adapted to different languages and cultures. No data is available on the performance of CSAS with South European students. The aims of the present study were to translate the CSAS into the Catalan language and study its psychometric properties in South European healthcare students. A total of 569 students from the School of Medicine of the Universitat Autònoma de Barcelona (UAB) participated. Students completed a Catalan version of the CSAS and provided demographic and education information. Principal component analysis with oblimin rotation supported a two-factor original structure with some modifications. In general, internal consistency and test-retest reliability of the scales were satisfactory, especially for the factor measuring positive attitudes. Relationships of student responses on the two factors with demographic and education variables were consistent with previous work. Students with higher positive attitudes tended to be female, to be foreign students and to think that their communication skills needed improving. Students with higher negative attitudes tended to be male and to have parents that were doctors or nurses. These data support the internal validity of a Catalan version of the CSAS and support its use in future research and educational studies related to attitudes towards learning communication skills for South European students who speak Catalan.

Test-Taking Skills of Secondary Students: The Relationship with Motivation, Attitudes, Anxiety and Attitudes towards Tests

ERIC Educational Resources Information Center

Dodeen, Hamzeh M.; Abdelfattah, Faisal; Alshumrani, Saleh

2014-01-01

Test-taking skills are cognitive skills that enable students to undergo any test-taking situation in an appropriate manner. This study is aimed at assessing the relationship between students' test-taking skills and each of the following variables: motivation to learn mathematics; mathematics anxiety; attitudes towards mathematics; and attitudes…

The Investigation of Science Process Skills of Elementary School Teachers in Terms of Some Variables: Perspectives from Turkey

ERIC Educational Resources Information Center

Aydogdu, Bülent; Erkol, Mehmet; Erten, Nuran

2014-01-01

Individuals benefit from science process skills while trying to solve problems through research (Bagci-Kiliç, 2003). To solve these problems individuals must acquire sufficient science process skills. Teachers must be able to understand these skills so that students can obtain the required proficiency (Mutisya, Rotich & Rotich, 2013). This…

Coordination of precision grip in 2–6 years-old children with autism spectrum disorders compared to children developing typically and children with developmental disabilities

PubMed Central

David, Fabian J.; Baranek, Grace T.; Wiesen, Chris; Miao, Adrienne F.; Thorpe, Deborah E.

2012-01-01

Impaired motor coordination is prevalent in children with Autism Spectrum Disorders (ASD) and affects adaptive skills. Little is known about the development of motor patterns in young children with ASD between 2 and 6 years of age. The purpose of the current study was threefold: (1) to describe developmental correlates of motor coordination in children with ASD, (2) to identify the extent to which motor coordination deficits are unique to ASD by using a control group of children with other developmental disabilities (DD), and (3) to determine the association between motor coordination variables and functional fine motor skills. Twenty-four children with ASD were compared to 30 children with typical development (TD) and 11 children with DD. A precision grip task was used to quantify and analyze motor coordination. The motor coordination variables were two temporal variables (grip to load force onset latency and time to peak grip force) and two force variables (grip force at onset of load force and peak grip force). Functional motor skills were assessed using the Fine Motor Age Equivalents of the Vineland Adaptive Behavior Scale and the Mullen Scales of Early Learning. Mixed regression models were used for all analyses. Children with ASD presented with significant motor coordination deficits only on the two temporal variables, and these variables differentiated children with ASD from the children with TD, but not from children with DD. Fine motor functional skills had no statistically significant associations with any of the motor coordination variables. These findings suggest that subtle problems in the timing of motor actions, possibly related to maturational delays in anticipatory feed-forward mechanisms, may underlie some motor deficits reported in children with ASD, but that these issues are not unique to this population. Further research is needed to investigate how children with ASD or DD compensate for motor control deficits to establish functional skills. PMID:23293589

Investigation of Primary School Teachers' Conflict Resolution Skills in Terms of Different Variable

ERIC Educational Resources Information Center

Bayraktar, Hatice Vatansever; Yilmaz, Kamile Özge

2016-01-01

In this study, it is aimed to determine the level of conflict resolution skills of primary school teachers and whether they vary by different variables. The study was organised in accordance with the scanning model. The universe of the study consists of primary school teachers working at 14 primary schools, two from each of the seven geographical…

Qualitative Evaluation of the Design Variables of a Teaching Intervention to Expose Accounting Students to Pervasive Skills

ERIC Educational Resources Information Center

Viviers, Herman Albertus

2016-01-01

The primary objective of this article is to evaluate the design variables of a newly developed teaching intervention, "The Amazing Tax Race". It comprises a race against time in which accounting students participate within teams in multiple tax-related activities so that they are exposed to pervasive skills. The findings provide…

Understanding Variability in Reading Comprehension in Adolescents with Autism Spectrum Disorders: Interactions with Language Status and Decoding Skill

ERIC Educational Resources Information Center

Norbury, Courtenay; Nation, Kate

2011-01-01

Although it is well recognized that reading skills vary in people with autism spectrum disorders (ASD), reasons for this variability are not well understood. We used the simple view of reading model to investigate both word decoding and text comprehension processes in two well-established subtypes within the autism spectrum, those with…

Beyond Control of Variables: What Needs to Develop to Achieve Skilled Scientific Thinking?

ERIC Educational Resources Information Center

Kuhn, Deanna; Iordanou, Kalypso; Pease, Maria; Wirkala, Clarice

2008-01-01

We identify three aspects of scientific thinking beyond the control-of-variables strategy that we claim are essential for students to master as a foundation for skilled scientific thinking. The first is strategic and involves the ability to coordinate effects of multiple causal influences on an outcome. The second is a mature understanding of the…

Child, family and environmental correlates of children's motor skill proficiency.

PubMed

Barnett, Lisa; Hinkley, Trina; Okely, Anthony D; Salmon, Jo

2013-07-01

To identify factors associated with children's motor skills. Cross-sectional. Australian preschool-aged children were recruited in 2009 as part of a larger study. Parent proxy-report of child factors (age, sex, parent perception of child skill, participation in unstructured and structured activity), self-report of parent factors (confidence in their own skills to support child's activity, parent-child physical activity interaction, parent physical activity) and perceived environmental factors (play space visits, equipment at home) were collected. Moderate to vigorous physical activity (MVPA) (ActiGraph GT1M accelerometer) and motor skills (Test of Gross Motor Development-2) were also assessed. After age adjustment, variables were checked for association with raw object control and locomotor scores. Variables with associations of p<0.20 were entered into two multiple regression models with locomotor/object control as respective outcome variables. Motor skills were assessed for 76 children (42 female), mean [SD] age=4.1 [0.68]; 71 completed parent proxy-report and 53 had valid MVPA data. Child age, swimming lessons, and home equipment were positively associated explaining 20% of locomotor skill variance, but only age was significant (β=0.36, p=0.002). Child age and sex, unstructured activity participation, MVPA%, parent confidence, home equipment (all positively associated), and dance participation (inversely associated) explained 32% object control variance. But only age (β=0.67, p<0.0001), MVPA% (β=0.37, p=0.038) and no dance (β=-0.34, p=0.028) were significant. Motor skill correlates differ according to skill category and are context specific with child level correlates appearing more important. Copyright © 2012 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Identification of the Critical Nontechnical Skills for Surgeons Needed for High Performance in a Variable-resource Context (NOTSS-VRC).

PubMed

Scott, John W; Lin, Yihan; Ntakiyiruta, Georges; Mutabazi, Zeta; Davis, William A; Morris, Megan A; Smink, Douglas S; Riviello, Robert; Yule, Steven

2018-05-17

To identify the critical nontechnical skills (NTS) required for high performance in variable-resource contexts (VRC). As surgical training and capacity increase in low- and middle-income countries (LMICs), new strategies for improving surgical education and care in these settings are required. NTS are critical for high performance in surgery around the world. However, the essential NTS used by surgeons operating in LMICs to overcome the challenges specific to their contexts have never been described. Using a constructivist grounded theory approach, 52 intraoperative team observations as well as 34 critical incident interviews with surgical providers (surgeons, anesthetists, and nurses) were performed at the 4 tertiary referral hospitals in Rwanda. Interview transcripts and field notes from observations were analyzed using line-by-line coding to identify emerging themes until thematic saturation was achieved. Four skill categories of situation awareness, decision-making, communication/teamwork, and leadership emerged. This provided the framework for a contextually informed skills taxonomy consisting of 12 skill elements with examples of specific behaviors indicative of high performance. While the main skill categories were consistent with those encountered in high-income countries, the specific behaviors associated with these skills often focused on overcoming the frequently encountered variability in resources, staff, systems support, and language in this context. This is the first description of the critical nontechnical skills, and associated example behaviors, used by surgeons in a VRC to overcome common challenges to safe and effective surgical patient care. Improvements in the NTS used by surgeons operating in VRCs have the potential to improve surgical care delivery worldwide.

Social Skills Training for Adolescents With Intellectual Disabilities: A School-Based Evaluation.

PubMed

O'Handley, Roderick D; Ford, W Blake; Radley, Keith C; Helbig, Kate A; Wimberly, Joy K

2016-07-01

Individuals with intellectual disabilities (ID) often demonstrate impairments in social functioning, with deficits becoming more apparent during adolescence. This study evaluated the effects of the Superheroes Social Skills program, a program that combines behavioral skills training and video modeling to teach target social skills, on accurate demonstration of three target social skills in adolescents with ID. Skills taught in the present study include Expressing Wants and Needs, Conversation, and Turn Taking. Four adolescents with ID participated in a 3-week social skills intervention, with the intervention occurring twice per week. A multiple baseline across skills design was used to determine the effect of the intervention on social skill accuracy in both a training and generalization setting. All participants demonstrated substantial improvements in skill accuracy in both settings, with teacher ratings of social functioning further suggesting generalization of social skills to nontraining settings. © The Author(s) 2016.

The effect of modeled absolute timing variability and relative timing variability on observational learning.

PubMed

Grierson, Lawrence E M; Roberts, James W; Welsher, Arthur M

2017-05-01

There is much evidence to suggest that skill learning is enhanced by skill observation. Recent research on this phenomenon indicates a benefit of observing variable/erred demonstrations. In this study, we explore whether it is variability within the relative organization or absolute parameterization of a movement that facilitates skill learning through observation. To do so, participants were randomly allocated into groups that observed a model with no variability, absolute timing variability, relative timing variability, or variability in both absolute and relative timing. All participants performed a four-segment movement pattern with specific absolute and relative timing goals prior to and following the observational intervention, as well as in a 24h retention test and transfers tests that featured new relative and absolute timing goals. Absolute timing error indicated that all groups initially acquired the absolute timing, maintained their performance at 24h retention, and exhibited performance deterioration in both transfer tests. Relative timing error revealed that the observation of no variability and relative timing variability produced greater performance at the post-test, 24h retention and relative timing transfer tests, but for the no variability group, deteriorated at absolute timing transfer test. The results suggest that the learning of absolute timing following observation unfolds irrespective of model variability. However, the learning of relative timing benefits from holding the absolute features constant, while the observation of no variability partially fails in transfer. We suggest learning by observing no variability and variable/erred models unfolds via similar neural mechanisms, although the latter benefits from the additional coding of information pertaining to movements that require a correction. Copyright © 2017 Elsevier B.V. All rights reserved.

Problem solving therapy - use and effectiveness in general practice.

PubMed

Pierce, David

2012-09-01

Problem solving therapy (PST) is one of the focused psychological strategies supported by Medicare for use by appropriately trained general practitioners. This article reviews the evidence base for PST and its use in the general practice setting. Problem solving therapy involves patients learning or reactivating problem solving skills. These skills can then be applied to specific life problems associated with psychological and somatic symptoms. Problem solving therapy is suitable for use in general practice for patients experiencing common mental health conditions and has been shown to be as effective in the treatment of depression as antidepressants. Problem solving therapy involves a series of sequential stages. The clinician assists the patient to develop new empowering skills, and then supports them to work through the stages of therapy to determine and implement the solution selected by the patient. Many experienced GPs will identify their own existing problem solving skills. Learning about PST may involve refining and focusing these skills.

A Selected Bibliography of Functional Literacy Materials for Adult Learners.

ERIC Educational Resources Information Center

Berg, Joann La Perla; Wallace, Virginia A.

This document is a selected, annotated bibliography of materials published in the area of coping skills for adults with functional reading skills. Publications are listed alphabetically by title under the following general topics: general coping skills; newspapers; occupational information; consumer economics; pregnancy and parenting; housing;…

Illinois Occupational Skill Standards: Industrial Maintenance General Maintenance Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

These skill standards for the industrial maintenance general maintenance cluster are intended to be a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. An introduction provides the Illinois perspective; Illinois Occupational…

49 CFR 383.110 - General requirement.

Code of Federal Regulations, 2011 CFR

2011-10-01

... STANDARDS; REQUIREMENTS AND PENALTIES Required Knowledge and Skills § 383.110 General requirement. All drivers of CMVs must have the knowledge and skills necessary to operate a CMV safely as contained in this subpart. The specific types of items that a State must include in the knowledge and skills tests that it...

Family Generated and Delivered Social Story Intervention: Acquisition, Maintenance, and Generalization of Social Skills in Youths with ASD

ERIC Educational Resources Information Center

Olcay-Gül, Seray; Tekin-Iftar, Elif

2016-01-01

The purpose of this study was to examine whether (a) family members were able to learn to write a social story and deliver social story intervention to teach social skills to their children (age 12 to 16) with ASD, (b) youths with ASD acquired and maintained the targeted social skills and generalized these skills across novel situations. Multiple…

Motor abundance and control structure in the golf swing.

PubMed

Morrison, A; McGrath, D; Wallace, E S

2016-04-01

Variability and control structure are under-represented areas of golf swing research. This study investigated the use of the abundant degrees of freedom in the golf swing of high and intermediate skilled golfers using uncontrolled manifold (UCM) analysis. The variance parallel to (VUCM) and orthogonal to (VOrth) the UCM with respect to the orientation and location of the clubhead were calculated. The higher skilled golfers had proportionally higher values of VUCM than lower skilled players for all measured outcome variables. Motor synergy was found in the control of the orientation of the clubhead and the combined outcome variables but not for clubhead location. Clubhead location variance zeroed-in on impact as has been previously shown, whereas clubhead orientation variance increased near impact. Both skill levels increased their control over the clubhead location leading up to impact, with more control exerted over the clubhead orientation in the early downswing. The results suggest that to achieve higher skill levels in golf may not lie simply in optimal technique, but may lie more in developing control over the abundant degrees of freedom in the body. Copyright © 2016 Elsevier B.V. All rights reserved.

Cognitive and behavioral knowledge about insulin-dependent diabetes among children and parents.

PubMed

Johnson, S B; Pollak, R T; Silverstein, J H; Rosenbloom, A L; Spillar, R; McCallum, M; Harkavy, J

1982-06-01

Youngster's knowledge about insulin-dependent diabetes was assessed across three domains: (1) general information; (2) problem solving and (3) skill at urine testing and self-injection. These youngster's parents completed the general information and problem-solving components of the assessment battery. All test instruments were showed good reliability. The test of problem solving was more difficult than the test of general information for both parents and patients. Mothers were more knowledgeable than fathers and children. Girls performed more accurately than boys, and older children obtained better scores than did younger children. Nevertheless, more than 80% of the youngsters made significant errors on urine testing and almost 40% made serious errors in self-injection. A number of other knowledge deficits were also noted. Duration of diabetes was not related to any of the knowledge measures. Intercorrelations between scores on the assessment instruments indicated that skill at urine testing or self-injection was not highly related to other types of knowledge about diabetes. Furthermore, knowledge in one content are was not usually predictive of knowledge in another content area. The results of this study emphasize the importance of measuring knowledge from several different domains. Patient variables such as sex and age need to be given further consideration in the development and use of patient educational programs. Regular assessment of patients' and parents' knowledge of all critical aspects of diabetes home management seems essential.

The concept and science process skills analysis in bomb calorimeter experiment as a foundation for the development of virtual laboratory of bomb calorimeter

NASA Astrophysics Data System (ADS)

Kurniati, D. R.; Rohman, I.

2018-05-01

This study aims to analyze the concepts and science process skills in bomb calorimeter experiment as a basis for developing the virtual laboratory of bomb calorimeter. This study employed research and development method (R&D) to gain the answer to the proposed problems. This paper discussed the concepts and process skills analysis. The essential concepts and process skills associated with bomb calorimeter are analyze by optimizing the bomb calorimeter experiment. The concepts analysis found seven fundamental concepts to be concerned in developing the virtual laboratory that are internal energy, burning heat, perfect combustion, incomplete combustion, calorimeter constant, bomb calorimeter, and Black principle. Since the concept of bomb calorimeter, perfect and incomplete combustion created to figure out the real situation and contain controllable variables, in virtual the concepts displayed in the form of simulation. Meanwhile, the last four concepts presented in the form of animation because no variable found to be controlled. The process skills analysis detect four notable skills to be developed that are ability to observe, design experiment, interpretation, and communication skills.

Emotional intelligence and social skills on self-efficacy in Secondary Education students. Are there gender differences?

PubMed

Salavera, Carlos; Usán, Pablo; Jarie, Laurane

2017-10-01

Self-efficacy affects our students' academic results, which may be related to people's social skills and emotional intelligence. This study included 1402 (50.71% males) Secondary Education Spanish students (12-17 years), and analysed the relation of self-efficacy with emotional intelligence and social skills. It showed how these constructs were related, and how the self-efficacy perceived by students varied according to their social skills and emotional intelligence. Gender did not influence self-efficacy, social skills and emotional intelligence. These variables showed similar correlation indices in females and males. Self-efficacy was related with social skills and emotional intelligence in Secondary Education students, but this relation was not gender-sensitive. More studies and research are needed to study and describe these variables according to gender from other perspectives. One proposal is to investigate the association between gender identity and self-efficacy and social skills and emotional intelligence to better understand how these constructs participate in adolescent development. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Assimilating Non-linear Effects of Customized Large-Scale Climate Predictors on Downscaled Precipitation over the Tropical Andes

NASA Astrophysics Data System (ADS)

Molina, J. M.; Zaitchik, B. F.

2016-12-01

Recent findings considering high CO2 emission scenarios (RCP8.5) suggest that the tropical Andes may experience a massive warming and a significant precipitation increase (decrease) during the wet (dry) seasons by the end of the 21st century. Variations on rainfall-streamflow relationships and seasonal crop yields significantly affect human development in this region and make local communities highly vulnerable to climate change and variability. We developed an expert-informed empirical statistical downscaling (ESD) algorithm to explore and construct robust global climate predictors to perform skillful RCP8.5 projections of in-situ March-May (MAM) precipitation required for impact modeling and adaptation studies. We applied our framework to a topographically-complex region of the Colombian Andes where a number of previous studies have reported El Niño-Southern Oscillation (ENSO) as the main driver of climate variability. Supervised machine learning algorithms were trained with customized and bias-corrected predictors from NCEP reanalysis, and a cross-validation approach was implemented to assess both predictive skill and model selection. We found weak and not significant teleconnections between precipitation and lagged seasonal surface temperatures over El Niño3.4 domain, which suggests that ENSO fails to explain MAM rainfall variability in the study region. In contrast, series of Sea Level Pressure (SLP) over American Samoa -likely associated with the South Pacific Convergence Zone (SPCZ)- explains more than 65% of the precipitation variance. The best prediction skill was obtained with Selected Generalized Additive Models (SGAM) given their ability to capture linear/nonlinear relationships present in the data. While SPCZ-related series exhibited a positive linear effect in the rainfall response, SLP predictors in the north Atlantic and central equatorial Pacific showed nonlinear effects. A multimodel (MIROC, CanESM2 and CCSM) ensemble of ESD projections revealed an increased variability and a positive and significant trend in the MAM precipitation mean in the next decades, with accentuated changes and projection uncertainty after 2050. ESD traces (2050-2100) from MIROC presented the highest changes in the precipitation mean ( 60%) when compared with the observations.

Strategies for Improving Maintenance and Generalization of Academic Skills--So Students "Don't Leave Class without It."

ERIC Educational Resources Information Center

Gable, Robert A.; And Others

1992-01-01

An instructional process for facilitating maintenance and generalization of academic skills is presented, using the ABCD'S (Antecedent Events, Behavior, Consequent Events, Data, and Setting Events) Generalization Intervention Model. (JDD)

Occupational outcomes of adult childhood cancer survivors: A report from the Childhood Cancer Survivor Study

PubMed Central

Kirchhoff, Anne C.; Krull, Kevin R.; Ness, Kirsten K.; Park, Elyse R.; Oeffinger, Kevin C.; Hudson, Melissa M.; Stovall, Marilyn; Robison, Leslie L.; Wickizer, Thomas; Leisenring, Wendy

2010-01-01

Background We examined whether survivors from the Childhood Cancer Survivor Study were less likely to be in higher skill occupations than a sibling comparison and whether certain survivors were at higher risk. Methods We created three mutually-exclusive occupational categories for participants aged ≥25 years: Managerial/Professional and Non-Physical and Physical Service/Blue Collar. We examined currently employed survivors (N=4845) and siblings (N=1727) in multivariable generalized linear models to evaluate the likelihood of being in the three occupational categories. Among all participants, we used multinomial logistic regression to examine the likelihood of these outcomes in comparison to being unemployed (survivors N=6671; siblings N=2129). Multivariable linear models were used to assess survivor occupational differences by cancer and treatment variables. Personal income was compared by occupation. Results Employed survivors were less often in higher skilled Managerial/Professional occupations (Relative Risk=0.93, 95% Confidence Interval 0.89–0.98) than siblings. Survivors who were Black, were diagnosed at a younger age, or had high-dose cranial radiation were less likely to hold Professional occupations than other survivors. In multinomial models, female survivors’ likelihood of being in full-time Professional occupations (27%) was lower than male survivors (42%) and female (41%) and male (50%) siblings. Survivors’ personal income was lower than siblings within each of the three occupational categories in models adjusted for sociodemographic variables. Conclusions Adult childhood cancer survivors are employed in lower skill jobs than siblings. Survivors with certain treatment histories are at higher risk and may require vocational assistance throughout adulthood. PMID:21246530

Post-processing method for wind speed ensemble forecast using wind speed and direction

NASA Astrophysics Data System (ADS)

Sofie Eide, Siri; Bjørnar Bremnes, John; Steinsland, Ingelin

2017-04-01

Statistical methods are widely applied to enhance the quality of both deterministic and ensemble NWP forecasts. In many situations, like wind speed forecasting, most of the predictive information is contained in one variable in the NWP models. However, in statistical calibration of deterministic forecasts it is often seen that including more variables can further improve forecast skill. For ensembles this is rarely taken advantage of, mainly due to that it is generally not straightforward how to include multiple variables. In this study, it is demonstrated how multiple variables can be included in Bayesian model averaging (BMA) by using a flexible regression method for estimating the conditional means. The method is applied to wind speed forecasting at 204 Norwegian stations based on wind speed and direction forecasts from the ECMWF ensemble system. At about 85 % of the sites the ensemble forecasts were improved in terms of CRPS by adding wind direction as predictor compared to only using wind speed. On average the improvements were about 5 %, but mainly for moderate to strong wind situations. For weak wind speeds adding wind direction had more or less neutral impact.

Use of the quasi-geostrophic dynamical framework to reconstruct the 3-D ocean state in a high-resolution realistic simulation of North Atlantic.

NASA Astrophysics Data System (ADS)

Fresnay, Simon; Ponte, Aurélien

2017-04-01

The quasi-geostrophic (QG) framework has been, is and will be still for years to come a cornerstone method linking observations with estimates of the ocean circulation and state. We have used here the QG framework to reconstruct dynamical variables of the 3-D ocean in a state-of-the-art high-resolution (1/60 deg, 300 vertical levels) numerical simulation of the North Atlantic (NATL60). The work was carried out in 3 boxes of the simulation: Gulf Stream, Azores and Reykjaness Ridge. In a first part, general diagnostics describing the eddying dynamics have been performed and show that the QG scaling verifies in general, at depths distant from mixed layer and bathymetric gradients. Correlations with surface observables variables (e.g. temperature, sea level) were computed and estimates of quasi-geostrophic potential vorticity (QGPV) were reconstructed by the means of regression laws. It is shown that that reconstruction of QGPV exhibits valuable skill for a restricted scale range, mainly using sea level as the variable of regression. Additional discussion is given, based on the flow balanced with QGPV. This work is part of the DIMUP project, aiming to improve our ability to operationnaly estimate the ocean state.

Profiles of Emergent Literacy Skills among Preschool Children Who Are at Risk for Academic Difficulties

ERIC Educational Resources Information Center

Cabell, Sonia Q.; Justice, Laura M.; Konold, Timothy R.; McGinty, Anita S.

2011-01-01

The purpose of this study was to explore patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. We used the person-centered approach of cluster analysis to identify profiles of emergent literacy skills, taking into account both oral language and code-related skills.…

Discrete Circuits Support Generalized versus Context-Specific Vocal Learning in the Songbird.

PubMed

Tian, Lucas Y; Brainard, Michael S

2017-12-06

Motor skills depend on the reuse of individual gestures in multiple sequential contexts (e.g., a single phoneme in different words). Yet optimal performance requires that a given gesture be modified appropriately depending on the sequence in which it occurs. To investigate the neural architecture underlying such context-dependent modifications, we studied Bengalese finch song, which, like speech, consists of variable sequences of "syllables." We found that when birds are instructed to modify a syllable in one sequential context, learning generalizes across contexts; however, if unique instruction is provided in different contexts, learning is specific for each context. Using localized inactivation of a cortical-basal ganglia circuit specialized for song, we show that this balance between generalization and specificity reflects a hierarchical organization of neural substrates. Primary motor circuitry encodes a core syllable representation that contributes to generalization, while top-down input from cortical-basal ganglia circuitry biases this representation to enable context-specific learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Limits on determining the skill of North Atlantic Ocean decadal predictions.

PubMed

Menary, Matthew B; Hermanson, Leon

2018-04-27

The northern North Atlantic is important globally both through its impact on the Atlantic Meridional Overturning Circulation (AMOC) and through widespread atmospheric teleconnections. The region has been shown to be potentially predictable a decade ahead with the skill of decadal predictions assessed against reanalyses of the ocean state. Here, we show that the prediction skill in this region is strongly dependent on the choice of reanalysis used for validation, and describe the causes. Multiannual skill in key metrics such as Labrador Sea density and the AMOC depends on more than simply the choice of the prediction model. Instead, this skill is related to the similarity between the nature of interannual density variability in the underlying climate model and the chosen reanalysis. The climate models used in these decadal predictions are also used in climate projections, which raises questions about the sensitivity of these projections to the models' innate North Atlantic density variability.

Treatment Expectation for Pain Coping Skills Training: Relationship to Osteoarthritis Patients' Baseline Psychosocial Characteristics

PubMed Central

Broderick, Joan E.; Junghaenel, Doerte U.; Schneider, Stefan; Bruckenthal, Patricia; Keefe, Francis J.

2010-01-01

Objectives This study examined predictors of treatment expectation among osteoarthritis (OA) patients in a multi-site clinical trial of pain coping strategies training (CST). Methods Patients (N=171) completed a pre-treatment assessment battery that asked questions about treatment expectations, pain coping variables, pain, physical function, psychological distress, quality of life, and depression as well as background demographic and medical variables. Results Regression analyses indicated that several variables accounted for 21% of the variance in treatment expectations (p < .0001). Patients who were classified as adaptive copers, reported higher self efficacy and social interaction, had higher quality of life, and who had lower levels of affective distress and depression had more positive expectations about engaging in pain coping skills training. Variables that were not associated with treatment expectation were level of pain and physical dysfunction, duration of disease, and disability status as well as demographic variables. Discussion Thus, while many OA patients will approach pain coping skills training with positive expectations, others have lower expectations. This study suggests that a multidimensional assessment of OA patients with chronic pain can identify those who have higher expectations versus lower expectations. The results suggest that patients who are psychologically distressed are less optimistic about engaging in treatment and that these patients, in particular, may benefit from and need pre-treatment motivational interviewing to enhance their uptake of pain coping skills PMID:21178591

Prediction of Indian Summer-Monsoon Onset Variability: A Season in Advance.

PubMed

Pradhan, Maheswar; Rao, A Suryachandra; Srivastava, Ankur; Dakate, Ashish; Salunke, Kiran; Shameera, K S

2017-10-27

Monsoon onset is an inherent transient phenomenon of Indian Summer Monsoon and it was never envisaged that this transience can be predicted at long lead times. Though onset is precipitous, its variability exhibits strong teleconnections with large scale forcing such as ENSO and IOD and hence may be predictable. Despite of the tremendous skill achieved by the state-of-the-art models in predicting such large scale processes, the prediction of monsoon onset variability by the models is still limited to just 2-3 weeks in advance. Using an objective definition of onset in a global coupled ocean-atmosphere model, it is shown that the skillful prediction of onset variability is feasible under seasonal prediction framework. The better representations/simulations of not only the large scale processes but also the synoptic and intraseasonal features during the evolution of monsoon onset are the comprehensions behind skillful simulation of monsoon onset variability. The changes observed in convection, tropospheric circulation and moisture availability prior to and after the onset are evidenced in model simulations, which resulted in high hit rate of early/delay in monsoon onset in the high resolution model.

Statistical learning in reading: variability in irrelevant letters helps children learn phonics skills.

PubMed

Apfelbaum, Keith S; Hazeltine, Eliot; McMurray, Bob

2013-07-01

Early reading abilities are widely considered to derive in part from statistical learning of regularities between letters and sounds. Although there is substantial evidence from laboratory work to support this, how it occurs in the classroom setting has not been extensively explored; there are few investigations of how statistics among letters and sounds influence how children actually learn to read or what principles of statistical learning may improve learning. We examined 2 conflicting principles that may apply to learning grapheme-phoneme-correspondence (GPC) regularities for vowels: (a) variability in irrelevant units may help children derive invariant relationships and (b) similarity between words may force children to use a deeper analysis of lexical structure. We trained 224 first-grade students on a small set of GPC regularities for vowels, embedded in words with either high or low consonant similarity, and tested their generalization to novel tasks and words. Variability offered a consistent benefit over similarity for trained and new words in both trained and new tasks.

Variability in clubhead presentation characteristics and ball impact location for golfers' drives.

PubMed

Betzler, Nils F; Monk, Stuart A; Wallace, Eric S; Otto, Steve R

2012-01-01

The purpose of the present study was to analyse the variability in clubhead presentation to the ball and the resulting ball impact location on the club face for a range of golfers of different ability. A total of 285 male and female participants hit multiple shots using one of four proprietary drivers. Self-reported handicap was used to quantify a participant's golfing ability. A bespoke motion capture system and user-written algorithms was used to track the clubhead just before and at impact, measuring clubhead speed, clubhead orientation, and impact location. A Doppler radar was used to measure golf ball speed. Generally, golfers of higher skill (lower handicap) generated increased clubhead speed and increased efficiency (ratio of ball speed to clubhead speed). Non-parametric statistical tests showed that low-handicap golfers exhibit significantly lower variability from shot to shot in clubhead speed, efficiency, impact location, attack angle, club path, and face angle compared with high-handicap golfers.

Effects of a Culturally Adapted HIV Prevention Intervention in Haitian Youth

PubMed Central

Malow, Robert M.; Stein, Judith A.; McMahon, Robert C.; Dévieux, Jessy G.; Rosenberg, Rhonda; Jean-Gilles, Michèle

2009-01-01

This study assessed the impact of an 8-week community-based translation of Becoming a Responsible Teen (BART), an HIV intervention that has been shown to be effective in other at-risk adolescent populations. A sample of Haitian adolescents living in the Miami area was randomized to a general health education control group (N = 101) or the BART intervention (N = 145), which is based on the information-motivation-behavior (IMB) model. Improvement in various IMB components (i.e., attitudinal, knowledge, and behavioral skills variables) related to condom use was assessed 1 month after the intervention. Longitudinal structural equation models using a mixture of latent and measured multi-item variables indicated that the intervention significantly and positively impacted all IMB variables tested in the model. These BART intervention-linked changes reflected greater knowledge, greater intentions to use condoms in the future, higher safer sex self-efficacy, an improved attitude about condom use and an enhanced ability to use condoms after the 8-week intervention. PMID:19286123

Ecological forecasting in the presence of abrupt regime shifts

NASA Astrophysics Data System (ADS)

Dippner, Joachim W.; Kröncke, Ingrid

2015-10-01

Regime shifts may cause an intrinsic decrease in the potential predictability of marine ecosystems. In such cases, forecasts of biological variables fail. To improve prediction of long-term variability in environmental variables, we constructed a multivariate climate index and applied it to forecast ecological time series. The concept is demonstrated herein using climate and macrozoobenthos data from the southern North Sea. Special emphasis is given to the influence of selection of length of fitting period to the quality of forecast skill especially in the presence of regime shifts. Our results indicate that the performance of multivariate predictors in biological forecasts is much better than that of single large-scale climate indices, especially in the presence of regime shifts. The approach used to develop the index is generally applicable to all geographical regions in the world and to all areas of marine biology, from the species level up to biodiversity. Such forecasts are of vital interest for practical aspects of the sustainable management of marine ecosystems and the conservation of ecosystem goods and services.

[Association between self-directed learning behaviors, socio-demographic and academic variables among medical students].

PubMed

Fasce H, Eduardo; Ortega B, Javiera; Pérez V, Cristhian; Márquez U, Carolina; Parra P, Paula; Ortiz M, Liliana; Matus, Olga

2013-09-01

Medical education must encourage autonomous learning behaviors among students. However the great income profile disparity among university students may influence their capacity to acquire such skills. To assess the association between self-directed learning, socio-demographic and academic variables. The self-directed learning readiness scale was applied to 202 medical students aged between 17 and 25 years (64% males). Simultaneously information about each surveyed participant was obtained from the databases of the medical school. There is an association between socio-demographic and academic variables with the general scale of self-directed learning and the subscales learning planning and willingness to learn. Participants coming from municipal schools have a greater willingness to learn than their counterparts coming from subsidized and private schools. High school grades are related to self-directed learning and the subscales learning planning and self-assessment. Among the surveyed medical students, there is a relationship between self-directed learning behaviors, the type of school where they come from and the grades that they obtained during high school.

The Role of Acculturation in Reading a Second Language: Its Relation to English Literacy Skills in Immigrant Chinese Adolescents

ERIC Educational Resources Information Center

Jia, Fanli; Gottardo, Alexandra; Koh, Poh Wee; Chen, Xi; Pasquarella, Adrian

2014-01-01

The main purpose of this study was to bridge the gap between the literature on cognitive variables related to English literacy learning skills, as suggested by the simple view of reading, and the literature on sociocultural variables, specifically acculturation. The sample consisted of 94 Chinese immigrant adolescents from grades 7-12 in Waterloo…

Language and Communication Skills in Preschool Children with Autism Spectrum Disorders: Contribution of Cognition, Severity of Autism Symptoms, and Adaptive Functioning to the Variability

ERIC Educational Resources Information Center

Kjellmer, Liselotte; Hedvall, Asa; Fernell, Elisabeth; Gillberg, Christopher; Norrelgen, Fritjof

2012-01-01

This study examined the contribution of cognitive function, severity of autism, and adaptive functioning to the variability in language and communication skills in 129 preschool children (aged 24-63 months) with autism spectrum disorder (ASD). Participants were selected from a representative research cohort of 208 preschool children on the basis…

Perceptual-cognitive skills and performance in orienteering.

PubMed

Guzmán, José F; Pablos, Ana M; Pablos, Carlos

2008-08-01

The goal was analysis of the perceptual-cognitive skills associated with sport performance in orienteering in a sample of 22 elite and 17 nonelite runners. Variables considered were memory, basic orienteering techniques, map reading, symbol knowledge, map-terrain-map identification, and spatial organisation. A computerised questionnaire was developed to measure the variables. The reliability of the test (agreement between experts) was 90%. Findings suggested that competence in performing basic orienteering techniques efficiently was a key variable differentiating between the elite and the nonelite athletes. The results are discussed in comparison with previous studies.

Speech Perception in Noise by Children With Cochlear Implants

PubMed Central

Caldwell, Amanda; Nittrouer, Susan

2013-01-01

Purpose Common wisdom suggests that listening in noise poses disproportionately greater difficulty for listeners with cochlear implants (CIs) than for peers with normal hearing (NH). The purpose of this study was to examine phonological, language, and cognitive skills that might help explain speech-in-noise abilities for children with CIs. Method Three groups of kindergartners (NH, hearing aid wearers, and CI users) were tested on speech recognition in quiet and noise and on tasks thought to underlie the abilities that fit into the domains of phonological awareness, general language, and cognitive skills. These last measures were used as predictor variables in regression analyses with speech-in-noise scores as dependent variables. Results Compared to children with NH, children with CIs did not perform as well on speech recognition in noise or on most other measures, including recognition in quiet. Two surprising results were that (a) noise effects were consistent across groups and (b) scores on other measures did not explain any group differences in speech recognition. Conclusions Limitations of implant processing take their primary toll on recognition in quiet and account for poor speech recognition and language/phonological deficits in children with CIs. Implications are that teachers/clinicians need to teach language/phonology directly and maximize signal-to-noise levels in the classroom. PMID:22744138

The role of life skills promotion in substance abuse prevention: a mediation analysis.

PubMed

Bühler, Anneke; Schröder, Elke; Silbereisen, Rainer K

2008-08-01

Research has shown that life skills programs are the most effective single activity in school-based substance abuse prevention. However, little is known about the processes through which they are effective. This study examines whether an evidence-based prevention program targeting general competence is effective through the promotion of knowledge about life skills and enhanced related behaviors. Based on a sample of 442 fifth graders participating in a quasi-experimental prevention study, as expected, mediation analyses revealed that increased knowledge about life skills paralleled an increase in students' distant attitudes toward alcohol and nicotine use. Unexpectedly, behaviors manifesting enhanced life skills were found not only among program participants who remained experimental/non-smokers or stopped smoking but also among smokers. In general, findings suggest that favorable prevention outcomes may be influenced through building knowledge about general life skills. The notion of uniform mechanisms of effectiveness in prevention programs is discussed.

Validation of sea ice models using an uncertainty-based distance metric for multiple model variables: NEW METRIC FOR SEA ICE MODEL VALIDATION

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

Urrego-Blanco, Jorge R.; Hunke, Elizabeth C.; Urban, Nathan M.

Here, we implement a variance-based distance metric (D n) to objectively assess skill of sea ice models when multiple output variables or uncertainties in both model predictions and observations need to be considered. The metric compares observations and model data pairs on common spatial and temporal grids improving upon highly aggregated metrics (e.g., total sea ice extent or volume) by capturing the spatial character of model skill. The D n metric is a gamma-distributed statistic that is more general than the χ 2 statistic commonly used to assess model fit, which requires the assumption that the model is unbiased andmore » can only incorporate observational error in the analysis. The D n statistic does not assume that the model is unbiased, and allows the incorporation of multiple observational data sets for the same variable and simultaneously for different variables, along with different types of variances that can characterize uncertainties in both observations and the model. This approach represents a step to establish a systematic framework for probabilistic validation of sea ice models. The methodology is also useful for model tuning by using the D n metric as a cost function and incorporating model parametric uncertainty as part of a scheme to optimize model functionality. We apply this approach to evaluate different configurations of the standalone Los Alamos sea ice model (CICE) encompassing the parametric uncertainty in the model, and to find new sets of model configurations that produce better agreement than previous configurations between model and observational estimates of sea ice concentration and thickness.« less

Validation of sea ice models using an uncertainty-based distance metric for multiple model variables: NEW METRIC FOR SEA ICE MODEL VALIDATION

DOE PAGES

Urrego-Blanco, Jorge R.; Hunke, Elizabeth C.; Urban, Nathan M.; ...

2017-04-01

Here, we implement a variance-based distance metric (D n) to objectively assess skill of sea ice models when multiple output variables or uncertainties in both model predictions and observations need to be considered. The metric compares observations and model data pairs on common spatial and temporal grids improving upon highly aggregated metrics (e.g., total sea ice extent or volume) by capturing the spatial character of model skill. The D n metric is a gamma-distributed statistic that is more general than the χ 2 statistic commonly used to assess model fit, which requires the assumption that the model is unbiased andmore » can only incorporate observational error in the analysis. The D n statistic does not assume that the model is unbiased, and allows the incorporation of multiple observational data sets for the same variable and simultaneously for different variables, along with different types of variances that can characterize uncertainties in both observations and the model. This approach represents a step to establish a systematic framework for probabilistic validation of sea ice models. The methodology is also useful for model tuning by using the D n metric as a cost function and incorporating model parametric uncertainty as part of a scheme to optimize model functionality. We apply this approach to evaluate different configurations of the standalone Los Alamos sea ice model (CICE) encompassing the parametric uncertainty in the model, and to find new sets of model configurations that produce better agreement than previous configurations between model and observational estimates of sea ice concentration and thickness.« less

Self-Perceived Eating Habits and Food Skills of Canadians.

PubMed

Slater, Joyce J; Mudryj, Adriana N

2016-01-01

This study identified and described Canadians' self-perceived eating habits and food skills through the use of population-based data. Data from the Canadian Community Health Survey 2013 Rapid Response on Food Skills was used to examine the eating quality and patterns of Canadians. Data were collected from all provinces in January and February 2013. Respondent variables (sex, age, Aboriginal/immigrant status) were examined to assess differentiations between socio-demographic groupings (family structure, marital status, education, and income). Logistic regression was used to determine whether demographic variables increased the likelihood of certain responses. Forty-six percent of Canadians believe they have excellent/very good eating habits, with 51% categorizing their habits as good or fair. Similarly, the majority report having good food skills. Sex and age were significantly associated with food skills, with women rating their cooking skill proficiency higher than men (72% vs 55%), and older Canadians reporting higher food skill knowledge than their younger counterparts. Results indicate that while portions of the Canadian population have adequate food skills, others are lacking, which may negatively impact their diet. Findings from this study have implications for education and health promotion programs focusing on foods skills, particularly among vulnerable target groups. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Decadal climate predictability in the southern Indian Ocean captured by SINTEX-F using a simple SST-nudging scheme.

PubMed

Morioka, Yushi; Doi, Takeshi; Behera, Swadhin K

2018-01-26

Decadal climate variability in the southern Indian Ocean has great influences on southern African climate through modulation of atmospheric circulation. Although many efforts have been made to understanding physical mechanisms, predictability of the decadal climate variability, in particular, the internally generated variability independent from external atmospheric forcing, remains poorly understood. This study investigates predictability of the decadal climate variability in the southern Indian Ocean using a coupled general circulation model, called SINTEX-F. The ensemble members of the decadal reforecast experiments were initialized with a simple sea surface temperature (SST) nudging scheme. The observed positive and negative peaks during late 1990s and late 2000s are well reproduced in the reforecast experiments initiated from 1994 and 1999, respectively. The experiments initiated from 1994 successfully capture warm SST and high sea level pressure anomalies propagating from the South Atlantic to the southern Indian Ocean. Also, the other experiments initiated from 1999 skillfully predict phase change from a positive to negative peak. These results suggest that the SST-nudging initialization has the essence to capture the predictability of the internally generated decadal climate variability in the southern Indian Ocean.

Cooking Skills Instruction with Severely Multiply Handicapped Adolescents.

ERIC Educational Resources Information Center

Horsfall, Debbie; Maggs, Alex

1986-01-01

Examination of the acquisition, maintenance, and generalization of three cooking skills by three multiply and severely handicapped blind adolescents revealed that a "whole task" approach was successful in teaching the subjects to boil an egg, grill cheese, and cook a TV dinner. These skills also generalized to other cooking products. (Author/CB)

Training Parent Implementation of Discrete-Trial Teaching: Effects on Generalization of Parent Teaching and Child Correct Responding

ERIC Educational Resources Information Center

Lafasakis, Michael; Sturmey, Peter

2007-01-01

Behavioral skills training was used to teach 3 parents to implement discrete-trial teaching with their children with developmental disabilities. Parents learned to implement discrete-trial training, their skills generalized to novel programs, and the children's correct responding increased, suggesting that behavioral skills training is an…

Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work

ERIC Educational Resources Information Center

Tricot, André; Sweller, John

2014-01-01

Domain-general cognitive knowledge has frequently been used to explain skill when domain-specific knowledge held in long-term memory may provide a better explanation. An emphasis on domain-general knowledge may be misplaced if domain-specific knowledge is the primary factor driving acquired intellectual skills. We trace the long history of…

Stimulus Generalization of Parenting Skills during Parent-Child Interaction Therapy

ERIC Educational Resources Information Center

Naik-Polan, Anjali T.; Budd, Karen S.

2008-01-01

This study investigated the generalization of parenting skills to the home from PCIT delivered in a community mental health setting with four urban, low-income, single mothers at risk for child maltreatment. Using a multiple baseline design and direct observation in the home, the research examined changes in positive attention skills (praise,…

An Evaluation of the Generalization and Maintenance of Functional Communication and Self-Control Skills with Preschoolers

ERIC Educational Resources Information Center

Luczynski, Kevin C.; Hanley, Gregory P.; Rodriguez, Nicole M.

2014-01-01

The preschool life skills (PLS) program (Hanley, Heal, Tiger, & Ingvarsson, 2007; Luczynski & Hanley, 2013) involves teaching social skills as a means of decreasing and preventing problem behavior. However, achieving durable outcomes as children transition across educational settings depend on the generalization and long-term maintenance…

Medical professionalism from a socio-cultural perspective: evaluating medical residents communicative attitudes during the medical encounter in malaysia.

PubMed

Ganasegeran, K; Al-Dubai, S A R

2014-01-01

The practice of medicine requires good communication skills to foster excellent rapport in doctor patient relationship. Reports on communication skills learning attitude among medical professionals are key essentials toward improving patient safety and quality of care. We aimed to determine factors affecting communication skills learning attitudes among medical residents in Malaysia. Cross-sectional survey, in a Malaysian public health hospital. A total of 191 medical residents across medical and surgical based rotations were included. We assessed the validated communication skills attitude scale among medical residents from different rotations. Statistical Package of Social Sciences (SPSS®) (version 16.0, IBM, Armonk, NY) was used. Cronbach's alpha was used to test the internal consistency of the scale. Descriptive analysis was conducted for all variables. Bivariate analysis was employed across the socio-demographic variables. Majority of the residents believed that communication skills training should be made compulsory in Malaysia (78.5%). Medical residents agreed that acquiring good communication skills is essential to be a good doctor. However, the majority cited time pressures for not being able to learn communication skills. Significant differences in communication skills learning attitude scores were found between Malays and Chinese. The majority of medical residents had a positive attitude toward communication skills learning. Socio-demographic factors influenced communication skills learning attitude among medical residents. Incorporating communicative skills modules during hospital Continuous Medical Education for medical residents is essential to cultivate communicative skills attitudes for effective doctor-patient relationship during the routine medical encounters.

Maintaining the Fire but Avoiding Burnout: Implementation and Evaluation of a Resident Well-Being Program.

PubMed

Riall, Taylor S; Teiman, Joshua; Chang, Michelle; Cole, Denzel; Leighn, Tambre; McClafferty, Hilary; Nfonsam, Valentine N

2018-04-01

There have been few programs designed to improve surgical resident well-being, and such efforts often lack formal evaluation. General surgery residents participated in the Energy Leadership Well-Being and Resiliency Program. They were assessed at baseline and 1 year after implementation using the Energy Leadership Index (measures emotional intelligence), Maslach Burnout Inventory General Survey, Perceived Stress Scale, the Beck Depression Inventory, and the annual required ACGME resident survey. Scores before and after implementation were compared using paired t-tests for continuous variables and chi-square tests for categorical variables. Forty-nine general surgery residents participate in the program. One year after implementation, resident score on the Energy Leadership Index improved (from 3.16 ± 0.24 to 3.24 ± 0.32; p = 0.03). Resident perceived stress decreased from baseline (Perceived Stress Scale score, from 17.0 ± 7.2 to 15.7 ± 6.2; p = 0.05). Scores on the emotional exhaustion scale of the Maslach Burnout Inventory decreased (from 16.8 ± 8.4 to 14.4 ± 8.5; p = 0.04). Resident-reported satisfaction improved in many areas; satisfaction with leadership skills, work relationships, communication skills, productivity, time management, personal freedom, and work-life balance, increased during the 1-year intervention (p = NS). On the annual ACGME resident survey, residents' evaluation of the program as positive or very positive increased from 80% to 96%. This study demonstrates that formal implementation of a program to improve resident well-being positively impacted residents' perceived stress, emotional exhaustion, emotional intelligence, life satisfaction, and their perception of the residency program. Formal evaluation and reporting of such efforts allow for reproducibility and scalability, with the potential for widespread impact on resident well-being. Copyright © 2017 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

Effectiveness of oncogenetics training on general practitioners' consultation skills: a randomized controlled trial

PubMed Central

Houwink, Elisa J.F.; Muijtjens, Arno M.M.; van Teeffelen, Sarah R.; Henneman, Lidewij; Rethans, Jan Joost; van der Jagt, Liesbeth E.J.; van Luijk, Scheltus J.; Dinant, Geert Jan; van der Vleuten, Cees; Cornel, Martina C.

2014-01-01

Purpose: General practitioners are increasingly called upon to deliver genetic services and could play a key role in translating potentially life-saving advancements in oncogenetic technologies to patient care. If general practitioners are to make an effective contribution in this area, their genetics competencies need to be upgraded. The aim of this study was to investigate whether oncogenetics training for general practitioners improves their genetic consultation skills. Methods: In this pragmatic, blinded, randomized controlled trial, the intervention consisted of a 4-h training (December 2011 and April 2012), covering oncogenetic consultation skills (family history, familial risk assessment, and efficient referral), attitude (medical ethical issues), and clinical knowledge required in primary-care consultations. Outcomes were measured using observation checklists by unannounced standardized patients and self-reported questionnaires. Results: Of 88 randomized general practitioners who initially agreed to participate, 56 completed all measurements. Key consultation skills significantly and substantially improved; regression coefficients after intervention were equivalent to 0.34 and 0.28 at 3-month follow-up, indicating a moderate effect size. Satisfaction and perceived applicability of newly learned skills were highly scored. Conclusion: The general practitioner–specific training proved to be a feasible, satisfactory, and clinically applicable method to improve oncogenetics consultation skills and could be used as an educational framework to inform future training activities with the ultimate aim of improving medical care. PMID:23722870

Capacity to improve fine motor skills in Williams syndrome.

PubMed

Berencsi, A; Gombos, F; Kovács, I

2016-10-01

Individuals with Williams syndrome (WS) are known to have difficulties in carrying out fine motor movements; however, a detailed behavioural profile of WS in this domain is still missing. It is also unknown how great the capacity to improve these skills with focused and extensive practice is. We studied initial performance and learning capacity in a sequential finger tapping (FT) task in WS and in typical development. Improvement in the FT task has been shown to be sleep dependent. WS subjects participating in the current study have also participated in earlier polysomnography studies, although not directly related to learning. WS participants presented with great individual variability. In addition to generally poor initial performance, learning capacity was also greatly limited in WS. We found indications that reduced sleep efficiency might contribute to this limitation. Estimating motor learning capacity and the depth of sleep disorder in a larger sample of WS individuals might reveal important relationships between sleep and learning, and contribute to efficient intervention methods improving skill acquisition in WS. © 2016 The Authors. Journal of Intellectual Disability Research published by MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Neurological function, information-motivation-behavioral skills factors, and risk behaviors among HIV-positive alcohol users.

PubMed

Malow, Robert M; Dévieux, Jessy G; Stein, Judith A; Rosenberg, Rhonda; Lerner, Brenda G; Attonito, Jennifer; Villalba, Karina

2012-11-01

The purpose of this study was to examine neurological impairment in combination with information-motivation-behavioral skills (IMB) variables. The study tests the role of IMB variables as mediators of antecedent variables of demographics, life stress, social support, and neurological impairment with outcome measures of HIV preventive and risk behaviors in a sample of HIV-positive, alcohol-using adults (n = 250) with a history of alcohol abuse/dependence. Neurological impairment was measured with the Color Trails Test (CTT). Average performance on the CTT by the sample was substantially worse than established norms. In a directional latent variable model, neurological impairment directly predicted lower transmission knowledge scores and poorer performance on an observational condom skills assessment. Greater neurological impairment was significantly associated with greater age. Future interventions geared toward HIV+ adults who use alcohol should take into consideration HIV-related and age-related neurological functioning which may impede the facilitation of safe sex behaviors.

Teaching autistic children conversational speech using video modeling.

PubMed Central

Charlop, M H; Milstein, J P

1989-01-01

We assessed the effects of video modeling on acquisition and generalization of conversational skills among autistic children. Three autistic boys observed videotaped conversations consisting of two people discussing specific toys. When criterion for learning was met, generalization of conversational skills was assessed with untrained topics of conversation; new stimuli (toys); unfamiliar persons, siblings, and autistic peers; and other settings. The results indicated that the children learned through video modeling, generalized their conversational skills, and maintained conversational speech over a 15-month period. Video modeling shows much promise as a rapid and effective procedure for teaching complex verbal skills such as conversational speech. PMID:2793634

Spectral Bayesian Knowledge Tracing

ERIC Educational Resources Information Center

Falakmasir, Mohammad; Yudelson, Michael; Ritter, Steve; Koedinger, Ken

2015-01-01

Bayesian Knowledge Tracing (BKT) has been in wide use for modeling student skill acquisition in Intelligent Tutoring Systems (ITS). BKT tracks and updates student's latent mastery of a skill as a probability distribution of a binary variable. BKT does so by accounting for observed student successes in applying the skill correctly, where success is…

Effects of Age and Visual-Motor Skills on Preschool Children's Computer-Game Performance.

ERIC Educational Resources Information Center

Strein, William

1987-01-01

The relationship of both age and visual-motor skills to performance on an arcade-like video game was studied with 16 preschool children. While age was positively related to performance, no significant relationship was found for the visual-motor skills variable. (Author/CB)

Construct validity evidence for the Male Role Norms Inventory-Short Form: A structural equation modeling approach using the bifactor model.

PubMed

Levant, Ronald F; Hall, Rosalie J; Weigold, Ingrid K; McCurdy, Eric R

2016-10-01

The construct validity of the Male Role Norms Inventory-Short Form (MRNI-SF) was assessed using a latent variable approach implemented with structural equation modeling (SEM). The MRNI-SF was specified as having a bifactor structure, and validation scales were also specified as latent variables. The latent variable approach had the advantages of separating effects of general and specific factors and controlling for some sources of measurement error. Data (N = 484) were from a diverse sample (38.8% men of color, 22.3% men of diverse sexualities) of community-dwelling and college men who responded to an online survey. The construct validity of the MRNI-SF General Traditional Masculinity Ideology factor was supported for all 4 of the proposed latent correlations with: (a) Male Role Attitudes Scale; (b) general factor of Conformity to Masculine Norms Inventory-46; (c) higher-order factor of Gender Role Conflict Scale; and (d) Personal Attributes Questionnaire-Masculinity Scale. Significant correlations with relevant other latent factors provided concurrent validity evidence for the MRNI-SF specific factors of Negativity toward Sexual Minorities, Importance of Sex, Restrictive Emotionality, and Toughness, with all 8 of the hypothesized relationships supported. However, 3 relationships concerning Dominance were not supported. (The construct validity of the remaining 2 MRNI-SF specific factors-Avoidance of Femininity and Self-Reliance through Mechanical Skills was not assessed.) Comparisons were made, and meaningful differences noted, between the latent correlations emphasized in this study and their raw variable counterparts. Results are discussed in terms of the advantages of an SEM approach and the unique characteristics of the bifactor model. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Effects of biomotor structures on performance of competitive gymnastics elements in elementary school female sixth-graders.

PubMed

Delas, Suncica; Babin, Josip; Katić, Ratko

2007-12-01

In order to identify biomotor systems that determine performance of competitive gymnastics elements in elementary school female sixth-graders, factor structures of morphological characteristics and basic motor abilities were determined first, followed by relations of the morphological-motor system factors obtained with a set of criterion variables evaluating specific motor skills in competitive gymnastics in 126 female children aged 12 years +/- 3 months. Factor analysis of 17 morphological measures yielded three morphological factors: factor of mesoendomorphy and/or adipose body voluminosity; factor of longitudinal body dimensionality; and factor of transverse arm dimensionality. Factor analysis of 16 motor variables produced four motor factors: general motoricity factor (motor system); general speed factor; factor of explosive strength of throwing type (arm explosiveness); and factor of arm and leg flexibility. Three significant canonical correlations, i.e. linear combinations, explained the association between the set of seven latent variables of the morphological and basic motor system, and five variables evaluating the knowledge in competitive gymnastics. The first canonical linear combination was based on a favorable and predominant impact of the general motor factor (a system integrating whole body coordination, leg explosiveness, relative arm strength, arm movement frequency and body flexibility) on performance of gymnastics elements, cartwheel, handstand and backward pullover mount in particular, and to a lesser extent front scale and double leg pirouette for 180 degrees. The relation of the second pair of canonical factors additionally explained the role of transverse dimensionality of arm skeleton, arm flexibility and explosiveness in performing cartwheel and squat vault, whereas the relation of the third pair of canonical factors explained the unfavorable impact of adipose voluminosity on the performance of squat vault and backward pullover mount.

The Effects of 3-Month Skill-Based and Plyometric Conditioning on Fitness Parameters in Junior Female Volleyball Players.

PubMed

Idrizovic, Kemal; Gjinovci, Bahri; Sekulic, Damir; Uljevic, Ognjen; João, Paulo Vicente; Spasic, Miodrag; Sattler, Tine

2018-02-24

This study compared the effects of skill-based and plyometric conditioning (both performed in addition to regular volleyball training twice a week for 12 wk) on fitness parameters in female junior volleyball players. The participants [n = 47; age: 16.6 (0.6) y; mass: 59.4 (8.1) kg; height: 175.1 (3.0) cm] were randomized into a plyometric (n = 13), a skill-based (n = 17), and a control (n = 17) groups. The variables included body height, body mass, calf girth, calf skinfold, corrected calf girth, countermovement jump, 20-m-sprint, medicine ball toss, and sit-and-reach test. Two-way analysis of variance (time × group) effects for time were significant (P < .05) for all variables except body mass. Significant group × time interactions were observed for calf skinfold [η 2  = .14; medium effect size (ES)], 20-m sprint (η 2  = .09; small ES), countermovement jump (η 2  = .29; large ES), medicine ball (η 2  = .58; large ES), with greater gains (reduction of skinfold) for plyometric group, and sit-and-reach (η 2  = .35; large ES), with greater gains in plyometric and skill-based groups. The magnitude-based inference indicated positive changes in 1) medicine ball toss and countermovement jump for all groups; 2) sit-and-reach for the plyometric and skill-based groups; and 3) 20-m sprint, calf girth, calf skinfold, and corrected calf girth for plyometric group only. Selected variables can be improved by adding 2 plyometric training sessions throughout the period of 12 weeks. Additional skill-based conditioning did not contribute to improvement in the studied variables compared with regular volleyball training.

Why is the Skill of the Models in Reproducing MJO and its Impacts on the South American Monsoon Important for Subseasonal Prediction?

NASA Astrophysics Data System (ADS)

Grimm, A. M.; Silva, T. M.; Hirata, F. E.; Martins, G. P.

2017-12-01

The Madden Julian Oscillation (MJO) influences significantly daily precipitation and the frequency of extreme events during the summer South American monsoon (SAM) in important regions of the continent. One of the main features of the SAM, the South Atlantic Convergence Zone (SACZ), extends from central South America over Southeast Brazil and into the subtropical Atlantic Ocean, affecting very densely populated areas in Southeast Brazil. During the austral summer this region is strongly affected by landslides and floods associated with active SACZ, and the extreme precipitation events receive contribution from synoptic and MJO-related intraseasonal variability. Therefore, it is important to assess the observed impacts of the MJO in its different phases and to evaluate the models' skill in reproducing these phases and their impacts on South America in order to explore extended-range predictability of those events. The MJO cycle is divided into 8 phases according to the temporal evolution of the first two observed modes of multivariate EOF analysis of tropical convection and zonal winds. The teleconnections associated with these impacts are analyzed with simulations and influence functions of a simple model. The results show that two of the MJO phases strongly enhance the extreme events in the SACZ region and indicate the responsible mechanisms, lending these events a higher degree of predictability on subseasonal time-scales. Therefore, in selecting models to build a subseasonal-range forecasting scheme for extreme precipitation events, a necessary step is the assessment of their skill in reproducing MJO and its observed impacts on South America. Well-known models of the S2S Project, among them the ECMWF and CFS-v2 models are analyzed. Their reforecasts for weeks 1, 2, 3, 4 are separately projected onto the first two modes of tropical convection and zonal wind variability in order to identify the predicted MJO phases. Although the skill of one of the models in predicting these phases extends to week 4, generally the useful skill does not extend beyond week 3. The simulation of the impacts over South America, especially on the SACZ, is also assessed for selected models.

Why is the Skill of the Models in Reproducing MJO and its Impacts on the South American Monsoon Important for Subseasonal Prediction?

NASA Astrophysics Data System (ADS)

Gross, S.; Wirth, M.; Schäfler, A.; Ewald, F.; Urbanek, B.; Kiemle, C.; Ehret, G.

2016-12-01

The Madden Julian Oscillation (MJO) influences significantly daily precipitation and the frequency of extreme events during the summer South American monsoon (SAM) in important regions of the continent. One of the main features of the SAM, the South Atlantic Convergence Zone (SACZ), extends from central South America over Southeast Brazil and into the subtropical Atlantic Ocean, affecting very densely populated areas in Southeast Brazil. During the austral summer this region is strongly affected by landslides and floods associated with active SACZ, and the extreme precipitation events receive contribution from synoptic and MJO-related intraseasonal variability. Therefore, it is important to assess the observed impacts of the MJO in its different phases and to evaluate the models' skill in reproducing these phases and their impacts on South America in order to explore extended-range predictability of those events. The MJO cycle is divided into 8 phases according to the temporal evolution of the first two observed modes of multivariate EOF analysis of tropical convection and zonal winds. The teleconnections associated with these impacts are analyzed with simulations and influence functions of a simple model. The results show that two of the MJO phases strongly enhance the extreme events in the SACZ region and indicate the responsible mechanisms, lending these events a higher degree of predictability on subseasonal time-scales. Therefore, in selecting models to build a subseasonal-range forecasting scheme for extreme precipitation events, a necessary step is the assessment of their skill in reproducing MJO and its observed impacts on South America. Well-known models of the S2S Project, among them the ECMWF and CFS-v2 models are analyzed. Their reforecasts for weeks 1, 2, 3, 4 are separately projected onto the first two modes of tropical convection and zonal wind variability in order to identify the predicted MJO phases. Although the skill of one of the models in predicting these phases extends to week 4, generally the useful skill does not extend beyond week 3. The simulation of the impacts over South America, especially on the SACZ, is also assessed for selected models.

Towards a Local-Scale Climate Service for Colombian Agriculture: Findings and Future Perspectives

NASA Astrophysics Data System (ADS)

Ramirez-Villegas, J.; Prager, S.; Llanos, L.; Agudelo, D.; Esquivel, A.; Sotelo, S.; Guevara, E.; Howland, F. C.; Munoz, A.; Rodriguez, J.; Ordonez, L.; Fernandes, K.

2017-12-01

Globally, interannual climate variability explains roughly a third of the yield variation for major crops. In Colombia, interannual climate variations and specially those driven by ENSO can disrupt production, lower farmers' incomes and increase market prices for both urban and rural consumers alike. Farmers in Colombia, however, often plan for the cropping season based on the immediately prior year's experience, which is unlikely to result in successful crops under high climate variability events. Critical decisions for avoiding total investment loss or to ensure successful harvests, including issues related to planting date, what variety to plant, or whether to plant, are made, at best, intuitively. Here, we demonstrate that the combination of better data, skillful seasonal climate forecasts, calibrated crop models, and a web-based climate services platform tailored to users' needs can prove successful in establishing a sustained climate service for agriculture. Rainfall predictability analyses indicate that statistical seasonal climate forecasts are skillful enough for issuing forecasts reliably in virtually all areas, with dry periods generally showing greater predictability than wet periods. Importantly, we find that a better specification of predictor regions significantly enhances seasonal forecast skill. Rice and maize crop models capture well the growth and development of rice and maize crops in experimental settings, and ably simulate historical (1980-2014) variations in productivity. With skillful climate and crop models, we developed a climate services platform that produces seasonal climate forecasts, and connects these with crop models. A usability study of the forecast platform revealed that, from a population of ca. 200 farmers and professionals, roughly two thirds correctly interpreted information and felt both confident and encouraged to use the platform. Nevertheless, capacity strengthening on key agro-climatology concepts was highlighted by farmers as a crucial need. Challenges also arose in certain zones due to limited access to electricity, computers or Internet. Based on our results, we conclude that for a climate service to be truly sustainable, well-calibrated and skillful models are as critical as the co-creation of the service itself with the stakeholder community.

Stability of Core Language Skill Stability of Core Language Skill from Early Childhood to Adolescence: A Latent Variable Approach

PubMed Central

Bornstein, Marc H.; Hahn, Chun-Shin; Putnick, Diane L.; Suwalsky, Joan T. D.

2014-01-01

This four-wave prospective longitudinal study evaluated stability of language in 324 children from early childhood to adolescence. Structural equation modeling supported loadings of multiple age-appropriate multi-source measures of child language on single-factor core language skills at 20 months and 4, 10, and 14 years. Large stability coefficients (standardized indirect effect = .46) were obtained between language latent variables from early childhood to adolescence and accounting for child nonverbal intelligence and social competence and maternal verbal intelligence, education, speech, and social desirability. Stability coefficients were similar for girls and boys. Stability of core language skill was stronger from 4 to 10 to 14 years than from 20 months to 4 years, so early intervention to improve lagging language is recommended. PMID:25165797

Evaluation of the validity of the condom use self-efficacy scale (CUSES) in young men using two behavioral simulations.

PubMed

Forsyth, A D; Carey, M P; Fuqua, R W

1997-03-01

Assessment of behavioral skills remains critical to the evaluation of HIV prevention interventions; however, investigators often rely upon participant reports of self-efficacy to estimate such skills. We evaluated the relationship between self-efficacy beliefs for condom use and behavioral performance. Forty-three men completed the Condom Use Self-Efficacy Scale (CUSES) and participated in 2 behavioral assessments. Regression analyses indicated that the CUSES subscales relevant to negotiation of condom use did not account for a significant amount of variability in interpersonal skills; similarly, the CUSES subscale relevant to technical condom use skill did not account for variability in the condom application scores. We caution investigators against the assumption that higher self-efficacy reflects behavioral competence for HIV-risk reduction.

The relationship between learning mathematics and general cognitive ability in primary school.

PubMed

Cowan, Richard; Hurry, Jane; Midouhas, Emily

2018-06-01

Three relationships between learning mathematics and general cognitive ability have been hypothesized: The educational hypothesis that learning mathematics develops general cognitive skills, the psychometric hypothesis that differences in general cognitive ability cause differences in mathematical attainment, and the reciprocal influence hypothesis that developments in mathematical ability and general cognitive ability influence each other. These hypotheses are assessed with a sample of 948 children from the Twins Early Development Study who were assessed at 7, 9, and 10 years on mathematics, English, and general cognitive ability. A cross-lagged path analysis with mathematics and general cognitive ability measures supports the reciprocal influence hypothesis between 7 and 9 and between 9 and 10. A second analysis including English assessments only provides evidence of a reciprocal relationship between 7 and 9. Statement of Contribution What is already known on this subject? The correlations between mathematical attainment, literacy, and measures of general cognitive skills are well established. The role of literacy in developing general cognitive skills is emerging. What the present study adds? Mathematics contributes to the development of general cognitive skills. General cognitive ability contributes to mathematical development between 7 and 10. These findings support the hypothesis of reciprocal influence between mathematics and general cognitive ability, at least between 7 and 9. © 2017 The British Psychological Society.

The Delineation of Coral Bleaching Thresholds and Future Reef Health, Little Cayman Cayman Islands

NASA Astrophysics Data System (ADS)

Manfrino, C.; Van Hooidonk, R. J.; Manzello, D.; Hendee, J.

2011-12-01

The global rise in sea temperature through anthropogenic climate change is affecting coral reef ecosystems through a phenomenon known as coral bleaching; a common reaction to thermally induced physiological stress in reef-building corals that often leads to coral mortality. We describe aspects of the most prevalent episode of coral bleaching ever recorded at Little Cayman, Cayman Islands, during the fall of 2009. Scleractinian coral species exhibiting susceptibility to thermal stress and bleaching in Little Cayman were, in order, Siderastrea siderea, Montastraea annularis, and Montastraea faveolata, while Diplora strigosa and Agaricia spp. were less so, yet still showed considerable bleaching prevalence and severity. In contrast, the least susceptible were Porites porites, Porites astreoides, and Montastraea cavernosa. These observations and other reported observations of coral bleaching, together with 29 years (1982 - 2010) of satellite-derived sea surface temperatures, were used in a Degree Heating Weeks (DHW) and Peirce Skill Score (PSS) analysis to calculate a bleaching threshold above which bleaching was expected to occur. A threshold of 4.2 DHW had the highest skill, with a PSS of 0.70. This threshold and susceptibility ranking are used in combination with SST data from global, coupled ocean-atmosphere general circulation models (GCM) from the fourth IPCC assessment to forecast future reef health on Little Cayman. While these GCMs possess skill in reproducing many aspects of climate, they vary in their ability to correctly capture such parameters as the tropical ocean seasonal cycle and El Niño Southern Oscillation (ENSO) variability. These model weaknesses likely reduce the skill of coral bleaching predictions. To overcome this, a multi-model ensemble of GCMs are corrected for their mean, annual cycle and ENSO variability prior to calculating future thermal stress. Preliminary results show that from 2045 on Little Cayman is likely to see more than two massive bleaching episodes per decade.

Variable training does not lead to better motor learning compared to repetitive training in children with and without DCD when exposed to active video games.

PubMed

Bonney, Emmanuel; Jelsma, Dorothee; Ferguson, Gillian; Smits-Engelsman, Bouwien

2017-03-01

Little is known about the influence of practice schedules on motor learning and skills transfer in children with and without developmental coordination disorder (DCD). Understanding how practice schedules affect motor learning is necessary for motor skills development and rehabilitation. The study investigated whether active video games (exergames) training delivered under variable practice led to better learning and transfer than repetitive practice. 111 children aged 6-10 years (M=8.0, SD=1.0) with no active exergaming experience were randomized to receive exergames training delivered under variable (Variable Game Group (VGG), n=56) or repetitive practice schedule (Repetitive Game Group (RGG), n=55). Half the participants were identified as DCD using the DSM-5 criteria, while the rest were typically developing (TD), age-matched children. Both groups participated in two 20min sessions per week for 5 weeks. Both participant groups (TD and DCD) improved equally well on game performance. There was no significant difference in positive transfer to balance tasks between practice schedules (Repetitive and Variable) and participant groups (TD and DCD). Children with and without DCD learn balance skills quite well when exposed to exergames. Gains in learning and transfer are similar regardless of the form of practice schedule employed. This is the first paper to compare the effect of practice schedules on learning in children with DCD and those with typical development. No differences in motor learning were found between repetitive and variable practice schedules. When children with and without DCD spend the same amount of time on exergames, they do not show any differences in acquisition of motor skills. Transfer of motor skills is similar in children with and without DCD regardless of differences in practice schedules. Copyright © 2017 Elsevier Ltd. All rights reserved.

Effect of age on variability in the production of text-based global inferences.

PubMed

Williams, Lynne J; Dunlop, Joseph P; Abdi, Hervé

2012-01-01

As we age, our differences in cognitive skills become more visible, an effect especially true for memory and problem solving skills (i.e., fluid intelligence). However, by contrast with fluid intelligence, few studies have examined variability in measures that rely on one's world knowledge (i.e., crystallized intelligence). The current study investigated whether age increased the variability in text based global inference generation--a measure of crystallized intelligence. Global inference generation requires the integration of textual information and world knowledge and can be expressed as a gist or lesson. Variability in generating two global inferences for a single text was examined in young-old (62 to 69 years), middle-old (70 to 76 years) and old-old (77 to 94 years) adults. The older two groups showed greater variability, with the middle elderly group being most variable. These findings suggest that variability may be a characteristic of both fluid and crystallized intelligence in aging.

Critical Thinking Skills among Elementary School Students: Comparing Identified Gifted and General Education Student Performance

ERIC Educational Resources Information Center

Kettler, Todd

2014-01-01

Education reform efforts, including the current adoption of Common Core State Standards, have increased attention to teaching critical thinking skills to all students. This study investigated the critical thinking skills of fourth-grade students from a school district in Texas, including 45 identified gifted students and 163 general education…

Development of Students' Critical-Reasoning Skills through Content-Focused Activities in a General Education Course

ERIC Educational Resources Information Center

Fencl, Heidi S.

2010-01-01

Students in a general education science course made significant gains in scientific reasoning skills when they were taught using carefully designed hands-on activities and writing assignments. The activities required students to make use of scientific skills such as graphing, predicting outcomes under changing conditions, or designing experiments,…

Maintenance and Generalization of Social Skills in Adults with Severe Disabilities. Final Project Report.

ERIC Educational Resources Information Center

Farlow, Leslie; Snell, Martha E.

Three studies were conducted to explore the relationship between social skills instruction and the maintenance and generalization of skills to post-school environments. Three adult women with severe disabilities in their last year of school participated in the studies. The first study addressed the effectiveness of an instructional package to…

Computer Assisted Instruction to Teach Item Selection in Grocery Stores: An Assessment of Acquisition and Generalization

ERIC Educational Resources Information Center

Hutcherson, Karen; Langone, John; Ayres, Kevin; Clees, Tom

2004-01-01

One principle of applied research is to design intervention programs targeted to teach useful skills to the participants (Baer, Wolf, & Risley, 1968), while structuring the program to promote generalization of the skills to the natural environment (Stokes & Baer, 1977). Proficiency in community skills (e.g., community navigation and…

The Effect of Tuition Reimbursement on Turnover: A Case Study Analysis. NBER Working Paper No. 12975

ERIC Educational Resources Information Center

Flaherty, Colleen N.

2007-01-01

Tuition reimbursement programs provide financial assistance for direct costs of education and are a type of general skills training program commonly offered by employers in the United States. Standard human capital theory argues that investment in firm-specific skills reduces turnover, while investment in general skills training could result in…

The Level of Possession of the Students at the Hashemite University of Professional and Family Counseling Skills in Light of Achievement and Gender Variables

ERIC Educational Resources Information Center

ALharbi, Bassam H. M.; Mhaidat, Fatin

2017-01-01

The present study aimed to identify the level of owning a field training students majoring in psychological counseling at the Hashemite University of professional and family counseling skills in light of achievement and gender variables. The subjects of the study comprised of (100) subjects of field training students in the second semester of the…

Improved self-management skills predict improvements in quality of life and depression in patients with chronic disorders.

PubMed

Musekamp, Gunda; Bengel, Jürgen; Schuler, Michael; Faller, Hermann

2016-08-01

Self-management programs aim to improve patients' skills to manage their chronic condition in everyday life. Improvement in self-management is assumed to bring about improvements in more distal outcomes, such as quality of life. This study aimed to test the hypothesis that changes in self-reported self-management skills observed after participation in self-management programs predict changes in both quality of life and depressive symptoms three months later. Using latent change modeling, the relationship between changes in latent variables over three time points (start and end of rehabilitation, after three months) was analysed. The sample comprised 580 patients with different chronic conditions treated in inpatient rehabilitation clinics. The influence of additional predictor variables (age, sex, perceived social support) and type of disorder as a moderator variable was also tested. Changes in self-reported self-management skills after rehabilitation predicted changes in both quality of life and depressive symptoms at the end of rehabilitation and the 3 months follow-up. These relationships remained significant after the inclusion of other predictor variables and were similar across disorders. The findings provide support for the hypothesis that improvements in proximal outcomes of self-management programs may foster improvements in distal outcomes. Further studies should investigate treatment mechanisms. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

A randomized controlled study of a social skills training for preadolescent children with autism spectrum disorders: generalization of skills by training parents and teachers?

PubMed Central

2014-01-01

Background Social skills training (SST) is a common intervention for children with autism spectrum disorders (ASDs) to improve their social and communication skills. Despite the fact that SSTs are often applied in clinical practice, the evidence for the effectiveness of these trainings for children with ASD is inconclusive. Moreover, long term outcome and generalization of learned skills are little evaluated. Additionally, there is no research on the influence of involvement of parents and teachers on effectiveness of SST and on the generalization of learned social skills to daily life. We expect parent and teacher involvement in SST to enhance treatment efficacy and to facilitate generalization of learned skills to daily life. Method/Design In a randomized controlled trial (RCT) with three conditions, 120 participants with ASD at the end of primary school (10–12 years of calendar age) have been randomized to SST, SST-PTI (SST with Parent & Teacher Involvement), or care-as-usual. The SST consists of 18 group sessions of 1.5 hours for the children. In the SST-PTI condition, parents additionally participate in 8 parent sessions and parents and teachers are actively involved in homework assignments. Assessment takes place at three moments: before and immediately after the intervention period and at 6 months follow-up. Primary outcome is socialization, as an aspect of adaptive functioning. Secondary outcomes focus on specific social skills children learn during SST and on more general social skills pertaining to home and community settings from a multi-informant perspective. Additionally, possible predictors of treatment outcome will be assessed. Discussion The current study is an RCT study evaluating SST in a large sample of Dutch children with ASD in a specific age range (10–12 years). Strengths of the study are the use of one manualized protocol, application of standardized and internationally used rating instruments, use of multiple raters, investigation of generalization of learned skills to daily life, and the evaluation of efficacy in the longer term by follow-up measures at 6 months after the end of training. Trial registration NTR2405 PMID:24989854

A randomized controlled study of a social skills training for preadolescent children with autism spectrum disorders: generalization of skills by training parents and teachers?

PubMed

Dekker, Vera; Nauta, Maaike H; Mulder, Erik J; Timmerman, Marieke E; de Bildt, Annelies

2014-07-02

Social skills training (SST) is a common intervention for children with autism spectrum disorders (ASDs) to improve their social and communication skills. Despite the fact that SSTs are often applied in clinical practice, the evidence for the effectiveness of these trainings for children with ASD is inconclusive. Moreover, long term outcome and generalization of learned skills are little evaluated. Additionally, there is no research on the influence of involvement of parents and teachers on effectiveness of SST and on the generalization of learned social skills to daily life. We expect parent and teacher involvement in SST to enhance treatment efficacy and to facilitate generalization of learned skills to daily life. In a randomized controlled trial (RCT) with three conditions, 120 participants with ASD at the end of primary school (10-12 years of calendar age) have been randomized to SST, SST-PTI (SST with Parent & Teacher Involvement), or care-as-usual. The SST consists of 18 group sessions of 1.5 hours for the children. In the SST-PTI condition, parents additionally participate in 8 parent sessions and parents and teachers are actively involved in homework assignments. Assessment takes place at three moments: before and immediately after the intervention period and at 6 months follow-up. Primary outcome is socialization, as an aspect of adaptive functioning. Secondary outcomes focus on specific social skills children learn during SST and on more general social skills pertaining to home and community settings from a multi-informant perspective. Additionally, possible predictors of treatment outcome will be assessed. The current study is an RCT study evaluating SST in a large sample of Dutch children with ASD in a specific age range (10-12 years). Strengths of the study are the use of one manualized protocol, application of standardized and internationally used rating instruments, use of multiple raters, investigation of generalization of learned skills to daily life, and the evaluation of efficacy in the longer term by follow-up measures at 6 months after the end of training. NTR2405.

Sibling self-management: Programming for generalization to improve interactions between typically developing siblings and children with autism spectrum disorders.

PubMed

Kryzak, Lauren A; Jones, Emily A

2017-11-01

The present study taught typically developing (TD) siblings of children with autism spectrum disorders (ASD) social-communicative and self-management skills. The authors' hypothesized that the acquisition of self-management skills would support generalization of targeted social-communicative responses. A multiple baseline probe design across sibling dyads was used to decrease exposure to unnecessary sessions in the absence of intervention. Four TD siblings were taught self-management of a social skills curriculum using behavioral skills training, which consisted of instructions, modeling, practice, and subsequent feedback. Results indicated that TD siblings learned to self-manage the social skills curriculum with some generalization across novel settings and over time. Comparisons of social-communicative responses to their typical peers provided some support for the social validity of the intervention outcomes. These results support the use of self-management, when explicitly programming for generalization, which continues to be a key consideration when including TD siblings in interventions with their siblings with ASD.

The predictive value of aptitude assessment in laparoscopic surgery: a meta-analysis.

PubMed

Kramp, Kelvin H; van Det, Marc J; Hoff, Christiaan; Veeger, Nic J G M; ten Cate Hoedemaker, Henk O; Pierie, Jean-Pierre E N

2016-04-01

Current methods of assessing candidates for medical specialties that involve laparoscopic skills suffer from a lack of instruments to assess the ability to work in a minimally invasive surgery environment. A meta-analysis was conducted to investigate whether aptitude assessment can be used to predict variability in the acquisition and performance of laparoscopic skills. PubMed, PsycINFO and Google Scholar were searched to November 2014 for published and unpublished studies reporting the measurement of a form of aptitude for laparoscopic skills. The quality of studies was assessed with QUADAS-2. Summary correlations were calculated using a random-effects model. Thirty-four studies were found to be eligible for inclusion; six of these studies used an operating room performance measurement. Laparoscopic skills correlated significantly with visual-spatial ability (r = 0.32, 95% confidence interval [CI] 0.25-0.39; p < 0.001), perceptual ability (r = 0.31, 95% CI 0.22-0.39; p < 0.001), psychomotor ability (r = 0.26, 95% CI 0.10-0.40; p = 0.003) and simulator-based assessment of aptitude (r = 0.64, 95% CI 0.52-0.73; p < 0.001). Three-dimensional dynamic visual-spatial ability showed a significantly higher correlation than intrinsic static visual-spatial ability (p = 0.024). In general, aptitude assessments are associated with laparoscopic skill level. Simulator-based assessment of aptitude appears to have the potential to represent a job sample and to enable the assessment of all forms of aptitude for laparoscopic surgery at once. A laparoscopy aptitude test can be a valuable additional tool in the assessment of candidates for medical specialties that require laparoscopic skills. © 2016 John Wiley & Sons Ltd.

Patients’ preferences for GP consultation for perceived cancer risk in primary care: a discrete choice experiment

PubMed Central

Whitaker, Katriina L; Ghanouni, Alex; Zhou, Yin; Lyratzopoulos, Georgios; Morris, Stephen

2017-01-01

Background Contacting a doctor for advice when experiencing a potential cancer symptom is an important step in early diagnosis, but barriers to consultation are commonly reported. Understanding barriers to consulting in primary care within the cancer context provides opportunities to improve earlier diagnosis of cancer Aim To investigate patients’ GP consultation preferences when presented with a potential cancer symptom, and to describe whether these preferences are mediated by variable levels of cancer risk. Design and setting A UK-wide online survey of adults ≥50 years old, using quota sampling to reflect general population characteristics. Method A discrete choice experiment examined participants’ preferences for primary care consultation for three cancer symptom scenarios: risk level not mentioned, risk designated as ‘low’, or risk designated as ‘high’. Scenarios based on length of consultation, time to getting an appointment, convenience, choice of GP, and GP listening skills were presented in a self-completed online questionnaire. Results A total of 9616 observations were obtained from 601 participants. Participants expressed preferences for doctors with better listening skills, the ability to see a GP of their choice, and shorter waiting times. These findings were the same across risk conditions and demographic groups. Participants were willing to wait an extra 3.5 weeks for an appointment with a doctor with good/very good listening skills (versus very poor listening skills) and an extra week for an appointment with a GP of their choice (versus any GP). Conclusion Patient decisions about help seeking seem to be particularly influenced by the anticipated listening skills of doctors. Improving doctors’ communication skills may in the longer term encourage people to seek prompt medical help when they experience a cancer symptom. PMID:28483824

Prediction and Monitoring of Monsoon Intraseasonal Oscillations over Indian Monsoon Region in an Ensemble Prediction System using CFSv2

NASA Astrophysics Data System (ADS)

Borah, Nabanita; Sukumarpillai, Abhilash; Sahai, Atul Kumar; Chattopadhyay, Rajib; Joseph, Susmitha; De, Soumyendu; Nath Goswami, Bhupendra; Kumar, Arun

2014-05-01

An ensemble prediction system (EPS) is devised for the extended range prediction (ERP) of monsoon intraseasonal oscillations (MISO) of Indian summer monsoon (ISM) using NCEP Climate Forecast System model version2 at T126 horizontal resolution. The EPS is formulated by producing 11 member ensembles through the perturbation of atmospheric initial conditions. The hindcast experiments were conducted at every 5-day interval for 45 days lead time starting from 16th May to 28th September during 2001-2012. The general simulation of ISM characteristics and the ERP skill of the proposed EPS at pentad mean scale are evaluated in the present study. Though the EPS underestimates both the mean and variability of ISM rainfall, it simulates the northward propagation of MISO reasonably well. It is found that the signal-to-noise ratio becomes unity by about18 days and the predictability error saturates by about 25 days. Though useful deterministic forecasts could be generated up to 2nd pentad lead, significant correlations are observed even up to 4th pentad lead. The skill in predicting large-scale MISO, which is assessed by comparing the predicted and observed MISO indices, is found to be ~17 days. It is noted that the prediction skill of actual rainfall is closely related to the prediction of amplitude of large scale MISO as well as the initial conditions related to the different phases of MISO. Categorical prediction skills reveals that break is more skillfully predicted, followed by active and then normal. The categorical probability skill scores suggest that useful probabilistic forecasts could be generated even up to 4th pentad lead.

Prediction and Monitoring of Monsoon Intraseasonal Oscillations over Indian Monsoon Region in an Ensemble Prediction System using CFSv2

NASA Astrophysics Data System (ADS)

Borah, N.; Abhilash, S.; Sahai, A. K.; Chattopadhyay, R.; Joseph, S.; Sharmila, S.; de, S.; Goswami, B.; Kumar, A.

2013-12-01

An ensemble prediction system (EPS) is devised for the extended range prediction (ERP) of monsoon intraseasonal oscillations (MISOs) of Indian summer monsoon (ISM) using NCEP Climate Forecast System model version2 at T126 horizontal resolution. The EPS is formulated by producing 11 member ensembles through the perturbation of atmospheric initial conditions. The hindcast experiments were conducted at every 5-day interval for 45 days lead time starting from 16th May to 28th September during 2001-2012. The general simulation of ISM characteristics and the ERP skill of the proposed EPS at pentad mean scale are evaluated in the present study. Though the EPS underestimates both the mean and variability of ISM rainfall, it simulates the northward propagation of MISO reasonably well. It is found that the signal-to-noise ratio becomes unity by about18 days and the predictability error saturates by about 25 days. Though useful deterministic forecasts could be generated up to 2nd pentad lead, significant correlations are observed even up to 4th pentad lead. The skill in predicting large-scale MISO, which is assessed by comparing the predicted and observed MISO indices, is found to be ~17 days. It is noted that the prediction skill of actual rainfall is closely related to the prediction of amplitude of large scale MISO as well as the initial conditions related to the different phases of MISO. Categorical prediction skills reveals that break is more skillfully predicted, followed by active and then normal. The categorical probability skill scores suggest that useful probabilistic forecasts could be generated even up to 4th pentad lead.

Prediction and monitoring of monsoon intraseasonal oscillations over Indian monsoon region in an ensemble prediction system using CFSv2

NASA Astrophysics Data System (ADS)

Abhilash, S.; Sahai, A. K.; Borah, N.; Chattopadhyay, R.; Joseph, S.; Sharmila, S.; De, S.; Goswami, B. N.; Kumar, Arun

2014-05-01

An ensemble prediction system (EPS) is devised for the extended range prediction (ERP) of monsoon intraseasonal oscillations (MISO) of Indian summer monsoon (ISM) using National Centers for Environmental Prediction Climate Forecast System model version 2 at T126 horizontal resolution. The EPS is formulated by generating 11 member ensembles through the perturbation of atmospheric initial conditions. The hindcast experiments were conducted at every 5-day interval for 45 days lead time starting from 16th May to 28th September during 2001-2012. The general simulation of ISM characteristics and the ERP skill of the proposed EPS at pentad mean scale are evaluated in the present study. Though the EPS underestimates both the mean and variability of ISM rainfall, it simulates the northward propagation of MISO reasonably well. It is found that the signal-to-noise ratio of the forecasted rainfall becomes unity by about 18 days. The potential predictability error of the forecasted rainfall saturates by about 25 days. Though useful deterministic forecasts could be generated up to 2nd pentad lead, significant correlations are found even up to 4th pentad lead. The skill in predicting large-scale MISO, which is assessed by comparing the predicted and observed MISO indices, is found to be ~17 days. It is noted that the prediction skill of actual rainfall is closely related to the prediction of large-scale MISO amplitude as well as the initial conditions related to the different phases of MISO. An analysis of categorical prediction skills reveals that break is more skillfully predicted, followed by active and then normal. The categorical probability skill scores suggest that useful probabilistic forecasts could be generated even up to 4th pentad lead.

The mechanism of suppression: a component of general comprehension skill.

PubMed

Gernsbacher, M A; Faust, M E

1991-03-01

We investigated whether the cognitive mechanism of suppression underlies differences in adult comprehension skill. Less skilled comprehenders reject less efficiently the inappropriate meanings of ambiguous words (e.g., the playing card vs. garden tool meaning of spade), the incorrect forms of homophones (e.g., patients vs. patience), the highly typical but absent members of scenes (e.g., a tractor in a farm scene), and words superimposed on pictures or pictures surrounding words. However, less skilled comprehenders are not less cognizant of what is contextually appropriate; in fact, they benefit from a biasing context just as much (and perhaps more) as more skilled comprehenders do. Thus, less skilled comprehenders do not have difficulty enhancing contextually appropriate information. Instead, we suggest that less skilled comprehenders suffer from a less efficient suppression mechanism, which we conclude is an important component of general comprehension skill.

Talent Identification in Sport: A Systematic Review.

PubMed

Johnston, Kathryn; Wattie, Nick; Schorer, Jörg; Baker, Joseph

2018-01-01

Talent identification (TID) programs are an integral part of the selection process for elite-level athletes. While many sport organizations utilize TID programs, there does not seem to be a clear set of variables that consistently predict future success. This review aims to synthesize longitudinal and retrospective studies examining differences between performance variables in highly skilled and less-skilled athletes in elite-level sport. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were used to identify relevant studies (N = 20). There was a clear overrepresentation of studies that (1) examined physical profiles of athletes (60%); (2) focused on male samples (65%); (3) examined athletes between the ages of 10 and 20 years (60%); and (4) were published between the years 2010 and 2015 (65%). On closer examination, there was a high degree of variability in the factors that were found to discriminate between skilled and less-skilled individuals. Findings from this review highlight how little is known about TID in elite sport and emphasize the need for greater diversity in TID research.

Improving seasonal forecasts of hydroclimatic variables through the state of multiple large-scale climate signals

NASA Astrophysics Data System (ADS)

Castelletti, A.; Giuliani, M.; Block, P. J.

2017-12-01

Increasingly uncertain hydrologic regimes combined with more frequent and intense extreme events are challenging water systems management worldwide, emphasizing the need of accurate medium- to long-term predictions to timely prompt anticipatory operations. Despite modern forecasts are skillful over short lead time (from hours to days), predictability generally tends to decrease on longer lead times. Global climate teleconnection, such as El Niño Southern Oscillation (ENSO), may contribute in extending forecast lead times. However, ENSO teleconnection is well defined in some locations, such as Western USA and Australia, while there is no consensus on how it can be detected and used in other regions, particularly in Europe, Africa, and Asia. In this work, we generalize the Niño Index Phase Analysis (NIPA) framework by contributing the Multi Variate Niño Index Phase Analysis (MV-NIPA), which allows capturing the state of multiple large-scale climate signals (i.e. ENSO, North Atlantic Oscillation, Pacific Decadal Oscillation, Atlantic Multi-decadal Oscillation, Indian Ocean Dipole) to forecast hydroclimatic variables on a seasonal time scale. Specifically, our approach distinguishes the different phases of the considered climate signals and, for each phase, identifies relevant anomalies in Sea Surface Temperature (SST) that influence the local hydrologic conditions. The potential of the MV-NIPA framework is demonstrated through an application to the Lake Como system, a regulated lake in northern Italy which is mainly operated for flood control and irrigation supply. Numerical results show high correlations between seasonal SST values and one season-ahead precipitation in the Lake Como basin. The skill of the resulting MV-NIPA forecast outperforms the one of ECMWF products. This information represents a valuable contribution to partially anticipate the summer water availability, especially during drought events, ultimately supporting the improvement of the Lake Como operations.

Deficiencies in Basic Knowledge and Skills among High School Business Education Seniors.

ERIC Educational Resources Information Center

Goddard, M. Lee

1982-01-01

Conducted a study to determine the level of basic skills achievement among Ohio high school business education seniors. Found that these students lacked competency in general knowledge and in computational skills, basic English skills, and typewriting skills. (GC)

Teacher (Mis)Perceptions of Preschoolers’ Academic Skills: Predictors and Associations With Longitudinal Outcomes

PubMed Central

Baker, Courtney N.; Tichovolsky, Marianne H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Arnold, David H.

2014-01-01

Preschool teachers have important impacts on children’s academic outcomes, and teachers’ misperceptions of children’s academic skills could have negative consequences, particularly for low-income preschoolers. This study utilized data gathered from 123 preschool teachers and their 760 preschoolers from 70 low-income, racially diverse centers. Hierarchical linear modeling was utilized to account for the nested data structure. Even after controlling for children’s actual academic skill, older children, children with stronger social skills, and children with fewer inattentive symptoms were perceived to have stronger academic abilities. Contrary to hypotheses, preschoolers with more behavior problems were perceived by teachers to have significantly better pre-academic abilities than they actually had. Teachers’ perceptions were not associated with child gender or child race/ethnicity. Although considerable variability was due to teacher-level characteristics, child characteristics explained 42% of the variability in teachers’ perceptions about children’s language and pre-literacy ability and 41% of the variability in teachers’ perceptions about mathability. Notably, these perceptions appear to have important impacts over time. Controlling for child baseline academic skill and child characteristics, teacher perceptions early in the preschool year were significantly associated with child academic outcomes during the spring for both language and pre-literacy and math. Study implications with regard to the achievement gap are discussed. PMID:26538767

In vivo versus simulation training: an interactional analysis of range and type of training exemplars.

PubMed Central

Neef, N A; Lensbower, J; Hockersmith, I; DePalma, V; Gray, K

1990-01-01

We analyzed the role of the range of variation in training exemplars as a contextual variable influencing the effects of in vivo versus simulation training in producing generalized responding. Four mentally retarded adults received single case instruction, followed by general case instruction, on washing machine and dryer use; one task was taught using actual appliances (in vivo) and the other using simulation. In vivo and simulation training were counterbalanced across the two tasks for the 2 subject pairs, using a within-subjects Latin square design. With both paradigms, more errors were made after single case than after general case instruction during probe sessions with untrained washing machines and dryers. These results suggest that generalization errors were affected by the range of training exemplars and not by the use of simulated versus natural training stimuli. Although both general case simulation and general case in vivo training facilitated generalized performance of laundry skills, an analysis of training time and costs indicated that the former approach was more efficient. The study illustrates a methodology for studying complex interactions and guiding decisions on the optimal use of instructional alternatives. PMID:2074236

The Acquisition of Integrated Science Process Skills in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Saat, Rohaida Mohd

2004-01-01

Web-based learning is becoming prevalent in science learning. Some use specially designed programs, while others use materials available on the Internet. This qualitative case study examined the process of acquisition of integrated science process skills, particularly the skill of controlling variables, in a web-based learning environment among…

Information and Strategic Internet Skills of Secondary Students: A Performance Test

ERIC Educational Resources Information Center

van Deursen, A. J. A. M.; van Diepen, S.

2013-01-01

In this study, the information and strategic Internet skills of Dutch secondary students were measured in a performance test. Participating students were asked to complete assignments on the Internet. The findings reveal that the levels of both information and strategic Internet skills have much room for improvement. Of the variables that…

Beliefs and Values about Intra-Operative Teaching and Learning: A Case Study of Surgical Teachers and Trainees

ERIC Educational Resources Information Center

Ong, Caroline C.; Dodds, Agnes; Nestel, Debra

2016-01-01

Surgeons require advanced psychomotor skills, critical decision-making and teamwork skills. Much of surgical skills training involve progressive trainee participation in supervised operations where case variability, operating team interaction and environment affect learning, while surgical teachers face the key challenge of ensuring patient…

The Difficulties That Seventh Grade Students Face in Comprehensive Reading Skill for English Curricula

ERIC Educational Resources Information Center

Albdour, Waddah Mahmoud

2015-01-01

The study aims at identifying the difficulties affecting the student in the area of reading comprehension skill in English language curricula, measuring the differences in English language teachers' attitudes towards difficulties that seventh grade students face in reading comprehension skill for English language according to personal variables.…

How novice, skilled and advanced clinical researchers include variables in a case report form for clinical research: a qualitative study

PubMed Central

Chu, Hongling; Zeng, Lin; Fetters, Micheal D; Li, Nan; Tao, Liyuan; Shi, Yanyan; Zhang, Hua; Wang, Xiaoxiao; Li, Fengwei; Zhao, Yiming

2017-01-01

Objectives Despite varying degrees in research training, most academic clinicians are expected to conduct clinical research. The objective of this research was to understand how clinical researchers of different skill levels include variables in a case report form for their clinical research. Setting The setting for this research was a major academic institution in Beijing, China. Participants The target population was clinical researchers with three levels of experience, namely, limited clinical research experience, clinicians with rich clinical research experience and clinical research experts. Methods Using a qualitative approach, we conducted 13 individual interviews (face to face) and one group interview (n=4) with clinical researchers from June to September 2016. Based on maximum variation sampling to identify researchers with three levels of research experience: eight clinicians with limited clinical research experience, five clinicians with rich clinical research experience and four clinical research experts. These 17 researchers had diverse hospital-based medical specialties and or specialisation in clinical research. Results Our analysis yields a typology of three processes developing a case report form that varies according to research experience level. Novice clinician researchers often have an incomplete protocol or none at all, and conduct data collection and publication based on a general framework. Experienced clinician researchers include variables in the case report form based on previous experience with attention to including domains or items at risk for omission and by eliminating unnecessary variables. Expert researchers consider comprehensively in advance data collection and implementation needs and plan accordingly. Conclusion These results illustrate increasing levels of sophistication in research planning that increase sophistication in selection for variables in the case report form. These findings suggest that novice and intermediate-level researchers could benefit by emulating the comprehensive planning procedures such as those used by expert clinical researchers. PMID:28928184

How novice, skilled and advanced clinical researchers include variables in a case report form for clinical research: a qualitative study.

PubMed

Chu, Hongling; Zeng, Lin; Fetters, Micheal D; Li, Nan; Tao, Liyuan; Shi, Yanyan; Zhang, Hua; Wang, Xiaoxiao; Li, Fengwei; Zhao, Yiming

2017-09-18

Despite varying degrees in research training, most academic clinicians are expected to conduct clinical research. The objective of this research was to understand how clinical researchers of different skill levels include variables in a case report form for their clinical research. The setting for this research was a major academic institution in Beijing, China. The target population was clinical researchers with three levels of experience, namely, limited clinical research experience, clinicians with rich clinical research experience and clinical research experts. Using a qualitative approach, we conducted 13 individual interviews (face to face) and one group interview (n=4) with clinical researchers from June to September 2016. Based on maximum variation sampling to identify researchers with three levels of research experience: eight clinicians with limited clinical research experience, five clinicians with rich clinical research experience and four clinical research experts. These 17 researchers had diverse hospital-based medical specialties and or specialisation in clinical research. Our analysis yields a typology of three processes developing a case report form that varies according to research experience level. Novice clinician researchers often have an incomplete protocol or none at all, and conduct data collection and publication based on a general framework. Experienced clinician researchers include variables in the case report form based on previous experience with attention to including domains or items at risk for omission and by eliminating unnecessary variables. Expert researchers consider comprehensively in advance data collection and implementation needs and plan accordingly. These results illustrate increasing levels of sophistication in research planning that increase sophistication in selection for variables in the case report form. These findings suggest that novice and intermediate-level researchers could benefit by emulating the comprehensive planning procedures such as those used by expert clinical researchers. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Improving communication in general practice when mental health issues appear: piloting a set of six evidence-based skills.

PubMed

Stensrud, Tonje Lauritzen; Gulbrandsen, Pål; Mjaaland, Trond Arne; Skretting, Sidsel; Finset, Arnstein

2014-04-01

To test a communication skills training program teaching general practitioners (GPs) a set of six evidence-based mental health related skills. A training program was developed and tested in a pilot test-retest study with 21 GPs. Consultations were videotaped and actors used as patients. A coding scheme was created to assess the effect of training on GP behavior. Relevant utterances were categorized as examples of each of the six specified skills. The GPs' self-perceived learning needs and self-efficacy were measured with questionnaires. The mean number of GP utterances related to the six skills increased from 13.3 (SD 6.2) utterances before to 23.6 (SD 7.2) utterances after training; an increase of 77.4% (P<0.001). Effect sizes varied from 0.23 to 1.37. Skills exploring emotions, cognitions and resources, and the skill Promote coping, increased significantly. Self-perceived learning needs and self-efficacy did not change significantly. The results from this pilot test are encouraging. GPs enhanced their use on four out of six mental health related communication skills significantly, and the effects were medium to large. This training approach appears to be an efficacious approach to mental health related communication skills training in general practice. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Pilot study of a brief dialectical behavior therapy skills group for jail inmates.

PubMed

Moore, Kelly E; Folk, Johanna B; Boren, Emily A; Tangney, June P; Fischer, Sarah; Schrader, Shannon W

2018-02-01

Regulating emotions, refraining from impulsive, maladaptive behavior, and communicating effectively are considered primary treatment needs among jail inmates. Dialectical behavior therapy (DBT; Linehan, 1993a) skills address these deficits and have been implemented in long-term correctional settings, but have yet to be adapted for general population inmates in short-term jail settings. This study assessed the feasibility and acceptability of a DBT skills group in a jail setting, as well as its utility in improving coping skills and emotional/behavioral dysregulation. Male jail inmates participated in an 8-week DBT skills group and completed pre- and posttest assessments of coping skills, emotional/behavioral dysregulation, and measures of treatment acceptability. Out of 27 who started therapy, 16 completed it, primarily due to involuntary attrition such as transfer to another correctional facility. Although several logistical issues arose during this pilot study, preliminary results suggest that a brief DBT skills group is feasible and acceptable in a jail setting, and may improve coping skills and reduce externalization of blame among general population jail inmates. This study lays the groundwork for larger, controlled trials of abbreviated DBT skills groups for general population inmates in short-term jail settings. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

An Evaluation of Behavioral Skills Training for Teaching Caregivers How to Support Social Skill Development in Their Child with Autism Spectrum Disorder.

PubMed

Hassan, Mahfuz; Simpson, Andrea; Danaher, Katey; Haesen, James; Makela, Tanya; Thomson, Kendra

2018-06-01

Limited research has explored how to best train caregivers to support their child with autism spectrum disorder (ASD) despite caregivers being well suited to promote generalization and maintenance of their child's skills in the natural environment. Children with ASD have been shown to benefit from social skill training, which is not always conducted in the natural context. This research examined the efficacy of behavioral skills training (BST) with, and without in situ training (IST), for teaching caregivers how to also use BST to support their child's context-specific social skills. Although caregivers met mastery criterion within BST sessions, their skills did not generalize to the natural environment until IST was introduced. The implications of the findings are discussed.

One-year retention of general and sequence-specific skills in a probabilistic, serial reaction time task.

PubMed

Romano, Jennifer C; Howard, James H; Howard, Darlene V

2010-05-01

Procedural skills such as riding a bicycle and playing a musical instrument play a central role in daily life. Such skills are learned gradually and are retained throughout life. The present study investigated 1-year retention of procedural skill in a version of the widely used serial reaction time task (SRTT) in young and older motor-skill experts and older controls in two experiments. The young experts were college-age piano and action video-game players, and the older experts were piano players. Previous studies have reported sequence-specific skill retention in the SRTT as long as 2 weeks but not at 1 year. Results indicated that both young and older experts and older non-experts revealed sequence-specific skill retention after 1 year with some evidence that general motor skill was retained as well. These findings are consistent with theoretical accounts of procedural skill learning such as the procedural reinstatement theory as well as with previous studies of retention of other motor skills.

Investigating the Problem of Skill Generalization: Literature Review III.

ERIC Educational Resources Information Center

Haring, Norris

The third in a series of literature reviews, this monograph presents three articles on skill generalization among individuals with severe disabilities. Kathleen A. Liberty analyzes the results of 15 studies to determine how teaching self-control affected students' performance in training and generalization, "Behavior-Control of Stimulus Events to…

Specificity of Occupational Training and Occupational Mobility: An Empirical Study Based on Lazear's Skill-Weights Approach

ERIC Educational Resources Information Center

Geel, Regula; Mure, Johannes; Backes-Gellner, Uschi

2011-01-01

According to standard human capital theory, firm-financed training cannot be explained if the skills obtained are general in nature. Nevertheless, in German-speaking countries, firms invest heavily in apprenticeship training although the skills are assumed to be general. In our paper, we study the extent to which apprenticeship training is general…

Successful Application of Adaptive Emotion Regulation Skills Predicts the Subsequent Reduction of Depressive Symptom Severity but neither the Reduction of Anxiety nor the Reduction of General Distress during the Treatment of Major Depressive Disorder

PubMed Central

Wirtz, Carolin M.; Radkovsky, Anna; Ebert, David D.; Berking, Matthias

2014-01-01

Objective Deficits in general emotion regulation (ER) skills have been linked to symptoms of depression and are thus considered a promising target in the treatment of Major depressive disorder (MDD). However, at this point, the extent to which such skills are relevant for coping with depression and whether they should instead be considered a transdiagnostic factor remain unclear. Therefore, the present study aimed to investigate whether successful ER skills application is associated with changes in depressive symptom severity (DSS), anxiety symptom severity (ASS), and general distress severity (GDS) over the course of treatment for MDD. Methods Successful ER skills application, DSS, ASS, and GDS were assessed four times during the first three weeks of treatment in 175 inpatients who met the criteria for MDD. We computed Pearson correlations to test whether successful ER skills application and the three indicators of psychopathology are cross-sectionally associated. We then performed latent growth curve modelling to test whether changes in successful ER skills application are negatively associated with a reduction of DSS, ASS, or GDS. Finally, we utilized latent change score models to examine whether successful ER skills application predicts subsequent reduction of DSS, ASS, or GDS. Results Successful ER skills application was cross-sectionally associated with lower levels of DSS, ASS, and GDS at all points of assessment. An increase in successful skills application during treatment was associated with a decrease in DSS and GDS but not ASS. Finally, successful ER skills application predicted changes in subsequent DSS but neither changes in ASS nor changes in GDS. Conclusions Although general ER skills might be relevant for a broad range of psychopathological symptoms, they might be particularly important for the maintenance and treatment of depressive symptoms. PMID:25330159

Analysis of Quality and Output of Entrepreneurship in the Field of Refractionist Optician

NASA Astrophysics Data System (ADS)

Wesnita, A.; Dewi, M.

2018-02-01

The launching of the Asean Economic Community (AEC) caused a rivalry on the exchange of the work, especially workers who are involved in the sector of specific expertise that increased sharply. The solution offered is through the implementation of entrepreneurship learning, but despite entrepreneurship courses have been given to students since 2007, data from the last three years states only 21% of graduates of Refractionist Optician Academy in Padang, Indonesia, which became entrepreneurs in the fields of optics and eye health. Therefore, there needs to be an assessment whether the 5 variables of learning process that has been done three variables affect the output quality of learning entrepreneurship. This study has a quantitative method to determine the effect on output quality of the learning process of learning through regression analysis, test t, R2 and the percentage of contribution. The population consist of 121 students and the sample is 54 people. The study states that the academic skills of entrepreneurship is influenced by four variables of learning process, personnel skills of entrepreneurship is not influenced by any learning variable process, and social skills of entrepreneurship is influenced by three variables learning process.

Teaching Motivational Interviewing Skills to Psychiatry Trainees: Findings of a National Survey.

PubMed

Abele, Misoo; Brown, Julie; Ibrahim, Hicham; Jha, Manish K

2016-02-01

The authors report on the current status of motivational interviewing education and training director attitudes about providing it to psychiatry residents. Training directors of general, child/adolescent and addiction psychiatry training programs were invited to participate in an anonymous online survey. Of the 333 training directors who were invited to participate, 66 of 168 (39.3%) general, 41 of 121 (33.9%) child/adolescent, and 19 of 44 (43.2%) addiction psychiatry training directors completed the survey. The authors found that 90.9% of general, 80.5% of child/adolescent, and 100% of addiction psychiatry training programs provided motivational interviewing education. Most programs used multiple educational opportunities; the three most common opportunities were didactics, clinical practice with formal supervision, and self-directed reading. Most training directors believed that motivational interviewing was an important skill for general psychiatrists. The authors also found that 83.3% of general, 87.8% of child/adolescent, and 94.7% of addiction psychiatry training directors reported that motivational interviewing should be taught during general psychiatry residency. Motivational interviewing skills are considered important for general psychiatrists and widely offered by training programs. Competency in motivational interviewing skills should be considered as a graduation requirement in general psychiatry training programs.

Data management by using R: big data clinical research series.

PubMed

Zhang, Zhongheng

2015-11-01

Electronic medical record (EMR) system has been widely used in clinical practice. Instead of traditional record system by hand writing and recording, the EMR makes big data clinical research feasible. The most important feature of big data research is its real-world setting. Furthermore, big data research can provide all aspects of information related to healthcare. However, big data research requires some skills on data management, which however, is always lacking in the curriculum of medical education. This greatly hinders doctors from testing their clinical hypothesis by using EMR. To make ends meet, a series of articles introducing data management techniques are put forward to guide clinicians to big data clinical research. The present educational article firstly introduces some basic knowledge on R language, followed by some data management skills on creating new variables, recoding variables and renaming variables. These are very basic skills and may be used in every project of big data research.

A critical incident study of general practice trainees in their basic general practice term.

PubMed

Diamond, M R; Kamien, M; Sim, M G; Davis, J

1995-03-20

To obtain information on the experiences of general practice (GP) trainees during their first general practice (GP) attachment. Critical incident technique--a qualitative analysis of open-ended interviews about incidents which describe competent or poor professional practice. Thirty-nine Western Australian doctors from the Royal Australian College of General Practitioners' (RACGP) Family Medicine Program who were completing their first six months of general practice in 1992. Doctors reported 180 critical incidents, of which just over 50% involved problems (and sometimes successes) with: difficult patients; paediatrics; the doctor-patient relationship; counselling skills; obstetrics and gynaecology; relationships with other health professionals and practice staff; and cardiovascular disorders. The major skills associated with both positive and negative critical incidents were: the interpersonal skills of rapport and listening; the diagnostic skills of thorough clinical assessment and the appropriate use of investigations; and the management skills of knowing when and how to obtain help from supervisors, hospitals and specialists. Doctors reported high levels of anxiety over difficult management decisions and feelings of guilt over missed diagnoses and inadequate management. The initial GP term is a crucial transition period in the development of the future general practitioner. An analysis of commonly recurring positive and negative critical incidents can be used by the RACGP Training Program to accelerate the learning process of doctors in vocational training and has implications for the planning of undergraduate curricula.

Does Far Transfer Exist? Negative Evidence From Chess, Music, and Working Memory Training.

PubMed

Sala, Giovanni; Gobet, Fernand

2017-12-01

Chess masters and expert musicians appear to be, on average, more intelligent than the general population. Some researchers have thus claimed that playing chess or learning music enhances children's cognitive abilities and academic attainment. We here present two meta-analyses assessing the effect of chess and music instruction on children's cognitive and academic skills. A third meta-analysis evaluated the effects of working memory training-a cognitive skill correlated with music and chess expertise-on the same variables. The results show small to moderate effects. However, the effect sizes are inversely related to the quality of the experimental design (e.g., presence of active control groups). This pattern of results casts serious doubts on the effectiveness of chess, music, and working memory training. We discuss the theoretical and practical implications of these findings; extend the debate to other types of training such as spatial training, brain training, and video games; and conclude that far transfer of learning rarely occurs.

Role of autobiographical memory in social problem solving and depression.

PubMed

Goddard, L; Dritschel, B; Burton, A

1996-11-01

Depressed patients frequently exhibit deficiencies in social problem solving (SPS). A possible cause of this deficit is an impairment in patients' ability to retrieve specific autobiographical memories. A clinically depressed group and a hospital control group performed the Means-End Problem-Solving (MEPS; J. J. Platt & G. Spivack, 1975a) task, during which they were required to attend to the memories retrieved during solution generation. Memories were categorized according to whether they were specific, categoric, or extended and whether the valence of the memories was positive or negative. Results support the general hypothesis that SPS skill is a function of autobiographical memory retrieval as measured by a cuing task and by the types of memories retrieved during the MEPS. However, the dysfunctional nature of categoric memories in SPS, rather than the importance of specific memories, was highlighted in the depressed group. Valence proved to be an unimportant variable in SPS ability. The cyclical links among autobiographical memory retrieval, SPS skills, and depression are discussed.

A learning perspective on individual differences in skilled reading: Exploring and exploiting orthographic and semantic discrimination cues.

PubMed

Milin, Petar; Divjak, Dagmar; Baayen, R Harald

2017-11-01

The goal of the present study is to understand the role orthographic and semantic information play in the behavior of skilled readers. Reading latencies from a self-paced sentence reading experiment in which Russian near-synonymous verbs were manipulated appear well-predicted by a combination of bottom-up sublexical letter triplets (trigraphs) and top-down semantic generalizations, modeled using the Naive Discrimination Learner. The results reveal a complex interplay of bottom-up and top-down support from orthography and semantics to the target verbs, whereby activations from orthography only are modulated by individual differences. Using performance on a serial reaction time (SRT) task for a novel operationalization of the mental speed hypothesis, we explain the observed individual differences in reading behavior in terms of the exploration/exploitation hypothesis from reinforcement learning, where initially slower and more variable behavior leads to better performance overall. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Video-based training of respite care providers: an interactional analysis of presentation format.

PubMed Central

Neef, N A; Trachtenberg, S; Loeb, J; Sterner, K

1991-01-01

We conducted two studies to evaluate a video-based instructional package for training respite care providers and the role of presentation format (viewing the videotapes alone, with a partner, and with structured group training) as a contextual variable. In Study 1, the results of a within-subjects Latin square design nested within a multiple baseline showed that performance during simulated (role-played) respite care situations improved in five of the six skill areas for the 12 trainees following presentation of the videotape, with no differences between presentation formats. Correct responding generalized to respite care situations involving a developmentally disabled child, and in most cases, acquired skills were maintained for up to 6 months. In Study 2, we conducted a clinical replication of Study 1 under conditions more closely approximating those in which the training program would be implemented by respite care agencies. Results of the between-groups analysis were consistent with the findings of Study 1. PMID:1836458

A comparison of basic and state-of-the-arts skills sets of biomedical science technical staff in Lagos public universities.

PubMed

John, T A

2011-12-01

Biomedical science has advanced drastically in developed countries in the last two decades with many health and economic benefits. In Nigeria, biomedical science has not thrived and the contribution from Nigerian universities, indeed African universities, to publications in global high impact journals is low. The present work was based on the hypothesis that there is a lack of state-of-the-arts experimentation in Nigerian biomedical science experiments. An investigation was carried out on the professional skills of biomedical science technical staff of the two (federal and state) public universities in Lagos, Nigeria using a closed-ended questionnaire survey. The 17 respondents were asked about their training, the frequency of utilization of 99 skills, and their expertise. The respondents were "untrained" more in state-of-the-arts skills (34% for electrophoresis, 28% for genomics, 22% for immunochemistry, and 34% for proteomics skills) than in general professional skills (5%), basic technical equipment skills (16%), or general biomedical science knowledge and skills (16%). Frequencies of responses were higher for general skills than for state-of-the-arts skills in the responses "utilizing frequently" (9.96%-31-61% versus 0.36%-4.2%), and "I'm expert" (9.55%-19.88% versus 5.88%-8.48%). It was projected that with continued investment in modern equipment and infrastructure, there will be increased drive for training and usage of modern bioscience research skills and multidisciplinary approaches and production of high-tech scientific publications.

Linking crop yield anomalies to large-scale atmospheric circulation in Europe.

PubMed

Ceglar, Andrej; Turco, Marco; Toreti, Andrea; Doblas-Reyes, Francisco J

2017-06-15

Understanding the effects of climate variability and extremes on crop growth and development represents a necessary step to assess the resilience of agricultural systems to changing climate conditions. This study investigates the links between the large-scale atmospheric circulation and crop yields in Europe, providing the basis to develop seasonal crop yield forecasting and thus enabling a more effective and dynamic adaptation to climate variability and change. Four dominant modes of large-scale atmospheric variability have been used: North Atlantic Oscillation, Eastern Atlantic, Scandinavian and Eastern Atlantic-Western Russia patterns. Large-scale atmospheric circulation explains on average 43% of inter-annual winter wheat yield variability, ranging between 20% and 70% across countries. As for grain maize, the average explained variability is 38%, ranging between 20% and 58%. Spatially, the skill of the developed statistical models strongly depends on the large-scale atmospheric variability impact on weather at the regional level, especially during the most sensitive growth stages of flowering and grain filling. Our results also suggest that preceding atmospheric conditions might provide an important source of predictability especially for maize yields in south-eastern Europe. Since the seasonal predictability of large-scale atmospheric patterns is generally higher than the one of surface weather variables (e.g. precipitation) in Europe, seasonal crop yield prediction could benefit from the integration of derived statistical models exploiting the dynamical seasonal forecast of large-scale atmospheric circulation.

The savant syndrome: intellectual impairment and exceptional skill.

PubMed

Miller, L K

1999-01-01

Occasionally, people with developmental disability display skills at a level inconsistent with their general intellectual functioning, so-called "savant" behavior. Studies of savant behavior are reviewed to determine their relevance to notions about the importance of general intellective functions in the development of exceptional skill. It is concluded that (a) the skill exhibited by savants shares many characteristics with that in people without disability, (b) the skill is usually accompanied by normative levels of performance on at least some subtests of standardized measures of cognitive achievement, and (c) it is unclear whether savants have distinctive cognitive strengths or motivational dispositions, though their relative prevalence among people with certain kinds of disability suggests predisposing constraints. The author proposes that these skills typically reflect highly elaborated preconceptual representational systems.

Facilitating Interactions through Structured Web-Based Bulletin Boards: A Quasi-Experimental Study on Promoting Learners' Critical Thinking Skills

ERIC Educational Resources Information Center

Yang, Ya-Ting C.; Newby, Timothy; Bill, Robert

2008-01-01

This experimental study investigated the effectiveness of structured Web-Based Bulletin Board (WBB) discussions in improving the critical thinking (CT) skills of learners involved in veterinary distance learning, as well as their attitudes toward learning via WBBs. The two dependent variables were learners' CT skills and their attitudes toward…

Food Label Use and Food Label Skills among Immigrants from the Former Soviet Union

ERIC Educational Resources Information Center

Lubman, Nadia; Doak, Colleen; Jasti, Sunitha

2012-01-01

Objective: To assess food label use and skills and to identify their correlates among immigrants from the former Soviet Union (FSU). Design/Setting/Participants: Cross-sectional survey of a convenience sample of 200 FSU immigrants residing in New York City. Variables Measured: Food label use and skills; acculturation; and socioeconomic and…

Divergent Development of Gross Motor Skills in Children Who Are Blind or Sighted

ERIC Educational Resources Information Center

Brambring, Michael

2006-01-01

This empirical study compared the average ages at which four congenitally blind children acquired 29 gross motor skills with age norms for sighted children. The results indicated distinct developmental delays in the acquisition of motor skills and a high degree of variability in developmental delays within and across the six subdomains that were…

Patterns of Word Reading Skill, Interest and Self-Concept of Ability

ERIC Educational Resources Information Center

Viljaranta, Jaana; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Silinskas, Gintautas; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

2017-01-01

The majority of previous research on academic skills, self-concept of ability and interest has deployed the variable-oriented approach and focused on self-concept, or ability, or interest only. This study examined the patterns and dynamics of pattern change in Finnish children's word reading skill, self-concept of ability and interest from…

Divergent Development of Verbal Skills in Children Who Are Blind or Sighted

ERIC Educational Resources Information Center

Journal of Visual Impairment & Blindness, 2007

2007-01-01

This empirical study compared the average ages at which four children with congenital blindness acquired 29 verbal skills with given age norms for sighted children. The results indicated only small developmental delays in the acquisition of verbal skills in the four children, but a high degree of variability in developmental delays within and…

Basic Math Skills and Performance in an Introductory Economics Class

ERIC Educational Resources Information Center

Ballard, Charles L.; Johnson, Marianne F.

2004-01-01

The authors measure math skills with a broader set of explanatory variables than have been used in previous studies. To identify what math skills are important for student success in introductory microeconomics, they examine (1) the student's score on the mathematics portion of the ACT Assessment Test, (2) whether the student has taken calculus,…

High School Students' Time Management Skills in Relation to Research Anxiety

ERIC Educational Resources Information Center

Akcoltekin, Alpturk

2015-01-01

This study aimed to determine the opinions of high school students relating to time management and present a correlation of their time management skills with demographic variables, as well as examining the relation between their level of research anxiety and time management skills. The study group composed 270 12th-grade students (127 males and…

Divergent Development of Manual Skills in Children Who Are Blind or Sighted

ERIC Educational Resources Information Center

Brambring, Michael

2007-01-01

This empirical study compared the average ages at which four children with congenital blindness acquired 32 fine motor skills with age norms for sighted children. The results indicated that the children experienced extreme developmental delays in the acquisition of manual skills and a high degree of variability in developmental delays within and…

Writing Skills of Hearing-Impaired Students Who Benefit from Support Services at Public Schools in Turkey

ERIC Educational Resources Information Center

Karasu, H. Pelin

2017-01-01

Support services provide an essential role for hearing-impaired students attending public schools, in terms of improving their language and academic skills. In this study, the writing skills of hearing-impaired students enrolled in public schools were evaluated, and the relationship between the writing scores, audiological variables and…

Computer Skills Training and Readiness to Work with Computers

ERIC Educational Resources Information Center

Mor, Dalit; Laks, Hagar; Hershkovitz, Arnon

2016-01-01

In today's job market, computer skills are part of the prerequisites for many jobs. In this paper, we report on a study of readiness to work with computers (the dependent variable) among unemployed women (N = 54) after participating in a unique, web-supported training focused on computer skills and empowerment. Overall, the level of participants'…

Metacognition in Real Life Situations and Study Skills and Habits: Two Types of Processes

ERIC Educational Resources Information Center

Al-Hilawani, Yasser A.

2016-01-01

The relationship between metacognition in real life situations and study skills and habits was examined using a sample of college students. Results showed no significant relationship between these two variables nor was there a significant relationship between study skills and reaction time as measured on the metacognitive test. However, there was…

Predictors of the Acquisition and Portability of Transferable Skills: A Longitudinal Portuguese Case Study on Education

ERIC Educational Resources Information Center

Rocha, Magda

2015-01-01

The basis for this longitudinal study was to find the predictors of transferable skills acquisition and portability among university sophomore students. The method employed was the path analysis using as variables: (1) the theoretical framework of transferable skills representations (Evers and Rush in "Manag Learn" 27(4):275-300, 1996;…

Response to the DIAC Discussion Paper: "Review of the General Skilled Migration Points Test". Go8 Position Paper

ERIC Educational Resources Information Center

Group of Eight (NJ1), 2010

2010-01-01

The Group of Eight (Go8) applauds the government's intention to comprehensively reform the skilled migration program, and it welcomes the opportunity to submit this response to the General Skilled Migration (GSM) Points Test Discussion Paper. The Go8 has argued for some time that it is inappropriate to link international education to the skilled…

Targeting clinical outcomes: Endovascular simulation improves diagnostic coronary angiography skills.

PubMed

Schimmel, Daniel R; Sweis, Ranya; Cohen, Elaine R; Davidson, Charles; Wayne, Diane B

2016-02-15

The purpose of this study is to determine the effects of simulation-based medical education (SBME) on the skills required to perform coronary angiography in the cardiac catheterization laboratory. Cardiovascular fellows commonly learn invasive procedures on patients. Because this approach is not standardized, it can result in inconsistent skill acquisition through exclusion of concepts and skills. Also, the learning curve varies between trainees yielding variability in skill acquisition. Therefore, coronary angiography skills are an excellent target for SBME in an environment in which direct patient care is not jeopardized. From January 2013 to June 2013, 14 cardiovascular fellows entering the cardiac catheterization laboratory at a tertiary care teaching hospital were tested on an endovascular simulator to assess baseline skills. All fellows subsequently underwent didactic teaching and preceptor-lead training on the endovascular simulator. Topics included basic catheterization skills and a review of catheterization laboratory systems. Following training, all fellows underwent a post-training assessment on the endovascular simulator. Paired t tests were used to compare items on the skills checklist and simulator defined variables. Cardiovascular fellows scored significantly higher on a diagnostic coronary angiography skills checklist following SBME using an endovascular simulator. The mean pretest score was 66.6% (SD = 9.7%) compared to 86.0% (SD = 6.3%) following simulator training (P < 0.001). Additional findings include significant reduction in procedure time and use of cine-fluoroscopy at posttest. SBME significantly improved cardiovascular fellows' performance of simulated coronary angiography skills. Standardized simulation-based education is a valuable adjunct to traditional clinical education for cardiovascular fellows. © 2015 Wiley Periodicals, Inc.

Toward Generalization of Appropriate Leisure and Social Behavior in Severely Handicapped Youth: Pinball Machine Use.

ERIC Educational Resources Information Center

Hill, Janet W.; And Others

1982-01-01

The study demonstrated the acquisition and generalization into community settings of a chronologically age-appropriate leisure skill with three severely and profoundly mentally retarded adolescents. Results indicated that participants could acquire and generalize use of an electronic pinball machine leisure skill effectively and learn to exhibit…

A Model for General Parenting Skill is Too Simple: Mediational Models Work Better.

ERIC Educational Resources Information Center

Patterson, G. R.; Yoerger, K.

A study was designed to determine whether mediational models of parenting patterns account for significantly more variance in academic achievement than more general models. Two general models and two mediational models were considered. The first model identified five skills: (1) discipline; (2) monitoring; (3) family problem solving; (4) positive…

Achieving involvement: process outcomes from a cluster randomized trial of shared decision making skill development and use of risk communication aids in general practice.

PubMed

Elwyn, G; Edwards, A; Hood, K; Robling, M; Atwell, C; Russell, I; Wensing, M; Grol, R

2004-08-01

A consulting method known as 'shared decision making' (SDM) has been described and operationalized in terms of several 'competences'. One of these competences concerns the discussion of the risks and benefits of treatment or care options-'risk communication'. Few data exist on clinicians' ability to acquire skills and implement the competences of SDM or risk communication in consultations with patients. The aims of this study were to evaluate the effects of skill development workshops for SDM and the use of risk communication aids on the process of consultations. A cluster randomized trial with crossover was carried out with the participation of 20 recently qualified GPs in urban and rural general practices in Gwent, South Wales. A total of 747 patients with known atrial fibrillation, prostatism, menorrhagia or menopausal symptoms were invited to a consultation to review their condition or treatments. Half the consultations were randomly selected for audio-taping, of which 352 patients attended and were audio-taped successfully. After baseline, participating doctors were randomized to receive training in (i) SDM skills or (ii) the use of simple risk communication aids, using simulated patients. The alternative training was then provided for the final study phase. Patients were allocated randomly to a consultation during baseline or intervention 1 (SDM or risk communication aids) or intervention 2 phases. A randomly selected half of the consultations were audio-taped from each phase. Raters (independent, trained and blinded to study phase) assessed the audio-tapes using a validated scale to assess levels of patient involvement (OPTION: observing patient involvement), and to analyse the nature of risk information discussed. Clinicians completed questionnaires after each consultation, assessing perceived clinician-patient agreement and level of patient involvement in decisions. Multilevel modelling was carried out with the OPTION score as the dependent variable, and rater, consultation and clinician levels of data, standardized by rater within clinician. Following each of the interventions, the clinicians significantly increased their involvement of patients in decision making (OPTION score increased by 10.6 following risk communication training [95% confidence interval (CI) 7.9 -13.3; P < 0.001] and by 12.9 after SDM skill development (95% CI 10 -15.8, P < 0.001), a moderate effect size. The level of involvement achieved by the risk communication aids was significantly increased by the subsequent introduction of the skill development workshops (7.7 increase in OPTION score, 95% CI 3.4-12; P < 0.001). The alternative sequence (skills followed by risk communication aids) did not achieve this effect. The use of most risk information formats increased after the provision of specific risk communication aids (P < 0.001). Clinicians using the risk communication tools perceived significantly higher patient and clinician agreement on treatment (P < 0.001), patient satisfaction with information (P < 0.01), clinician satisfaction with decision (P < 0.01) and general overall satisfaction with the consultation (P < 0.001) than those who were exposed to SDM skill development workshops. These clinicians were able to acquire the skills to implement SDM competences and to use risk communication aids. Each intervention provided independent effects. Further progress towards greater patient involvement in health care decision making is possible, and skill development in this area should be incorporated into postgraduate professional development programmes.

Is current surgery resident and GI fellow training adequate to pass FES?

PubMed

Gardner, Aimee K; Scott, Daniel J; Willis, Ross E; Van Sickle, Kent; Truitt, Michael S; Uecker, John; Brown, Kimberly M; Marks, Jeffrey M; Dunkin, Brian J

2017-01-01

The purpose of this study was to assess the adequacy of current surgical residency and gastroenterology (GI) fellowship flexible endoscopy training as measured by performance on the FES examination. Fifth-year general surgery residents and GI fellows across six institutions were invited to participate. All general surgery residents had met ACGME/ABS case volume requirements as well as additional institution-specific requirements for endoscopy. All participants completed FES testing at the end of their respective academic year. Procedure volumes were obtained from ACGME case logs. Curricular components for each specialty and institution were recorded. Forty-eight (28 surgery and 20 GI) trainees completed the examination. Average case numbers for residents were 76 ± 26 colonoscopies and 45 ± 12 EGDs. Among GI fellows, PGY4 s (N = 10) reported 99 ± 64 colonoscopies and 147 ± 79 EGDs. PGY5 s (N = 3) reported 462 ± 307 colonoscopies and 411 ± 260 EGDs. PGY6 GI fellows (N = 7) reported 515 ± 111 colonoscopies and 418 ± 146 EGDs. The overall pass rate for all participants was 75 %, with 68 % of residents and 85 % of fellows passing both the cognitive and skills components. For surgery residents, pass rates were 75 % for manual skills and 85.7 % for cognitive. On the skills examination, Task 2 (loop reduction) was associated with the lowest performance. Skills scores correlated with both colonoscopy (r = 0.46, p < 0.001) and EGD experience (r = 0.46, p < 0.001). Receiver operating characteristics curves were examined among the resident cohort. The minimum number of total cases associated with passing the FES skills component was 103. Significant variability existed in curricular components across institutions. These data suggest that current flexible endoscopy training may not be sufficient for all trainees to pass the examination. Implementing additional components of the FEC may prove beneficial in achieving more uniform pass rates on the FES examination.

Tacit knowledge: A refinement and empirical test of the Academic Tacit Knowledge Scale.

PubMed

Insch, Gary S; McIntyre, Nancy; Dawley, David

2008-11-01

Researchers have linked tacit knowledge to improved organizational performance, but research on how to measure tacit knowledge is scarce. In the present study, the authors proposed and empirically tested a model of tacit knowledge and an accompanying measurement scale of academic tacit knowledge. They present 6 hypotheses that support the proposed tacit knowledge model regarding the role of cognitive (self-motivation, self-organization); technical (individual task, institutional task); and social (task-related, general) skills. The authors tested these hypotheses with 542 responses to the Academic Tacit Knowledge Scale, which included the respondents' grade point average-the performance variable. All 6 hypotheses were supported.

The roles of static stability and tropical-extratropical interactions in the summer interannual variability of the North Atlantic sector

NASA Astrophysics Data System (ADS)

Mbengue, Cheikh Oumar; Woollings, Tim; Dacre, Helen F.; Hodges, Kevin I.

2018-04-01

Summer seasonal forecast skill in the North Atlantic sector is lower than winter skill. To identify potential controls on predictability, the sensitivity of North Atlantic baroclinicity to atmospheric drivers is quantified. Using ERA-INTERIM reanalysis data, North Atlantic storm-track baroclinicity is shown to be less sensitive to meridional temperature-gradient variability in summer. Static stability shapes the sector's interannual variability by modulating the sensitivity of baroclinicity to variations in meridional temperature gradients and tropopause height and by modifying the baroclinicity itself. High static stability anomalies at upper levels result in more zonal extratropical cyclone tracks and higher eddy kinetic energy over the British Isles in the summertime. These static stability anomalies are not strongly related to the summer NAO; but they are correlated with the suppression of convection over the tropical Atlantic and with a poleward-shifted subtropical jet. These results suggest a non-local driver of North Atlantic variability. Furthermore, they imply that improved representations of convection over the south-eastern part of North America and the tropical Atlantic might improve summer seasonal forecast skill.

Identifying student difficulties with basic scientific reasoning skills: An example from control of variables

NASA Astrophysics Data System (ADS)

Boudreaux, Andrew

2006-05-01

Current national and local standards for the science learning of K-12 students emphasize both basic concepts (such as density) and fundamental reasoning skills (such as proportional reasoning, the interpretation of graphs, and the use of control of variables). At Western Washington University (WWU) and the University of Washington (UW), an effort is underway to examine the ability of university students to apply these same concepts and skills. Populations include students in liberal arts physics courses, introductory calculus-based physics courses, and special courses for the preparation of teachers. One focus of the research has been on the idea of control of variables. This topic is studied by students at all levels, from the primary grades, in which the notion of a ``fair test,'' is sometimes used, to university courses. This talk will discuss research tasks in which students are expected to infer from experimental data whether a particular variable influences (i.e., affects) or by itself determines (i.e., predicts) a given result. Student responses will be presented to identify specific difficulties.

The analysis of waste treatment methods and managerial skills towards the effectiveness of CO2 emmissions (an ex post facto study at TPA Bantar Gebang Bekasi)

NASA Astrophysics Data System (ADS)

Ria Rajagukguk, Jenni; Siagian, Lestina

2017-09-01

In the last three years, Java Island produces 29.413.336 m3/year of waste, coming from settlement (house hold) and non-settlement waste. Recently, this waste is managed with conventional technology, composting and recycling. Based on law No. 18 of 2008 on Waste Management, Chapter III Article 5, it is firmly stated that the government and regional governments are responsible for ensuring proper and environmentally sound waste management in accordance with the objectives. The observation of managerial skills is highly needed to investigate the operation of waste management at TPA Bantar Gebang towards the effectiveness of CO2 emissions.The problems are (1)Whether there is any influence between the method of waste management through Biogas Technology to the effectiveness of CO2 emissions. (2) Whether there is any influence between managerial skills to effectiveness of CO2 emission. (3) Whether there is any simultaneous influence between waste management method and managerial skill to CO2 emission effectiveness and (4) how is the method of waste management. Quantitative and egineering method were used to process the data.Biogas Technology variables and Managerial Skill are simultaneously and significantly influenced to CO2 Emission Effectiveness, this is based on Fh > Ft value of 168,453 > 3.072467) and its significance is 0.000 < 0,05. Then Ho was rejected and Ha was accepted which means that variable of Managerial Skill have influence or very big influence to Effeciveness of CO2 Emission, Correlation coefficient value 94,1% which means there is very strong relation between variable of Biogas Technology, Managerial Skill to Effectiveness of CO2 emission. Then Technology management through Biogas Technology is anaerobic biology.

“Skill of Generalized Additive Model to Detect PM2.5 Health ...

EPA Pesticide Factsheets

Summary. Measures of health outcomes are collinear with meteorology and air quality, making analysis of connections between human health and air quality difficult. The purpose of this analysis was to determine time scales and periods shared by the variables of interest (and by implication scales and periods that are not shared). Hospital admissions, meteorology (temperature and relative humidity), and air quality (PM2.5 and daily maximum ozone) for New York City during the period 2000-2006 were decomposed into temporal scales ranging from 2 days to greater than two years using a complex wavelet transform. Health effects were modeled as functions of the wavelet components of meteorology and air quality using the generalized additive model (GAM) framework. This simulation study showed that GAM is extremely successful at extracting and estimating a health effect embedded in a dataset. It also shows that, if the objective in mind is to estimate the health signal but not to fully explain this signal, a simple GAM model with a single confounder (calendar time) whose smooth representation includes a sufficient number of constraints is as good as a more complex model.Introduction. In the context of wavelet regression, confounding occurs when two or more independent variables interact with the dependent variable at the same frequency. Confounding also acts on a variety of time scales, changing the PM2.5 coefficient (magnitude and sign) and its significance ac

Stratospheric wind errors, initial states and forecast skill in the GLAS general circulation model

NASA Technical Reports Server (NTRS)

Tenenbaum, J.

1983-01-01

Relations between stratospheric wind errors, initial states and 500 mb skill are investigated using the GLAS general circulation model initialized with FGGE data. Erroneous stratospheric winds are seen in all current general circulation models, appearing also as weak shear above the subtropical jet and as cold polar stratospheres. In this study it is shown that the more anticyclonic large-scale flows are correlated with large forecast stratospheric winds. In addition, it is found that for North America the resulting errors are correlated with initial state jet stream accelerations while for East Asia the forecast winds are correlated with initial state jet strength. Using 500 mb skill scores over Europe at day 5 to measure forecast performance, it is found that both poor forecast skill and excessive stratospheric winds are correlated with more anticyclonic large-scale flows over North America. It is hypothesized that the resulting erroneous kinetic energy contributes to the poor forecast skill, and that the problem is caused by a failure in the modeling of the stratospheric energy cycle in current general circulation models independent of vertical resolution.

Alpha1 LASSO data bundles Lamont, OK

DOE Data Explorer

Gustafson, William Jr; Vogelmann, Andrew; Endo, Satoshi; Toto, Tami; Xiao, Heng; Li, Zhijin; Cheng, Xiaoping; Krishna, Bhargavi (ORCID:000000018828528X)

2016-08-03

A data bundle is a unified package consisting of LASSO LES input and output, observations, evaluation diagnostics, and model skill scores. LES input includes model configuration information and forcing data. LES output includes profile statistics and full domain fields of cloud and environmental variables. Model evaluation data consists of LES output and ARM observations co-registered on the same grid and sampling frequency. Model performance is quantified by skill scores and diagnostics in terms of cloud and environmental variables.

The effect of word length and other sublexical, lexical, and semantic variables on developmental reading deficits.

PubMed

De Luca, Maria; Barca, Laura; Burani, Cristina; Zoccolotti, Pierluigi

2008-12-01

To examine the effect of word length and several sublexical, and lexico-semantic variables on the reading of Italian children with a developmental reading deficit. Previous studies indicated the role of word length in transparent orthographies. However, several factors that may interact with word length were not controlled for. Seventeen impaired and 34 skilled sixth-grade readers were presented words of different lengths, matched for initial phoneme, bigram frequency, word frequency, age of acquisition, and imageability. Participants were asked to read aloud, as quickly and as accurately as possible. Reaction times at the onset of pronunciation and mispronunciations were recorded. Impaired readers' reaction times indicated a marked effect of word length; in skilled readers, there was no length effect for short words but, rather, a monotonic increase from 6-letter words on. Regression analyses confirmed the role of word length and indicated the influence of word frequency (similar in impaired and skilled readers). No other variables predicted reading latencies. Word length differentially influenced word recognition in impaired versus skilled readers, irrespective of the action of (potentially interfering) sublexical, lexical, and semantic variables. It is proposed that the locus of the length effect is at a perceptual level of analysis. The independent influence of word frequency on the reading performance of both groups of participants indicates the sparing of lexical activation in impaired readers.

Causes of global mean surface temperature slowdowns, trends and variations from months to a century, 1891-2015

NASA Astrophysics Data System (ADS)

Folland, C. K.; Boucher, O.; Colman, A.; Parker, D. E.

2017-12-01

The recent slowdown in the warming of global mean surface temperature (GST) has highlighted the influences of natural variability. This talk discusses reconstructions of the variations of GST down to the monthly time scale since 1891 using monthly forcing data. We show that most of the variations in annual, and to some extent sub-annual, GST since 1891 can be reproduced skillfully from known forcing factors external and internal to the climate system. This includes the slowdown in warming over about 1998-2013 where reconstruction skill is particularly high down to the multi-monthly time scale. The relative contributions of the several key forcing factors to GST continually vary, but most of the net warming since 1891 is reconstructed to be attributable to the net forcing due to increasing greenhouse gases and anthropogenic aerosols. Separate analyses are carried out for three periods of GST slowdown:- 1896-1910, 1941-1976, together with 1998-2013 and some of its sub periods. We also study two periods where strong warming occurred, 1911-1940 and 1977-1997. Comparisons are made with the skill of average GST provided by 40 CMIP5 models. In the recent 1998-2013 slowdown, TSI forcing appears to have caused significant cooling, particularly over 2001-2010. This is additional to well documented cooling effects of an increased frequency of La Nina events, a negative Interdecadal Pacific Oscillation and some increases in volcanic forcing. Although there are short-term features of the GST curve since 1891 that cannot be fully explained, the most serious disagreements between the reconstructions and observations occur in the Second World War, especially in 1944-1945. Here observed near worldwide SSTs may be biased significantly too warm. Despite this, our generally high reconstruction skill is consistent with a good understanding of the multiple causes of observed GST variations and the general veracity of the GST record since 1891.

Communication skills training in surgical residency: a needs assessment and metacognition analysis of a difficult conversation objective structured clinical examination.

PubMed

Falcone, John L; Claxton, René N; Marshall, Gary T

2014-01-01

The objective structured clinical examination (OSCE) can be used to evaluate the Accreditation Council for Graduate Medical Education Core Competencies of Professionalism and Interpersonal and Communication Skills. The aim of this study was to describe general surgery resident performance on a "difficult conversation" OSCE. In this prospective study, junior and senior residents participated in a 2-station OSCE. Junior stations involved discussing operative risks and benefits and breaking bad news. Senior stations involved discussing goals of care and discussing transition to comfort measures only status. Residents completed post-OSCE checklist and Likert-based self-evaluations of experience, comfort, and confidence. Trained standardized patients (SPs) evaluated residents using communication skill-based checklists and Likert-based assessments. Pearson correlation coefficients were determined between self-assessment and SP assessment. Mann-Whitney U tests were conducted between junior and senior resident variables, using α = 0.05. There were 27 junior residents (age 28.1 ± 1.9 years [29.6% female]) and 27 senior residents (age 32.1 ± 2.5 years [26.9% female]). The correlation of self-assessment and SP assessment of overall communication skills by junior residents was -0.32 on the risks and benefits case and 0.07 on the breaking bad news case. The correlation of self-assessment and SP assessment of overall communication skills by senior residents was 0.30 on the goals of care case and 0.26 on the comfort measures only case. SP assessments showed that junior residents had higher overall communication skills than senior residents (p = 0.03). Senior residents perceived that having difficult conversations was more level appropriate (p < 0.001), and they were less nervous having difficult conversations (p < 0.01) than junior residents. We found that residents perform difficult conversations well, that subjective and objective skills are correlated, and that skills-based training is needed across all residency levels. This well-received method may be used to observe, document, and provide resident feedback for these important skills. © 2014 Published by Association of Program Directors in Surgery on behalf of Association of Program Directors in Surgery.

Systematic Observation: Relevance of This Approach in Preschool Executive Function Assessment and Association with Later Academic Skills.

PubMed

Escolano-Pérez, Elena; Herrero-Nivela, Maria Luisa; Blanco-Villaseñor, Angel; Anguera, M Teresa

2017-01-01

Executive functions (EFs) are high-level cognitive processes that allow us to coordinate our actions, thoughts, and emotions, enabling us to perform complex tasks. An increasing number of studies have highlighted the role of EFs in building a solid foundation for subsequent development and learning and shown that EFs are associated with good adjustment and academic skills. The main objective of this study was to analyze whether EF levels in 44 Spanish children in the last year of preschool were associated with levels of literacy and math skills the following year, that is, in the first year of compulsory education. We used a multi-method design, which consisted of systematic observation to observe preschool children during play and selective methodology to assess their reading, writing, and math skills in the first year of compulsory primary education. General linear modeling was used to estimate the percentage of variability in academic skills in the first year of primary school that was explained by preschool EF abilities. The results showed that preschool EF level, together with participants and the instrument used to assess academic skills, explained 99% of the variance of subsequent academic performance. Another objective was to determine whether our findings were generalizable to the reference population. To make this determination, we estimated the optimal sample size for assessing preschool EFs. To do this, we performed a generalizability analysis. The resulting generalizability coefficient showed that our sample of 44 students was sufficient for assessing preschool EFs. Therefore, our results are generalizable to the reference population. Our results are consistent with previous reports that preschool EF abilities may be associated with subsequent literacy and math skills. Early assessment of EFs may therefore contribute to identifying children who are likely to experience later learning difficulties and guide the design of suitable interventions for the optimization of EFs.

Systematic Observation: Relevance of This Approach in Preschool Executive Function Assessment and Association with Later Academic Skills

PubMed Central

Escolano-Pérez, Elena; Herrero-Nivela, Maria Luisa; Blanco-Villaseñor, Angel; Anguera, M. Teresa

2017-01-01

Executive functions (EFs) are high-level cognitive processes that allow us to coordinate our actions, thoughts, and emotions, enabling us to perform complex tasks. An increasing number of studies have highlighted the role of EFs in building a solid foundation for subsequent development and learning and shown that EFs are associated with good adjustment and academic skills. The main objective of this study was to analyze whether EF levels in 44 Spanish children in the last year of preschool were associated with levels of literacy and math skills the following year, that is, in the first year of compulsory education. We used a multi-method design, which consisted of systematic observation to observe preschool children during play and selective methodology to assess their reading, writing, and math skills in the first year of compulsory primary education. General linear modeling was used to estimate the percentage of variability in academic skills in the first year of primary school that was explained by preschool EF abilities. The results showed that preschool EF level, together with participants and the instrument used to assess academic skills, explained 99% of the variance of subsequent academic performance. Another objective was to determine whether our findings were generalizable to the reference population. To make this determination, we estimated the optimal sample size for assessing preschool EFs. To do this, we performed a generalizability analysis. The resulting generalizability coefficient showed that our sample of 44 students was sufficient for assessing preschool EFs. Therefore, our results are generalizable to the reference population. Our results are consistent with previous reports that preschool EF abilities may be associated with subsequent literacy and math skills. Early assessment of EFs may therefore contribute to identifying children who are likely to experience later learning difficulties and guide the design of suitable interventions for the optimization of EFs. PMID:29375409

A respiratory alert model for the Shenandoah Valley, Virginia, USA

NASA Astrophysics Data System (ADS)

Hondula, David M.; Davis, Robert E.; Knight, David B.; Sitka, Luke J.; Enfield, Kyle; Gawtry, Stephen B.; Stenger, Phillip J.; Deaton, Michael L.; Normile, Caroline P.; Lee, Temple R.

2013-01-01

Respiratory morbidity (particularly COPD and asthma) can be influenced by short-term weather fluctuations that affect air quality and lung function. We developed a model to evaluate meteorological conditions associated with respiratory hospital admissions in the Shenandoah Valley of Virginia, USA. We generated ensembles of classification trees based on six years of respiratory-related hospital admissions (64,620 cases) and a suite of 83 potential environmental predictor variables. As our goal was to identify short-term weather linkages to high admission periods, the dependent variable was formulated as a binary classification of five-day moving average respiratory admission departures from the seasonal mean value. Accounting for seasonality removed the long-term apparent inverse relationship between temperature and admissions. We generated eight total models specific to the northern and southern portions of the valley for each season. All eight models demonstrate predictive skill (mean odds ratio = 3.635) when evaluated using a randomization procedure. The predictor variables selected by the ensembling algorithm vary across models, and both meteorological and air quality variables are included. In general, the models indicate complex linkages between respiratory health and environmental conditions that may be difficult to identify using more traditional approaches.

The Effect of a Surgical Skills Course on Confidence Levels of Rural General Practitioners: An Observational Study.

PubMed

Byrd, Pippa; Ward, Olga; Hamdorf, Jeffrey

2016-10-01

Objective  To investigate the effect of a short surgical skills course on general practitioners' confidence levels to perform procedural skills. Design  Prospective observational study. Setting  The Clinical Evaluation and Training Centre, a practical skills-based educational facility, at The University of Western Australia. Participants  Medical practitioners who participated in these courses. Nurses, physiotherapists, and medical students were excluded. The response rate was 61% with 61 participants providing 788 responses for pre- and postcourse confidence levels regarding various surgical skills. Intervention  One- to two-day surgical skills courses consisting of presentations, demonstrations, and practical stations, facilitated by specialists. Main Outcome Measures  A two-page precourse and postcourse questionnaire was administered to medical practitioners on the day. Participants rated their confidence levels to perform skills addressed during the course on a 4-point Likert scale. Results  Of the 788 responses regarding confidence levels, 621 were rated as improved postcourse, 163 were rated as no change, and 4 were rated as lower postcourse. Seven of the courses showed a 25% median increase in confidence levels, and one course demonstrated a 50% median increase. All courses showed statistically significant results ( p  < 0.001). Conclusion  A short surgical skills course resulted in a statistically significant improvement in the confidence levels of rural general practitioners to perform these skills.

The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds.

PubMed

Durand, Marianne; Hulme, Charles; Larkin, Rebecca; Snowling, Margaret

2005-06-01

A range of possible predictors of arithmetic and reading were assessed in a large sample (N=162) of children between ages 7 years 5 months and 10 years 4 months. A confirmatory factor analysis of the predictors revealed a good fit to a model consisting of four latent variables (verbal ability, nonverbal ability, search speed, and phonological memory) and two manifest variables (digit comparison and phoneme deletion). A path analysis showed that digit comparison and verbal ability were unique predictors of variations in arithmetic skills, whereas phoneme deletion and verbal ability were unique predictors of variations in reading skills. These results confirm earlier findings that phoneme deletion ability appears to be a critical foundation for learning to read (decode). In addition, variations in the speed of accessing numerical quantity information appear to be a critical foundation for the development of arithmetic skills.

The effect of general surgery clerkship rotation on the attitude of medical students towards general surgery as a future career.

PubMed

Al-Heeti, Khalaf N M; Nassar, Aussama K; Decorby, Kara; Winch, Joanne; Reid, Susan

2012-01-01

Literature suggests declining interest in General Surgery (GS) and other surgical specialties, with fewer Canadian medical residency applicants identifying a surgical specialty as their first choice. Although perceptions of surgical careers may begin before enrollment in clerkship, clerkship itself provides the most concentrated environment for perceptions to evolve. Most students develop perceptions about specialties during their clinical clerkships. This study examines the immediate impact of GS clerkship on student attitudes toward GS as a career, and on preferences towards GS compared with other specialties. A pre-post design involved 61 McMaster clinical clerks. Two instruments were used to collect data from students over the course of clerkship (2008-2009). Paired comparison (PC) compared ranking of career choices before and after clerkship. Semantic differential (SD) measured attitudes toward GS and variables that may have affected attitudes before and after clerkship. Analyses used SPSS 16.0 (SPSS Inc., Chicago, IL). Clerks ranked preferences for GS changed substantially after clerkship, moving from the 10th to the 5th position compared with other specialties. Ranks of surgical subspecialties also changed, though GS demonstrated the largest improvement. SD results were consistent with PC, showing improved attitudes after rotation, with differences both statistically and practically significant (t = 3.81, p < 0.000, effect size = 0.23). Results indicated that attitudes toward all areas related to GS clerkship (attending physicians, surgical residents, ward nurses, scrub nurses, workload, knowledge achieved, technical skills acquired) improved significantly except attitude toward technical skills acquired. Clinical clerkship at McMaster was a positive experience and significantly enhanced preferences towards GS and attitudes towards GS as a career. Medical schools should foster positive interaction between clinical clerks and staff (including attending surgeons and nurses), ensure that teaching hospital staff provide a positive experience for clerks, and should provide opportunities to learn basic technical skills during GS clerkship. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Associations between diagnostic activity and measures of patient experience in primary care: a cross-sectional ecological study of English general practices

PubMed Central

Lyratzopoulos, Georgios; Mendonca, Silvia C; Gildea, Carolynn; McPhail, Sean; Peake, Michael D; Rubin, Greg; Singh, Hardeep; Hamilton, William; Walter, Fiona M; Roland, Martin; Abel, Gary A

2018-01-01

Background Lower use of endoscopies and urgent referrals for suspected cancer has been linked to poorer outcomes for patients with cancer; it is important to examine potential predictors of variable use. Aim To examine the associations between general practice measures of patient experience and practice use of endoscopies or urgent referrals for suspected cancer. Design and setting Cross-sectional ecological analysis in English general practices. Method Data were taken from the GP Patient Survey and the Cancer Services Public Health Profiles. After adjustment for practice population characteristics, practice-level associations were examined between the use of endoscopy and urgent referrals for suspected cancer, and the ability to book an appointment (used as proxy for ease of access), the ability to see a preferred doctor (used as proxy for relational continuity), and doctor/nurse communication skills. Results Taking into account practice scores for the ability to book an appointment, practices rated higher for the proxy measure of relational continuity used urgent referrals and endoscopies less often (for example, 30% lower urgent referral and 15% lower gastroscopy rates between practices in the 90th/10th centiles, respectively). In contrast, practices rated higher for doctor communication skills used urgent referrals and endoscopies more often (for example, 26% higher urgent referral and 17% higher gastroscopy rates between practices in the 90th/10th centiles, respectively). Patients with cancer in practices that were rated higher for doctor communication skills were less likely to be diagnosed as emergencies (1.7% lower between practices in the 90th than in the 10th centile). Conclusion Practices where patients rated doctor communication highly were more likely to investigate and refer patients urgently but, in contrast, practices where patients could see their preferred doctor more readily were less likely to do so. This article discusses the possible implications of these findings for clinical practice. PMID:29255108

Effect of Age on Variability in the Production of Text-Based Global Inferences

PubMed Central

Williams, Lynne J.; Dunlop, Joseph P.; Abdi, Hervé

2012-01-01

As we age, our differences in cognitive skills become more visible, an effect especially true for memory and problem solving skills (i.e., fluid intelligence). However, by contrast with fluid intelligence, few studies have examined variability in measures that rely on one’s world knowledge (i.e., crystallized intelligence). The current study investigated whether age increased the variability in text based global inference generation–a measure of crystallized intelligence. Global inference generation requires the integration of textual information and world knowledge and can be expressed as a gist or lesson. Variability in generating two global inferences for a single text was examined in young-old (62 to 69 years), middle-old (70 to 76 years) and old-old (77 to 94 years) adults. The older two groups showed greater variability, with the middle elderly group being most variable. These findings suggest that variability may be a characteristic of both fluid and crystallized intelligence in aging. PMID:22590523

Evaluation of NMME temperature and precipitation bias and forecast skill for South Asia

NASA Astrophysics Data System (ADS)

Cash, Benjamin A.; Manganello, Julia V.; Kinter, James L.

2017-08-01

Systematic error and forecast skill for temperature and precipitation in two regions of Southern Asia are investigated using hindcasts initialized May 1 from the North American Multi-Model Ensemble. We focus on two contiguous but geographically and dynamically diverse regions: the Extended Indian Monsoon Rainfall (70-100E, 10-30 N) and the nearby mountainous area of Pakistan and Afghanistan (60-75E, 23-39 N). Forecast skill is assessed using the Sign test framework, a rigorous statistical method that can be applied to non-Gaussian variables such as precipitation and to different ensemble sizes without introducing bias. We find that models show significant systematic error in both precipitation and temperature for both regions. The multi-model ensemble mean (MMEM) consistently yields the lowest systematic error and the highest forecast skill for both regions and variables. However, we also find that the MMEM consistently provides a statistically significant increase in skill over climatology only in the first month of the forecast. While the MMEM tends to provide higher overall skill than climatology later in the forecast, the differences are not significant at the 95% level. We also find that MMEMs constructed with a relatively small number of ensemble members per model can equal or outperform MMEMs constructed with more members in skill. This suggests some ensemble members either provide no contribution to overall skill or even detract from it.

[MODERN EDUCATIONAL TECHNOLOGY MASTERING PRACTICAL SKILLS OF GENERAL PRACTITIONERS].

PubMed

Kovalchuk, L I; Prokopchuk, Y V; Naydyonova, O V

2015-01-01

The article presents the experience of postgraduate training of general practitioners--family medicine. Identified current trends, forms and methods of pedagogical innovations that enhance the quality of learning and mastering the practical skills of primary professionals providing care.

Cognitive skills and academic achievement of deaf children with cochlear implants.

PubMed

Huber, Maria; Kipman, Ulrike

2012-10-01

To compare cognitive performance between children with cochlear implants (CI) and normal-hearing peers; provide information about correlations between cognitive performance, basic academic achievement, and medical/audiological and social background variables; and assess the predictor quality of these variables for cognition. Cross-sectional study with comparison group, diagnostic test assessment. Data were collected in the authors' clinic (children with CI) and in Austrian schools (normal-hearing children). Forty children with CI (of the initial 65 children eligible for this study), aged 7 to 11 years, and 40 normal-hearing children, matched by age and sex, were tested with (a) the Culture Fair Intelligence Test (CFIT); (b) the Number Sequences subtest of the Heidelberger Rechentest 1-4 (HRT); (c) Comprehension, (d) Coding, (e) Digit Span, and (f) Vocabulary subtests of HAWIK III (German WISC III); (g) the Corsi Block Tapping Test; (h) the Arithmetic Operations subtests of the HRT; and (i) Salzburger Lese-Screening (SLS, reading). In addition, medical, audiological, social, and educational data from children with CI were collected. The children with CI equaled normal-hearing children in (a), (d), (e), (g), (h), and (i) and performed significantly worse in (b), (c) and (f). Background variables correlate significantly with cognitive skills and academic achievement. Medical/audiological variables explain 44.3% of the variance in CFT1 (CFIT, younger children). Social variables explain 55% of CFT1 and 24.5% of the Corsi test. This study augments the knowledge about cognitive skills and academic skills of children with CI. Cognitive performance is dependent on the early feasibility to hear and the social/educational background of the family.

Working Memory and Language: Skill-Specific or Domain-General Relations to Mathematics?

ERIC Educational Resources Information Center

Purpura, David J.; Ganley, Colleen M.

2014-01-01

Children's early mathematics skills develop in a cumulative fashion; foundational skills form a basis for the acquisition of later skills. However, non-mathematical factors such as working memory and language skills have also been linked to mathematical development at a broad level. Unfortunately, little research has been conducted to evaluate the…

Teaching Abduction-Prevention Skills to Children with Autism

ERIC Educational Resources Information Center

Gunby, Kristin V.; Carr, James E.; LeBlanc, Linda A.

2010-01-01

Three children with autism were taught abduction-prevention skills using behavioral skills training with in situ feedback. All children acquired the skills, which were maintained at a 1-month follow-up assessment. In addition, 1 of the children demonstrated the skills during a stimulus generalization probe in a community setting. (Contains 1…

Factors affecting utilization of skilled maternal care in Northwest Ethiopia: a multilevel analysis.

PubMed

Worku, Abebaw Gebeyehu; Yalew, Alemayehu Worku; Afework, Mesganaw Fantahun

2013-04-15

The evaluation of all potential sources of low skilled maternal care utilization is crucial for Ethiopia. Previous studies have largely disregarded the contribution of different levels. This study was planned to assess the effect of individual, communal, and health facility characteristics in the utilization of antenatal, delivery, and postnatal care by a skilled provider. A linked facility and population-based survey was conducted over three months (January - March 2012) in twelve "kebeles" of North Gondar Zone, Amhara Region. A total of 1668 women who had births in the year preceding the survey were selected for analysis. Using a multilevel modelling, we examined the effect of cluster variation and a number of individual, communal (kebele), and facility-related variables for skilled maternal care utilization. About 32.3%, 13.8% and 6.3% of the women had the chance to get skilled providers for their antenatal, delivery and postnatal care, respectively. A significant heterogeneity was observed among clusters for each indicator of skilled maternal care utilization. At the individual level, variables related to awareness and perceptions were found to be much more relevant for skilled maternal service utilization. Preference for skilled providers and previous experience of antenatal care were consistently strong predictors of all indicators of skilled maternal health care utilizations. Birth order, maternal education, and awareness about health facilities to get skilled professionals were consistently strong predictors of skilled antenatal and delivery care use. Communal factors were relevant for both delivery and postnatal care, whereas the characteristics of a health facility were more relevant for use of skilled delivery care than other maternity services. Factors operating at individual and "kebele" levels play a significant role in determining utilization of skilled maternal health services. Interventions to create better community awareness and perception about skilled providers and their care, and ensuring the seamless performance of health care facilities have been considered crucial to improve skilled maternal services in the study area. Such interventions should target underprivileged women.

Analysis of Numerical Weather Predictions of Reference Evapotranspiration and Precipitation

NASA Astrophysics Data System (ADS)

Bughici, Theodor; Lazarovitch, Naftali; Fredj, Erick; Tas, Eran

2017-04-01

This study attempts to improve the forecast skill of the evapotranspiration (ET0) and Precipitation for the purpose of crop irrigation management over Israel using the Weather Research and Forecasting (WRF) Model. Optimized crop irrigation, in term of timing and quantities, decreases water and agrochemicals demand. Crop water demands depend on evapotranspiration and precipitation. The common method for computing reference evapotranspiration, for agricultural needs, ET0, is according to the FAO Penman-Monteith equation. The weather variables required for ET0 calculation (air temperature, relative humidity, wind speed and solar irradiance) are estimated by the WRF model. The WRF Model with two-way interacting domains at horizontal resolutions of 27, 9 and 3 km is used in the study. The model prediction was performed in an hourly time resolution and a 3 km spatial resolution, with forecast lead-time of up to four days. The WRF prediction of these variables have been compared against measurements from 29 meteorological stations across Israel for the year 2013. The studied area is small but with strong climatic gradient, diverse topography and variety of synoptic conditions. The forecast skill that was used for forecast validation takes into account the prediction bias, mean absolute error and root mean squared error. The forecast skill of the variables was almost robust to lead time, except for precipitation. The forecast skill was tested across stations with respect to topography and geographic location and for all stations with respect to seasonality and synoptic weather system determined by employing a semi-objective synoptic systems classification to the forecasted days. It was noticeable that forecast skill of some of the variables was deteriorated by seasonality and topography. However, larger impacts in the ET0 skill scores on the forecasted day are achieved by a synoptic based forecast. These results set the basis for increasing the robustness of ET0 to synoptic effects and for more precise crop irrigation over Israel.

Seasonal forecasts of impact-relevant climate information indices developed as part of the EUPORIAS project

NASA Astrophysics Data System (ADS)

Spirig, Christoph; Bhend, Jonas

2015-04-01

Climate information indices (CIIs) represent a way to communicate climate conditions to specific sectors and the public. As such, CIIs provide actionable information to stakeholders in an efficient way. Due to their non-linear nature, such CIIs can behave differently than the underlying variables, such as temperature. At the same time, CIIs do not involve impact models with different sources of uncertainties. As part of the EU project EUPORIAS (EUropean Provision Of Regional Impact Assessment on a Seasonal-to-decadal timescale) we have developed examples of seasonal forecasts of CIIs. We present forecasts and analyses of the skill of seasonal forecasts for CIIs that are relevant to a variety of economic sectors and a range of stakeholders: heating and cooling degree days as proxies for energy demand, various precipitation and drought-related measures relevant to agriculture and hydrology, a wild fire index, a climate-driven mortality index and wind-related indices tailored to renewable energy producers. Common to all examples is the finding of limited forecast skill over Europe, highlighting the challenge for providing added-value services to stakeholders operating in Europe. The reasons for the lack of forecast skill vary: often we find little skill in the underlying variable(s) precisely in those areas that are relevant for the CII, in other cases the nature of the CII is particularly demanding for predictions, as seen in the case of counting measures such as frost days or cool nights. On the other hand, several results suggest there may be some predictability in sub-regions for certain indices. Several of the exemplary analyses show potential for skillful forecasts and prospect for improvements by investing in post-processing. Furthermore, those cases for which CII forecasts showed similar skill values as those of the underlying meteorological variables, forecasts of CIIs provide added value from a user perspective.

A Proposal for Overcoming Problems in Teaching Interviewing Skills to Medical Students

ERIC Educational Resources Information Center

Benbassat, Jochanan; Baumal, Reuben

2009-01-01

The objective of this paper is to draw attention to four features that distinguish the pedagogy of patient interviewing from the teaching of other clinical skills: (a) students are not naive to the skill to be learned, (b) they encounter role models with a wide variability in interviewing styles, (c) clinical teachers are not usually specialists…

Is There an Effect of Print Exposure on the Word Frequency Effect and the Neighborhood Size Effect?

ERIC Educational Resources Information Center

Sears, Christopher R.; Siakaluk, Paul D.; Chow, Verna C.; Buchanan, Lori

2008-01-01

Orthographic and phonological processing skills have been shown to vary as a function of reader skill (Stanovich & West, "Reading Research Quarterly, 24", 402-433, 1989; Unsworth & Pexman, "Quarterly Journal of Experimental Psychology, 56A", 63-81, 2003). One variable known to contribute to differences between readers of higher and lower skill is…

Reviewing Emotional Intelligence Levels and Time Management Skills among Students of School of Physical Education and Sports

ERIC Educational Resources Information Center

Bahadir, Ziya

2018-01-01

This study aimed at exploring emotional intelligence levels and time management skills of students of school of physical education and sports (SPES) and assessing their emotional intelligence levels and time management skills in terms of some variables. 309 students who studied at SPES of Erciyes University during the 2017-2018 academic year…

The Relation between English Learning Students' Levels of Self-Regulation and Metacognitive Skills and Their English Academic Achievements

ERIC Educational Resources Information Center

Adigüzel, Abdullah; Orhan, Ali

2017-01-01

It is remarkable that there are only a few studies that measures to what extent metacognitive and self-regulation skills affect students' academic achievements in the English lesson. This study is important for identifying the personal variables that have an impact on metacognitive and self-regulation skill and determining the relationship between…

Toward meaningful outcomes in teaching conversation and greeting skills with individuals with autism spectrum disorder.

PubMed

Hood, Stephanie A; Luczynski, Kevin C; Mitteer, Daniel R

2017-07-01

We identified greeting and conversation deficits based on a parent interview and semistructured direct assessment for one child and two adolescents with autism spectrum disorder. We taught the greeting and conversation skills using behavioral skills training and within-session corrective feedback. A multiple baseline across conversation and greeting skills demonstrated experimental control over the effects of the teaching on acquisition and generalization to novel adults. We also conducted embedded reversals to assess maintenance of the acquired skills. Teaching produced robust acquisition, generalization, maintenance, and treatment extension for 15 of the 16 targeted skills across participants. Participant and parent reports indicated high levels of social validity for the intervention and outcomes. The results support individualized assessment and intervention for improving greeting and conversation skills during unscripted interactions, which are requisite for more extended and complex social interactions. © 2017 Society for the Experimental Analysis of Behavior.

Examining impulse-variability in overarm throwing.

PubMed

Urbin, M A; Stodden, David; Boros, Rhonda; Shannon, David

2012-01-01

The purpose of this study was to examine variability in overarm throwing velocity and spatial output error at various percentages of maximum to test the prediction of an inverted-U function as predicted by impulse-variability theory and a speed-accuracy trade-off as predicted by Fitts' Law Thirty subjects (16 skilled, 14 unskilled) were instructed to throw a tennis ball at seven percentages of their maximum velocity (40-100%) in random order (9 trials per condition) at a target 30 feet away. Throwing velocity was measured with a radar gun and interpreted as an index of overall systemic power output. Within-subject throwing velocity variability was examined using within-subjects repeated-measures ANOVAs (7 repeated conditions) with built-in polynomial contrasts. Spatial error was analyzed using mixed model regression. Results indicated a quadratic fit with variability in throwing velocity increasing from 40% up to 60%, where it peaked, and then decreasing at each subsequent interval to maximum (p < .001, η2 = .555). There was no linear relationship between speed and accuracy. Overall, these data support the notion of an inverted-U function in overarm throwing velocity variability as both skilled and unskilled subjects approach maximum effort. However, these data do not support the notion of a speed-accuracy trade-off. The consistent demonstration of an inverted-U function associated with systemic power output variability indicates an enhanced capability to regulate aspects of force production and relative timing between segments as individuals approach maximum effort, even in a complex ballistic skill.

Genetic and Environmental Influences on Writing and their Relations to Language and Reading

PubMed Central

Olson, Richard K.; Hulslander, Jacqueline; Christopher, Micaela; Keenan, Janice M.; Wadsworth, Sally J.; Willcutt, Erik G.; Pennington, Bruce F.; DeFries, John C.

2011-01-01

Identical and fraternal twins (N = 540, age 8 to 18 years) were tested on three different measures of writing (Woodcock-Johnson III Tests of Achievement-Writing Samples and Writing Fluency; Handwriting Copy from the Group Diagnostic Reading and Aptitude Achievement Tests), three different language skills (Phonological Awareness, Rapid Naming, and Vocabulary), and three different reading skills (Word Recognition, Spelling, and Reading Comprehension). Substantial genetic influence was found on two of the writing measures, Writing Samples and Handwriting Copy, and all of the language and reading measures. Shared environment influences were generally not significant, except for vocabulary. Non-shared environment estimates, including measurement error, were significant for all variables. Genetic influences among the writing measures were significantly correlated (highest between the speeded measures Writing Fluency and Handwriting Copy), but there were also significant independent genetic influences between Copy and Samples and between Fluency and Samples. Genetic influences on writing were significantly correlated with genetic influences on all of the language and reading skills, but significant independent genetic influences were also found for Copy and Samples, whose genetic correlations were significantly less than 1.0 with the reading and language skills. The genetic correlations varied significantly in strength depending on the overlap between the writing, language, and reading task demands. We discuss implications of our results for education, limitations of the study, and new directions for research on writing and its relations to language and reading. PMID:21842316

Learning to be different: Acquired skills, social learning, frequency dependence, and environmental variation can cause behaviourally mediated foraging specializations

USGS Publications Warehouse

Tinker, M.T.; Mangel, M.; Estes, J.A.

2009-01-01

Question: How does the ability to improve foraging skills by learning, and to transfer that learned knowledge, affect the development of intra-population foraging specializations? Features of the model: We use both a state-dependent life-history model implemented by stochastic dynamic programming (SDPM) and an individual-based model (IBM) to capture the dynamic nature of behavioural preferences in feeding. Variables in the SDPM include energy reserves, skill levels, energy and handling time per single prey item, metabolic rate, the rates at which skills are learned and forgotten, the effect of skills on handling time, and the relationship between energy reserves and fitness. Additional variables in the IBM include the probability of successful weaning, the logistic dynamics of the prey species with stochastic recruitment, the intensity of top-down control of prey by predators, the mean and variance in skill levels of new recruits, and the extent to which learned Information can be transmitted via matrilineal social learning. Key range of variables: We explore the effects of approaching the time horizon in the SDPM, changing the extent to which skills can improve with experience, increasing the rates of learning or forgetting of skills, changing whether the learning curve is constant, accelerating (T-shaped) or decelerating ('r'-shaped), changing both mean and maximum possible energy reserves, changing metabolic costs of foraging, and changing the rate of encounter with prey. Conclusions: The model results show that the following factors increase the degree of prey specialization observed in a predator population: (1) Experience handling a prey type can substantially improve foraging skills for that prey. (2) There is limited ability to retain complex learned skills for multiple prey types. (3) The learning curve for acquiring new foraging skills is accelerating, or J-shaped. (4) The metabolic costs of foraging are high relative to available energy reserves. (5) Offspring can learn foraging skills from their mothers (matrilineal social learning). (6) Food abundance is limited, such that average individual energy reserves are low Additionally, the following factors increase the likelihood of alternative specializations co-occurring in a predator population: (1) The predator exerts effective top-down control of prey abundance, resulting in frequency-dependent dynamics. (2) There is stochastic Variation in prey population dynamics, but this Variation is neither too extreme in magnitude nor too 'slow' with respect to the time required for an individual forager to learn new foraging skills. For a given predator population, we deduce that the degree of specialization will be highest for those prey types requiring complex capture or handling skills, while prey species that are both profitable and easy to capture and handle will be included in the diet of all individuals. Frequency-dependent benefits of selecting alternative prey types, combined with the ability of foragers to improve their foraging skills by learning, and transmit learned skills to offspring, can result in behaviourally mediated foraging specialization, and also lead to the co-existence of alternative specializations. The extent of such specialization is predicted to be a variable trait, increasing in locations or years when intra-specific competition is high relative to inter-specific competition. ?? 2009 M. Tim Tinker.

National Centers for Environmental Prediction

Science.gov Websites

advance prediction skills for monsoon variability, improved understanding of Indian Ocean-Atmosphere variability and predictability Coordination on research to improve: understanding of ocean processes in the

Emergent Literacy Skills in Preschool Children With Hearing Loss Who Use Spoken Language: Initial Findings From the Early Language and Literacy Acquisition (ELLA) Study.

PubMed

Werfel, Krystal L

2017-10-05

The purpose of this study was to compare change in emergent literacy skills of preschool children with and without hearing loss over a 6-month period. Participants included 19 children with hearing loss and 14 children with normal hearing. Children with hearing loss used amplification and spoken language. Participants completed measures of oral language, phonological processing, and print knowledge twice at a 6-month interval. A series of repeated-measures analyses of variance were used to compare change across groups. Main effects of time were observed for all variables except phonological recoding. Main effects of group were observed for vocabulary, morphosyntax, phonological memory, and concepts of print. Interaction effects were observed for phonological awareness and concepts of print. Children with hearing loss performed more poorly than children with normal hearing on measures of oral language, phonological memory, and conceptual print knowledge. Two interaction effects were present. For phonological awareness and concepts of print, children with hearing loss demonstrated less positive change than children with normal hearing. Although children with hearing loss generally demonstrated a positive growth in emergent literacy skills, their initial performance was lower than that of children with normal hearing, and rates of change were not sufficient to catch up to the peers over time.

Preliteracy Speech Sound Production Skill and Linguistic Characteristics of Grade 3 Spellings: A Study Using the Templin Archive

PubMed Central

Masterson, Julie J.; Preston, Jonathan L.

2015-01-01

Purpose This archival investigation examined the relationship between preliteracy speech sound production skill (SSPS) and spelling in Grade 3 using a dataset in which children's receptive vocabulary was generally within normal limits, speech therapy was not provided until Grade 2, and phonological awareness instruction was discouraged at the time data were collected. Method Participants (N = 250), selected from the Templin Archive (Templin, 2004), varied on prekindergarten SSPS. Participants' real word spellings in Grade 3 were evaluated using a metric of linguistic knowledge, the Computerized Spelling Sensitivity System (Masterson & Apel, 2013). Relationships between kindergarten speech error types and later spellings also were explored. Results Prekindergarten children in the lowest SPSS (7th percentile) scored poorest among articulatory subgroups on both individual spelling elements (phonetic elements, junctures, and affixes) and acceptable spelling (using relatively more omissions and illegal spelling patterns). Within the 7th percentile subgroup, there were no statistical spelling differences between those with mostly atypical speech sound errors and those with mostly typical speech sound errors. Conclusions Findings were consistent with predictions from dual route models of spelling that SSPS is one of many variables associated with spelling skill and that children with impaired SSPS are at risk for spelling difficulty. PMID:26380965

Teacher–Student Support, Effortful Engagement, and Achievement: A 3-Year Longitudinal Study

PubMed Central

Hughes, Jan N.; Luo, Wen; Kwok, Oi-Man; Loyd, Linda K.

2008-01-01

Measures of teacher–student relationship quality (TSRQ), effortful engagement, and achievement in reading and math were collected once each year for 3 consecutive years, beginning when participants were in 1st grade, for a sample of 671 (53.1% male) academically at-risk children attending 1 of 3 school districts in Texas. In separate latent variable structural equation models, the authors tested the hypothesized model, in which Year 2 effortful engagement mediated the association between Year 1 TSRQ and Year 3 reading and math skills. Conduct engagement was entered as a covariate in these analyses to disentangle the effects of effortful engagement and conduct engagement. Reciprocal effects of effortful engagement on TSRQ and of achievement on effortful engagement were also modeled. Results generally supported the hypothesized model. Year 1 variables had a direct effect on Year 3 variables, above year-to-year stability. Findings suggest that achievement, effortful engagement, and TSRQ form part of a dynamic system of influences in the early grades, such that intervening at any point in this nexus may alter children’s school trajectories. PMID:19578558

Interrelations between three fine motor skills in young adults.

PubMed

Lorås, Håvard; Sigmundsson, Hermundur

2012-08-01

Motor skills are typically considered to be highly specific, although some researchers have attempted to identify evidence for general motor aptitude. The present study tested these contentions by assessing the extent of relationship between fine motor tasks, using correlations between selected performance measures for three fine motor skills. University students ages 18 to 35 years (N = 305; 147 men, 158 women) completed three fine motor tasks with both right and left hands (placing pegs, posting coins, and placing bricks). Performance was assessed by time to complete each individual task. The intercorrelations between the three tasks were generally low and at a level that can be expected by chance (r < or = .3), indicating that performance was quite specific to the individual skills rather than attributable to a general ability. As a further test for evidence for a general motor ability, the dimensionality of the data set was analyzed using a principal component analysis on the correlation matrix. A three-factor solution explaining approximately 80% of the total variance in performance on the fine motor tasks was identified, where each factor could be associated with each fine motor task. These findings provide further support for the high specificity in fine motor skills and against the existence of a general aptitude for motor ability.

Prediction of summer maximum and minimum temperature over the central and western United States: the roles of soil moisture and sea surface temperature

USGS Publications Warehouse

Alfaro, Eric J.; Gershunov, Alexander; Cayan, Daniel R.

2006-01-01

A statistical model based on canonical correlation analysis (CCA) was used to explore climatic associations and predictability of June–August (JJA) maximum and minimum surface air temperatures (Tmax and Tmin) as well as the frequency of Tmax daily extremes (Tmax90) in the central and western United States (west of 90°W). Explanatory variables are monthly and seasonal Pacific Ocean SST (PSST) and the Climate Division Palmer Drought Severity Index (PDSI) during 1950–2001. Although there is a positive correlation between Tmax and Tmin, the two variables exhibit somewhat different patterns and dynamics. Both exhibit their lowest levels of variability in summer, but that of Tmax is greater than Tmin. The predictability of Tmax is mainly associated with local effects related to previous soil moisture conditions at short range (one month to one season), with PSST providing a secondary influence. Predictability of Tmin is more strongly influenced by large-scale (PSST) patterns, with PDSI acting as a short-range predictive influence. For both predictand variables (Tmax and Tmin), the PDSI influence falls off markedly at time leads beyond a few months, but a PSST influence remains for at least two seasons. The maximum predictive skill for JJA Tmin, Tmax, and Tmax90 is from May PSST and PDSI. Importantly, skills evaluated for various seasons and time leads undergo a seasonal cycle that has maximum levels in summer. At the seasonal time frame, summer Tmax prediction skills are greatest in the Midwest, northern and central California, Arizona, and Utah. Similar results were found for Tmax90. In contrast, Tmin skill is spread over most of the western region, except for clusters of low skill in the northern Midwest and southern Montana, Idaho, and northern Arizona.

Adult Bronchoscopy Training

PubMed Central

Wahidi, Momen M.; Read, Charles A.; Buckley, John D.; Addrizzo-Harris, Doreen J.; Shah, Pallav L.; Herth, Felix J. F.; de Hoyos Parra, Alberto; Ornelas, Joseph; Yarmus, Lonny; Silvestri, Gerard A.

2015-01-01

BACKGROUND: The determination of competency of trainees in programs performing bronchoscopy is quite variable. Some programs provide didactic lectures with hands-on supervision, other programs incorporate advanced simulation centers, whereas others have a checklist approach. Although no single method has been proven best, the variability alone suggests that outcomes are variable. Program directors and certifying bodies need guidance to create standards for training programs. Little well-developed literature on the topic exists. METHODS: To provide credible and trustworthy guidance, rigorous methodology has been applied to create this bronchoscopy consensus training statement. All panelists were vetted and approved by the CHEST Guidelines Oversight Committee. Each topic group drafted questions in a PICO (population, intervention, comparator, outcome) format. MEDLINE data through PubMed and the Cochrane Library were systematically searched. Manual searches also supplemented the searches. All gathered references were screened for consideration based on inclusion criteria, and all statements were designated as an Ungraded Consensus-Based Statement. RESULTS: We suggest that professional societies move from a volume-based certification system to skill acquisition and knowledge-based competency assessment for trainees. Bronchoscopy training programs should incorporate multiple tools, including simulation. We suggest that ongoing quality and process improvement systems be introduced and that certifying agencies move from a volume-based certification system to skill acquisition and knowledge-based competency assessment for trainees. We also suggest that assessment of skill maintenance and improvement in practice be evaluated regularly with ongoing quality and process improvement systems after initial skill acquisition. CONCLUSIONS: The current methods used for bronchoscopy competency in training programs are variable. We suggest that professional societies and certifying agencies move from a volume- based certification system to a standardized skill acquisition and knowledge-based competency assessment for pulmonary and thoracic surgery trainees. PMID:25674901

Enhancing Generalization of Social Skills: Making Social Skills Curricula Effective after the Lesson

ERIC Educational Resources Information Center

McIntosh Kent; MacKay, Leslie D.

2008-01-01

Sometimes educators are puzzled by how students can demonstrate a social skill perfectly during a practice session in a social skills curriculum but fail to use the same skill in real-life situations. Students with a lack of social skills are more likely to experience teacher and peer rejection, and are more at risk for negative life outcomes,…

Savant skills in autism: psychometric approaches and parental reports

PubMed Central

Howlin, Patricia; Goode, Susan; Hutton, Jane; Rutter, Michael

2009-01-01

Most investigations of savant skills in autism are based on individual case reports. The present study investigated rates and types of savant skills in 137 individuals with autism (mean age 24 years). Intellectual ability ranged from severe intellectual impairment to superior functioning. Savant skills were judged from parental reports and specified as ‘an outstanding skill/knowledge clearly above participant's general level of ability and above the population norm’. A comparable definition of exceptional cognitive skills was applied to Wechsler test scores—requiring a subtest score at least 1 standard deviation above general population norms and 2 standard deviations above the participant's own mean subtest score. Thirty-nine participants (28.5%) met criteria for either a savant skill or an exceptional cognitive skill: 15 for an outstanding cognitive skill (most commonly block design); 16 for a savant skill based on parental report (mostly mathematical/calculating abilities); 8 met criteria for both a cognitive and parental rated savant skill. One-third of males showed some form of outstanding ability compared with 19 per cent of females. No individual with a non-verbal IQ below 50 met criteria for a savant skill and, contrary to some earlier hypotheses, there was no indication that individuals with higher rates of stereotyped behaviours/interests were more likely to demonstrate savant skills. PMID:19528018

Gross Motor Skills and Cardiometabolic Risk in Children: A Mediation Analysis.

PubMed

Burns, Ryan D; Brusseau, Timothy A; Fu, You; Hannon, James C

2017-04-01

The purpose of this study was to examine the linear relationship between gross motor skills and cardiometabolic risk, with aerobic fitness as a mediator variable, in low-income children from the United States. Participants were a convenience sample of 224 children (mean ± SD age = 9.1 ± 1.1 yr; 129 girls and 95 boys) recruited from five low-income elementary schools from the Mountain West Region of the United States. Gross motor skills were assessed using the Test for Gross Motor Development, 3rd Edition. Gross motor skills were analyzed using a locomotor skill, a ball skill, and a total gross motor skill score. Aerobic fitness was assessed using the Progressive Aerobic Cardiovascular Endurance Run that was administered during physical education class. A continuous and age- and sex-adjusted metabolic syndrome score (MetS) was calculated from health and blood marker measurements collected in a fasted state before school hours. Total effects, average direct effects, and indirect effects (average causal mediation effect) were calculated using a bootstrap mediation analysis method via a linear regression algorithm. The average causal mediation effect of gross locomotor skills on MetS scores, using aerobic fitness as the mediator variable, was statistically significant (β = -0.055, 95% confidence interval = -0.097 to -0.021, P = 0.003). The model explained approximately 17.5% of the total variance in MetS with approximately 43.7% of the relationship between locomotor skills and MetS mediated through aerobic fitness. Ball skills did not significantly relate with cardiometabolic risk. There is a significant relationship between gross locomotor skills and cardiometabolic risk that is partially mediated through aerobic fitness in a sample of low-income children from the United States.

Thermodynamic ocean-atmosphere Coupling and the Predictability of Nordeste rainfall

NASA Astrophysics Data System (ADS)

Chang, P.; Saravanan, R.; Giannini, A.

2003-04-01

The interannual variability of rainfall in the northeastern region of Brazil, or Nordeste, is known to be very strongly correlated with sea surface temperature (SST) variability, of Atlantic and Pacific origin. For this reason the potential predictability of Nordeste rainfall is high. The current generation of state-of-the-art atmospheric models can replicate the observed rainfall variability with high skill when forced with the observed record of SST variability. The correlation between observed and modeled indices of Nordeste rainfall, in the AMIP-style integrations with two such models (NSIPP and CCM3) analyzed here, is of the order of 0.8, i.e. the models explain about 2/3 of the observed variability. Assuming that thermodynamic, ocean-atmosphere heat exchange plays the dominant role in tropical Atlantic SST variability on the seasonal to interannual time scale, we analyze its role in Nordeste rainfall predictability using an atmospheric general circulation model coupled to a slab ocean model. Predictability experiments initialized with observed December SST show that thermodynamic coupling plays a significant role in enhancing the persistence of SST anomalies, both in the tropical Pacific and in the tropical Atlantic. We show that thermodynamic coupling is sufficient to provide fairly accurate forecasts of tropical Atlantic SST in the boreal spring that are significantly better than the persistence forecasts. The consequences for the prediction of Nordeste rainfall are analyzed.

The Storm and Stress (or Calm) of Early Adolescent Self-Concepts: Within- and Between-Person Variability

PubMed Central

Molloy, Lauren E.; Ram, Nilam; Gest, Scott D.

2014-01-01

This study uses intraindividual variability and change methods to test theoretical accounts of self-concept and its change across time and context, and the developmental implications of this variability. The five-year longitudinal study of 541 youth in a rural Pennsylvania community from 3rd through 7th grade included twice-yearly assessments of self-concept (academic and social), corresponding external evaluations of competence (e.g., teacher-rated academic skills, peer-nominated “likeability”), and multiple measures of youths' overall adjustment. Multiphase growth models replicate previous research, suggesting significant decline in academic self-concept during middle school, but modest growth in social self-concept from 3rd through 7th grade. Next, a new contribution is made to the literature by quantifying the amount of within-person variability (i.e., “lability”) around these linear self-concept trajectories as a between-person characteristic. Self-concept lability was found to associate with a general profile of poorer competence and adjustment, and to predict poorer academic and social competence at the end of 7th grade above and beyond level of self-concept. Finally, there was substantial evidence that wave-to-wave changes in youths' self-concepts correspond to teacher and peer evaluations of youths' competence, that attention to peer feedback may be particularly strong during middle school, and that these relations may be moderated by between-person indicators of youths' general adjustment. Overall, findings highlight the utility of methods sensitive to within-person variation for clarifying the dynamics of youths' self-system development. PMID:21928883

An Institutional Staff Training and Self-Management Program for Developing Multiple Self-Care Skills in Severely/Profoundly Retarded Individuals.

ERIC Educational Resources Information Center

Kissel, Robert C.; And Others

1983-01-01

Staff were taught use of training and self-management skills through a sequence of written instructions, videotaped and live modeling, rehearsal, and videotaped feedback. Results indicated that staff learned to use the training skills appropriately and consistently, applied the skills in the generalization situations, and maintained skills with…

Manufacturing challenge: An employee perception of the impact of BEM variables on motivation

NASA Astrophysics Data System (ADS)

Nyaude, Alaster

The study examines the impact of Thomas F. Gilbert's Behavior Engineering Model (BEM) variables on employee perception of motivation at an aerospace equipment manufacturing plant in Georgia. The research process involved literature review, and determination of an appropriate survey instrument for the study. The Hersey-Chevalier modified PROBE instrument (Appendix C) was used with Dr Roger Chevalier's validation. The participants' responses were further examined to determine the influence of demographic control variables of age, gender, length of service with the company and education on employee perception of motivation. The results indicated that the top three highly motivating variables were knowledge and skills, capacity and resources. Knowledge and skills was perceived to be highly motivating, capacity as second highly motivating and resources as the third highly motivating variable. Interestingly, the fourth highly motivating variable was information, the fifth was motives and the sixth was incentives. The results also showed that demographic control variables had no influence on employee perception of motivation. Further research may be required to understand to what extend these BEM variables impact employee perceptions of motivation.

Effects of different practice conditions on acquisition, retention, and transfer of soccer skills by 9-year-old schoolchildren.

PubMed

Vera, Juan Granda; Alvarez, José Carlos Barbero; Medina, Mariano Montilla

2008-04-01

This study was designed to examine effects of three practice models, blocked, variable, and combined, on the acquisition, retention, and transfer of new motor skills. 67 subjects (M age = 9.5 yr., SD = .3) from the fourth year of primary school (31 boys and 26 girls) were assigned at random to three different practice groups (Blocked = 22, Variable = 23, Combined = 22) to study acquisition of two skills, dribbling a soccer ball and kicking a soccer ball at a stationary target using the dominant foot. All participants received a pretest and posttest, a transfer test, and a retention test 2 wk. later. Analysis showed significant improvement after practice of kicking skills by the three groups but not in the dribbling skills, for which only the combined practice group showed any notable improvement. At the end of acquisition, the combined practice group had significantly better performance on the dribbling task than the other two groups. However, the only differences noted in performance of kicking the ball with the dominant foot were by combined practice and blocked groups.

Promoting Conditional Use of Communication Skills for Learners With Complex Communication Needs: A Tutorial.

PubMed

Simacek, Jessica; Reichle, Joe; Byiers, Breanne J; Parker-McGowan, Quannah; Dimian, Adele F; Elmquist, Marianne

2018-05-03

Conditional use of communication skills refers to the ability of a learner to appropriately generalize and discriminate when, where, and how to communicate based on constant variation and shifts in environmental cues. We describe discrimination and generalization challenges encountered by learners with complex communication needs and ways in which these challenges are fostered through traditional communication intervention programming. We address arrangements in instruction that maximize the probability of learners acquiring the conditional use of new vocabulary and the modest instructional technology implemented when planning for generalization. We propose establishing well-discriminated and generalized use of new vocabulary items through the application of a general case instruction framework to communication intervention programming. We provide intervention methodology, including intervention steps for general case instruction, a plethora of functional examples, and graphic displays to assess and intervene to promote conditional use of communication skills for learners with complex communication needs.

An Analysis of Social Skills Instruction Provided in Teacher Education and In-Service Training Programs for General and Special Educators

ERIC Educational Resources Information Center

Dobbins, Nicole; Higgins, Kyle; Pierce, Tom; Tandy, Richard D.; Tincani, Matt

2010-01-01

An adapted version of the "Teacher/Staff Skillstreaming Checklist" was used to determine the level, type, and area of social skills instruction provided to general and special education teachers. Nine universities participated in the study in which facilitators advertised the adapted questionnaire to licensed general and special education teachers…

Early Career Mathematics Teachers' General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference?

ERIC Educational Resources Information Center

König, Johannes; Blömeke, Sigrid; Kaiser, Gabriele

2015-01-01

We examined several facets of general pedagogical knowledge and skills of early career mathematics teachers, asking how they are associated with characteristics of teacher education, teaching experience, and working conditions. Declarative general pedagogical knowledge (GPK) was assessed via a paper-and-pencil test, while early career teachers'…

General Metal Trades. Book II. Units of Instruction. Teacher's Guide.

ERIC Educational Resources Information Center

Hohhertz, Durwin

This teacher's guide was developed to aid in presenting units on general metal trades to students in Texas. The units are intended to provide students with basic knowledge and skills for each area of instruction in the general metal trades, and with the basic entry-level skills they will need to have in order to enter industry as trained workers.…

Especial Skills in Experienced Archers.

PubMed

Nabavinik, Mahdi; Abaszadeh, Ali; Mehranmanesh, Mehrab; Rosenbaum, David A

2017-09-05

Especial skills are skills that are distinctive by virtue of massive practice within the narrow contexts in which they are expressed. In the first demonstration of especial skills, Keetch, Schmidt, Lee, and Young (2005) showed that experienced basketball players are better at shooting baskets from the foul line, where they had massive amounts of practice, than would expected from their success at other locations closer to or farther from the basket. Similar results were obtained for baseball throwing. The authors asked whether especial skills hold in archery, a sport requiring less movement. If the emergence of especial skills depends on large-scale movement, one would expect archery to escape so-called especialism. But if the emergence of especial skills reflects a more general tendency for highly specific learning, experienced archers should show especial skills. The authors obtained evidence consistent with the latter prediction. The expert archers did much better at their most highly practiced distance than would be expected by looking at the overall function relating shooting score to distance. We offer a mathematical model to account for this result. The findings attest to the generality of the especial skills phenomenon.

Extra-tropical Cyclones and Windstorms in Seasonal Forecasts

NASA Astrophysics Data System (ADS)

Leckebusch, Gregor C.; Befort, Daniel J.; Weisheimer, Antje; Knight, Jeff; Thornton, Hazel; Roberts, Julia; Hermanson, Leon

2015-04-01

Severe damages and large insured losses over Europe related to natural phenomena are mostly caused by extra-tropical cyclones and their related windstorm fields. Thus, an adequate representation of these events in seasonal prediction systems and reliable forecasts up to a season in advance would be of high value for society and economy. In this study, state-of-the-art seasonal forecast prediction systems are analysed (ECMWF, UK Met Office) regarding the general climatological representation and the seasonal prediction of extra-tropical cyclones and windstorms during the core winter season (DJF) with a lead time of up to four months. Two different algorithms are used to identify cyclones and windstorm events in these datasets. Firstly, we apply a cyclone identification and tracking algorithm based on the Laplacian of MSLP and secondly, we use an objective wind field tracking algorithm to identify and track continuous areas of extreme high wind speeds (cf. Leckebusch et al., 2008), which can be related to extra-tropical winter cyclones. Thus, for the first time, we can analyse the forecast of severe wind events near to the surface caused by extra-tropical cyclones. First results suggest a successful validation of the spatial climatological distributions of wind storm and cyclone occurrence in the seasonal forecast systems in comparison with reanalysis data (ECMWF-ERA40 & ERAInterim) in general. However, large biases are found for some areas. The skill of the seasonal forecast systems in simulating the year-to-year variability of the frequency of severe windstorm events and cyclones is investigated using the ranked probability skill score. Positive skill is found over large parts of the Northern Hemisphere as well as for the most intense extra-tropical cyclones and its related wind fields.

A general framework for multivariate multi-index drought prediction based on Multivariate Ensemble Streamflow Prediction (MESP)

NASA Astrophysics Data System (ADS)

Hao, Zengchao; Hao, Fanghua; Singh, Vijay P.

2016-08-01

Drought is among the costliest natural hazards worldwide and extreme drought events in recent years have caused huge losses to various sectors. Drought prediction is therefore critically important for providing early warning information to aid decision making to cope with drought. Due to the complicated nature of drought, it has been recognized that the univariate drought indicator may not be sufficient for drought characterization and hence multivariate drought indices have been developed for drought monitoring. Alongside the substantial effort in drought monitoring with multivariate drought indices, it is of equal importance to develop a drought prediction method with multivariate drought indices to integrate drought information from various sources. This study proposes a general framework for multivariate multi-index drought prediction that is capable of integrating complementary prediction skills from multiple drought indices. The Multivariate Ensemble Streamflow Prediction (MESP) is employed to sample from historical records for obtaining statistical prediction of multiple variables, which is then used as inputs to achieve multivariate prediction. The framework is illustrated with a linearly combined drought index (LDI), which is a commonly used multivariate drought index, based on climate division data in California and New York in the United States with different seasonality of precipitation. The predictive skill of LDI (represented with persistence) is assessed by comparison with the univariate drought index and results show that the LDI prediction skill is less affected by seasonality than the meteorological drought prediction based on SPI. Prediction results from the case study show that the proposed multivariate drought prediction outperforms the persistence prediction, implying a satisfactory performance of multivariate drought prediction. The proposed method would be useful for drought prediction to integrate drought information from various sources for early drought warning.

Unique effects of The transporters animated series and of parental support on emotion recognition skills of children with ASD: Results of a randomized controlled trial.

PubMed

Gev, Tali; Rosenan, Ruthie; Golan, Ofer

2017-05-01

Emotion recognition (ER) and understanding deficits are characteristic of autism spectrum disorder (ASD). The Transporters (TT) animated series has shown promising results in teaching children with ASD to recognize emotions, with mixed findings about generalization and maintenance of effects. This study aimed to evaluate the unique role of TT and of parental support in the acquisition, generalization, and maintenance of acquired ER skills in children with ASD. 77 Israeli children with high functioning ASD, aged 4-7 were randomly assigned into four groups according to a 2 × 2 design of the factors Series (TT, control series) and Parental Support (with/without). Thirty typically developing children, matched to the ASD groups on mental age, were tested with no intervention. Participants' ER (on three generalization levels) and emotional vocabulary (EV) were tested pre and post 8 weeks of intervention, and at 3 months' follow-up. Compared to the control series, watching TT significantly improved children's ER skills at all generalization levels, with good skill maintenance. All groups improved equally on EV. The amount of parental support given, in the groups that had received it, contributed to the generalization and maintenance of ER skills. Autism severity negatively correlated with ER improvement. The current study provides evidence to the unique role of TT in ER skill acquisition, generalization, and maintenance in children with high functioning ASD. In addition, this study provides evidence for a successful cultural adaptation of TT to a non-English speaking culture. Autism Res 2017, 10: 993-1003. © 2016 International Society for Autism Research, Wiley Periodicals, Inc. © 2016 International Society for Autism Research, Wiley Periodicals, Inc.

Individual Difference Variables and the Occurrence and Effectiveness of Faking Behavior in Interviews

PubMed Central

Buehl, Anne-Kathrin; Melchers, Klaus G.

2017-01-01

There is widespread fear that applicants can fake during selection interviews and that this impairs the quality of selection decisions. Several theories assume that faking occurrence is influenced by personality and attitudes, which together influence applicants’ motivation to show faking behavior. However, for faking behavior to be effective, interviewees also need certain skills and abilities. To investigate the impact of several relevant individual difference variables on faking behavior and interview success, we conducted two studies. In Study 1, we surveyed 222 individuals to assess different personality variables, attitude toward faking, cognitive ability, self-reported faking behavior, and success in previous interviews, and in Study 2, we assessed cognitive ability, social skills, faking behavior, and interview performance in an interview simulation with 108 participants. Taken together, personality, as well as attitude toward faking, influenced who showed faking behavior in an interview, but there was no evidence for the assumed moderating effect of cognitive ability or social skills on interview success. PMID:28539895

Indian summer monsoon variability forecasts in the North American multimodel ensemble

NASA Astrophysics Data System (ADS)

Singh, Bohar; Cash, Ben; Kinter, James L., III

2018-04-01

The representation of the seasonal mean and interannual variability of the Indian summer monsoon rainfall (ISMR) in nine global ocean-atmosphere coupled models that participated in the North American Multimodal Ensemble (NMME) phase 1 (NMME:1), and in nine global ocean-atmosphere coupled models participating in the NMME phase 2 (NMME:2) from 1982-2009, is evaluated over the Indo-Pacific domain with May initial conditions. The multi-model ensemble (MME) represents the Indian monsoon rainfall with modest skill and systematic biases. There is no significant improvement in the seasonal forecast skill or interannual variability of ISMR in NMME:2 as compared to NMME:1. The NMME skillfully predicts seasonal mean sea surface temperature (SST) and some of the teleconnections with seasonal mean rainfall. However, the SST-rainfall teleconnections are stronger in the NMME than observed. The NMME is not able to capture the extremes of seasonal mean rainfall and the simulated Indian Ocean-monsoon teleconnections are opposite to what are observed.

[Teaching courses on aspects of medical history taking and communication skills in Germany: a survey among students of 12 medical faculties].

PubMed

Schildmann, Jan; Kampmann, Margareta; Schwantes, Ulrich

2004-06-01

Good communication between patients and doctors has positive effects on health and the patients' quality of life. Communication skills can be trained. In many countries communication skills training is an important part of medical education and continuing medical education. In this study German medical students were questioned about current communication training. Questionnaires were sent to 28 Medical Schools in Germany and distributed in General Practice courses. Using Likert scales students were asked to rate both existing teaching courses on communication skills and their ability to communicate. 377 students of 12 Medical Schools participated in this study. Two Medical Schools offer teaching courses on communication skills as part of their regular curriculum. On a scale ranging from 1 (no such courses available) to 7 (courses fully available) students assessed the practical teaching of communication skills to be 3 (median). In addition, on a scale ranging from 1 to 7 students rated their general communication skills as 3 (median) and their ability of taking a sexual history and breaking bad news as 4 (median). Although these results are not representative, they give a general idea of communication skills teaching in Germany. During their clinical education students should be especially trained for difficult situations in the patient-doctor encounter. The international experience of other Medical Schools should be taken into account when implementing communication skills training as part of medical education.

Measuring Error Identification and Recovery Skills in Surgical Residents.

PubMed

Sternbach, Joel M; Wang, Kevin; El Khoury, Rym; Teitelbaum, Ezra N; Meyerson, Shari L

2017-02-01

Although error identification and recovery skills are essential for the safe practice of surgery, they have not traditionally been taught or evaluated in residency training. This study validates a method for assessing error identification and recovery skills in surgical residents using a thoracoscopic lobectomy simulator. We developed a 5-station, simulator-based examination containing the most commonly encountered cognitive and technical errors occurring during division of the superior pulmonary vein for left upper lobectomy. Successful completion of each station requires identification and correction of these errors. Examinations were video recorded and scored in a blinded fashion using an examination-specific rating instrument evaluating task performance as well as error identification and recovery skills. Evidence of validity was collected in the categories of content, response process, internal structure, and relationship to other variables. Fifteen general surgical residents (9 interns and 6 third-year residents) completed the examination. Interrater reliability was high, with an intraclass correlation coefficient of 0.78 between 4 trained raters. Station scores ranged from 64% to 84% correct. All stations adequately discriminated between high- and low-performing residents, with discrimination ranging from 0.35 to 0.65. The overall examination score was significantly higher for intermediate residents than for interns (mean, 74 versus 64 of 90 possible; p = 0.03). The described simulator-based examination with embedded errors and its accompanying assessment tool can be used to measure error identification and recovery skills in surgical residents. This examination provides a valid method for comparing teaching strategies designed to improve error recognition and recovery to enhance patient safety. Copyright © 2017 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.

Effectiveness of a 10-week tier-1 response to intervention program in improving fine motor and visual-motor skills in general education kindergarten students.

PubMed

Ohl, Alisha M; Graze, Hollie; Weber, Karen; Kenny, Sabrina; Salvatore, Christie; Wagreich, Sarah

2013-01-01

This study examined the efficacy of a 10-wk Tier 1 Response to Intervention (RtI) program developed in collaboration with classroom teachers to improve the fine motor and visual-motor skills of general education kindergarten students. We recruited 113 students in six elementary schools. Two general education kindergarten classrooms at each school participated in the study. Classrooms were randomly assigned to the intervention and control groups. Fine motor skills, pencil grip, and visual-motor integration were measured at the beginning of the school year and after the 10-wk intervention. The intervention group demonstrated a statistically significant increase in fine motor and visual-motor skills, whereas the control group demonstrated a slight decline in both areas. Neither group demonstrated a change in pencil grip. This study provides preliminary evidence that a Tier 1 RtI program can improve fine motor and visual-motor skills in kindergarten students. Copyright © 2013 by the American Occupational Therapy Association, Inc.

Degradation of learned skills. A review and annotated bibliography

NASA Technical Reports Server (NTRS)

Gardlin, G. R.; Sitterley, T. E.

1972-01-01

An overview of the literature dealing with the retention of learned skills is presented. Basic effects of task type, training, retention interval, and recall variables are discussed, providing a background against which more recent literature dealing with operational spaceflights tasks is compared and assessed. Detailed and summary abstracts of research reports having particular relevance to the problem of spaceflight skill retention are provided.

Finger-Based Numerical Skills Link Fine Motor Skills to Numerical Development in Preschoolers.

PubMed

Suggate, Sebastian; Stoeger, Heidrun; Fischer, Ursula

2017-12-01

Previous studies investigating the association between fine-motor skills (FMS) and mathematical skills have lacked specificity. In this study, we test whether an FMS link to numerical skills is due to the involvement of finger representations in early mathematics. We gave 81 pre-schoolers (mean age of 4 years, 9 months) a set of FMS measures and numerical tasks with and without a specific finger focus. Additionally, we used receptive vocabulary and chronological age as control measures. FMS linked more closely to finger-based than to nonfinger-based numerical skills even after accounting for the control variables. Moreover, the relationship between FMS and numerical skill was entirely mediated by finger-based numerical skills. We concluded that FMS are closely related to early numerical skill development through finger-based numerical counting that aids the acquisition of mathematical mental representations.

Peer-driven quality improvement among health workers and traditional birth attendants in Sierra Leone: linkages between providers' organizational skills and relationships.

PubMed

Higgins-Steele, Ariel; Waller, Kathryn; Fotso, Jean Christophe; Vesel, Linda

2015-01-01

Sierra Leone has among the poorest maternal and child health indicators in the world and investments in public health have been predominately to increase demand for services, with fewer initiatives targeting supply side factors that influence health workers' work environment. This paper uses data from the Quality Circles project in a rural district of Sierra Leone to achieve three objectives. First, we examine the effect of the intervention on organizational skills and relationships among coworkers as well as between health workers and traditional birth attendants. Second, we examine whether changes in organizational skills are associated with changes in relationships among and between formal and informal health providers and between health providers and clients. Third, we aim to further understand these changes through the perspectives of health workers and traditional birth attendants. The Quality Circles project was implemented in Kailahun District in the Eastern province of Sierra Leone from August 2011 to June 2013, with adjacent Tonkolili District serving as the control site. Using a mixed-methods approach, the evaluation included a quantitative survey, in-depth interviews and focus group discussions with health workers and traditional birth attendants. Mean values of the variables of interest were compared across sub-populations, and correlation analyses were performed between changes in organizational skills and changes in relationships. The results demonstrate that the Quality Circles intervention had positive effects on organizational skills and relationships. Furthermore, improvements in all organizational skill variables - problem-solving, strategizing and negotiation skills - were strongly associated with a change in the overall relationship variable. The Quality Circles approach has the potential to support health workers to improve their organizational skills and relationships, which in turn can contribute to improving the interpersonal dimensions of the quality of care in low-resource contexts. This method brings together peers in a structured process for constructive group work and individual skill development, which are important in low-resource contexts where active participation and resourcefulness of health workers can also contribute to better health service delivery.

Measuring what matters: Effectively predicting language and literacy in children with cochlear implants

PubMed Central

Nittrouer, Susan; Caldwell, Amanda; Holloman, Christopher

2012-01-01

Objective To evaluate how well various language measures typically used with very young children after they receive cochlear implants predict language and literacy skills as they enter school. Methods Subjects were 50 children who had just completed kindergarten and were 6 or 7 years of age. All had previously participated in a longitudinal study from 12 to 48 months of age. 27 children had severe-to-profound hearing loss and wore cochlear implants, 8 had moderate hearing loss and wore hearing aids, and 15 had normal hearing. A latent variable of language/literacy skill was constructed from scores on six kinds of measures: (1) language comprehension; (2) expressive vocabulary; (3) phonological awareness; (4) literacy; (5) narrative skill; and (6) processing speed. Five kinds of language measures obtained at six-month intervals from 12 to 48 months of age were used as predictor variables in correlational analyses: (1) language comprehension; (2) expressive vocabulary; (3) syntactic structure of productive speech; (4) form and (5) function of language used in language samples. Results Outcomes quantified how much variance in kindergarten language/literacy performance was explained by each predictor variable, at each earlier age of testing. Comprehension measures consistently predicted roughly 25 to 50 percent of the variance in kindergarten language/literacy performance, and were the only effective predictors before 24 months of age. Vocabulary and syntactic complexity were strong predictors after roughly 36 months of age. Amount of speech produced in language samples and number of answers to parental queries explained moderate amounts of variance in performance after 24 months of age. Number of manual gestures and nonspeech vocalizations produced in language samples explained little to no variance before 24 months of age, and after that were negatively correlated with kindergarten performance. The number of imitations produced in language samples at 24 months of age explained about 10 percent of variance in kindergarten performance, but was otherwise not correlated or negatively correlated with kindergarten outcomes. Conclusions Before 24 months of age, the best predictor of later language success is language comprehension. In general, measures that index a child’s cognitive processing of language are the most sensitive predictors of school-age language abilities. PMID:22648088

Surgical Practical Skills Learning Curriculum: Implementation and Interns' Confidence Perceptions.

PubMed

Acosta, Danilo; Castillo-Angeles, Manuel; Garces-Descovich, Alejandro; Watkins, Ammara A; Gupta, Alok; Critchlow, Jonathan F; Kent, Tara S

To provide an overview of the practical skills learning curriculum and assess its effects over time on the surgical interns' perceptions of their technical skills, patient management, administrative tasks, and knowledge. An 84-hour practical skills curriculum composed of didactic, simulation, and practical sessions was implemented during the 2015 to 2016 academic year for general surgery interns. Totally, 40% of the sessions were held during orientation, whereas the remainder sessions were held throughout the academic year. Interns' perceptions of their technical skills, administrative tasks, patient management, and knowledge were assessed by the practical skills curriculum residents' perception survey at various time points during their intern year (baseline, midpoint, and final). Interns were also asked to fill out an evaluation survey at the completion of each session to obtain feedback on the curriculum. General Surgery Residency program at a tertiary care academic institution. 20 General Surgery categorical and preliminary interns. Significant differences were found over time in interns' perceptions on their technical skills, patient management, administrative tasks, and knowledge (p < 0.001 for all). The results were also statistically significant when accounting for a prior boot camp course in medical school, intern status (categorical or preliminary), and gender (p < 0.05 for all). Differences in interns' perceptions occurred both from baseline to midpoint, and from midpoint to final time point evaluations (p < 0.001 for all). Prior surgical boot camp in medical school status, intern status (categorical vs. preliminary), and gender did not differ in the interns' baseline perceptions of their technical skills, patient management, administrative tasks, and knowledge (p > 0.05 for all). Implementation of a Practical Skills Curriculum in surgical internships can improve interns' confidence perception on their technical skills, patient management skills, administrative tasks, and knowledge. Copyright © 2018. Published by Elsevier Inc.

Movement Pattern Variability in Stone Knapping: Implications for the Development of Percussive Traditions

PubMed Central

Rein, Robert; Nonaka, Tetsushi; Bril, Blandine

2014-01-01

The earliest direct evidence for tool-use by our ancestors are 2.6 million year old stone tools from Africa. These earliest artifacts show that, already, early hominins had developed the required advanced movement skills and cognitive capacities to manufacture stone tools. Currently, it is not well understood, however, which specific movement skills are required for successful stone knapping and accordingly it is unknown how these skills emerged during early hominin evolution. In particular, it is not clear which striking movements are indicative of skilled performance, how striking movement patterns vary with task and environmental constraints, and how movement patterns are passed on within social groups. The present study addresses these questions by investigating striking movement patterns and striking variability in 18 modern stone knappers (nine experienced and nine novices). The results suggest that no single movement pattern characterizes successful stone knapping. Participants showed large inter-individual movement variability of the elementary knapping action irrespective of knapping experience and knapping performance. Changes in task- and environmental constraints led knappers to adapt their elementary striking actions using a combination of individual and common strategies. Investigation of striking pattern similarities within social groups showed only partial overlap of striking patterns across related individuals. The results therefore suggest that striking movement patterns in modern stone knappers are largely specific to the individual and movement variability is not indicative of knapping performance. The implications of these results for the development of percussive traditions are discussed. PMID:25426630

Utilizing Teaching Interactions to Facilitate Social Skills in the Natural Environment

ERIC Educational Resources Information Center

Kassardjian, Alyne; Taubman, Mitchell; Rudrud, Eric; Leaf, Justin B.; Edwards, Andrew; McEachin, John; Leaf, Ron; Schulze, Kim

2013-01-01

Individuals diagnosed with autism spectrum disorder often display deficits in social skills. While research has shown behavioral interventions to be effective in teaching and/or increasing a variety of appropriate social skills, limited research has shown generalization of these skills to the natural setting. The Teaching Interaction procedure…

Imitation Therapy for Non-Verbal Toddlers

ERIC Educational Resources Information Center

Gill, Cindy; Mehta, Jyutika; Fredenburg, Karen; Bartlett, Karen

2011-01-01

When imitation skills are not present in young children, speech and language skills typically fail to emerge. There is little information on practices that foster the emergence of imitation skills in general and verbal imitation skills in particular. The present study attempted to add to our limited evidence base regarding accelerating the…

Evaluating Presentation Skills of Volunteer Trainers.

ERIC Educational Resources Information Center

Mohan, Donna K.

A systematic method for evaluating the presentation skills of volunteer trainers would enable the discovery of hidden problems. It would also increase individual trainer skills and satisfaction and improve the overall effectiveness of the training program. A first step is to determine the general presentation skills a successful volunteer trainer…

Interdisciplinary Instructional Reading Strategies: An Applied Application for Business Education

ERIC Educational Resources Information Center

Polkinghorne, Frederick W.; Bland, Zinna L.

2011-01-01

The contemporary workforce requires technical and reading skills (Shanahan & Shanahan, 2008; The Conference Board, Corporate Voices for Working Families, Partnership for 21st Century Skills, Society of Human Resource Management, 2006). Technical skills allow workers to perform specific workforce tasks, while reading skills are generally needed by…

Development of Learning to Learn Skills in Primary School

ERIC Educational Resources Information Center

Vainikainen, Mari-Pauliina; Wüstenberg, Sascha; Kupiainen, Sirkku; Hotulainen, Risto; Hautamäki, Jarkko

2015-01-01

In Finland, schools' effectiveness in fostering the development of transversal skills is evaluated through large-scale learning to learn (LTL) assessments. This article presents how LTL skills--general cognitive competences and learning-related motivational beliefs--develop during primary school and how they predict pupils' CPS skills at the end…

34 CFR 490.4 - What definitions apply?

Code of Federal Regulations, 2012 CFR

2012-07-01

..., DEPARTMENT OF EDUCATION LIFE SKILLS FOR STATE AND LOCAL PRISONERS PROGRAM General § 490.4 What definitions apply? (a) The definitions in 34 CFR 460.4 apply to this part. (b) As used in this part— Life skills includes self-development, communication skills, job and financial skills development, education...

34 CFR 490.4 - What definitions apply?

Code of Federal Regulations, 2014 CFR

2014-07-01

..., DEPARTMENT OF EDUCATION LIFE SKILLS FOR STATE AND LOCAL PRISONERS PROGRAM General § 490.4 What definitions apply? (a) The definitions in 34 CFR 460.4 apply to this part. (b) As used in this part— Life skills includes self-development, communication skills, job and financial skills development, education...

34 CFR 490.4 - What definitions apply?

Code of Federal Regulations, 2013 CFR

2013-07-01

..., DEPARTMENT OF EDUCATION LIFE SKILLS FOR STATE AND LOCAL PRISONERS PROGRAM General § 490.4 What definitions apply? (a) The definitions in 34 CFR 460.4 apply to this part. (b) As used in this part— Life skills includes self-development, communication skills, job and financial skills development, education...

Teacher Judgment of Student Mastery of Math Skills.

ERIC Educational Resources Information Center

Bentz, Johnell L.; Fuchs, Lynn S.

1993-01-01

Information on students' math skill mastery based on curriculum-based measurement was provided to nine special and general education elementary teachers. Teachers were asked to identify the specific math skills their students had mastered. Results indicated that most teachers were not accurate at judging math skill mastery despite having specific…

Talent identification and selection in elite youth football: An Australian context.

PubMed

O'Connor, Donna; Larkin, Paul; Mark Williams, A

2016-10-01

We identified the perceptual-cognitive skills and player history variables that differentiate players selected or not selected into an elite youth football (i.e. soccer) programme in Australia. A sample of elite youth male football players (n = 127) completed an adapted participation history questionnaire and video-based assessments of perceptual-cognitive skills. Following data collection, 22 of these players were offered a full-time scholarship for enrolment at an elite player residential programme. Participants selected for the scholarship programme recorded superior performance on the combined perceptual-cognitive skills tests compared to the non-selected group. There were no significant between group differences on the player history variables. Stepwise discriminant function analysis identified four predictor variables that resulted in the best categorization of selected and non-selected players (i.e. recent match-play performance, region, number of other sports participated, combined perceptual-cognitive performance). The effectiveness of the discriminant function is reflected by 93.7% of players being correctly classified, with the four variables accounting for 57.6% of the variance. Our discriminating model for selection may provide a greater understanding of the factors that influence elite youth talent selection and identification.

The Writing Skills Workbook--In Preparation for the GED Test. Test I: The Writing Skills Test. Revised Edition.

ERIC Educational Resources Information Center

Carter, Marilyn; And Others

Intended for students preparing for the General Educational Development (GED) test, this workbook enables them to complete lessons in writing and spelling skills and to take the simulated writing skills tests. The first section contains worksheets on basic writing skills, such as sentence structure, capitalization, and punctuation and the use of…

Performance Assessment of Counseling Skills Based on Specific Theories: Acquisition, Retention and Transfer to Actual Counseling Sessions

ERIC Educational Resources Information Center

Schaefle, Scott; Smaby, Marlowe H.; Packman, Jill; Maddux, Cleborne D.

2007-01-01

The purposes of the present study were to determine if (a) students trained to demonstrate specific skills learn these skills and transfer them to actual counseling sessions; (b) mastery of counseling skills differs by students' adherence to one of four general counseling theories; (c) mastery of counseling skills is related to counseling goal…

Brief Report: Use of Superheroes Social Skills to Promote Accurate Social Skill Use in Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Radley, Keith C.; Ford, W. Blake; McHugh, Melissa B.; Dadakhodjaeva, Komila; O'Handley, Roderick D.; Battaglia, Allison A.; Lum, John D.

2015-01-01

The current study evaluated the use of Superheroes Social Skills to promote accurate use of discrete social skills in training and generalization conditions in two children with autism spectrum disorder. Participants attended a twice weekly social skills training group over 5 weeks, with lessons targeting nonverbal, requesting, responding, and…

Barriers to Employment among Unemployed Drug Users: Age Predicts Severity

PubMed Central

Sigurdsson, Sigurdur Oli; Ring, Brandon M.; O’Reilly, Kristen; Silverman, Kenneth

2014-01-01

Background Drug users in treatment or exiting treatment face many barriers to employment when entering the job market, such as low levels of education and technical skills, and low levels of interpersonal skills. As a result of these and other barriers, employment rates in these groups are generally low. Objective This article examines the existence and possible predictors of specific barriers to employment related to interpersonal and technical skills in a sample of participants enrolled in a therapeutic workplace intervention for substance abuse. Methods In Study I (N = 77), we characterized and examined predictors of participant scores on a staff-rated scale of interpersonal skills (Work Behavior Inventory). In Study II (N = 29), we examined whether participants had lower levels of computer knowledge than job seekers in the general population, and investigated possible predictors of computer knowledge in the sample. Results In general, participants in Study I displayed low levels of interpersonal skills, and participants in Study II scored lower on the computer knowledge test than job seekers in the general population. Older participants tended to have lower levels of interpersonal skills and lower levels of computer knowledge. Conclusions and Scientific Significance These results suggest that providers of workforce development services for drug users in treatment or exiting treatment should attend to these specific barriers to employment, which may also be more pronounced among older clients. PMID:22242680

Learning better by repetition or variation? Is transfer at odds with task specific training?

PubMed

Bonney, Emmanuel; Jelsma, Lemke Dorothee; Ferguson, Gillian D; Smits-Engelsman, Bouwien C M

2017-01-01

Transfer of motor skills is the ultimate goal of motor training in rehabilitation practice. In children with Developmental Coordination Disorder (DCD), very little is known about how skills are transferred from training situations to real life contexts. In this study we examined the influence of two types of practice on transfer of motor skills acquired in a virtual reality (VR) environment. One hundred and eleven children with DCD and their typically developing (TD) peers, aged 6-10 years (M = 8.0 SD = 1.0) were randomly assigned to either variable (n = 56) or repetitive practice (n = 55). Participants in the repetitive practice played the same exergame (ski slalom) twice weekly for 20 minutes, over a period of 5 weeks, while those in the variable group played 10 different games. Motor skills such as balance tasks (hopping), running and agility tasks, ball skills and functional activities were evaluated before and after 5 weeks of training. ANOVA repeated measures indicated that both DCD and TD children demonstrated transfer effects to real life skills with identical and non-identical elements at exactly the same rate, irrespective of the type of practice they were assigned to. Based on these findings, we conclude that motor skills acquired in the VR environment, transfers to real world contexts in similar proportions for both TD and DCD children. The type of practice adopted does not seem to influence children's ability to transfer skills acquired in an exergame to life situations but the number of identical elements does.

Social communication skills of chiropractors: implications for professional practice.

PubMed

Marchiori, Dennis M; Henkin, Alan B; Hawk, Cheryl

2008-01-01

Social communication skills are critical in the health professions. The aim of this study was to measure and identify professional practice predictors of social communication skills of practicing chiropractors. The study population was derived from a group of doctors of chiropractic who participated in a practice-based research program. Participating chiropractors agreed to complete a survey detailing the chiropractor's sex, years in practice, practice type, size of the practice community, typical weekly practice volume, and an instrument to measure skills of social communication. Regression analysis was applied to identify associations between independent variables and responses to the social skills instrument. Results suggested that selected characteristics of clinical practice may be associated with clinician's social skills of communication. The weekly volume of patients to the practice emerged as a salient explanatory factor of overall social communication skills and as a factor individually for dimensions of social expressivity and social control. The practice arrangement (solo vs group) proved important in terms of respondent emotional control scores. Similarly, the solo vs group practice variable was associated with higher levels of emotional sensitivity; however, this association was mediated by the sex of the doctor of chiropractic; men reported lower levels of emotional sensitivity than women. The findings of this study suggest associations between dimensions of social communication skills, practice characteristics, practice arrangements, and sex that may inform the efforts of educators as they endeavor to better prepare health professionals for practice in a wide spectrum of settings.

Sources of Individual Differences in Emerging Competence With Numeration Understanding Versus Multidigit Calculation Skill

PubMed Central

Fuchs, Lynn S.; Geary, David C.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L.

2014-01-01

This study investigated contributions of general cognitive abilities and foundational mathematical competencies to numeration understanding (i.e., base-10 structure) versus multidigit calculation skill. Children (n = 394, M = 6.5 years) were assessed on general cognitive abilities and foundational numerical competencies at start of 1st grade; on the same numerical competencies, multidigit calculation skill, and numeration understanding at end of 2nd grade; and on multidigit calculation skill and numeration understanding at end of 3rd grade. Path-analytic mediation analysis revealed that general cognitive predictors exerted more direct and more substantial effects on numeration understanding than on multidigit calculations. Foundational mathematics competencies contributed to both outcomes, but largely via 2nd-grade mathematics achievement, and results suggest a mutually supportive role between numeration understanding and multidigit calculations. PMID:25284885

Three year follow-up of an early childhood intervention: is movement skill sustained?

PubMed Central

2012-01-01

Background Movement skill competence (e.g. the ability to throw, run and kick) is a potentially important physical activity determinant. However, little is known about the long-term impact of interventions to improve movement skills in early childhood. This study aimed to determine whether intervention preschool children were still more skill proficient than controls three years after a 10 month movement skill focused intervention: ‘Tooty Fruity Vegie in Preschools’. Methods Children from 18 intervention and 13 control preschools in NSW, Australia were assessed at ages four (Time1), five (T2) and eight years (T3) for locomotor (run, gallop, hop, leap, horizontal jump, slide) and object control proficiency (strike, bounce, catch, kick, overhand throw, underhand roll) using the Test of Gross Motor Development-2. Multi-level object control and locomotor regression models were fitted with variables time, intervention (yes/no) and a time*intervention interaction. Both models added sex of child and retained if significant, in which case interactions of sex of child with other variables were modelled and retained. SPSS (Version 17.0) was used. Results Overall follow-up rate was 29% (163/560). Of the 137 students used in the regression models, 53% were female (n = 73). Intervention girls maintained their object control skill advantage in comparison to controls at T3 (p = .002), but intervention boys did not (p = .591). At T3, there were no longer intervention/control differences in locomotor skill (p = .801). Conclusion Early childhood settings should implement movement skill interventions and more intensively target girls and object control skills. PMID:23088707

Three year follow-up of an early childhood intervention: is movement skill sustained?

PubMed

Zask, Avigdor; Barnett, Lisa M; Rose, Lauren; Brooks, Lyndon O; Molyneux, Maxine; Hughes, Denise; Adams, Jillian; Salmon, Jo

2012-10-22

Movement skill competence (e.g. the ability to throw, run and kick) is a potentially important physical activity determinant. However, little is known about the long-term impact of interventions to improve movement skills in early childhood. This study aimed to determine whether intervention preschool children were still more skill proficient than controls three years after a 10 month movement skill focused intervention: 'Tooty Fruity Vegie in Preschools'. Children from 18 intervention and 13 control preschools in NSW, Australia were assessed at ages four (Time1), five (T2) and eight years (T3) for locomotor (run, gallop, hop, leap, horizontal jump, slide) and object control proficiency (strike, bounce, catch, kick, overhand throw, underhand roll) using the Test of Gross Motor Development-2. Multi-level object control and locomotor regression models were fitted with variables time, intervention (yes/no) and a time*intervention interaction. Both models added sex of child and retained if significant, in which case interactions of sex of child with other variables were modelled and retained. SPSS (Version 17.0) was used. Overall follow-up rate was 29% (163/560). Of the 137 students used in the regression models, 53% were female (n = 73). Intervention girls maintained their object control skill advantage in comparison to controls at T3 (p = .002), but intervention boys did not (p = .591). At T3, there were no longer intervention/control differences in locomotor skill (p = .801). Early childhood settings should implement movement skill interventions and more intensively target girls and object control skills.

Relationship of tutors' group-dynamics skills to their performance ratings in problem-based learning.

PubMed

Dolmans, D H; Wolfhagen, I H; Scherpbier, A J; Vleuten, C P

2001-05-01

A tutor's performance is often investigated as a stable teacher characteristic, isolated from the context in which the tutor functions. This study investigated the influence of a tutor's group-dynamics skills in differently functioning tutorial groups on performance ratings. Students' ratings of tutors' performances collected from 75 tutorial groups at one school over four different academic years were compared with the independent variables, groups' cohesion scores and sponging scores (the degree to which some students let others do the work), and the intervening variable, tutors' group-dynamics skills. Tutors with strong group-dynamics skills were assigned mean tutor's-performance scores of 7.4 (SD = 0.8) and 8.2 (SD = 0.5), respectively, by groups scoring low and high on cohesion. Tutors with low group-dynamics skills were rated 7.0 (SD = 1.1) and 7.4 (SD = 1.1) by the same groups. The same pattern held for sponging scores. Tutors who had strong group-dynamics skills received mean tutor's-performance scores of 8.1 (SD = 0.6) and 7.4 (SD = 0.8), respectively, from groups with low and high sponging scores. Tutors with weak group-dynamics skills were scored 7.6 (SD = 1.0) and 6.9 (SD = 1.1) by the same groups. Tutors possessing group-dynamics skills were rated higher by students than were tutors who lacked these skills, irrespective of the quality of a tutorial group's performance. A tutor who evaluates tutorial-group function on a regular basis and makes appointments with students based on these evaluations is seen as performing better than a tutor who does not.

Skill of real-time operational forecasts with the APCC multi-model ensemble prediction system during the period 2008-2015

NASA Astrophysics Data System (ADS)

Min, Young-Mi; Kryjov, Vladimir N.; Oh, Sang Myeong; Lee, Hyun-Ju

2017-12-01

This paper assesses the real-time 1-month lead forecasts of 3-month (seasonal) mean temperature and precipitation on a monthly basis issued by the Asia-Pacific Economic Cooperation Climate Center (APCC) for 2008-2015 (8 years, 96 forecasts). It shows the current level of the APCC operational multi-model prediction system performance. The skill of the APCC forecasts strongly depends on seasons and regions that it is higher for the tropics and boreal winter than for the extratropics and boreal summer due to direct effects and remote teleconnections from boundary forcings. There is a negative relationship between the forecast skill and its interseasonal variability for both variables and the forecast skill for precipitation is more seasonally and regionally dependent than that for temperature. The APCC operational probabilistic forecasts during this period show a cold bias (underforecasting of above-normal temperature and overforecasting of below-normal temperature) underestimating a long-term warming trend. A wet bias is evident for precipitation, particularly in the extratropical regions. The skill of both temperature and precipitation forecasts strongly depends upon the ENSO strength. Particularly, the highest forecast skill noted in 2015/2016 boreal winter is associated with the strong forcing of an extreme El Nino event. Meanwhile, the relatively low skill is associated with the transition and/or continuous ENSO-neutral phases of 2012-2014. As a result the skill of real-time forecast for boreal winter season is higher than that of hindcast. However, on average, the level of forecast skill during the period 2008-2015 is similar to that of hindcast.

Effects of two distinct group motor skill interventions in psychological and motor skills of children with Developmental Coordination Disorder: A pilot study.

PubMed

Caçola, Priscila; Romero, Michael; Ibana, Melvin; Chuang, Jennifer

2016-01-01

Children with Developmental Coordination Disorder (DCD) have an increased risk for mental health difficulties. The present pilot study aimed to determine whether distinct group intervention programs improved several psychological variables (anxiety; adequacy and predilection for physical activity; participation, preferences, and enjoyment for activities) and motor skills from the perspective of a child with DCD as well as parental perceptions of motor skills, rate of function, and strengths and difficulties. Eleven children participated in Program A and thirteen in Program B. Both involved 10 sessions of 1 h each. Program A focused on task-oriented activities in a large group involving motor skill training and collaboration and cooperation among children, while Program B was composed of three groups with a direct goal-oriented approach for training of skills chosen by the children. Results indicated that children improved motor skills after both programs, but showed distinct results in regards to other variables - after Program A, children showed higher anxiety and lower levels of enjoyment, even though parents detected an improvement in rate of function and a decrease in peer problems. With Program B, children decreased anxiety levels, and parents noted a higher control of movement of their children. Regardless of the group approach, children were able to improve motor skills. However, it is possible that the differences between groups may have influenced parents' perception of their children's motor and psychological skills, as well as children's perception of anxiety. Copyright © 2016 Elsevier Inc. All rights reserved.

A Model for Teaching Rational Behavior Skills to Emotionally Disturbed Youth in a Public School Setting.

ERIC Educational Resources Information Center

Patton, Patricia L.

1985-01-01

Describes a model used to teach rational behavior skills to 34 emotionally disturbed adolescents. Discusses teaching, training, and counseling strategies. The group demonstrated significant positive changes in learning and personality variables, but not behavior. (JAC)

Does weight status influence associations between children's fundamental movement skills and physical activity?

PubMed

Hume, Clare; Okely, Anthony; Bagley, Sarah; Telford, Amanda; Booth, Michael; Crawford, David; Salmon, Jo

2008-06-01

This study sought to determine whether weight status influences the association among children's fundamental movement skills (FMS) and physical activity (PA). Two hundred forty-eight children ages 9-12 years participated. Proficiency in three object-control skills and two locomotor skills was examined. Accelerometers objectively assessed physical activity. Body mass index was calculated to determine weight status. Correlations between physical activity and FMS proficiency were evident among boys and girls. No significant interaction was apparent when examining FMS proficiency scores, PA variables, and weight status. Future studies should examine a broader range of skills and types of activities to better characterize this relationship and to inform the promotion of movement skill proficiency and PA.

Data Entry Skills in a Computer-based Spread Sheet Amongst Postgraduate Medical Students: A Simulation Based Descriptive Assessment.

PubMed

Khan, Amir Maroof; Shah, Dheeraj; Chatterjee, Pranab

2014-07-01

In India, research work in the form of a thesis is a mandatory requirement for the postgraduate (PG) medical students. Data entry in a computer-based spread sheet is one of the important basic skills for research, which has not yet been studied. This study was conducted to assess the data entry skills of the 2(nd) year PG medical students of a medical college of North India. A cross-sectional, descriptive study was conducted among 111 second year PG students by using four simulated filled case record forms and a computer-based spread sheet in which data entry was to be carried out. On a scale of 0-10, only 17.1% of the students scored more than seven. The specific sub-skills that were found to be lacking in more than half of the respondents were as follows: Inappropriate coding (93.7%), long variable names (51.4%), coding not being done for all the variables (76.6%), missing values entered in a non-uniform manner (84.7%) and two variables entered in the same column in the case of blood pressure reading (80.2%). PG medical students were not found to be proficient in data entry skill and this can act as a barrier to do research. This being a first of its kind study in India, more research is needed to understand this issue and then include this yet neglected aspect in teaching research methodology to the medical students.

The Effect of Jigsaw Technique on the Students' Laboratory Material Recognition and Usage Skills in General Physics Laboratory-I Course

ERIC Educational Resources Information Center

Aydin, Abdullah; Biyikli, Filiz

2017-01-01

This research aims to compare the effects of Jigsaw technique from the cooperative learning methods and traditional learning method on laboratory material recognition and usage skills of students in General Physics Lab-I Course. This study was conducted with 63 students who took general physics laboratory-I course in the department of science…

Elementary General and Special Education Teachers' Mathematics Skills and Efficacy

ERIC Educational Resources Information Center

Flores, Margaret M.; Thornton, Jennifer; Franklin, Toni M.; Hinton, Vanessa M.; Strozier, Shaunita

2014-01-01

The purpose of this study was to extend the literature regarding elementary teachers' beliefs about mathematics instruction to include special education teachers by surveying special education and general education teachers' mathematics teaching efficacy. In addition, the researchers' surveyed teachers' mathematics skills. The participants (n =…

34 CFR 668.142 - Special definitions.

Code of Federal Regulations, 2014 CFR

2014-07-01

.... General learned abilities: Cognitive operations, such as deductive reasoning, reading comprehension, or translation from graphic to numerical representation, that may be learned in both school and non-school...,” “curricula,” or “basic verbal and quantitative skills,” the basic knowledge or skills generally learned in...

34 CFR 668.142 - Special definitions.

Code of Federal Regulations, 2013 CFR

2013-07-01

.... General learned abilities: Cognitive operations, such as deductive reasoning, reading comprehension, or translation from graphic to numerical representation, that may be learned in both school and non-school...,” “curricula,” or “basic verbal and quantitative skills,” the basic knowledge or skills generally learned in...

34 CFR 668.142 - Special definitions.

Code of Federal Regulations, 2011 CFR

2011-07-01

.... General learned abilities: Cognitive operations, such as deductive reasoning, reading comprehension, or translation from graphic to numerical representation, that may be learned in both school and non-school...,” “curricula,” or “basic verbal and quantitative skills,” the basic knowledge or skills generally learned in...

34 CFR 668.142 - Special definitions.

Code of Federal Regulations, 2012 CFR

2012-07-01

.... General learned abilities: Cognitive operations, such as deductive reasoning, reading comprehension, or translation from graphic to numerical representation, that may be learned in both school and non-school...,” “curricula,” or “basic verbal and quantitative skills,” the basic knowledge or skills generally learned in...

Teaching home safety and survival skills to latch-key children: a comparison of two manuals and methods.

PubMed Central

Peterson, L

1984-01-01

I evaluated the influence of two training manuals on latch-key children's acquisition of home safety and survival skills. The widely used, discussion-oriented "Prepared for Today" manual was compared with a behaviorally oriented "Safe at Home" manual. Data were scored by response criteria developed by experts and by parents' and experts' ratings of children's spontaneous answers. With both methods of scoring, three behaviorally trained children demonstrated clear and abrupt increases in skill following training in each of seven trained modules, and these increases largely persisted in real world generalization probes and at 5-month follow-up. Smaller and less stable increases in skill were found in the three discussion-trained children across the seven modules; lower skill levels were also seen in real world generalization probes and at follow-up. Neither group of children demonstrated skill increases in home safety areas that were not explicitly trained. Both training methods produced small decreases in children's self-report of general anxiety and anxiety concerning home safety. Results are discussed in terms of their implications for cost-effective training of latch-key children. PMID:6511698

Learning to Improve: Using Writing to Increase Critical Thinking Performance in General Education Biology

PubMed Central

Kurtz, Martha J.

2007-01-01

Increasingly, national stakeholders express concern that U.S. college graduates cannot adequately solve problems and think critically. As a set of cognitive abilities, critical thinking skills provide students with tangible academic, personal, and professional benefits that may ultimately address these concerns. As an instructional method, writing has long been perceived as a way to improve critical thinking. In the current study, the researchers compared critical thinking performance of students who experienced a laboratory writing treatment with those who experienced traditional quiz-based laboratory in a general education biology course. The effects of writing were determined within the context of multiple covariables. Results indicated that the writing group significantly improved critical thinking skills whereas the nonwriting group did not. Specifically, analysis and inference skills increased significantly in the writing group but not the nonwriting group. Writing students also showed greater gains in evaluation skills; however, these were not significant. In addition to writing, prior critical thinking skill and instructor significantly affected critical thinking performance, whereas other covariables such as gender, ethnicity, and age were not significant. With improved critical thinking skill, general education biology students will be better prepared to solve problems as engaged and productive citizens. PMID:17548876

Fine motor skills and early comprehension of the world: two new school readiness indicators.

PubMed

Grissmer, David; Grimm, Kevin J; Aiyer, Sophie M; Murrah, William M; Steele, Joel S

2010-09-01

Duncan et al. (2007) presented a new methodology for identifying kindergarten readiness factors and quantifying their importance by determining which of children's developing skills measured around kindergarten entrance would predict later reading and math achievement. This article extends Duncan et al.'s work to identify kindergarten readiness factors with 6 longitudinal data sets. Their results identified kindergarten math and reading readiness and attention as the primary long-term predictors but found no effects from social skills or internalizing and externalizing behavior. We incorporated motor skills measures from 3 of the data sets and found that fine motor skills are an additional strong predictor of later achievement. Using one of the data sets, we also predicted later science scores and incorporated an additional early test of general knowledge of the social and physical world as a predictor. We found that the test of general knowledge was by far the strongest predictor of science and reading and also contributed significantly to predicting later math, making the content of this test another important kindergarten readiness indicator. Together, attention, fine motor skills, and general knowledge are much stronger overall predictors of later math, reading, and science scores than early math and reading scores alone.

An assessment of environmental literacy and analysis of predictors of responsible environmental behavior held by secondary teachers in Hualien County of Taiwan

NASA Astrophysics Data System (ADS)

Hsu, Shih-Jang

The major purpose of this study was to determine the relative contribution of nine variables in predicting teachers' responsible environmental behavior (REB). The theoretic framework of this study was based on the Hines model, the Hungerford and Volk model, and the environmental literacy framework proposed by Environmental Literacy Assessment Consortium. A nine-page instrument was administered by mailed questionnaire to 300 randomly selected secondary teachers in Hualien County of Taiwan with a 78.7% response rate. Correlation and stepwise multiple regression analyses were conducted. The following conclusions were drawn: (1) For all the respondents, all the nine environmental literacy variables were significant correlates of REB. These correlates included: perceived knowledge of environmental action strategies (KNOW; r =.46), intention to act (IA; r =.46), perceived skill in using environmental action strategies (SKILL; r =.45), perceived knowledge of environmental problems and issues (KISSU; r =.34), environmental sensitivity (r =.28), environmental responsibility (r =.27), perceived knowledge of ecology and environmental science (r =.27), locus of control (r =.27), and environmental attitudes (r =.21). (2) When only the nine environmental literacy variables were considered, the most parsimonious set of predictors of REB for all the teachers included: (a) KNOW, (Rsp2 =.2116); (b) IA, (Rsp2 =.0916); and (c) SKILL, (Rsp2 =.0205). For the urban teachers, the most parsimonious set of predictors included: (a) IA (Rsp2 =.2559); (b) SKILL (Rsp2.0926); and (c) environmental responsibility (Rsp2 =.0219). For the rural teachers, the most parsimonious set of predictors included: (a) KNOW (Rsp2 =.1872); (b) IA (Rsp2 =.0816); and (c) KISSU (Rsp2 =.0318). (3) When the environmental literacy variables as well as demographic and experience variables were considered, the most parsimonious set of predictors for all the teachers included: (a) KNOW, (Rsp2 =.2834); (b) IA, (Rsp2 =.0696); (c) area of residence, (Rsp2 =.0174); and (d) SKILL, (Rsp2 =.0163). For the urban teachers, the most parsimonious set of predictors included: (a) IA (Rsp2 =.3199); (b) SKILL (Rsp2 =.0840); (c) major sources of environmental information (Rsp2 =.0432); and (d) membership in environmental organizations, (Rsp2 =.0240). Implications for environmental education program development and instructional practice were presented. Recommendations for further research were also provided.

A Cross-sectional Study Assessing Predictors of Essential Medicines Prescribing Behavior Based on Information-motivation-behavioral Skills Model among County Hospitals in Anhui, China

PubMed Central

Zhao, Yun-Wu; Wu, Jing-Ya; Wang, Heng; Li, Nian-Nian; Bian, Cheng; Xu, Shu-Man; Li, Peng; Lu, Hua; Xu, Lei

2015-01-01

Background: The self-consciousness and practicality of preferentially prescribed essential medicines (EMs) are not high enough in county hospitals. The purposes of this study were to use the information-motivation-behavioral skills (IMB) model to identify the predictors of essential medicines prescribing behavior (EMPB) among doctors and to examine the association between demographic variables, IMB, and EMPB. Methods: A cross-sectional study was carried out to assess predictive relationships among demographic variables and IMB model variables using an anonymous questionnaire administered in nine county hospitals of Anhui province. A structural equation model was constructed for the IMB model to test the instruments using analysis of moment structures 17.0. Results: A total of 732 participants completed the survey. The average age of the participants was 37.7 ± 8.9 years old (range: 22–67 years old). The correct rate of information was 90.64%. The average scores of the motivation and behavioral skills were 45.46 ± 7.34 (hundred mark system: 75.77) and 19.92 ± 3.44 (hundred mark system: 79.68), respectively. Approximately half (50.8%) of respondents reported that the proportion of EM prescription was below 60%. The final revised model indicated a good fit to the data (χ2/df = 4.146, goodness of fit index = 0.948, comparative fit index = 0.938, root mean square error of approximation = 0.066). More work experience (β = 0.153, P < 0.001) and behavioral skills (β = 0.449, P < 0.001) predicted more EMPB. Higher income predicted less information (β = −0.197, P < 0.001) and motivation (β = −0.204, P < 0.001). Behavioral skills were positively predicted by information (β = 0.135, P < 0.001) and motivation (β = 0.742, P < 0.001). Conclusion: The present study predicted some factors of EMPB, and specified the relationships among the model variables. The utilization rate of EM was not high enough. Motivation and behavior skills were crucial factors affecting EMPB. The influence of demographic variables, such as income and work experience, on EMPB should be fully appreciated. Comprehensive intervention measures should be implemented from multiple perspectives. PMID:26521786

Isolating Visual and Proprioceptive Components of Motor Sequence Learning in ASD.

PubMed

Sharer, Elizabeth A; Mostofsky, Stewart H; Pascual-Leone, Alvaro; Oberman, Lindsay M

2016-05-01

In addition to defining impairments in social communication skills, individuals with autism spectrum disorder (ASD) also show impairments in more basic sensory and motor skills. Development of new skills involves integrating information from multiple sensory modalities. This input is then used to form internal models of action that can be accessed when both performing skilled movements, as well as understanding those actions performed by others. Learning skilled gestures is particularly reliant on integration of visual and proprioceptive input. We used a modified serial reaction time task (SRTT) to decompose proprioceptive and visual components and examine whether patterns of implicit motor skill learning differ in ASD participants as compared with healthy controls. While both groups learned the implicit motor sequence during training, healthy controls showed robust generalization whereas ASD participants demonstrated little generalization when visual input was constant. In contrast, no group differences in generalization were observed when proprioceptive input was constant, with both groups showing limited degrees of generalization. The findings suggest, when learning a motor sequence, individuals with ASD tend to rely less on visual feedback than do healthy controls. Visuomotor representations are considered to underlie imitative learning and action understanding and are thereby crucial to social skill and cognitive development. Thus, anomalous patterns of implicit motor learning, with a tendency to discount visual feedback, may be an important contributor in core social communication deficits that characterize ASD. Autism Res 2016, 9: 563-569. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

Redesign of students’ worksheet on basic physics experiment based on students’ scientific process skills analysis in Melde’s law

NASA Astrophysics Data System (ADS)

Nugraha, M. G.; Utari, S.; Saepuzaman, D.; Nugraha, F.

2018-05-01

Scientific process skills (SPS) are an intellectual skill to build knowledge, solve problems scientifically, train thinking skills as well as a very important part of the inquiry process and contribute to scientific literacy. Therefore, SPS is very important to be developed. This study aims to develop Student Worksheets (SW) that can trace SPS through basic physics experiments (BPE) on Melde’s law. This research uses R&D method involving 18 physics education department students who take the BPE course as a sample. The research instrument uses an SW designed with a SPS approach that have been reviewed and judged by expert, which includes observing, communicating, classifying, measuring, inferring, predicting, identifying variable, constructing hypothesis, defining variable operationally, designing experiment, acquiring and processing data to conclusions. The result of the research shows that the student’s SPS has not been trained optimally, the students’ answers are not derived from the observations and experiments conducted but derived from the initial knowledge of the students, as well as in the determination of experimental variables, inferring and hypothesis. This result is also supported by a low increase of conceptual content on Melde’s law with n-gain of 0.40. The research findings are used as the basis for the redesign of SW.

Effect of task-oriented training and high-variability practice on gross motor performance and activities of daily living in children with spastic diplegia.

PubMed

Kwon, Hae-Yeon; Ahn, So-Yoon

2016-10-01

[Purpose] This study investigates how a task-oriented training and high-variability practice program can affect the gross motor performance and activities of daily living for children with spastic diplegia and provides an effective and reliable clinical database for future improvement of motor performances skills. [Subjects and Methods] This study randomly assigned seven children with spastic diplegia to each intervention group including that of a control group, task-oriented training group, and a high-variability practice group. The control group only received neurodevelopmental treatment for 40 minutes, while the other two intervention groups additionally implemented a task-oriented training and high-variability practice program for 8 weeks (twice a week, 60 min per session). To compare intra and inter-relationships of the three intervention groups, this study measured gross motor performance measure (GMPM) and functional independence measure for children (WeeFIM) before and after 8 weeks of training. [Results] There were statistically significant differences in the amount of change before and after the training among the three intervention groups for the gross motor performance measure and functional independence measure. [Conclusion] Applying high-variability practice in a task-oriented training course may be considered an efficient intervention method to improve motor performance skills that can tune to movement necessary for daily livelihood through motor experience and learning of new skills as well as change of tasks learned in a complex environment or similar situations to high-variability practice.

Variability and prediction of freshwater and nitrate fluxes for the Louisiana-Texas shelf: Mississippi and Atchafalaya River source functions

USGS Publications Warehouse

Bratkovich, A.; Dinnel, S.P.; Goolsby, D.A.

1994-01-01

Time histories of riverine water discharge, nitrate concentration, and nitrate, flux have been analyzed for the Mississippi and Atchafalaya rivers. Results indicate that water discharge variability is dominated by the annual cycle and shorter-time-scale episodic events presumably associated with snowmelt runoff and spring or summer rains. Interannual variability in water discharge is relatively small compared to the above. In contrast, nitrate concentration exhibits strongest variability at decadal time scales. The interannual variability is not monotonic but more complicated in structure. Weak covariability between water discharge and nitrate concentration leads to a relatively “noisy” nitrate flux signal. Nitrate flux variations exhibit a low-amplitude, long-term modulation of a dominant annual cycle. Predictor-hindcastor analyses indicate that skilled forecasts of nitrate concentration and nitrate flux fields are feasible. Water discharge was the most reliably hindcast (on seasonal to interannual time scales) due to the fundamental strength of the annual hydrologic cycle. However, the forecasting effort for this variable was less successful than the hindcasting effort, mostly due to a phase shift in the annual cycle during our relatively short test period (18 mo). Nitrate concentration was more skillfully predicted (seasonal to interannual time scales) due to the relative dominance of the decadal-scale portion of the signal. Nitrate flux was also skillfully forecast even though historical analyses seemed to indicate that it should be more difficult to predict than either water discharge or nitrate concentration.

First Grade Math Skills Set Foundation for Later Math Ability

MedlinePlus

... cognitive skills as memory, attention span, and general intelligence. The researchers found that by seventh grade, children ... between the two groups were not related to intelligence, language skills or the method students used to ...

Fine motor skills enhance lexical processing of embodied vocabulary: A test of the nimble-hands, nimble-minds hypothesis.

PubMed

Suggate, Sebastian; Stoeger, Heidrun

2017-10-01

Research suggests that fine motor skills (FMS) are linked to aspects of cognitive development in children. Additionally, lexical processing advantages exist for words implying a high body-object interaction (BOI), with initial findings indicating that such words in turn link to children's FMS-for which we propose and evaluate four competing hypotheses. First, a maturational account argues that any links between FMS and lexical processing should not exist once developmental variables are controlled for. Second, functionalism posits that any link between FMS and lexical processing arises due to environmental interactions. Third, the semantic richness hypothesis argues that sensorimotor input improves lexical processing, but predicts no links between FMS and lexical processing. A fourth account, the nimble-hands, nimble minds (NHNM) hypothesis, proposes that having greater FMS improves lexical processing for high-BOI words. In two experiments, the response latencies of preschool children (n = 90, n = 76, ages = 5;1) to 45 lexical items encompassing high-BOI, low-BOI, and less imageable words were measured, alongside measures of FMS, reasoning, and general receptive/expressive vocabulary. High-BOI words appeared to show unique links to FMS, which remained after accounting for low-BOI and less imageable words, general vocabulary, reasoning, and chronological age. Although further work is needed, the findings provide initial support for the NHNM hypothesis.

Influence of upper limb disability, manual dexterity and fine motor skill on general self-efficacy in institutionalized elderly with osteoarthritis.

PubMed

Pérez-Mármol, Jose Manuel; Ortega-Valdivieso, María Azucena; Cano-Deltell, Enrique Elías; Peralta-Ramírez, María Isabel; García-Ríos, M Carmen; Aguilar-Ferrándiz, María Encarnación

2016-01-01

Descriptive, cross-sectional. The impact of upper limb (UL) disability, dexterity and fine motor skill on self-efficacy in older adults with osteoarthritis (OA) is not well known yet. To evaluate the self-efficacy and its relationship with UL function/disability in institutionalized OA. Institutionalized adults (n = 45) over the age of 65 years with OA were evaluated in a single session, to determine pinch strength, active range of motion of the hand and UL disability and functionality. They were classified as self-efficacious or not based on their general self-efficacy level. The influence on self-efficacy on upper limb function was statistically analyzed using bivariate and multivariate regression analyses. Self-effective older adults showed significantly lower scores in disability and higher scores in pinch strength, dexterity and motion of thumb than those who were classified as non-self-effective. Self-efficacy was associated with pinch strength (p ≤ 0.038), disability (p < 0.001) and dexterity (p ≤ 0.048). Multiple regression analyses showed that disability explained almost 40% of the variability of self-efficacy. Older adults classified as non-self-effective have higher UL disability and less pinch strength, manual dexterity and thumb motion than those who are self-effective, suggesting a relationship between impairment and perceived ability. Copyright © 2016 Hanley & Belfus. Published by Elsevier Inc. All rights reserved.

Crowd-sourced assessment of technical skills: an opportunity for improvement in the assessment of laparoscopic surgical skills.

PubMed

Deal, Shanley B; Lendvay, Thomas S; Haque, Mohamad I; Brand, Timothy; Comstock, Bryan; Warren, Justin; Alseidi, Adnan

2016-02-01

Objective, unbiased assessment of surgical skills remains a challenge in surgical education. We sought to evaluate the feasibility and reliability of Crowd-Sourced Assessment of Technical Skills. Seven volunteer general surgery interns were given time for training and then testing, on laparoscopic peg transfer, precision cutting, and intracorporeal knot-tying. Six faculty experts (FEs) and 203 Amazon.com Mechanical Turk crowd workers (CWs) evaluated 21 deidentified video clips using the Global Objective Assessment of Laparoscopic Skills validated rating instrument. Within 19 hours and 15 minutes we received 662 eligible ratings from 203 CWs and 126 ratings from 6 FEs over 10 days. FE video ratings were of borderline internal consistency (Krippendorff's alpha = .55). FE ratings were highly correlated with CW ratings (Pearson's correlation coefficient = .78, P < .001). We propose the use of Crowd-Sourced Assessment of Technical Skills as a reliable, basic tool to standardize the evaluation of technical skills in general surgery. Copyright © 2016 Elsevier Inc. All rights reserved.

The Analysis and Comparison of Pre-Service Music Teachers' Attitudes towards the Piano Lesson and Their Sight-Reading Skills in Terms of Certain Variables

ERIC Educational Resources Information Center

Özen, Çagla; Onuray Egilmez, Hatice; Engür, Doruk

2017-01-01

This study seeks to analyze pre-service music teachers' attitudes towards the piano lesson and their piano sight-reading skills in terms of academic achievement in the piano lesson, year of study, and gender and reveal the relationship between their attitudes towards the piano lesson and piano sight-reading skills. Descriptive model and…

A Comparison of Students in Physical Education and Sports College and the Students in Other Departments in Terms of Problem Solving Skills

ERIC Educational Resources Information Center

Görücü, Alpaslan; Cantav, Erkan

2017-01-01

In this research, it is aimed to analyze the problem solving skills of university students in terms of different variables and to analyze the differences among the levels of perceived problem solving skill of the students of Physical Education and Sports College and other branch students. The sample consists of the university students from the…

Differential associations between sensory response patterns and language, social, and communication measures in children with autism or other developmental disabilities.

PubMed

Watson, Linda R; Patten, Elena; Baranek, Grace T; Poe, Michele; Boyd, Brian A; Freuler, Ashley; Lorenzi, Jill

2011-12-01

To examine patterns of sensory responsiveness (i.e., hyperresponsiveness, hyporesponsiveness, and sensory seeking) as factors that may account for variability in social-communicative symptoms of autism and variability in language, social, and communication skill development in children with autism or other developmental disabilities (DDs). Children with autistic disorder (AD; n = 72, mean age = 52.3 months) and other DDs (n = 44, mean age = 48.1 months) participated in a protocol measuring sensory response patterns; social-communicative symptoms of autism; and language, social, and communication skills. Hyporesponsiveness was positively associated with social-communicative symptom severity, with no significant group difference in the association. Hyperresponsiveness was not significantly associated with social-communicative symptom severity. A group difference emerged for sensory seeking and social-communicative symptom severity, with a positive association for the AD group only. For the 2 groups of children combined, hyporesponsiveness was negatively associated with language skills and social adaptive skills. Sensory seeking also was negatively associated with language skills. These associations did not differ between the 2 groups. Aberrant sensory processing may play an important role in the pathogenesis of autism and other DDs as well as in the rate of acquisition of language, social, and communication skills.

Differential Associations between Sensory Response Patterns and Language, Social, and Communication Measures in Children with Autism or Other Developmental Disabilities

PubMed Central

Watson, Linda R.; Patten, Elena; Baranek, Grace T.; Poe, Michele; Boyd, Brian A.; Freuler, Ashley; Lorenzi, Jill

2012-01-01

Purpose Examine patterns of sensory responsiveness (i.e., hyperresponsiveness, hyporesponsiveness, and sensory seeking) as factors that may account for variability in social-communicative symptoms of autism and variability in language, social, and communication skill development in children with autism or other developmental disabilities. Method Children with autistic disorder (AD; n = 72, mean age = 52.3 months) and other developmental disabilities (DD; n = 44, mean age = 48.1 months) participated in a protocol measuring sensory response patterns, social-communicative symptoms of autism, and language, social, and communication skills. Results Hyporesponsiveness was positively associated with social-communicative symptom severity, with no significant group difference in the association. Hyperresponsiveness was not significantly associated with social-communicative symptom severity. A group difference emerged for sensory seeking and social-communicative symptom severity, with a positive association for the AD group only. For the two groups of children combined, hyporesponsiveness was negatively associated with language skills and social adaptive skills. Sensory seeking also was negatively associated with language skills. These associations did not differ between the two groups. Conclusions Aberrant sensory processing may play an important role in the pathogenesis of autism and other developmental disabilities, as well as in the rate of acquisition of language, social, and communication skills. PMID:21862675

Predicting physical activity and fruit and vegetable intake in adolescents: a test of the information, motivation, behavioral skills model.

PubMed

Kelly, Stephanie; Melnyk, Bernadette Mazurek; Belyea, Michael

2012-04-01

Most adolescents do not meet national recommendations regarding physical activity and/or the intake of fruits and vegetables. The purpose of this study was to explore whether variables in the information, motivation, behavioral skills (IMB) model of health promotion predicted physical activity and fruit and vegetable intake in 404 adolescents from 2 high schools in the Southwest United States using structural equation modeling (SEM). The SEM models included theoretical constructs, contextual variables, and moderators. The theoretical relationships in the IMB model were confirmed and were moderated by gender and race. Interventions that incorporate cognitive-behavioral skills building may be a key factor for promoting physical activity as well as fruit and vegetable intake in adolescents. Copyright © 2012 Wiley Periodicals, Inc.

Fostering Argumentation Skills: Doing What Real Scientists Really Do

ERIC Educational Resources Information Center

Llewellyn, Douglas; Rajesh, Hema

2011-01-01

Elementary and middle school teachers often provide students with hands-on activities or even inquiry-based investigations that emphasize science process skills such as observing, classifying, identifying and controlling variables, hypothesizing, experimenting, and collecting and analyzing data. These activities and investigations are frequently…

Problematic video game play in a college sample and its relationship to time management skills and attention-deficit/hyperactivity disorder symptomology.

PubMed

Tolchinsky, Anatol; Jefferson, Stephen D

2011-09-01

Although numerous benefits have been uncovered related to moderate video game play, research suggests that problematic video game playing behaviors can cause problems in the lives of some video game players. To further our understanding of this phenomenon, we investigated how problematic video game playing symptoms are related to an assortment of variables, including time management skills and attention-deficit/hyperactivity disorder (ADHD) symptoms. Additionally, we tested several simple mediation/moderation models to better explain previous theories that posit simple correlations between these variables. As expected, the results from the present study indicated that time management skills appeared to mediate the relationship between ADHD symptoms and problematic play endorsement (though only for men). Unexpectedly, we found that ADHD symptoms appeared to mediate the relation between time management skills and problematic play behaviors; however, this was only found for women in our sample. Finally, future implications are discussed.

Verification of causal influences of reasoning skills and epistemology on physics conceptual learning

NASA Astrophysics Data System (ADS)

Ding, Lin

2014-12-01

This study seeks to test the causal influences of reasoning skills and epistemologies on student conceptual learning in physics. A causal model, integrating multiple variables that were investigated separately in the prior literature, is proposed and tested through path analysis. These variables include student preinstructional reasoning skills measured by the Classroom Test of Scientific Reasoning, pre- and postepistemological views measured by the Colorado Learning Attitudes about Science Survey, and pre- and postperformance on Newtonian concepts measured by the Force Concept Inventory. Students from a traditionally taught calculus-based introductory mechanics course at a research university participated in the study. Results largely support the postulated causal model and reveal strong influences of reasoning skills and preinstructional epistemology on student conceptual learning gains. Interestingly enough, postinstructional epistemology does not appear to have a significant influence on student learning gains. Moreover, pre- and postinstructional epistemology, although barely different from each other on average, have little causal connection between them.

Speech Recognition and Parent Ratings From Auditory Development Questionnaires in Children Who Are Hard of Hearing.

PubMed

McCreery, Ryan W; Walker, Elizabeth A; Spratford, Meredith; Oleson, Jacob; Bentler, Ruth; Holte, Lenore; Roush, Patricia

2015-01-01

Progress has been made in recent years in the provision of amplification and early intervention for children who are hard of hearing. However, children who use hearing aids (HAs) may have inconsistent access to their auditory environment due to limitations in speech audibility through their HAs or limited HA use. The effects of variability in children's auditory experience on parent-reported auditory skills questionnaires and on speech recognition in quiet and in noise were examined for a large group of children who were followed as part of the Outcomes of Children with Hearing Loss study. Parent ratings on auditory development questionnaires and children's speech recognition were assessed for 306 children who are hard of hearing. Children ranged in age from 12 months to 9 years. Three questionnaires involving parent ratings of auditory skill development and behavior were used, including the LittlEARS Auditory Questionnaire, Parents Evaluation of Oral/Aural Performance in Children rating scale, and an adaptation of the Speech, Spatial, and Qualities of Hearing scale. Speech recognition in quiet was assessed using the Open- and Closed-Set Test, Early Speech Perception test, Lexical Neighborhood Test, and Phonetically Balanced Kindergarten word lists. Speech recognition in noise was assessed using the Computer-Assisted Speech Perception Assessment. Children who are hard of hearing were compared with peers with normal hearing matched for age, maternal educational level, and nonverbal intelligence. The effects of aided audibility, HA use, and language ability on parent responses to auditory development questionnaires and on children's speech recognition were also examined. Children who are hard of hearing had poorer performance than peers with normal hearing on parent ratings of auditory skills and had poorer speech recognition. Significant individual variability among children who are hard of hearing was observed. Children with greater aided audibility through their HAs, more hours of HA use, and better language abilities generally had higher parent ratings of auditory skills and better speech-recognition abilities in quiet and in noise than peers with less audibility, more limited HA use, or poorer language abilities. In addition to the auditory and language factors that were predictive for speech recognition in quiet, phonological working memory was also a positive predictor for word recognition abilities in noise. Children who are hard of hearing continue to experience delays in auditory skill development and speech-recognition abilities compared with peers with normal hearing. However, significant improvements in these domains have occurred in comparison to similar data reported before the adoption of universal newborn hearing screening and early intervention programs for children who are hard of hearing. Increasing the audibility of speech has a direct positive effect on auditory skill development and speech-recognition abilities and also may enhance these skills by improving language abilities in children who are hard of hearing. Greater number of hours of HA use also had a significant positive impact on parent ratings of auditory skills and children's speech recognition.

Teachers' ICT and Problem-Solving Skills: Competencies and Needs. Education Indicators in Focus. No. 40

ERIC Educational Resources Information Center

OECD Publishing, 2016

2016-01-01

The education sector performs well for information and communication technology (ICT) and problem-solving skills, although it still lags behind the professional, scientific and technical activities sector. Primary and secondary teachers have better ICT and problem-solving skills than the general population, and similar skills to other…

Guide to Adult Functional Literacy Assessment Using Existing Tests.

ERIC Educational Resources Information Center

Anderson, Beverly L.

This is a guide designed for professionals who need to assess the literacy ability of adults. The three general categories of literacy skills which are distinguished include generic literacy skills, everyday skills, and job-related skills. Functional literacy has been defined in various ways, therefore, the assessment of it is very difficult. The…

42 CFR 422.133 - Return to home skilled nursing facility.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 3 2012-10-01 2012-10-01 false Return to home skilled nursing facility. 422.133... Protections § 422.133 Return to home skilled nursing facility. (a) General rule. MA plans must provide coverage of posthospital extended care services to Medicare enrollees through a home skilled nursing...

42 CFR 422.133 - Return to home skilled nursing facility.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 3 2013-10-01 2013-10-01 false Return to home skilled nursing facility. 422.133... Protections § 422.133 Return to home skilled nursing facility. (a) General rule. MA plans must provide coverage of posthospital extended care services to Medicare enrollees through a home skilled nursing...

42 CFR 422.133 - Return to home skilled nursing facility.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 3 2014-10-01 2014-10-01 false Return to home skilled nursing facility. 422.133... Protections § 422.133 Return to home skilled nursing facility. (a) General rule. MA plans must provide coverage of posthospital extended care services to Medicare enrollees through a home skilled nursing...

42 CFR 422.133 - Return to home skilled nursing facility.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 3 2011-10-01 2011-10-01 false Return to home skilled nursing facility. 422.133....133 Return to home skilled nursing facility. (a) General rule. MA plans must provide coverage of posthospital extended care services to Medicare enrollees through a home skilled nursing facility if the...

42 CFR 422.133 - Return to home skilled nursing facility.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 3 2010-10-01 2010-10-01 false Return to home skilled nursing facility. 422.133....133 Return to home skilled nursing facility. (a) General rule. MA plans must provide coverage of posthospital extended care services to Medicare enrollees through a home skilled nursing facility if the...

Study Skills Course Impact on Academic Self-Efficacy

ERIC Educational Resources Information Center

Wernersbach, Brenna M.; Crowley, Susan L.; Bates, Scott C.; Rosenthal, Carol

2014-01-01

Although study skills courses improve student retention, the impact of study skills courses on students' academic self-efficacy has not been investigated. The present study examined pre- and posttest levels of academic self-efficacy in college students enrolled in a study skills course (n = 126) compared to students enrolled in a general education…

Especial Skills: Their Emergence with Massive Amounts of Practice

ERIC Educational Resources Information Center

Keetch, Katherine M.; Schmidt, Richard A.; Lee, Timothy D.; Young, Douglas E.

2005-01-01

Differing viewpoints concerning the specificity and generality of motor skill representations in memory were compared by contrasting versions of a skill having either extensive or minimal specific practice. In Experiments 1 and 2, skilled basketball players more accurately performed set shots at the foul line than would be predicted on the basis…

Reliable assessment of general surgeons' non-technical skills based on video-recordings of patient simulated scenarios.

PubMed

Spanager, Lene; Beier-Holgersen, Randi; Dieckmann, Peter; Konge, Lars; Rosenberg, Jacob; Oestergaard, Doris

2013-11-01

Nontechnical skills are essential for safe and efficient surgery. The aim of this study was to evaluate the reliability of an assessment tool for surgeons' nontechnical skills, Non-Technical Skills for Surgeons dk (NOTSSdk), and the effect of rater training. A 1-day course was conducted for 15 general surgeons in which they rated surgeons' nontechnical skills in 9 video recordings of scenarios simulating real intraoperative situations. Data were gathered from 2 sessions separated by a 4-hour training session. Interrater reliability was high for both pretraining ratings (Cronbach's α = .97) and posttraining ratings (Cronbach's α = .98). There was no statistically significant development in assessment skills. The D study showed that 2 untrained raters or 1 trained rater was needed to obtain generalizability coefficients >.80. The high pretraining interrater reliability indicates that videos were easy to rate and Non-Technical Skills for Surgeons dk easy to use. This implies that Non-Technical Skills for Surgeons dk (NOTSSdk) could be an important tool in surgical training, potentially improving safety and quality for surgical patients. Copyright © 2013 Elsevier Inc. All rights reserved.

Training Apartment Upkeep Skills to Rehabilitation Clients: A Comparison of Task Analytic Strategies.

ERIC Educational Resources Information Center

Williams, George E.; Cuvo, Anthony J.

1986-01-01

Six severely handicapped clients were taught to perform upkeep responses on their air conditioner-heating unit, electric range, refrigerator, and electrical appliances. Results showed acquisition, long-term maintenance, and generalization of upkeep skills to a nontraining apartment. General task analyses were recommended for assessment and…

Investigating the Problem of Skill Generalization. 3rd Edition. With Literature Reviews.

ERIC Educational Resources Information Center

Haring, Norris

The report describes second year efforts of a 5-year investigation of skill generalization among severely handicapped students. An overview section introduces the Washington Research Organization, noting its administration and management and its major emphasis on the collection of descritptive data and laboratory research, research in natural…