Laboratory Activities for Developing Process Skills.

ERIC Educational Resources Information Center

Institute for Services to Education, Inc., Washington, DC.

This workbook contains laboratory exercises designed for use in a college introductory biology course. Each exercise helps the student develop a basic science skill. The exercises are arranged in a hierarchical sequence suggesting the scientific method. Each skill facilitates the development of succeeding ones. Activities include Use of the…

Operational and Strategic Leadership: What are the Distinctions

DTIC Science & Technology

2016-06-01

in communicating might also demonstrate important skills . This study will analyze the leaders’ processes for information collection and decision...organization runs as smoothly as possible.”88 Administrative skills enable a leader to pursue the strategy he deems appropriate. Communication ... Communication is another skill classical writers often identify. Communication includes both written and verbal direction. Roskill elucidates this skill in

The Digital Skills Paradox: How Do Digitally Excluded Youth Develop Skills to Use the Internet?

ERIC Educational Resources Information Center

Eynon, Rebecca; Geniets, Anne

2016-01-01

Digital skills are an important aspect of ensuring that all young people are digitally included. Yet, there tends to be an assumption in popular discourse that young people can simply learn these skills by themselves. While experience of technologies forms an important part of the learning process, other resources (i.e., access to technology and…

Number comparison and number ordering as predictors of arithmetic performance in adults: Exploring the link between the two skills, and investigating the question of domain-specificity.

PubMed

Morsanyi, Kinga; O'Mahony, Eileen; McCormack, Teresa

2017-12-01

Recent evidence has highlighted the important role that number-ordering skills play in arithmetic abilities, both in children and adults. In the current study, we demonstrated that number comparison and ordering skills were both significantly related to arithmetic performance in adults, and the effect size was greater in the case of ordering skills. Additionally, we found that the effect of number comparison skills on arithmetic performance was mediated by number-ordering skills. Moreover, performance on comparison and ordering tasks involving the months of the year was also strongly correlated with arithmetic skills, and participants displayed similar (canonical or reverse) distance effects on the comparison and ordering tasks involving months as when the tasks included numbers. This suggests that the processes responsible for the link between comparison and ordering skills and arithmetic performance are not specific to the domain of numbers. Finally, a factor analysis indicated that performance on comparison and ordering tasks loaded on a factor that included performance on a number line task and self-reported spatial thinking styles. These results substantially extend previous research on the role of order processing abilities in mental arithmetic.

Exploring the role of auditory analysis in atypical compared to typical language development.

PubMed

Grube, Manon; Cooper, Freya E; Kumar, Sukhbinder; Kelly, Tom; Griffiths, Timothy D

2014-02-01

The relationship between auditory processing and language skills has been debated for decades. Previous findings have been inconsistent, both in typically developing and impaired subjects, including those with dyslexia or specific language impairment. Whether correlations between auditory and language skills are consistent between different populations has hardly been addressed at all. The present work presents an exploratory approach of testing for patterns of correlations in a range of measures of auditory processing. In a recent study, we reported findings from a large cohort of eleven-year olds on a range of auditory measures and the data supported a specific role for the processing of short sequences in pitch and time in typical language development. Here we tested whether a group of individuals with dyslexic traits (DT group; n = 28) from the same year group would show the same pattern of correlations between auditory and language skills as the typically developing group (TD group; n = 173). Regarding the raw scores, the DT group showed a significantly poorer performance on the language but not the auditory measures, including measures of pitch, time and rhythm, and timbre (modulation). In terms of correlations, there was a tendency to decrease in correlations between short-sequence processing and language skills, contrasted by a significant increase in correlation for basic, single-sound processing, in particular in the domain of modulation. The data support the notion that the fundamental relationship between auditory and language skills might differ in atypical compared to typical language development, with the implication that merging data or drawing inference between populations might be problematic. Further examination of the relationship between both basic sound feature analysis and music-like sound analysis and language skills in impaired populations might allow the development of appropriate training strategies. These might include types of musical training to augment language skills via their common bases in sound sequence analysis. Copyright © 2013 The Authors. Published by Elsevier B.V. All rights reserved.

Investigation of Turkish Teacher Candidates Listening Skills

ERIC Educational Resources Information Center

Karagöz, Beytullah; Iscan, Adem; Baskin, Sami; Irsi, Aysegül

2017-01-01

As a basic skill of language, listening is an essential process at interpretation surroundings. Today listening is necessary in many cases such as school life, interfamilial communication, etc. Thanks to listening, people acquire comprehension skills and expressing themselves in all areas. 2005 and 2015 Turkish Course Syllabus include special…

The effectiveness of CCDSR learning model to improve skills of creating lesson plan and worksheet science process skill (SPS) for pre-service physics teacher

NASA Astrophysics Data System (ADS)

Limatahu, I.; Sutoyo, S.; Wasis; Prahani, B. K.

2018-03-01

In the previous research, CCDSR (Condition, Construction, Development, Simulation, and Reflection) learning model has been developed to improve science process skills for pre-service physics teacher. This research is aimed to analyze the effectiveness of CCDSR learning model towards the improvement skills of creating lesson plan and worksheet of Science Process Skill (SPS) for pre-service physics teacher in academic year 2016/2017. This research used one group pre-test and post-test design on 12 pre-service physics teacher at Physics Education, University of Khairun. Data collection was conducted through test and observation. Creating lesson plan and worksheet SPS skills of pre-service physics teacher measurement were conducted through Science Process Skill Evaluation Sheet (SPSES). The data analysis technique was done by Wilcoxon t-test and n-gain. The CCDSR learning model consists of 5 phases, including (1) Condition, (2) Construction, (3) Development, (4) Simulation, and (5) Reflection. The results showed that there was a significant increase in creating lesson plan and worksheet SPS skills of pre-service physics teacher at α = 5% and n-gain average of moderate category. Thus, the CCDSR learning model is effective for improving skills of creating lesson plan and worksheet SPS for pre-service physics teacher.

Evaluation of Process Science Skills: From the Real World to the Ideal World.

ERIC Educational Resources Information Center

Lipowich, Shelley A.

State legislatures and others are recommending and, in some cases, mandating reforms in education including evaluating students' ability to meet stated objectives. This "ideal" situation poses a major problem concerning instruments needed to assess process skills. In the real world, educators do not yet have nationally recognized, valid,…

Implementation of Performance Assessment in STEM (Science, Technology, Engineering, Mathematics) Education to Detect Science Process Skill

NASA Astrophysics Data System (ADS)

Septiani, A.; Rustaman, N. Y.

2017-02-01

A descriptive study about the implementation of performance assessment in STEM based instruction was carried out to investigate the tenth grade of Vocational school students’ science process skills during the teaching learning processes. A number of tenth grade agriculture students was involved as research subjects selected through cluster random sampling technique (n=35). Performance assessment was planned on skills during the teaching learning process through observation and on product resulted from their engineering practice design. The procedure conducted in this study included thinking phase (identifying problem and sharing idea), designing phase, construction phase, and evaluation phase. Data was collected through the use of science process skills (SPS) test, observation sheet on student activity, as well as tasks and rubrics for performance assessment during the instruction. Research findings show that the implementation of performance assessment in STEM education in planting media could detect students science process skills better from the observation individually compared through SPS test. It was also found that the result of performance assessment was diverse when it was correlated to each indicator of SPS (strong and positive; weak and positive).

The Indispensable Teachers' Guide to Computer Skills. Second Edition.

ERIC Educational Resources Information Center

Johnson, Doug

This book provides a framework of technology skills that can be used for staff development. Part One presents critical components of effective staff development. Part Two describes the basic CODE 77 skills, including basic computer operation, file management, time management, word processing, network and Internet use, graphics and digital images,…

Integrating Reading, Writing, and Thinking Skills into the Music Class.

ERIC Educational Resources Information Center

Duke, Charles R.

Music education is uniquely suited to reinforce several basic skills that are part of the overall reading and writing processes of students. These skills include freedom of expression and the fluency of ideas, identifying a composer's purpose and message, and reasoning and comprehension. Musicians should develop the habit of using journals for…

Learning outcomes for communication skills across the health professions: a systematic literature review and qualitative synthesis

PubMed Central

Denniston, Charlotte; Molloy, Elizabeth; Woodward-Kron, Robyn; Keating, Jennifer L

2017-01-01

Objective The aim of this study was to identify and analyse communication skills learning outcomes via a systematic review and present results in a synthesised list. Summarised results inform educators and researchers in communication skills teaching and learning across health professions. Design Systematic review and qualitative synthesis. Methods A systematic search of five databases (MEDLINE, PsycINFO, ERIC, CINAHL plus and Scopus), from first records until August 2016, identified published learning outcomes for communication skills in health professions education. Extracted data were analysed through an iterative process of qualitative synthesis. This process was guided by principles of person centredness and an a priori decision guide. Results 168 papers met the eligibility criteria; 1669 individual learning outcomes were extracted and refined using qualitative synthesis. A final refined set of 205 learning outcomes were constructed and are presented in 4 domains that include: (1) knowledge (eg, describe the importance of communication in healthcare), (2) content skills (eg, explore a healthcare seeker's motivation for seeking healthcare),( 3) process skills (eg, respond promptly to a communication partner's questions) and (4) perceptual skills (eg, reflect on own ways of expressing emotion). Conclusions This study provides a list of 205 communication skills learning outcomes that provide a foundation for further research and educational design in communication education across the health professions. Areas for future investigation include greater patient involvement in communication skills education design and further identification of learning outcomes that target knowledge and perceptual skills. This work may also prompt educators to be cognisant of the quality and scope of the learning outcomes they design and their application as goals for learning. PMID:28389493

Learning outcomes for communication skills across the health professions: a systematic literature review and qualitative synthesis.

PubMed

Denniston, Charlotte; Molloy, Elizabeth; Nestel, Debra; Woodward-Kron, Robyn; Keating, Jennifer L

2017-04-07

The aim of this study was to identify and analyse communication skills learning outcomes via a systematic review and present results in a synthesised list. Summarised results inform educators and researchers in communication skills teaching and learning across health professions. Systematic review and qualitative synthesis. A systematic search of five databases (MEDLINE, PsycINFO, ERIC, CINAHL plus and Scopus), from first records until August 2016, identified published learning outcomes for communication skills in health professions education. Extracted data were analysed through an iterative process of qualitative synthesis. This process was guided by principles of person centredness and an a priori decision guide. 168 papers met the eligibility criteria; 1669 individual learning outcomes were extracted and refined using qualitative synthesis. A final refined set of 205 learning outcomes were constructed and are presented in 4 domains that include: (1) knowledge (eg, describe the importance of communication in healthcare), (2) content skills (eg, explore a healthcare seeker's motivation for seeking healthcare),( 3) process skills (eg, respond promptly to a communication partner's questions) and (4) perceptual skills (eg, reflect on own ways of expressing emotion). This study provides a list of 205 communication skills learning outcomes that provide a foundation for further research and educational design in communication education across the health professions. Areas for future investigation include greater patient involvement in communication skills education design and further identification of learning outcomes that target knowledge and perceptual skills. This work may also prompt educators to be cognisant of the quality and scope of the learning outcomes they design and their application as goals for learning. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Computer Task Application Use by Professional Health Educators: Implications for Professional Preparation.

ERIC Educational Resources Information Center

Hanks, Walter A.; Barnes, Michael D.; Merrill, Ray M.; Neiger, Brad L.

2000-01-01

Investigated how health educators currently used computers and how they expected to use them in the future. Surveys of practicing health educators at many types of sites indicated that important current abilities included Internet, word processing, and electronic presentation skills. Important future tasks and skills included developing computer…

Pre-Service Science and Primary School Teachers' Identification of Scientific Process Skills

ERIC Educational Resources Information Center

Birinci Konur, Kader; Yildirim, Nagihan

2016-01-01

The purpose of this study was to conduct a comparative analysis of pre-service primary school and science teachers' identification of scientific process skills. The study employed the survey method, and the sample included 95 pre-service science teachers and 95 pre-service primary school teachers from the Faculty of Education at Recep Tayyip…

Pass the Mealworms, Please: Using Mealworms to Develop Science Process Skills

ERIC Educational Resources Information Center

Harrell, Pamela Esprivalo; Bailer, Jill

2004-01-01

Mealworms, yum yum! Insects are an exciting way for middle school students to acquire science process skills. A teacher eating a mealworm will certainly capture the attention of students, and explaining the common practice of insect eating among people in other countries is a great way to include culture in a science lesson. This article provides…

Comprehension of Connected Discourse.

ERIC Educational Resources Information Center

Mosberg, Ludwig; Shima, Fred

A rationale was developed for researching reading comprehension based on information gain. Previous definitions of comprehension which were reviewed included operational vs. nonoperational and skills vs. processes. Comprehension was viewed as an informational processing event which includes a constellation of cognitive and learning processes. Two…

The interface between spoken and written language: developmental disorders.

PubMed

Hulme, Charles; Snowling, Margaret J

2014-01-01

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

Multimedia applications in nursing curriculum: the process of producing streaming videos for medication administration skills.

PubMed

Sowan, Azizeh K

2014-07-01

Streaming videos (SVs) are commonly used multimedia applications in clinical health education. However, there are several negative aspects related to the production and delivery of SVs. Only a few published studies have included sufficient descriptions of the videos and the production process and design innovations. This paper describes the production of innovative SVs for medication administration skills for undergraduate nursing students at a public university in Jordan and focuses on the ethical and cultural issues in producing this type of learning resource. The curriculum development committee approved the modification of educational techniques for medication administration procedures to include SVs within an interactive web-based learning environment. The production process of the videos adhered to established principles for "protecting patients' rights when filming and recording" and included: preproduction, production and postproduction phases. Medication administration skills were videotaped in a skills laboratory where they are usually taught to students and also in a hospital setting with real patients. The lab videos included critical points and Do's and Don'ts and the hospital videos fostered real-world practices. The range of time of the videos was reasonable to eliminate technical difficulty in access. Eight SVs were produced that covered different types of the medication administration skills. The production of SVs required the collaborative efforts of experts in IT, multimedia, nursing and informatics educators, and nursing care providers. Results showed that the videos were well-perceived by students, and the instructors who taught the course. The process of producing the videos in this project can be used as a valuable framework for schools considering utilizing multimedia applications in teaching. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Getting Things Done. A Learning Package for Process Skills. An Occasional Paper.

ERIC Educational Resources Information Center

Taylor, Max

This manual is designed to help teachers and tutors implement a 4-day modular course in the skills and processes necessary to get things done. The aims and content of the course are described. A course summary is provided along with a model course program that includes parallel lists of objectives, suggested learning activities and text materials,…

Similarities and Differences in the Processing of Written Text by Skilled and Less Skilled Readers with Prelingual Deafness

ERIC Educational Resources Information Center

Miller, Paul

2013-01-01

This study focuses on similarities and differences in the processing of written text by individuals with prelingual deafness from different reading levels that used Hebrew as their first spoken language and Israeli Sign Language as their primary manual communication mode. Data were gathered from three sources, including (a) a sentence…

The Effect of Scientific Process Skills Education on Students' Scientific Creativity, Science Attitudes and Academic Achievements

ERIC Educational Resources Information Center

Aktamis, Hilal; Ergin, Omer

2008-01-01

The aim of this study is to investigate the effects of teaching scientific process skills education to students to promote their scientific creativity, attitudes towards science, and achievements in science. The research includes a pre-test post-test research model with a control group. The subjects of the research consist of 40 students reading…

The Inclusion of Science Process Skills in Multiple Choice Questions: Are We Getting Any Better?

ERIC Educational Resources Information Center

Elmas, Ridvan; Bodner, George M.; Aydogdu, Bulent; Saban, Yakup

2018-01-01

The goal of this study was to analyze the science and technology questions with respect to science process skills (SPS) included in the "Transition from Primary to Secondary Education" (TEOG) examination developed for use with 8th-grade students in Turkey. The 12 TEOG exams administered in the course of three academic years from 2014…

Toward a Model of Human Information Processing for Decision-Making and Skill Acquisition in Laparoscopic Colorectal Surgery.

PubMed

White, Eoin J; McMahon, Muireann; Walsh, Michael T; Coffey, J Calvin; O Sullivan, Leonard

To create a human information-processing model for laparoscopic surgery based on already established literature and primary research to enhance laparoscopic surgical education in this context. We reviewed the literature for information-processing models most relevant to laparoscopic surgery. Our review highlighted the necessity for a model that accounts for dynamic environments, perception, allocation of attention resources between the actions of both hands of an operator, and skill acquisition and retention. The results of the literature review were augmented through intraoperative observations of 7 colorectal surgical procedures, supported by laparoscopic video analysis of 12 colorectal procedures. The Wickens human information-processing model was selected as the most relevant theoretical model to which we make adaptions for this specific application. We expanded the perception subsystem of the model to involve all aspects of perception during laparoscopic surgery. We extended the decision-making system to include dynamic decision-making to account for case/patient-specific and surgeon-specific deviations. The response subsystem now includes dual-task performance and nontechnical skills, such as intraoperative communication. The memory subsystem is expanded to include skill acquisition and retention. Surgical decision-making during laparoscopic surgery is the result of a highly complex series of processes influenced not only by the operator's knowledge, but also patient anatomy and interaction with the surgical team. Newer developments in simulation-based education must focus on the theoretically supported elements and events that underpin skill acquisition and affect the cognitive abilities of novice surgeons. The proposed human information-processing model builds on established literature regarding information processing, accounting for a dynamic environment of laparoscopic surgery. This revised model may be used as a foundation for a model describing robotic surgery. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Pushing Critical Thinking Skills With Multiple-Choice Questions: Does Bloom's Taxonomy Work?

PubMed

Zaidi, Nikki L Bibler; Grob, Karri L; Monrad, Seetha M; Kurtz, Joshua B; Tai, Andrew; Ahmed, Asra Z; Gruppen, Larry D; Santen, Sally A

2018-06-01

Medical school assessments should foster the development of higher-order thinking skills to support clinical reasoning and a solid foundation of knowledge. Multiple-choice questions (MCQs) are commonly used to assess student learning, and well-written MCQs can support learner engagement in higher levels of cognitive reasoning such as application or synthesis of knowledge. Bloom's taxonomy has been used to identify MCQs that assess students' critical thinking skills, with evidence suggesting that higher-order MCQs support a deeper conceptual understanding of scientific process skills. Similarly, clinical practice also requires learners to develop higher-order thinking skills that include all of Bloom's levels. Faculty question writers and examinees may approach the same material differently based on varying levels of knowledge and expertise, and these differences can influence the cognitive levels being measured by MCQs. Consequently, faculty question writers may perceive that certain MCQs require higher-order thinking skills to process the question, whereas examinees may only need to employ lower-order thinking skills to render a correct response. Likewise, seemingly lower-order questions may actually require higher-order thinking skills to respond correctly. In this Perspective, the authors describe some of the cognitive processes examinees use to respond to MCQs. The authors propose that various factors affect both the question writer and examinee's interaction with test material and subsequent cognitive processes necessary to answer a question.

The Effects of Modified Games on the Development of Gross Motor Skill in Preschoolers

ERIC Educational Resources Information Center

Lestari, Indah; Ratnaningsih, Tri

2016-01-01

Gross motor skills on children must be optimized much earlier since it plays important role not only on their interaction process but also in supporting other multiple developments. One of the means in developing child's motor skill is by providing innovative games i.e. modified games including game format, game timing, and game sequence. The…

Endemic Images and the Desensitization Process.

ERIC Educational Resources Information Center

Saigh, Philip A.; Antoun, Fouad T.

1984-01-01

Examined the effects of endemic images on levels of anxiety and achievement of 48 high school students. Results suggested that a combination of endemic images and study skills training was as effective as desensitization plus study skills training. Includes the endemic image questionnaire. (JAC)

The undergraduate research fellows program: a unique model to promote engagement in research.

PubMed

Vessey, Judith A; DeMarco, Rosanna F

2008-01-01

Well-educated nurses with research expertise are needed to advance evidence-based nursing practice. A primary goal of undergraduate nursing curricula is to create meaningful participatory experiences to help students develop a research skill set that articulates with rapid career advancement of gifted, young graduates interested in nursing research and faculty careers. Three research enrichment models-undergraduate honors programs, research assistant work-for-hire programs, and research work/mentorship programs-to be in conjunction with standard research content are reviewed. The development and implementation of one research work/mentorship program, the Boston College undergraduate research fellows program (UGRF), is explicated. This process included surveying previous UGRFs followed by creating a retreat and seminars to address specific research skill sets. The research skill sets included (a) how to develop a research team, (b) accurate data retrieval, (c) ethical considerations, (d) the research process, (e) data management, (f) successful writing of abstracts, and (g) creating effective poster presentations. Outcomes include evidence of involvement in research productivity and valuing of evidenced-based practice through the UGRF mentorship process with faculty partners.

Youth survival: addressing the role of promoting the acquisition of the prosocial triad and other survival skills in youth.

PubMed

Pratt, Helen D; Pratt, Brandy M; Sackett, Mila

2007-06-01

This article addresses the issue of teaching youth skills that will help them to maximize opportunities and positive consequences and minimize exposure to negative consequences in their lives. These skills will allow them to mature into mentally healthy, productive members of society. Essential skills that are critical to allow this maturational process include developing prosocial skills; the ability to recognize, discriminate the level of threat, and use strategies to avoid danger; and the ability to adapt to the changing demands of his or her environment.

Selected Factors in Reading Comprehension for Deaf and Hearing Adults: Phonological Skills and Metacognition.

PubMed

Wang, Ye; Silvestri, Julia A; Jahromi, Laudan B

2018-01-01

The purpose of the study was to identify factors related to reading comprehension, and to compare similarities and differences in the reading processes of deaf and hearing adults. The sample included four groups, each consisting of 15 adults. The groups were identified as (a) deaf high-achieving readers, (b) deaf low-achieving readers, (c) hearing high-achieving readers, and (d) hearing low-achieving readers. Measurement instruments included a demographic form along with assessments of reading comprehension, phonological skills, and metacognition, the latter of which contained both a making-inferences measure and a think-aloud discussion with a reading strategies checklist. Results indicated that deaf high-achieving readers performed similarly to hearing high-achieving readers, except for phonological skills, and that for all participants, phonological skills and metacognition were related to reading comprehension skills.

Bockron as a Medium of Learning in The Process of Inquiry based Learning to Improve Science Process Skills of Junior High School Students in Growth and Development Concept

NASA Astrophysics Data System (ADS)

Mayasari, D.

2017-02-01

Investigative research on Influence of bockron as a medium of learning in process of inquiry-based learning to the development of science process skills on the concept of growth and development. This research was done in an effort to follow up underdeveloped skills of observing, communicating andconclude on students. This research was conducted using classroom action research (PTK), which consisted of 3 cycles. Cycle 1 students observe differences in growth and development, cycle 2 students measure the growth rate, cycle 3 students observe factors that influence growth and development, In these three cycles is used as a planting medium bocron (bottles and dacron). It involves 8th grade junior high-school students of 14-15 years old as research subjects in six meetings. Indicators of process skill include observation, communication, interpretation and inference. Data is collected through students’ work sheets, written tests and observation. Processing of the data to see N-Gain used Microsoft Excel 2007, and the results showed that an increase in science process skills with a value of medium N-Gain (0,63). Bokron learning medium easily and cheaply obtainable around the students, particularly those in urban areas is quite difficult to get land to be used as aplanting medium. In addition to observation of growth and development, bokron media can also be used to observe the motion in plants. The use bokron as a learning medium can train and develop science process skills, attitude and scientific method also gives students concrete experience of the process of growth and development in plants.

Reliability and validity of the revised Gibson Test of Cognitive Skills, a computer-based test battery for assessing cognition across the lifespan.

PubMed

Moore, Amy Lawson; Miller, Terissa M

2018-01-01

The purpose of the current study is to evaluate the validity and reliability of the revised Gibson Test of Cognitive Skills, a computer-based battery of tests measuring short-term memory, long-term memory, processing speed, logic and reasoning, visual processing, as well as auditory processing and word attack skills. This study included 2,737 participants aged 5-85 years. A series of studies was conducted to examine the validity and reliability using the test performance of the entire norming group and several subgroups. The evaluation of the technical properties of the test battery included content validation by subject matter experts, item analysis and coefficient alpha, test-retest reliability, split-half reliability, and analysis of concurrent validity with the Woodcock Johnson III Tests of Cognitive Abilities and Tests of Achievement. Results indicated strong sources of evidence of validity and reliability for the test, including internal consistency reliability coefficients ranging from 0.87 to 0.98, test-retest reliability coefficients ranging from 0.69 to 0.91, split-half reliability coefficients ranging from 0.87 to 0.91, and concurrent validity coefficients ranging from 0.53 to 0.93. The Gibson Test of Cognitive Skills-2 is a reliable and valid tool for assessing cognition in the general population across the lifespan.

State of the evidence on simulation-based training for laparoscopic surgery: a systematic review.

PubMed

Zendejas, Benjamin; Brydges, Ryan; Hamstra, Stanley J; Cook, David A

2013-04-01

Summarize the outcomes and best practices of simulation training for laparoscopic surgery. Simulation-based training for laparoscopic surgery has become a mainstay of surgical training. Much new evidence has accrued since previous reviews were published. We systematically searched the literature through May 2011 for studies evaluating simulation, in comparison with no intervention or an alternate training activity, for training health professionals in laparoscopic surgery. Outcomes were classified as satisfaction, skills (in a test setting) of time (to perform the task), process (eg, performance rating), product (eg, knot strength), and behaviors when caring for patients. We used random effects to pool effect sizes. From 10,903 articles screened, we identified 219 eligible studies enrolling 7138 trainees, including 91 (42%) randomized trials. For comparisons with no intervention (n = 151 studies), pooled effect size (ES) favored simulation for outcomes of knowledge (1.18; N = 9 studies), skills time (1.13; N = 89), skills process (1.23; N = 114), skills product (1.09; N = 7), behavior time (1.15; N = 7), behavior process (1.22; N = 15), and patient effects (1.28; N = 1), all P < 0.05. When compared with nonsimulation instruction (n = 3 studies), results significantly favored simulation for outcomes of skills time (ES, 0.75) and skills process (ES, 0.54). Comparisons between different simulation interventions (n = 79 studies) clarified best practices. For example, in comparison with virtual reality, box trainers have similar effects for process skills outcomes and seem to be superior for outcomes of satisfaction and skills time. Simulation-based laparoscopic surgery training of health professionals has large benefits when compared with no intervention and is moderately more effective than nonsimulation instruction.

Project Management in Instructional Design: ADDIE Is Not Enough

ERIC Educational Resources Information Center

Van Rooij, Shahron Williams

2010-01-01

In the digital age, instructional designers must possess both a sound instructional design knowledge base and solid project management skills that will enable them to complete courseware projects on time, on budget and in conformance with client expectations. Project management skills include the ability to apply repeatable processes, along with…

Using the Big6[TM] To Plan Instruction and Services.

ERIC Educational Resources Information Center

Kearns, Jodi L.

2000-01-01

Explains how the relationship between school library collection development, curriculum development, and information problem solving can be improved by applying the Big6 Skills process to the selection of materials and teacher collaboration. Includes charts for cooperative planning that follow the Big6 Skills. (Contains 3 references.) (LRW)

Thoughts on Information Literacy and the 21st Century Workplace.

ERIC Educational Resources Information Center

Beam, Walter R.

2001-01-01

Discusses changes in society that have led to literacy skills being a criterion for employment. Topics include reading; communication skills; writing; cognitive processes; math; computers, the Internet, and the information revolution; information needs and access; information cross-linking; information literacy; and hardware and software use. (LRW)

Creativity and Learning: What Research Says to the Teacher.

ERIC Educational Resources Information Center

Hennessey, Beth A.; Amabile, Teresa M.

The pamphlet reviews research on creativity and applies it to the learning process. After discussing the definition and measurement of creativity, the components of creative performance are outlined, including domain-relevant skills, creativity-relevant skills, and intrinsic task motivation. Factors which destroy students' creativity are noted,…

Demonstrational Features of the Tuskegee Institute Retraining Project, Volume I.

ERIC Educational Resources Information Center

Tuskegee Inst., AL.

This 52-week Tuskegee Institute project, undertaken in 1964 to train a sample of culturally deprived male heads of households in Alabama, included vocational skills (brickmasonry, carpentry, farm machinery, and meat processing), academic skills (mathematics, English, and remedial reading), group, individual, and family counseling, medical care,…

Developing and Teaching Ethical Decision Making Skills.

ERIC Educational Resources Information Center

Robinson, John

1991-01-01

Student leaders and campus activities professionals can use a variety of techniques to help college students develop skill in ethical decision making, including teaching about the decision-making process, guiding students through decisions with a series of questions, playing ethics games, exploring assumptions, and best of all, role modeling. (MSE)

A Multidimensional Needs Assessment of Social Emotional Learning Skill Areas

ERIC Educational Resources Information Center

Yopp, Ashley; McKim, Billy R.; Moore, Lori L.; Odom, Summer F.; Hanagriff, Roger

2017-01-01

Social and Emotional Learning (SEL) has often been an umbrella term for a wide range of competencies, including emotional processes, social and interpersonal skills, and cognitive regulation (Jones, Bouffard, & Weissbourd, 2013). We used the Borich (1980) needs assessment model to assess the professional development needs of Texas agricultural…

78 FR 75580 - Information Collection Request; Submission for OMB Review

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-12

... information collection request to the Office of Management and Budget (OMB) for review and approval. The... individuals, including technical and language skills, and availability for Peace Corps service. The Peace... skills and interests. Due to this change in the way applicants are processed and an overall agency effort...

Profile of students’ generated representations and creative thinking skill in problem solving in vocational school

NASA Astrophysics Data System (ADS)

Fikri, P. M.; Sinaga, P.; Hasanah, L.; Solehat, D.

2018-05-01

This study aims to determine profile of students’ generated representations and creative thinking skill on problem solving in vocational school. This research is a descriptive research to get an idea of comprehend students’ generated representations and creative thinking skill on problem solving of vocational school in Bandung. Technique of collecting data is done by test method, observation, and interview. Representation is something that represents, describes or symbolizes an object or process. To evaluate the multi-representation skill used essay test with rubric of scoring was used to assess multi-depressant student skills. While creative thinking skill on problem solving used essay test which contains the components of skills in finding facts, problem finding skills, idea finding skills and solution finding skills. The results showed generated representations is still relatively low, this is proven by average student answers explanation is mathematically correct but there is no explanation verbally or graphically. While creative thinking skill on problem solving is still relatively low, this is proven by average score for skill indicator in finding the student problem is 1.52 including the non-creative category, average score for the skill indicator in finding the student idea is 1.23 including the non-creative category, and the average score of the students skill in finding this solution is 0.72 belongs to a very uncreative category.

Organizational diagnosis of computer and information learning needs: the process and product.

PubMed

Nelson, R; Anton, B

1997-01-01

Organizational diagnosis views the organization as a single entity with problems and challenges that are unique to the organization as a whole. This paper describes the process of establishing organizational diagnoses related to computer and information learning needs within a clinical or academic health care institution. The assessment of a college within a state-owned university in the U.S.A. is used to demonstrate the process of organizational diagnosis. The diagnoses identified include the need to improve information seeking skills and the information presentation skills of faculty.

Reading skill-fractional anisotropy relationships in visuospatial tracts diverge depending on socioeconomic status.

PubMed

Gullick, Margaret M; Demir-Lira, Özlem Ece; Booth, James R

2016-07-01

Low socioeconomic status (SES) has been repeatedly linked with decreased academic achievement, including lower reading outcomes. Some lower SES children do show skills and scores commensurate with those of their higher SES peers, but whether their abilities stem from the same systems as high SES children or are based on divergent strategies is unknown. We here investigated a potential interactive relationship between SES and real-word reading skill in the white matter in 42 typically developing children. SES was determined based on parental education; reading skill and age were not significantly related to SES. There was a significant neural interaction: Clusters in the bilateral inferior longitudinal fasciculus (ILF), left superior longitudinal fasciculus, and left corticospinal tract demonstrated interactive skill-SES relationships in fractional anisotropy. Follow-up analyses demonstrated that higher SES children showed a positive relationship between fractional anisotropy, reflecting tract coherence, and reading skill in left hemisphere tract clusters, whereas lower SES children showed a positive relationship in the right hemisphere homologues. Broadly, the ILF has been demonstrated to support orthographic skill on the left and more general visuospatial processing on the right, so high reading achievement in lower SES children may rely on supplementary visuospatial processing more than for higher SES readers. This pattern is consistent with previous work reporting low SES children's environments to include less rich verbal experience, which may lead them to disproportionately draw on visuospatial skills for success. Further, these results indicate that group SES differences may be best described by an adaptive, not a deficit, model. © 2016 John Wiley & Sons Ltd.

Teaching Children Science. Second Edition.

ERIC Educational Resources Information Center

Abruscato, Joseph

This book focuses on science teaching at the elementary school level. It includes chapters dealing with various science content areas and teaching processes including: (1) what is science; (2) why teach science; (3) process skills as a foundation for unit and lesson planning; (4) how to plan learning units, daily lessons, and assessment…

Saturn S-2 quality assurance techniques, critical process control. Volume 7: Metallic materials

NASA Technical Reports Server (NTRS)

Ross, W. D., Jr.

1970-01-01

The special skills developed during the Saturn S-2 Program are documented to enable qualified personnel to carry out efficient operations in future S-2 production. Skills covered include: acceptance testing of fusion-welding equipment, weld operators and inspector certification, machine certification, preweld operations, and repair weld certification.

Elementary Environmental Learning Packet K-3, Third Revised Edition. [Primary CEL Blocks, Student Activity Cards].

ERIC Educational Resources Information Center

Brevard County School Board, Cocoa, FL.

This environmental education program consists of two levels: primary and intermediate. The learning materials are activity based and incorporate process and subject area skills with knowledge and concern for the environment. The program is also interdisciplinary including activities and skills from art, language arts, mathematics, music, science,…

Moving Every Child Ahead: The Big6 Success Strategy.

ERIC Educational Resources Information Center

Berkowitz, Bob; Serim, Ferdi

2002-01-01

Explains the Big6 approach to teaching information skills and describes its use in a high school social studies class to improve student test scores, teach them how to learn, and improve the teachers' skills. Highlights include the balance between content and process, formative and summative evaluation, assignment organizers, and study tips. (LRW)

Teachers' Perceptions Regarding School Principals' Coaching Skills

ERIC Educational Resources Information Center

Yirci, Ramazan; Özdemir, Tuncay Yavuz; Kartal, Seçil Eda; Kocabas, Ibrahim

2014-01-01

The purpose of this study was to find out teachers' perceptions about school principals' coaching skills. The study was carried out within qualitative research methods. The study group included 76 teachers in Elazig and 73 teachers in Kahramanmaras provinces of Turkey. All the data were processed using Nvivo 9 software. The results indicate that…

Training Frontline Staff. Supported Education: A Promising Practice. Evidence-Based Practices KIT (Knowledge Informing Transformation)

ERIC Educational Resources Information Center

Unger, Karen V.

2011-01-01

This four-part workbook will help program leaders teach education specialists the principles, processes, and skills necessary to deliver effective Supported Education services. The workbook includes the following: (1) Basic elements and practice principles of Supported Education; (2) Knowledge and skills to help consumers make informed choices…

The Effect of Learning Environments Based on Problem Solving on Students' Achievements of Problem Solving

ERIC Educational Resources Information Center

Karatas, Ilhan; Baki, Adnan

2013-01-01

Problem solving is recognized as an important life skill involving a range of processes including analyzing, interpreting, reasoning, predicting, evaluating and reflecting. For that reason educating students as efficient problem solvers is an important role of mathematics education. Problem solving skill is the centre of mathematics curriculum.…

Critical Analysis of Primary Literature in a Master’s-Level Class: Effects on Self-Efficacy and Science-Process Skills

PubMed Central

Abdullah, Christopher; Parris, Julian; Lie, Richard; Guzdar, Amy; Tour, Ella

2015-01-01

The ability to think analytically and creatively is crucial for success in the modern workforce, particularly for graduate students, who often aim to become physicians or researchers. Analysis of the primary literature provides an excellent opportunity to practice these skills. We describe a course that includes a structured analysis of four research papers from diverse fields of biology and group exercises in proposing experiments that would follow up on these papers. To facilitate a critical approach to primary literature, we included a paper with questionable data interpretation and two papers investigating the same biological question yet reaching opposite conclusions. We report a significant increase in students’ self-efficacy in analyzing data from research papers, evaluating authors’ conclusions, and designing experiments. Using our science-process skills test, we observe a statistically significant increase in students’ ability to propose an experiment that matches the goal of investigation. We also detect gains in interpretation of controls and quantitative analysis of data. No statistically significant changes were observed in questions that tested the skills of interpretation, inference, and evaluation. PMID:26250564

Medicare Program; Prospective Payment System and Consolidated Billing for Skilled Nursing Facilities for FY 2017, SNF Value-Based Purchasing Program, SNF Quality Reporting Program, and SNF Payment Models Research. Final rule.

PubMed

2016-08-05

This final rule updates the payment rates used under the prospective payment system (PPS) for skilled nursing facilities (SNFs) for fiscal year (FY) 2017. In addition, it specifies a potentially preventable readmission measure for the Skilled Nursing Facility Value-Based Purchasing Program (SNF VBP), and implements requirements for that program, including performance standards, a scoring methodology, and a review and correction process for performance information to be made public, aimed at implementing value-based purchasing for SNFs. Additionally, this final rule includes additional polices and measures in the Skilled Nursing Facility Quality Reporting Program (SNF QRP). This final rule also responds to comments on the SNF Payment Models Research (PMR) project.

Influence of the workplace on learning physical examination skills

PubMed Central

2014-01-01

Background Hospital clerkships are considered crucial for acquiring competencies such as diagnostic reasoning and clinical skills. The actual learning process in the hospital remains poorly understood. This study investigates how students learn clinical skills in workplaces and factors affecting this. Methods Six focus group sessions with 32 students in Internal Medicine rotation (4–9 students per group; sessions 80–90 minutes). Verbatim transcripts were analysed by emerging themes and coded independently by three researchers followed by constant comparison and axial coding. Results Students report to learn the systematics of the physical examination, gain agility and become able to recognise pathological signs. The learning process combines working alongside others and working independently with increasing responsibility for patient care. Helpful behaviour includes making findings explicit through patient files or during observation, feedback by abnormal findings and taking initiative. Factors affecting the process negatively include lack of supervision, uncertainty about tasks and expectations, and social context such as hierarchy of learners and perceived learning environment. Conclusion Although individual student experiences vary greatly between different hospitals, it seems that proactivity and participation are central drivers for learning. These results can improve the quality of existing programmes and help design new ways to learn physical examination skills. PMID:24678562

Stroop interference associated with efficient reading fluency and prelexical orthographic processing.

PubMed

Mano, Quintino R; Williamson, Brady J; Pae, Hye K; Osmon, David C

2016-01-01

The Stroop Color-Word Test involves a dynamic interplay between reading and executive functioning that elicits intuitions of word reading automaticity. One such intuition is that strong reading skills (i.e., more automatized word reading) play a disruptive role within the test, contributing to Stroop interference. However, evidence has accumulated that challenges this intuition. The present study examined associations among Stroop interference, reading skills (i.e., isolated word identification, grapheme-to-phoneme mapping, phonemic awareness, reading fluency) measured on standardized tests, and orthographic skills measured on experimental computerized tasks. Among university students (N = 152), correlational analyses showed greater Stroop interference to be associated with (a) relatively low scores on all standardized reading tests, and (b) longer response latencies on orthographic tasks. Hierarchical regression demonstrated that reading fluency and prelexical orthographic processing predicted unique and significant variance in Stroop interference beyond baseline rapid naming. Results suggest that strong reading skills, including orthographic processing, play a supportive role in resolving Stroop interference.

Analysis of chemical concepts as the basic of virtual laboratory development and process science skills in solubility and solubility product subject

NASA Astrophysics Data System (ADS)

Syafrina, R.; Rohman, I.; Yuliani, G.

2018-05-01

This study aims to analyze the concept characteristics of solubility and solubility products that will serve as the basis for the development of virtual laboratory and students' science process skills. Characteristics of the analyzed concepts include concept definitions, concept attributes, and types of concepts. The concept analysis method uses concept analysis according to Herron. The results of the concept analysis show that there are twelve chemical concepts that become the prerequisite concept before studying the solubility and solubility and five core concepts that students must understand in the solubility and Solubility product. As many as 58.3% of the definitions of the concepts contained in high school textbooks support students' science process skills, the rest of the definition of the concept is memorized. Concept attributes that meet three levels of chemical representation and can be poured into a virtual laboratory have a percentage of 66.6%. Type of concept, 83.3% is a concept based on principle; and 16.6% concepts that state the process. Meanwhile, the science process skills that can be developed based on concept analysis are the ability to observe, calculate, measure, predict, interpret, hypothesize, apply, classify, and inference.

Social-Emotional Correlates of Early Stage Social Information Processing Skills in Children With and Without Autism Spectrum Disorder.

PubMed

Russo-Ponsaran, Nicole M; McKown, Clark; Johnson, Jason K; Allen, Adelaide W; Evans-Smith, Bernadette; Fogg, Louis

2015-10-01

Difficulty processing social information is a defining feature of autism spectrum disorder (ASD). Yet the failure of children with ASD to process social information effectively is poorly understood. Using Crick and Dodge's model of social information processing (SIP), this study examined the relationship between social-emotional (SE) skills of pragmatic language, theory of mind, and emotion recognition on the one hand, and early stage SIP skills of problem identification and goal generation on the other. The study included a sample of school-aged children with and without ASD. SIP was assessed using hypothetical social situations in the context of a semistructured scenario-based interview. Pragmatic language, theory of mind, and emotion recognition were measured using direct assessments. Social thinking differences between children with and without ASD are largely differences of quantity (overall lower performance in ASD), not discrepancies in cognitive processing patterns. These data support theoretical models of the relationship between SE skills and SIP. Findings have implications for understanding the mechanisms giving rise to SIP deficits in ASD and may ultimately inform treatment development for children with ASD. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

Psychosocial aspects of rehabilitation in sports.

PubMed

Covassin, Tracey; Beidler, Erica; Ostrowski, Jennifer; Wallace, Jessica

2015-04-01

When an athlete is injured, the primary focus of the sports medicine team is to treat the physical effects of the injury. However, many injured athletes experience negative psychological responses that should also be addressed throughout the rehabilitation process. Sports medicine professions should use psychosocial skills to help decrease the negative consequences of the injury, such as fear of reinjury, anxiety, depression, and adherence to rehabilitation. These psychosocial skills include goal setting, imagery, relaxation techniques, motivation, and self-talk. This article addresses the negative consequences of injury, psychosocial skills used to aid in the rehabilitation process, and clinical implications of the psychological aspects of rehabilitation in sport. Copyright © 2015 Elsevier Inc. All rights reserved.

Basic and Advanced Numerical Performances Relate to Mathematical Expertise but Are Fully Mediated by Visuospatial Skills

PubMed Central

2016-01-01

Recent studies have highlighted the potential role of basic numerical processing in the acquisition of numerical and mathematical competences. However, it is debated whether high-level numerical skills and mathematics depends specifically on basic numerical representations. In this study mathematicians and nonmathematicians performed a basic number line task, which required mapping positive and negative numbers on a physical horizontal line, and has been shown to correlate with more advanced numerical abilities and mathematical achievement. We found that mathematicians were more accurate compared with nonmathematicians when mapping positive, but not negative numbers, which are considered numerical primitives and cultural artifacts, respectively. Moreover, performance on positive number mapping could predict whether one is a mathematician or not, and was mediated by more advanced mathematical skills. This finding might suggest a link between basic and advanced mathematical skills. However, when we included visuospatial skills, as measured by block design subtest, the mediation analysis revealed that the relation between the performance in the number line task and the group membership was explained by non-numerical visuospatial skills. These results demonstrate that relation between basic, even specific, numerical skills and advanced mathematical achievement can be artifactual and explained by visuospatial processing. PMID:26913930

Development of biology student worksheets to facilitate science process skills of student

NASA Astrophysics Data System (ADS)

Rahayu, Y. S.; Pratiwi, R.; Indana, S.

2018-01-01

This research aims to describe development of Biology student worksheets to facilitate science process skills of student, at the same time to facilitate thinking skills of students in senior high school are equipped with Assesment Sheets. The worksheets development refers to cycle which includes phase analysis (analysis), planning (planning), design (design), development (development), implementation (implementation), evaluation and revision (evaluation and revision). Phase evaluation and revision is an ongoing activity conducted in each phase of the development cycle. That is, after the evaluation of the results of these activities and make revisions at any phase, then continue to the next phase. Based on the test results for grade X, XI, and XII in St. Agnes Surabaya high school, obtained some important findings. The findings are as follows. (1) Developed biology student worksheets could be used to facilitate thinking ability of students in particular skills integrated process that includes components to formulate the problem, formulate hypotheses, determine the study variables, formulate an operational definition of variables, determine the steps in the research, planning data tables, organizing Data in the form of tables/charts, drawing conclusions, (2) Developed biology student worksheets could also facilitate the development of social interaction of students such as working together, listening/respect the opinions of others, assembling equipment and materials, discuss and share information and facilitate the upgrading of skills hands-on student activity. (3) Developed biology worksheets basically could be implemented with the guidance of the teacher step by step, especially for students who have never used a similar worksheet. Guidance at the beginning of this need, especially for worksheets that require special skills or understanding of specific concepts as a prerequisite, such as using a microscope, determine the heart rate, understand the mechanism of specific indicators.

What Skills Should Students of Undergraduate Biochemistry and Molecular Biology Programs Have Upon Graduation?

PubMed Central

White, Harold B.; Benore, Marilee A.; Sumter, Takita F.; Caldwell, Benjamin D.; Bell, Ellis

2014-01-01

Biochemistry and molecular biology (BMB) students should demonstrate proficiency in the foundational concepts of the discipline and possess the skills needed to practice as professionals. To ascertain the skills that should be required, groups of BMB educators met in several focused workshops to discuss the expectations with the ultimate goal of clearly articulating the skills required. The results of these discussions highlight the critical importance of experimental, mathematical, and interpersonal skills including collaboration, teamwork, safety, and ethics. The groups also found experimental design, data interpretation and analysiand the ability to communicate findings to diverse audience to be essential skills. To aid in the development of appropriate assessments these skills are grouped into three categories, 1) Process of Science, 2) Communication and Comprehension of Science, and 3) Community of Practice Aspects of Science. Finally, the groups worked to align these competencies with the best practices in both teaching and in skills assessment. PMID:24019246

Individual Differences in the Development of Early Writing Skills: Testing the Unique Contribution of Visuo-Spatial Working Memory

ERIC Educational Resources Information Center

Bourke, Lorna; Davies, Simon J.; Sumner, Emma; Green, Carolyn

2014-01-01

Visually mediated processes including, exposure to print (e.g. reading) as well as orthographic transcription and coding skills, have been found to contribute to individual differences in literacy development. The current study examined the role of visuospatial working memory (WM) in underpinning this relationship and emergent writing. One hundred…

Mississippi Curriculum Structure: Philosophy, Goals, Skills, and Concepts for Curriculum Development and Instructional Planning in Mississippi.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Bureau of School Improvement.

This document is a decision-making tool on the instructional process in Mississippi. It attempts to standardize curriculum content by identifying core skills that must be included in subject areas in kindergarten through grade 12. Subjects covered are reading, English/language arts, mathematics, art, computer education, foreign languages, health…

Computer Game Development: An Instructional Strategy to Promote Higher Order Thinking Skills

ERIC Educational Resources Information Center

Prayaga, Lakshmi; Coffey, John W.

2008-01-01

Several studies have demonstrated that games have been effectively used as an instructional strategy to motivate and engage students. This paper presents the use of the process of game development as an instructional strategy to promote higher order thinking skills. An analysis of the various aspects of game development including graphics,…

A Review of Teaching Sentence-Level Writing Skills to Students with Writing Difficulties and Learning Disabilities

ERIC Educational Resources Information Center

Datchuk, Shawn M.; Kubina, Richard M.

2013-01-01

Students with writing difficulties and learning disabilities struggle with many aspects of the writing process, including use of sentence-level skills. This literature review summarizes results from 19 published articles that used single-case or group-experimental and quasi-experimental designs to investigate effects of intervention on the…

Learning to Read Spectra: Teaching Decomposition with Excel in a Scientific Writing Course

ERIC Educational Resources Information Center

Muelleman, Andrew W.; Glaser, Rainer E.

2018-01-01

Literacy requires reading comprehension, and fostering reading skills is an essential prerequisite to and a synergistic enabler of the development of writing skills. Reading comprehension in the chemical sciences not only consists of the understanding of text but also includes the reading and processing of data tables, schemes, and graphs. Thus,…

An Exploratory Essay on Listening Instruction in the K-12 Curriculum

ERIC Educational Resources Information Center

Hopper, Joanne E.

2007-01-01

Even though the importance of effective listening skills is well recognized and many K-12 language arts standards include listening skills, the amount of time devoted to the teaching of listening and the quality of instructional resources that will enable the effectiveness of teaching listening as a two-way communication process are in question.…

Assistant Principals' Lived Experiences with Managerial Skills Needed for Promotion: A Phenomenological Study

ERIC Educational Resources Information Center

Flowers, Melnice

2014-01-01

The purpose of this qualitative, phenomenological study was to explore the lived experiences of assistant principals in what they deem to be the needed managerial skills for promotion to campus principal. The sample for the study included 20 assistant principals in an urban school district located in Texas. The process of phenomenological enquiry…

A Description of a Student-Staffed, Competency-Based Laboratory for the Assessment of Interpersonal Communication Skills.

ERIC Educational Resources Information Center

Ratliffe, Sharon A.; Hudson, David D.

A competency-based skill development and assessment procedure is used in an interpersonal communication course (SpCom 100) at Golden West College in California. SpCom 100, which offers 18 to 24 sections each semester, includes eight units: the interpersonal process, conversation, self-concept and disclosure, perception, verbal language, nonverbal…

Connecting the Numbers in the Primary Grades Using an Interactive Tool

ERIC Educational Resources Information Center

Su, Hui Fang Huang; Marinas, Carol; Furner, Joseph M.

2010-01-01

Children are often intrigued by number patterns and games and so it makes sense for teachers to include them in their mathematics lessons. Puzzles encourage the use of critical thinking skills and provide practice in important skills areas. The use of games fosters mathematical learning and encourages the mathematical processes that children use.…

Life skills programmes for chronic mental illnesses

PubMed Central

Tungpunkom, Patraporn; Maayan, Nicola; Soares-Weiser, Karla

2014-01-01

Background Most people with schizophrenia have a cyclical pattern of illness characterised by remission and relapses. The illness can reduce the ability of self-care and functioning and can lead to the illness becoming disabling. Life skills programmes, emphasising the needs associated with independent functioning, are often a part of the rehabilitation process. These programmes have been developed to enhance independent living and quality of life for people with schizophrenia. Objectives To review the effects of life skills programmes compared with standard care or other comparable therapies for people with chronic mental health problems. Search methods We searched the Cochrane Schizophrenia Group Trials Register (June 2010). We supplemented this process with handsearching and scrutiny of references. We inspected references of all included studies for further trials. Selection criteria We included all relevant randomised or quasi-randomised controlled trials for life skills programmes versus other comparable therapies or standard care involving people with serious mental illnesses. Data collection and analysis We extracted data independently. For dichotomous data we calculated relative risks (RR) and their 95% confidence intervals (CI) on an intention-to-treat basis, based on a random-effects model. For continuous data, we calculated mean differences (MD), again based on a random-effects model. Main results We included seven randomised controlled trials with a total of 483 participants. These evaluated life skills programmes versus standard care, or support group. We found no significant difference in life skills performance between people given life skills training and standard care (1 RCT, n = 32, MD −1.10; 95% CI −7.82 to 5.62). Life skills training did not improve or worsen study retention (5 RCTs, n = 345, RR 1.16; 95% CI 0.40 to 3.36). We found no significant difference in PANSS positive, negative or total scores between life skills intervention and standard care. We found quality of life scores to be equivocal between participants given life skills training (1 RCT, n = 32, MD −0.02; 95% CI −0.07 to 0.03) and standard care. Life skills compared with support groups also did not reveal any significant differences in PANSS scores, quality of life, or social performance skills (1 RCT, n = 158, MD −0.90; 95% CI −3.39 to 1.59). Authors’ conclusions Currently there is no good evidence to suggest life skills programmes are effective for people with chronic mental illnesses. More robust data are needed from studies that are adequately powered to determine whether life skills training is beneficial for people with chronic mental health problems. PMID:22258941

Student-Directed Video Validation of Psychomotor Skills Performance: A Strategy to Facilitate Deliberate Practice, Peer Review, and Team Skill Sets.

PubMed

DeBourgh, Gregory A; Prion, Susan K

2017-03-22

Background Essential nursing skills for safe practice are not limited to technical skills, but include abilities for determining salience among clinical data within dynamic practice environments, demonstrating clinical judgment and reasoning, problem-solving abilities, and teamwork competence. Effective instructional methods are needed to prepare new nurses for entry-to-practice in contemporary healthcare settings. Method This mixed-methods descriptive study explored self-reported perceptions of a process to self-record videos for psychomotor skill performance evaluation in a convenience sample of 102 pre-licensure students. Results Students reported gains in confidence and skill acquisition using team skills to record individual videos of skill performance, and described the importance of teamwork, peer support, and deliberate practice. Conclusion Although time consuming, the production of student-directed video validations of psychomotor skill performance is an authentic task with meaningful accountabilities that is well-received by students as an effective, satisfying learner experience to increase confidence and competence in performing psychomotor skills.

Perception and apperception in autism: rejecting the inverse assumption

PubMed Central

Plaisted Grant, Kate; Davis, Greg

2009-01-01

In addition to those with savant skills, many individuals with autism spectrum conditions (ASCs) show superior perceptual and attentional skills relative to the general population. These superior skills and savant abilities raise important theoretical questions, including whether they develop as compensations for other underdeveloped cognitive mechanisms, and whether one skill is inversely related to another weakness via a common underlying neurocognitive mechanism. We discuss studies of perception and visual processing that show that this inverse hypothesis rarely holds true. Instead, they suggest that enhanced performance is not always accompanied by a complementary deficit and that there are undeniable difficulties in some aspects of perception that are not related to compensating strengths. Our discussion emphasizes the qualitative differences in perceptual processing revealed in these studies between individuals with and without ASCs. We argue that this research is important not only in furthering our understanding of the nature of the qualitative differences in perceptual processing in ASCs, but can also be used to highlight to society at large the exceptional skills and talent that individuals with ASCs are able to contribute in domains such as engineering, computing and mathematics that are highly valued in industry. PMID:19528022

Executive Functions Contribute Uniquely to Reading Competence in Minority Youth.

PubMed

Jacobson, Lisa A; Koriakin, Taylor; Lipkin, Paul; Boada, Richard; Frijters, Jan C; Lovett, Maureen W; Hill, Dina; Willcutt, Erik; Gottwald, Stephanie; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R; Mahone, E Mark

Competent reading requires various skills beyond those for basic word reading (i.e., core language skills, rapid naming, phonological processing). Contributing "higher-level" or domain-general processes include information processing speed and executive functions (working memory, strategic problem solving, attentional switching). Research in this area has relied on largely Caucasian samples, with limited representation of children from racial or ethnic minority groups. This study examined contributions of executive skills to reading competence in 761 children of minority backgrounds. Hierarchical linear regressions examined unique contributions of executive functions (EF) to word reading, fluency, and comprehension. EF contributed uniquely to reading performance, over and above reading-related language skills; working memory contributed uniquely to all components of reading; while attentional switching, but not problem solving, contributed to isolated and contextual word reading and reading fluency. Problem solving uniquely predicted comprehension, suggesting that this skill may be especially important for reading comprehension in minority youth. Attentional switching may play a unique role in development of reading fluency in minority youth, perhaps as a result of the increased demand for switching between spoken versus written dialects. Findings have implications for educational and clinical practice with regard to reading instruction, remedial reading intervention, and assessment of individuals with reading difficulty.

Development Instrument’s Learning of Physics Through Scientific Inquiry Model Based Batak Culture to Improve Science Process Skill and Student’s Curiosity

NASA Astrophysics Data System (ADS)

Nasution, Derlina; Syahreni Harahap, Putri; Harahap, Marabangun

2018-03-01

This research aims to: (1) developed a instrument’s learning (lesson plan, worksheet, student’s book, teacher’s guide book, and instrument test) of physics learning through scientific inquiry learning model based Batak culture to achieve skills improvement process of science students and the students’ curiosity; (2) describe the quality of the result of develop instrument’s learning in high school using scientific inquiry learning model based Batak culture (lesson plan, worksheet, student’s book, teacher’s guide book, and instrument test) to achieve the science process skill improvement of students and the student curiosity. This research is research development. This research developed a instrument’s learning of physics by using a development model that is adapted from the development model Thiagarajan, Semmel, and Semmel. The stages are traversed until retrieved a valid physics instrument’s learning, practical, and effective includes :(1) definition phase, (2) the planning phase, and (3) stages of development. Test performed include expert test/validation testing experts, small groups, and test classes is limited. Test classes are limited to do in SMAN 1 Padang Bolak alternating on a class X MIA. This research resulted in: 1) the learning of physics static fluid material specially for high school grade 10th consisted of (lesson plan, worksheet, student’s book, teacher’s guide book, and instrument test) and quality worthy of use in the learning process; 2) each component of the instrument’s learning meet the criteria have valid learning, practical, and effective way to reach the science process skill improvement and curiosity in students.

Individual Differences in Motor Timing and Its Relation to Cognitive and Fine Motor Skills

PubMed Central

Lorås, Håvard; Stensdotter, Ann-Katrin; Öhberg, Fredrik; Sigmundsson, Hermundur

2013-01-01

The present study investigated the relationship between individual differences in timing movements at the level of milliseconds and performance on selected cognitive and fine motor skills. For this purpose, young adult participants (N = 100) performed a repetitive movement task paced by an auditory metronome at different rates. Psychometric measures included the digit-span and symbol search subtasks from the Wechsler battery as well as the Raven SPM. Fine motor skills were assessed with the Purdue Pegboard test. Motor timing performance was significantly related (mean r = .3) to cognitive measures, and explained both unique and shared variance with information-processing speed of Raven's scores. No significant relations were found between motor timing measures and fine motor skills. These results show that individual differences in cognitive and motor timing performance is to some extent dependent upon shared processing not associated with individual differences in manual dexterity. PMID:23874952

Individual differences in motor timing and its relation to cognitive and fine motor skills.

PubMed

Lorås, Håvard; Stensdotter, Ann-Katrin; Öhberg, Fredrik; Sigmundsson, Hermundur

2013-01-01

The present study investigated the relationship between individual differences in timing movements at the level of milliseconds and performance on selected cognitive and fine motor skills. For this purpose, young adult participants (N = 100) performed a repetitive movement task paced by an auditory metronome at different rates. Psychometric measures included the digit-span and symbol search subtasks from the Wechsler battery as well as the Raven SPM. Fine motor skills were assessed with the Purdue Pegboard test. Motor timing performance was significantly related (mean r = .3) to cognitive measures, and explained both unique and shared variance with information-processing speed of Raven's scores. No significant relations were found between motor timing measures and fine motor skills. These results show that individual differences in cognitive and motor timing performance is to some extent dependent upon shared processing not associated with individual differences in manual dexterity.

Comparison of the sensitivity to change of the Functional Independence Measure with the Assessment of Motor and Process Skills within different rehabilitation populations.

PubMed

Choo, Silvana X; Stratford, Paul; Richardson, Julie; Bosch, Jackie; Pettit, Susan M; Ansley, Barbara J; Harris, Jocelyn E

2017-09-10

To determine whether there was a difference in the sensitivity to change of the subscales of the Functional Independence Measure and the Assessment of Motor and Process Skills within three different post-acute inpatient rehabilitation populations. We conducted retrospective chart review of patients consecutively admitted to inpatient rehabilitation units, with both admission and discharge Functional Independence Measure and Assessment of Motor and Process Skills scores. A total of 276 participants were included and categorized into diagnostic groups (orthopedic, oncology, and geriatric). Within group, sensitivity to change was evaluated for the subscales of each measure by calculating the difference in standardized response means (SRM) and 95% confidence intervals (CI). The Functional Independence Measure motor subscale was more sensitive to change than the Assessment of Motor and Process Skills in the orthopedic and geriatric groups (SRM difference  = 1.53 [95% CI 0.93, 2.3] and 0.65 [95% CI 0.3, 1.02], respectively) but not in the oncology group (SRM difference  = 0.42 [95% CI -0.2, 1.04]). For the cognitive subscales, the Assessment of Motor and Process Skills was more sensitive to change than the Functional Independence Measure in all three groups (SRM difference  = 0.38 [95% CI 004, 0.74], 0.65 [95% CI 0.45, 0.90], and 1.15 [95% CI 0.77, 1.69] for orthopedic, geriatric, and oncology, respectively). The Functional Independence Measure is a mandated measure for all rehabilitation units in Canada. As the cognitive subscale of the Assessment of Motor and Process Skills is more sensitive to change than the Functional Independence Measure, we recommend also administering the Assessment of Motor and Process Skills to better detect changes in the cognitive aspect of function. Implications for rehabilitation When deciding between the Functional Independence Measure or the Assessment of Motor and Process Skills, it is important to consider whether patients' functional status is expected to change similarly or differently. The difference in sensitivity to change between the subscales of the two outcome measures varies with the characteristics of change (similar or different) in patients' functional status. We recommend using the Assessment of Motor and Process Skills, along with the Functional Independence Measure, for patients who are expected to make similar amounts of change in functional status, as the cognitive subscale of the Assessment of Motor and Process Skills is more sensitive to change and can better detect changes in the cognitive aspect of functioning. For patients whose functional status are expected to change differently (diverse diagnoses), the Functional Independence Measure may be more useful as the motor subscale was more sensitive to change when comparing between rehabilitation populations.

Relations Between Self-reported Executive Functioning and Speech Perception Skills in Adult Cochlear Implant Users.

PubMed

Moberly, Aaron C; Patel, Tirth R; Castellanos, Irina

2018-02-01

As a result of their hearing loss, adults with cochlear implants (CIs) would self-report poorer executive functioning (EF) skills than normal-hearing (NH) peers, and these EF skills would be associated with performance on speech recognition tasks. EF refers to a group of high order neurocognitive skills responsible for behavioral and emotional regulation during goal-directed activity, and EF has been found to be poorer in children with CIs than their NH age-matched peers. Moreover, there is increasing evidence that neurocognitive skills, including some EF skills, contribute to the ability to recognize speech through a CI. Thirty postlingually deafened adults with CIs and 42 age-matched NH adults were enrolled. Participants and their spouses or significant others (informants) completed well-validated self-reports or informant-reports of EF, the Behavior Rating Inventory of Executive Function - Adult (BRIEF-A). CI users' speech recognition skills were assessed in quiet using several measures of sentence recognition. NH peers were tested for recognition of noise-vocoded versions of the same speech stimuli. CI users self-reported difficulty on EF tasks of shifting and task monitoring. In CI users, measures of speech recognition correlated with several self-reported EF skills. The present findings provide further evidence that neurocognitive factors, including specific EF skills, may decline in association with hearing loss, and that some of these EF skills contribute to speech processing under degraded listening conditions.

Modeling instructor preferences for CPR and AED competence estimation.

PubMed

Birnbaum, Alice; McBurnie, Mary Ann; Powell, Judy; Ottingham, Lois Van; Riegel, Barbara; Potts, Jerry; Hedges, Jerris R

2005-03-01

Cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) skills competency can be tested using a checklist of component skills, individually graded "pass" or "fail." Scores are typically calculated as the percentage of skills passed, but may differ from an instructor's overall subjective assessment of simulated CPR or AED adequacy. To identify and evaluate composite measures (methods for scoring checklists) that reflect instructors' subjective assessments of CPR or AED skills performance best. Associations between instructor assessment and lay-volunteer skill performance were made using 6380 CPR and 3313 AED skill retention tests collected in the Public Access Defibrillation Trial. Checklists included CPR skills (e.g., calling 911, administering compressions) and AED skills (e.g., positioning electrodes, shocking within 90 s of AED arrival). The instructor's subjective overall assessment (adequate/inadequate) of CPR performance (perfusion) or AED competence (effective shock) was compared to composite measures. We evaluated the traditional composite measure (assigning equal weights to individual skills) and several nontraditional composite measures (assigning variable weights). Skills performed out of sequence were further weighted from 0% (no credit) to 100% (full credit). Composite measures providing full credit for skills performed out of sequence and down-weighting process skills (e.g., calling 911, clearing oneself from the AED) had the strongest association with the instructor's subjective assessment; the traditional CPR composite measure had the weakest association. Our findings suggest that instructors in public CPR and AED classes may tend to down-weight process skills and to excuse step sequencing errors when evaluating CPR and AED skills subjectively for overall proficiency. Testing methods that relate classroom performance to actual performance in the field and to clinical outcomes require further research.

Cognitive Science.

ERIC Educational Resources Information Center

Cocking, Rodney R.; Mestre, Jose P.

The focus of this paper is on cognitive science as a model for understanding the application of human skills toward effective problem-solving. Sections include: (1) "Introduction" (discussing information processing framework, expert-novice distinctions, schema theory, and learning process); (2) "Application: The Expert-Novice…

How can teachers assess reading skills of generation z learners in German language class?

NASA Astrophysics Data System (ADS)

Dirga, R. N.; Wijayati, P. H.

2018-01-01

Generation Z is a digital native generation who has unique characteristics on the daily basis includes reading. In order to assess their reading skills correctly, teachers need to take these characteristics into consideration. This paper aims to describe the process in developing an instrument to assess reading skills of Generation Z learners in German language class. This study used developmental method. The developed instrument has not only good quality but also consists of texts that are suitable for German learners of Generation Z. This instrument can be used as an example in assessing German learners’ reading skills in the 21st century.

Impact of Group Development Knowledge on Students' Perceived Importance and Confidence of Group Work Skills

ERIC Educational Resources Information Center

Coers, Natalie; Williams, Jennifer

2010-01-01

This study explored the impact of emphasis on the group development process on the perceived importance of and confidence in group work skills and students' perception of group work use in the collegiate classroom as developed by Tuckman and Jensen (1977). The purposive sample utilized in this study included 33 undergraduate students enrolled in…

Workforce Skills and Innovation: An Overview of Major Themes in the Literature. OECD Education Working Papers, No. 55

ERIC Educational Resources Information Center

Toner, Phillip

2011-01-01

This paper provides an account of the main approaches, debates and evidence in the literature on the role of workforce skills in the innovation process in developed economies. It draws on multiple sources including the innovation studies discipline, neoclassical Human Capital theory, institutionalist labour market studies and the work organisation…

Exploring Reading with a Small Group of Fourth Grade Readers and Their Teachers through Collaborative Retrospective Miscue Analysis

ERIC Educational Resources Information Center

Poock, William Henry

2017-01-01

Literacy educators hold different beliefs about the best approaches to teach students how to read and about the reading process including a skills view of reading and learning to read versus a transactional, sociopsycholinguistic view of reading and learning to read (Weaver, 2002). Reading for understanding is an important skill to develop in…

Understanding of Idiomatic Expressions in Context in Skilled and Less Skilled Comprehenders: Online Processing and Interpretation

ERIC Educational Resources Information Center

Oakhill, Jane; Cain, Kate; Nesi, Barbara

2016-01-01

This article reports a study in which good and poor comprehenders (in 2 age groups: 8- and 10-year-olds) read short passages containing phrases that could be interpreted as idiomatic or not, depending on the context. Familiarity was manipulated by including real (English) idioms and novel (translations of Italian) idioms. Reading times for the…

Designing and implementing a skills program Using a clinically integrated, multi-professional approach: Using evaluation to drive curriculum change

PubMed Central

Carr, Sandra E.; Celenza, Antonio; Lake, Fiona

2009-01-01

The essential procedural skills that newly graduated doctors require are rarely defined, do not take into account pre-vocational employer expectations, and differ between Universities. This paper describes how one Faculty used local evaluation data to drive curriculum change and implement a clinically integrated, multi-professional skills program. A curriculum restructure included a review of all undergraduate procedural skills training by academic staff and clinical departments, resulting in a curriculum skills map. Undergraduate training was then linked with postgraduate expectations using the Delphi process to identify the skills requiring structured standardised training. The skills program was designed and implemented without a dedicated simulation center. This paper shows the benefits of an alternate model in which clinical integration of training and multi-professional collaboration encouraged broad ownership of a program and, in turn, impacted the clinical experience obtained. PMID:20165528

Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder.

PubMed

Hume, Kara; Dykstra Steinbrenner, Jessica; Sideris, John; Smith, Leann; Kucharczyk, Suzanne; Szidon, Kate

2018-01-01

Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning. Although ratings varied, agreement between adolescents with autism spectrum disorder, parents, and teachers across the highest and lowest rated skills suggests the need to broaden the focus on critical transition skills to include problem-solving, planning for life after high school, and self-advocacy.

The effectiveness of return-to-work interventions that incorporate work-focused problem-solving skills for workers with sickness absences related to mental disorders: a systematic literature review

PubMed Central

Dewa, Carolyn S; Loong, Desmond; Bonato, Sarah; Joosen, Margot C W

2015-01-01

Objectives This paper reviews the current state of the published peer-reviewed literature related to return-to-work (RTW) interventions that incorporate work-related problem-solving skills for workers with sickness absences related to mental disorders. It addresses the question: What is the evidence for the effectiveness of these RTW interventions? Design Using a multiphase screening process, this systematic literature review was based on publically available peer-reviewed studies. Five electronic databases were searched: (1) Medline Current, (2) Medline In-process, (3) PsycINFO, (4) Econlit and (5) Web of Science. Setting The focus was on RTW interventions for workers with medically certified sickness absences related to mental disorders. Participants Workers with medically certified sickness absences related to mental disorders. Interventions RTW intervention included work-focused problem-solving skills. Primary and secondary outcome measures RTW rates and length of sickness absences. Results There were 4709 unique citations identified. Of these, eight articles representing a total of six studies were included in the review. In terms of bias avoidance, two of the six studies were rated as excellent, two as good and two as weak. Five studies were from the Netherlands; one was from Norway. There was variability among the studies with regard to RTW findings. Two of three studies reported significant differences in RTW rates between the intervention and control groups. One of six studies observed a significant difference in sickness absence duration between intervention and control groups. Conclusions There is limited evidence that combinations of interventions that include work-related problem-solving skills are effective in RTW outcomes. The evidence could be strengthened if future studies included more detailed examinations of intervention adherence and changes in problem-solving skills. Future studies should also examine the long-term effects of problem-solving skills on sickness absence recurrence and work productivity. PMID:26078309

Re/Production of science process skills and a scientific ethos in an early childhood classroom

NASA Astrophysics Data System (ADS)

Kirch, Susan A.

2007-10-01

Many educators and researchers are convinced that age limits what students can learn and achieve in science. Elementary school curricula focus on isolated process skills under the faulty assumption that young students are not capable of combining the process skills and content knowledge necessary for reasoning scientifically. In the present study, I demonstrate that many process skills are produced in conversations between second grade students and between these students and their teachers, including: questioning, hypothesis formation, experimental design, identifying relevant evidence, critical analysis of hypotheses and predictions, hypothesis reconstruction, and variable identification. Through conversation analysis I show that most classroom community members adopted the role of skeptic at some time, but there was a strong tendency to defer to authoritative sources when resolving debates. This latter observation led to further investigation of when and how authoritative sources were consulted and used, and when and how a skeptical stance was taken. I show that, as students used science process skills and interacted with each other and teacher-mediators, community practices, values, and mores were shaped and an ethos of science began to emerge. It is my contention that this ethos often emerges unconsciously as part of the community's dynamic set of rules and schema. Teachers who are attuned to the tension between open-mindedness and skepticism, and how they and their students cope with this dialectic, however, can actively shape the scientific ethos of their classroom community.

Modes of acquisition of health literacy skills in informal learning contexts.

PubMed

Calha, António Geraldo Manso

2014-12-01

In this article we try to analyze the learning processes of health literacy skills in informal contexts. We intend to broaden the understanding of the learning process beyond the formal contexts, thus contributing to the elucidation of health professionals on how individuals acquire and manage their knowledge in health matters. Given our goal, we use an analytic corpus constituted by one hundred autobiographical narratives written between 2006 and 2011, in educational contexts but with recognized potential for use in different scientific fields, including health. The results reveal the existence of three different types of modes of learning health literacy skills in informal context: : i) learning that takes place in action, in achieving daily tasks; ii) learning processes that result from problem solving; iii) learning that occurs in an unplanned manner, resulting from accidental circumstances and, in some cases, devoid of intentionality.

Shyness and Emotion-Processing Skills in Preschoolers: A 6-Month Longitudinal Study

ERIC Educational Resources Information Center

Strand, Paul S.; Cerna, Sandra; Downs, Andrew

2008-01-01

The present study utilized a short-term longitudinal research design to examine the hypothesis that shyness in preschoolers is differentially related to different aspects of emotion processing. Using teacher reports of shyness and performance measures of emotion processing, including (1) facial emotion recognition, (2) non-facial emotion…

Theory of mind skills are related to gray matter volume in the ventromedial prefrontal cortex in schizophrenia

PubMed Central

Hooker, Christine I.; Bruce, Lori; Lincoln, Sarah Hope; Fisher, Melissa; Vinogradov, Sophia

2011-01-01

Background Among individuals with schizophrenia, deficits in theory of mind (ToM) skills predict poor social functioning. Therefore, identifying the neural basis of ToM may assist the development of treatments that improve social outcomes. Despite growing evidence that the ventromedial prefrontal cortex (VMPFC) facilitates ToM skills among healthy individuals, methodological challenges, such as the influence of general cognitive deficits, have made it difficult to identify the relationship between ToM processing and VMPFC function in schizophrenia. Methods We used voxel-based morphometry (VBM) and a multi-method behavioral assessment of ToM processing, including performance-based (Recognition of Faux Pas Test), self-report (Interpersonal Reactivity Index, Perspective-Taking), and interview-rated (Quality of Life Scale–Empathy score) ToM assessments, to investigate whether ToM skills were related to VMPFC gray matter volume (GMV). Standardized neuropsychological measures were used to assess global cognition. 21 schizophrenia and 17 healthy control subjects participated. Results Between-group behavioral analyses showed that, as compared to healthy participants, schizophrenia participants had worse ToM performance and lower self-reported ToM processing in daily life. The between-group analysis of GMV showed that schizophrenia participants had less VMPFC GMV than healthy participants. Moreover, among schizophrenia participants, all three measures of ToM processing were associated with VMPFC GMV, such that worse ToM skills were related to less VMPFC GMV. This association remained strong for self-reported and interview-rated ToM skills even when controlling for the influence of global cognition. Conclusions The findings suggest that among individuals with schizophrenia, reduced VMPFC GMV is specifically associated with deficits using ToM skills to enhance social relationships. PMID:21917239

Theory of mind skills are related to gray matter volume in the ventromedial prefrontal cortex in schizophrenia.

PubMed

Hooker, Christine I; Bruce, Lori; Lincoln, Sarah Hope; Fisher, Melissa; Vinogradov, Sophia

2011-12-15

Among individuals with schizophrenia, deficits in theory of mind (ToM) skills predict poor social functioning. Therefore, identifying the neural basis of ToM may assist the development of treatments that improve social outcomes. Despite growing evidence that the ventromedial prefrontal cortex (VMPFC) facilitates ToM skills among healthy individuals, methodological challenges, such as the influence of general cognitive deficits, have made it difficult to identify the relationship between ToM processing and VMPFC function in schizophrenia. We used voxel-based morphometry and a multi-method behavioral assessment of ToM processing, including performance-based (Recognition of Faux Pas Test), self-report (Interpersonal Reactivity Index, Perspective-Taking), and interview-rated (Quality of Life Scale-Empathy score) ToM assessments, to investigate whether ToM skills were related to VMPFC gray matter volume (GMV). Standardized neuropsychological measures were used to assess global cognition. Twenty-one schizophrenia and 17 healthy control subjects participated. Between-group behavioral analyses showed that, as compared with healthy participants, schizophrenia participants had worse ToM performance and lower self-reported ToM processing in daily life. The between-group analysis of GMV showed that schizophrenia participants had less VMPFC GMV than healthy participants. Moreover, among schizophrenia participants, all three measures of ToM processing were associated with VMPFC GMV, such that worse ToM skills were related to less VMPFC GMV. This association remained strong for self-reported and interview-rated ToM skills, even when controlling for the influence of global cognition. The findings suggest that among individuals with schizophrenia, reduced VMPFC GMV is associated with deficits using ToM skills to enhance social relationships. 2011 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

MJO simulation in CMIP5 climate models: MJO skill metrics and process-oriented diagnosis

NASA Astrophysics Data System (ADS)

Ahn, Min-Seop; Kim, Daehyun; Sperber, Kenneth R.; Kang, In-Sik; Maloney, Eric; Waliser, Duane; Hendon, Harry

2017-12-01

The Madden-Julian Oscillation (MJO) simulation diagnostics developed by MJO Working Group and the process-oriented MJO simulation diagnostics developed by MJO Task Force are applied to 37 Coupled Model Intercomparison Project phase 5 (CMIP5) models in order to assess model skill in representing amplitude, period, and coherent eastward propagation of the MJO, and to establish a link between MJO simulation skill and parameterized physical processes. Process-oriented diagnostics include the Relative Humidity Composite based on Precipitation (RHCP), Normalized Gross Moist Stability (NGMS), and the Greenhouse Enhancement Factor (GEF). Numerous scalar metrics are developed to quantify the results. Most CMIP5 models underestimate MJO amplitude, especially when outgoing longwave radiation (OLR) is used in the evaluation, and exhibit too fast phase speed while lacking coherence between eastward propagation of precipitation/convection and the wind field. The RHCP-metric, indicative of the sensitivity of simulated convection to low-level environmental moisture, and the NGMS-metric, indicative of the efficiency of a convective atmosphere for exporting moist static energy out of the column, show robust correlations with a large number of MJO skill metrics. The GEF-metric, indicative of the strength of the column-integrated longwave radiative heating due to cloud-radiation interaction, is also correlated with the MJO skill metrics, but shows relatively lower correlations compared to the RHCP- and NGMS-metrics. Our results suggest that modifications to processes associated with moisture-convection coupling and the gross moist stability might be the most fruitful for improving simulations of the MJO. Though the GEF-metric exhibits lower correlations with the MJO skill metrics, the longwave radiation feedback is highly relevant for simulating the weak precipitation anomaly regime that may be important for the establishment of shallow convection and the transition to deep convection.

MJO simulation in CMIP5 climate models: MJO skill metrics and process-oriented diagnosis

DOE PAGES

Ahn, Min-Seop; Kim, Daehyun; Sperber, Kenneth R.; ...

2017-03-23

The Madden-Julian Oscillation (MJO) simulation diagnostics developed by MJO Working Group and the process-oriented MJO simulation diagnostics developed by MJO Task Force are applied to 37 Coupled Model Intercomparison Project phase 5 (CMIP5) models in order to assess model skill in representing amplitude, period, and coherent eastward propagation of the MJO, and to establish a link between MJO simulation skill and parameterized physical processes. Process-oriented diagnostics include the Relative Humidity Composite based on Precipitation (RHCP), Normalized Gross Moist Stability (NGMS), and the Greenhouse Enhancement Factor (GEF). Numerous scalar metrics are developed to quantify the results. Most CMIP5 models underestimate MJOmore » amplitude, especially when outgoing longwave radiation (OLR) is used in the evaluation, and exhibit too fast phase speed while lacking coherence between eastward propagation of precipitation/convection and the wind field. The RHCP-metric, indicative of the sensitivity of simulated convection to low-level environmental moisture, and the NGMS-metric, indicative of the efficiency of a convective atmosphere for exporting moist static energy out of the column, show robust correlations with a large number of MJO skill metrics. The GEF-metric, indicative of the strength of the column-integrated longwave radiative heating due to cloud-radiation interaction, is also correlated with the MJO skill metrics, but shows relatively lower correlations compared to the RHCP- and NGMS-metrics. Our results suggest that modifications to processes associated with moisture-convection coupling and the gross moist stability might be the most fruitful for improving simulations of the MJO. Though the GEF-metric exhibits lower correlations with the MJO skill metrics, the longwave radiation feedback is highly relevant for simulating the weak precipitation anomaly regime that may be important for the establishment of shallow convection and the transition to deep convection.« less

MJO simulation in CMIP5 climate models: MJO skill metrics and process-oriented diagnosis

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

Ahn, Min-Seop; Kim, Daehyun; Sperber, Kenneth R.

The Madden-Julian Oscillation (MJO) simulation diagnostics developed by MJO Working Group and the process-oriented MJO simulation diagnostics developed by MJO Task Force are applied to 37 Coupled Model Intercomparison Project phase 5 (CMIP5) models in order to assess model skill in representing amplitude, period, and coherent eastward propagation of the MJO, and to establish a link between MJO simulation skill and parameterized physical processes. Process-oriented diagnostics include the Relative Humidity Composite based on Precipitation (RHCP), Normalized Gross Moist Stability (NGMS), and the Greenhouse Enhancement Factor (GEF). Numerous scalar metrics are developed to quantify the results. Most CMIP5 models underestimate MJOmore » amplitude, especially when outgoing longwave radiation (OLR) is used in the evaluation, and exhibit too fast phase speed while lacking coherence between eastward propagation of precipitation/convection and the wind field. The RHCP-metric, indicative of the sensitivity of simulated convection to low-level environmental moisture, and the NGMS-metric, indicative of the efficiency of a convective atmosphere for exporting moist static energy out of the column, show robust correlations with a large number of MJO skill metrics. The GEF-metric, indicative of the strength of the column-integrated longwave radiative heating due to cloud-radiation interaction, is also correlated with the MJO skill metrics, but shows relatively lower correlations compared to the RHCP- and NGMS-metrics. Our results suggest that modifications to processes associated with moisture-convection coupling and the gross moist stability might be the most fruitful for improving simulations of the MJO. Though the GEF-metric exhibits lower correlations with the MJO skill metrics, the longwave radiation feedback is highly relevant for simulating the weak precipitation anomaly regime that may be important for the establishment of shallow convection and the transition to deep convection.« less

Science Process Skills in Science Curricula Applied in Turkey

ERIC Educational Resources Information Center

Yumusak, Güngör Keskinkiliç

2016-01-01

One of the most important objectives of the science curricula is to bring in science process skills. The science process skills are skills that lie under scientific thinking and decision-making. Thus it is important for a science curricula to be rationalized in such a way that it brings in science process skills. New science curricula were…

Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills.

PubMed

Sella, Francesco; Sader, Elie; Lolliot, Simon; Cohen Kadosh, Roi

2016-09-01

Recent studies have highlighted the potential role of basic numerical processing in the acquisition of numerical and mathematical competences. However, it is debated whether high-level numerical skills and mathematics depends specifically on basic numerical representations. In this study mathematicians and nonmathematicians performed a basic number line task, which required mapping positive and negative numbers on a physical horizontal line, and has been shown to correlate with more advanced numerical abilities and mathematical achievement. We found that mathematicians were more accurate compared with nonmathematicians when mapping positive, but not negative numbers, which are considered numerical primitives and cultural artifacts, respectively. Moreover, performance on positive number mapping could predict whether one is a mathematician or not, and was mediated by more advanced mathematical skills. This finding might suggest a link between basic and advanced mathematical skills. However, when we included visuospatial skills, as measured by block design subtest, the mediation analysis revealed that the relation between the performance in the number line task and the group membership was explained by non-numerical visuospatial skills. These results demonstrate that relation between basic, even specific, numerical skills and advanced mathematical achievement can be artifactual and explained by visuospatial processing. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Characteristics of Volunteer Coaches in a Clinical Process Improvement Program.

PubMed

Morley, Katharine E; Barysauskas, Constance M; Carballo, Victoria; Kalibatas, Orinta; Rao, Sandhya K; Jacobson, Joseph O; Cummings, Brian M

The Partners Clinical Process Improvement Leadership Program provides quality improvement training for clinicians and administrators, utilizing graduates as volunteer peer coaches for mentorship. We sought to understand the factors associated with volunteer coach participation and gain insight into how to improve and sustain this program. Review of coach characteristics from course database and survey of frequent coaches. Out of 516 Partners Clinical Process Improvement Leadership Program graduates from March 2010 to June 2015, 117 (23%) individuals volunteered as coaches. Sixty-one (52%) individuals coached once, 31 (27%) coached twice, and 25 (21%) coached 3 or more times. There were statistically significant associations between coaching and occupation (P = .005), Partners Clinical Process Improvement Leadership Program course taken (P = .001), and course location (P = .007). Administrators were more likely to coach than physicians (odds ratio: 1.75, P = .04). Reasons for volunteering as a coach included further development of skills, desire to stay involved with program, and enjoying mentoring. Reasons for repeated coaching included maintaining quality improvement skills, expanding skills to a wider variety of projects, and networking. A peer graduate volunteer coach model is a viable strategy for interprofessional quality improvement mentorship. Strategies that support repeat coaching and engage clinicians should be promoted to ensure an experienced and diversified group of coaches.

The Effect of Metacognitive Instruction on Problem Solving Skills in Iranian Students of Health Sciences

PubMed Central

Safari, Yahya; Meskini, Habibeh

2016-01-01

Background: Learning requires application of such processes as planning, supervision, monitoring and reflection that are included in the metacognition. Studies have shown that metacognition is associated with problem solving skills. The current research was conducted to investigate the impact of metacognitive instruction on students’ problem solving skills. Methods: The study sample included 40 students studying in the second semester at Kermanshah University of Medical Sciences, 2013-2014. They were selected through convenience sampling technique and were randomly assigned into two equal groups of experimental and control. For the experimental group, problem solving skills were taught through metacognitive instruction during ten two-hour sessions and for the control group, problem solving skills were taught via conventional teaching method. The instrument for data collection included problem solving inventory (Heppner, 1988), which was administered before and after instruction. The validity and reliability of the questionnaire had been previously confirmed. The collected data were analyzed by descriptive statistics, mean and standard deviation and the hypotheses were tested by t-test and ANCOVA. Results: The findings of the posttest showed that the total mean scores of problem solving skills in the experimental and control groups were 151.90 and 101.65, respectively, indicating a significant difference between them (p<0.001). This difference was also reported to be statistically significant between problem solving skills and its components, including problem solving confidence, orientation-avoidance coping style and personal control (p<0.001). No significant difference, however, was found between the students’ mean scores in terms of gender and major. Conclusion: Since metacognitive instruction has positive effects on students’ problem solving skills and is required to enhance academic achievement, metacognitive strategies are recommended to be taught to the students. PMID:26234970

The Effect of Metacognitive Instruction on Problem Solving Skills in Iranian Students of Health Sciences.

PubMed

Safari, Yahya; Meskini, Habibeh

2015-05-17

Learning requires application of such processes as planning, supervision, monitoring and reflection that are included in the metacognition. Studies have shown that metacognition is associated with problem solving skills. The current research was conducted to investigate the impact of metacognitive instruction on students' problem solving skills. The study sample included 40 students studying in the second semester at Kermanshah University of Medical Sciences, 2013-2014. They were selected through convenience sampling technique and were randomly assigned into two equal groups of experimental and control. For the experimental group, problem solving skills were taught through metacognitive instruction during ten two-hour sessions and for the control group, problem solving skills were taught via conventional teaching method. The instrument for data collection included problem solving inventory (Heppner, 1988), which was administered before and after instruction. The validity and reliability of the questionnaire had been previously confirmed. The collected data were analyzed by descriptive statistics, mean and standard deviation and the hypotheses were tested by t-test and ANCOVA. The findings of the posttest showed that the total mean scores of problem solving skills in the experimental and control groups were 151.90 and 101.65, respectively, indicating a significant difference between them (p<0.001). This difference was also reported to be statistically significant between problem solving skills and its components, including problem solving confidence, orientation-avoidance coping style and personal control (p<0.001). No significant difference, however, was found between the students' mean scores in terms of gender and major. Since metacognitive instruction has positive effects on students' problem solving skills and is required to enhance academic achievement, metacognitive strategies are recommended to be taught to the students.

SSMILES.

ERIC Educational Resources Information Center

Sunal, Dennis W.; Tracy, Dyanne M., Eds.

1991-01-01

A learning cycle activity which allows students to practice process skills by sieving different size fractions of sediments is described. Science topics include weathering, erosion, streams, sedimentation, sedimentary rocks, soils, beaches, dunes, or glacial deposits. Mathematics topics include number lines, ordinal numbers, greater than/less…

Impairment in face processing in autism spectrum disorder: a developmental perspective.

PubMed

Greimel, Ellen; Schulte-Rüther, Martin; Kamp-Becker, Inge; Remschmidt, Helmut; Herpertz-Dahlmann, Beate; Konrad, Kerstin

2014-09-01

Findings on face identity and facial emotion recognition in autism spectrum disorder (ASD) are inconclusive. Moreover, little is known about the developmental trajectory of face processing skills in ASD. Taking a developmental perspective, the aim of this study was to extend previous findings on face processing skills in a sample of adolescents and adults with ASD. N = 38 adolescents and adults (13-49 years) with high-functioning ASD and n = 37 typically developing (TD) control subjects matched for age and IQ participated in the study. Moreover, n = 18 TD children between the ages of 8 and 12 were included to address the question whether face processing skills in ASD follow a delayed developmental pattern. Face processing skills were assessed using computerized tasks of face identity recognition (FR) and identification of facial emotions (IFE). ASD subjects showed impaired performance on several parameters of the FR and IFE task compared to TD control adolescents and adults. Whereas TD adolescents and adults outperformed TD children in both tasks, performance in ASD adolescents and adults was similar to the group of TD children. Within the groups of ASD and control adolescents and adults, no age-related changes in performance were found. Our findings corroborate and extend previous studies showing that ASD is characterised by broad impairments in the ability to process faces. These impairments seem to reflect a developmentally delayed pattern that remains stable throughout adolescence and adulthood.

Motor Skills and Exercise Capacity Are Associated with Objective Measures of Cognitive Functions and Academic Performance in Preadolescent Children.

PubMed

Geertsen, Svend Sparre; Thomas, Richard; Larsen, Malte Nejst; Dahn, Ida Marie; Andersen, Josefine Needham; Krause-Jensen, Matilde; Korup, Vibeke; Nielsen, Claus Malta; Wienecke, Jacob; Ritz, Christian; Krustrup, Peter; Lundbye-Jensen, Jesper

2016-01-01

To investigate associations between motor skills, exercise capacity and cognitive functions, and evaluate how they correlate to academic performance in mathematics and reading comprehension using standardised, objective tests. This cross-sectional study included 423 Danish children (age: 9.29±0.35 years, 209 girls). Fine and gross motor skills were evaluated in a visuomotor accuracy-tracking task, and a whole-body coordination task, respectively. Exercise capacity was estimated from the Yo-Yo intermittent recovery level 1 children's test (YYIR1C). Selected tests from the Cambridge Neuropsychological Test Automated Battery (CANTAB) were used to assess different domains of cognitive functions, including sustained attention, spatial working memory, episodic and semantic memory, and processing speed. Linear mixed-effects models were used to investigate associations between these measures and the relationship with standard tests of academic performance in mathematics and reading comprehension. Both fine and gross motor skills were associated with better performance in all five tested cognitive domains (all P<0.001), whereas exercise capacity was only associated with better sustained attention (P<0.046) and spatial working memory (P<0.038). Fine and gross motor skills (all P<0.001), exercise capacity and cognitive functions such as working memory, episodic memory, sustained attention and processing speed were all associated with better performance in mathematics and reading comprehension. The data demonstrate that fine and gross motor skills are positively correlated with several aspects of cognitive functions and with academic performance in both mathematics and reading comprehension. Moreover, exercise capacity was associated with academic performance and performance in some cognitive domains. Future interventions should investigate associations between changes in motor skills, exercise capacity, cognitive functions, and academic performance to elucidate the causality of these associations.

Motor Skills and Exercise Capacity Are Associated with Objective Measures of Cognitive Functions and Academic Performance in Preadolescent Children

PubMed Central

Thomas, Richard; Larsen, Malte Nejst; Dahn, Ida Marie; Andersen, Josefine Needham; Krause-Jensen, Matilde; Korup, Vibeke; Nielsen, Claus Malta; Wienecke, Jacob; Ritz, Christian; Krustrup, Peter; Lundbye-Jensen, Jesper

2016-01-01

Objective To investigate associations between motor skills, exercise capacity and cognitive functions, and evaluate how they correlate to academic performance in mathematics and reading comprehension using standardised, objective tests. Methods This cross-sectional study included 423 Danish children (age: 9.29±0.35 years, 209 girls). Fine and gross motor skills were evaluated in a visuomotor accuracy-tracking task, and a whole-body coordination task, respectively. Exercise capacity was estimated from the Yo-Yo intermittent recovery level 1 children's test (YYIR1C). Selected tests from the Cambridge Neuropsychological Test Automated Battery (CANTAB) were used to assess different domains of cognitive functions, including sustained attention, spatial working memory, episodic and semantic memory, and processing speed. Linear mixed-effects models were used to investigate associations between these measures and the relationship with standard tests of academic performance in mathematics and reading comprehension. Results Both fine and gross motor skills were associated with better performance in all five tested cognitive domains (all P<0.001), whereas exercise capacity was only associated with better sustained attention (P<0.046) and spatial working memory (P<0.038). Fine and gross motor skills (all P<0.001), exercise capacity and cognitive functions such as working memory, episodic memory, sustained attention and processing speed were all associated with better performance in mathematics and reading comprehension. Conclusions The data demonstrate that fine and gross motor skills are positively correlated with several aspects of cognitive functions and with academic performance in both mathematics and reading comprehension. Moreover, exercise capacity was associated with academic performance and performance in some cognitive domains. Future interventions should investigate associations between changes in motor skills, exercise capacity, cognitive functions, and academic performance to elucidate the causality of these associations. PMID:27560512

Temporal and speech processing skills in normal hearing individuals exposed to occupational noise.

PubMed

Kumar, U Ajith; Ameenudin, Syed; Sangamanatha, A V

2012-01-01

Prolonged exposure to high levels of occupational noise can cause damage to hair cells in the cochlea and result in permanent noise-induced cochlear hearing loss. Consequences of cochlear hearing loss on speech perception and psychophysical abilities have been well documented. Primary goal of this research was to explore temporal processing and speech perception Skills in individuals who are exposed to occupational noise of more than 80 dBA and not yet incurred clinically significant threshold shifts. Contribution of temporal processing skills to speech perception in adverse listening situation was also evaluated. A total of 118 participants took part in this research. Participants comprised three groups of train drivers in the age range of 30-40 (n= 13), 41 50 ( = 13), 41-50 (n = 9), and 51-60 (n = 6) years and their non-noise-exposed counterparts (n = 30 in each age group). Participants of all the groups including the train drivers had hearing sensitivity within 25 dB HL in the octave frequencies between 250 and 8 kHz. Temporal processing was evaluated using gap detection, modulation detection, and duration pattern tests. Speech recognition was tested in presence multi-talker babble at -5dB SNR. Differences between experimental and control groups were analyzed using ANOVA and independent sample t-tests. Results showed a trend of reduced temporal processing skills in individuals with noise exposure. These deficits were observed despite normal peripheral hearing sensitivity. Speech recognition scores in the presence of noise were also significantly poor in noise-exposed group. Furthermore, poor temporal processing skills partially accounted for the speech recognition difficulties exhibited by the noise-exposed individuals. These results suggest that noise can cause significant distortions in the processing of suprathreshold temporal cues which may add to difficulties in hearing in adverse listening conditions.

Business Marketing Information Systems Skills. Voc-Ed Project. Marketing Management Career Area. Report.

ERIC Educational Resources Information Center

Milwaukee Area Technical Coll., WI.

A study was conducted to develop a curriculum to meet the information processing/management training needs of persons entering or continuing careers in the information marketing area. The process used for the study was based on Stufflebeam's Context, Input, Process, Product (CIPP) model of evaluation. The information gathering process included a…

Executive Functions Contribute Uniquely to Reading Competence in Minority Youth

PubMed Central

Jacobson, Lisa A.; Koriakin, Taylor; Lipkin, Paul; Boada, Richard; Frijters, Jan; Lovett, Maureen; Hill, Dina; Willcutt, Erik; Gottwald, Stephanie; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R.; Mahone, E. Mark

2018-01-01

Competent reading requires various skills beyond those for basic word reading (i.e., core language skills, rapid naming, phonological processing). Contributing “higher-level” or domain-general processes include information processing speed and executive functions (working memory, strategic problem solving, attentional switching). Research in this area has relied on largely Caucasian samples, with limited representation of children from racial or ethnic minority groups. This study examined contributions of executive skills to reading competence in 761 children of minority backgrounds. Hierarchical linear regressions examined unique contributions of executive functions (EF) to word reading, fluency, and comprehension. EF contributed uniquely to reading performance, over and above reading-related language skills; working memory contributed uniquely to all components of reading; while attentional switching, but not problem solving, contributed to isolated and contextual word reading and reading fluency. Problem solving uniquely predicted comprehension, suggesting that this skill may be especially important for reading comprehension in minority youth. Attentional switching may play a unique role in development of reading fluency in minority youth, perhaps as a result of the increased demand for switching between spoken versus written dialects. Findings have implications for educational and clinical practice with regard to reading instruction, remedial reading intervention, and assessment of individuals with reading difficulty. PMID:26755569

Teaching Information & Technology Skills: The Big6[TM] in Elementary Schools. Professional Growth Series.

ERIC Educational Resources Information Center

Eisenberg, Michael B.; Berkowitz, Robert E.

This book about using the Big6 information problem solving process model in elementary schools is organized into two parts. Providing an overview of the Big6 approach, Part 1 includes the following chapters: "Introduction: The Need," including the information problem, the Big6 and other process models, and teaching/learning the Big6;…

The Preparedness Web: Utilizing Regional Collaborative Networks for Homeland Security Preparedness

DTIC Science & Technology

2007-09-01

Hughes’ conflict strategies could then be used to develop methodologies for improved conflict management . 45 D. ORGANIZATIONAL CHANGE Emergency...has training in place to develop collaborative skills (e.g., conflict management , team process skills). * 2.3 (0.7) * 4 point scale; 1...included (a) knowledge of other agencies’ capabilities, (b) communication, (c) inter-agency trust and respect, and (d) conflict management . Further

The Storage and Transmission of Men's Non-Formal Skills in Working Class Communities: A Working Paper. NALL Working Paper.

ERIC Educational Resources Information Center

Smith, Dorothy E.

A descriptive study observed the transmission of manual job skills from older to younger men in working class communities in Ontario and the effects of massive downsizing in industrial plants on this process. Current as well as previous ethnographic research was used. Some of the outcomes of the continual downsizing included the following: (1) the…

17 CFR 202.190 - Public Company Accounting Oversight Board budget approval process.

Code of Federal Regulations, 2013 CFR

2013-04-01

... information technology projects; and (viii) A statement that the PCAOB has considered relative costs and..., processes, staff skills, information and other technologies, human resources, capital assets, and other... include, among others: personnel, training, recruiting and relocation expenses, information technology...

17 CFR 202.190 - Public Company Accounting Oversight Board budget approval process.

Code of Federal Regulations, 2014 CFR

2014-04-01

... information technology projects; and (viii) A statement that the PCAOB has considered relative costs and..., processes, staff skills, information and other technologies, human resources, capital assets, and other... include, among others: personnel, training, recruiting and relocation expenses, information technology...

The acquisition of inquiry skills and computer skills by 8th grade urban middle school students in a technology-supported environment

NASA Astrophysics Data System (ADS)

Ruffin, Monya Aisha

The evolution of increased global accessibility and dependency on computer technologies has revolutionized most aspects of everyday life, including a rapid transformation of 21st century schools. Current changes in education reflect the need for the integration of effective computer technologies in school curricula. The principal objective of this investigation was to examine the acquisition of computer skills and inquiry skills by urban eighth grade students in a technology-supported environment. The study specifically focused on students' ability to identify, understand, and work through the process of scientific inquiry, while also developing computer technology tool skills. The unique component of the study was its contextualization within a local historically significant setting---an African-American cemetery. Approximately seventy students, in a local middle school, participated in the five-week treatment. Students conducted research investigations on site and over the Internet, worked in collaborative groups, utilized technology labs, and received inquiry and computer technology instruction. A mixed method design employing quantitative and qualitative methods was used. Two pilot studies conducted in an after-school science club format helped sharpen the research question, data collection methods, and survey used in the school-based study. Complete sets of data from pre and post surveys and journals were collected from sixty students. Six students were randomly selected to participate in in-depth focus group interviews. Researcher observations and inferences were also included in the analysis. The research findings showed that, after the treatment, students: (a) acquired more inquiry skills and computer skills, (b) broadened their basic conceptual understanding and perspective about science, (c) engaged actively in a relevant learning process, (d) created tangible evidence of their inquiry skills and computer skills, and (e) recalled and retained more details about the inquiry process and the computer technology tools (when they attended at least 80% of the treatment sessions). The findings indicated that project-based, technology-supported experiences allowed students to learn content in an interdisciplinary way (building on culturally relevant local histories) and provided enjoyable learning opportunities for students and teachers. Participation in the treatment encouraged students to think beyond the technical aspects of technology and relate its relevancy and usefulness to solving scientific queries.

Cognitive Components of a Mathematical Processing Network in 9-Year-Old Children

ERIC Educational Resources Information Center

Szucs, Dénes; Devine, Amy; Soltesz, Fruzsina; Nobes, Alison; Gabriel, Florence

2014-01-01

We determined how various cognitive abilities, including several measures of a proposed domain-specific number sense, relate to mathematical competence in nearly 100 9-year-old children with normal reading skill. Results are consistent with an extended number processing network and suggest that important processing nodes of this network are…

Alaska Plants and Trees. Grade 3. Revised. Anchorage School District Elementary Science Program.

ERIC Educational Resources Information Center

Defendorf, Jean, Ed.

This unit includes 15 lessons on Alaskan plants and trees for third graders. It describes materials, supplementary materials including books and films, use of process skill terminology, unit objectives, vocabulary, background information (including the information source), field trip organization, succession, and major plants. Included are: (1)…

Profile of science process skills of Preservice Biology Teacher in General Biology Course

NASA Astrophysics Data System (ADS)

Susanti, R.; Anwar, Y.; Ermayanti

2018-04-01

This study aims to obtain portrayal images of science process skills among preservice biology teacher. This research took place in Sriwijaya University and involved 41 participants. To collect the data, this study used multiple choice test comprising 40 items to measure the mastery of science process skills. The data were then analyzed in descriptive manner. The results showed that communication aspect outperfomed the other skills with that 81%; while the lowest one was identifying variables and predicting (59%). In addition, basic science process skills was 72%; whereas for integrated skills was a bit lower, 67%. In general, the capability of doing science process skills varies among preservice biology teachers.

Using health communication best practices to develop a web-based provider-patient communication aid: the CONNECT study.

PubMed

Fleisher, Linda; Buzaglo, Joanne; Collins, Michael; Millard, Jennifer; Miller, Suzanne M; Egleston, Brian L; Solarino, Nicholas; Trinastic, Jonathan; Cegala, Donald J; Benson, Al B; Schulman, Kevin A; Weinfurt, Kevin P; Sulmasy, Daniel; Diefenbach, Michael A; Meropol, Neal J

2008-06-01

Although there is broad consensus that careful content vetting and user testing is important in the development of technology-based educational interventions, often these steps are overlooked. This paper highlights the development of a theory-guided, web-based communication aid (CONNECT), designed to facilitate treatment decision-making among patients with advanced cancer. The communication aid included an on-line survey, patient skills training module and an automated physician report. Development steps included: (1) evidence-based content development; (2) usability testing; (3) pilot testing; and (4) patient utilization and satisfaction. Usability testing identified some confusing directions and navigation for the on-line survey and validated the relevance of the "patient testimonials" in the skills module. Preliminary satisfaction from the implementation of the communication aid showed that 66% found the survey length reasonable and 70% found it helpful in talking with the physician. Seventy percent reported the skills module helpful and about half found it affected the consultation. Designing patient education interventions for translation into practice requires the integration of health communication best practice including user feedback along the developmental process. This developmental process can be translated to a broad array of community-based patient and provider educational interventions.

How to Classify the Diversity of Seventh Grade Students' Mathematical Process Skills: An Application of Latent Profile Analysis

ERIC Educational Resources Information Center

Kaosa-ard, Chanapat; Erawan, Waraporn; Damrongpanit, Suntonrapot; Suksawang, Poonpong

2015-01-01

The researcher applied latent profile analysis to study the difference of the students' mathematical process skill. These skills are problem solving skills, reasoning skills, communication and presentation skills, connection knowledge skills, and creativity skills. Samples were 2,485 seventh-grade students obtained from Multi-stage Random…

A Meta-Synthesis of Turkish Studies in Science Process Skills

ERIC Educational Resources Information Center

Yildirim, Murat; Çalik, Muammer; Özmen, Haluk

2016-01-01

This study thematically evaluates Turkish studies in science process skills (SPS) from 2000 to 2015. In looking for SPS studies, the authors entered the keywords "process skills, science process skills, science education and Turkey/Turkish" in well-known databases (i.e., Academic Search Complete, Education Research Complete, ERIC, and…

Improving Students’ Science Process Skills through Simple Computer Simulations on Linear Motion Conceptions

NASA Astrophysics Data System (ADS)

Siahaan, P.; Suryani, A.; Kaniawati, I.; Suhendi, E.; Samsudin, A.

2017-02-01

The purpose of this research is to identify the development of students’ science process skills (SPS) on linear motion concept by utilizing simple computer simulation. In order to simplify the learning process, the concept is able to be divided into three sub-concepts: 1) the definition of motion, 2) the uniform linear motion and 3) the uniformly accelerated motion. This research was administered via pre-experimental method with one group pretest-posttest design. The respondents which were involved in this research were 23 students of seventh grade in one of junior high schools in Bandung City. The improving process of students’ science process skill is examined based on normalized gain analysis from pretest and posttest scores for all sub-concepts. The result of this research shows that students’ science process skills are dramatically improved by 47% (moderate) on observation skill; 43% (moderate) on summarizing skill, 70% (high) on prediction skill, 44% (moderate) on communication skill and 49% (moderate) on classification skill. These results clarify that the utilizing simple computer simulations in physics learning is be able to improve overall science skills at moderate level.

Delegation--A Fundamental Management Process.

ERIC Educational Resources Information Center

Rees, Ruth

Administrators may employ delegation to perform work effectively, increase their own effectiveness, and advance the development of subordinates through job enrichment. The steps in the delegation process include task identification, assessment of skills necessary to execute the task, selection of the subordinate for the task, communication of the…

Reading component skills in dyslexia: word recognition, comprehension and processing speed.

PubMed

de Oliveira, Darlene G; da Silva, Patrícia B; Dias, Natália M; Seabra, Alessandra G; Macedo, Elizeu C

2014-01-01

The cognitive model of reading comprehension (RC) posits that RC is a result of the interaction between decoding and linguistic comprehension. Recently, the notion of decoding skill was expanded to include word recognition. In addition, some studies suggest that other skills could be integrated into this model, like processing speed, and have consistently indicated that this skill influences and is an important predictor of the main components of the model, such as vocabulary for comprehension and phonological awareness of word recognition. The following study evaluated the components of the RC model and predictive skills in children and adolescents with dyslexia. 40 children and adolescents (8-13 years) were divided in a Dyslexic Group (DG; 18 children, MA = 10.78, SD = 1.66) and control group (CG 22 children, MA = 10.59, SD = 1.86). All were students from the 2nd to 8th grade of elementary school and groups were equivalent in school grade, age, gender, and IQ. Oral and RC, word recognition, processing speed, picture naming, receptive vocabulary, and phonological awareness were assessed. There were no group differences regarding the accuracy in oral and RC, phonological awareness, naming, and vocabulary scores. DG performed worse than the CG in word recognition (general score and orthographic confusion items) and were slower in naming. Results corroborated the literature regarding word recognition and processing speed deficits in dyslexia. However, dyslexics can achieve normal scores on RC test. Data supports the importance of delimitation of different reading strategies embedded in the word recognition component. The role of processing speed in reading problems remain unclear.

[Effect of alcohol intake on the ability to pilot aircraft].

PubMed

Ushakov, I B; Egorov, S V

1996-01-01

During the initial 4 hours after alcohol intake at a dose of 1.9 g/kg aircraft operators displayed disturbances in the psychic processes and functions responsible for each (from information reception and processing up to decision-making and building-up the controlling actions) structural elements in their activity resulting in considerable limitation or a complete failure to pilot aircraft. Main disorders included inability to correctly analyse flight situation and loss of skills to automatically control simulator, a sudden depletion of psychophysiological reserves and deterioration of operator's reliability. Less elaborated professional skills appear to be the most vulnerable.

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.

Two Processes in Early Bimanual Motor Skill Learning

PubMed Central

Yeganeh Doost, Maral; Orban de Xivry, Jean-Jacques; Bihin, Benoît; Vandermeeren, Yves

2017-01-01

Most daily activities are bimanual and their efficient performance requires learning and retention of bimanual coordination. Despite in-depth knowledge of the various stages of motor skill learning in general, how new bimanual coordination control policies are established is still unclear. We designed a new cooperative bimanual task in which subjects had to move a cursor across a complex path (a circuit) as fast and as accurately as possible through coordinated bimanual movements. By looking at the transfer of the skill between different circuits and by looking at training with varying circuits, we identified two processes in early bimanual motor learning. Loss of performance due to the switch in circuit after 15 min of training amounted to 20%, which suggests that a significant portion of improvements in bimanual performance is specific to the used circuit (circuit-specific skill). In contrast, the loss of performance due to the switch in circuit was 5% after 4 min of training. This suggests that learning the new bimanual coordination control policy dominates early in the training and is independent of the used circuit. Finally, switching between two circuits throughout training did not affect the early stage of learning (i.e., the first few minutes), but did affect the later stage. Together, these results suggest that early bimanual motor skill learning includes two different processes. Learning the new bimanual coordination control policy predominates in the first minutes whereas circuit-specific skill improvements unfold later in parallel with further improvements in the bimanual coordination control policy. PMID:29326573

The development of an integrated assessment instrument for measuring analytical thinking and science process skills

NASA Astrophysics Data System (ADS)

Irwanto, Rohaeti, Eli; LFX, Endang Widjajanti; Suyanta

2017-05-01

This research aims to develop instrument and determine the characteristics of an integrated assessment instrument. This research uses 4-D model, which includes define, design, develop, and disseminate. The primary product is validated by expert judgment, tested it's readability by students, and assessed it's feasibility by chemistry teachers. This research involved 246 students of grade XI of four senior high schools in Yogyakarta, Indonesia. Data collection techniques include interview, questionnaire, and test. Data collection instruments include interview guideline, item validation sheet, users' response questionnaire, instrument readability questionnaire, and essay test. The results show that the integrated assessment instrument has Aiken validity value of 0.95. Item reliability was 0.99 and person reliability was 0.69. Teachers' response to the integrated assessment instrument is very good. Therefore, the integrated assessment instrument is feasible to be applied to measure the students' analytical thinking and science process skills.

Early Literacy and Numeracy Skills in Bilingual Minority Children: Toward a Relative Independence of Linguistic and Numerical Processing

PubMed Central

Bonifacci, Paola; Tobia, Valentina; Bernabini, Luca; Marzocchi, Gian Marco

2016-01-01

Many studies have suggested that the concept of “number” is relatively independent from linguistic skills, although an increasing number of studies suggest that language abilities may play a pivotal role in the development of arithmetic skills. The condition of bilingualism can offer a unique perspective into the role of linguistic competence in numerical development. The present study was aimed at evaluating the relationship between language skills and early numeracy through a multilevel investigation in monolingual and bilingual minority children attending preschool. The sample included 156 preschool children. Of these, 77 were bilingual minority children (mean age = 58.27 ± 5.90), and 79 were monolinguals (mean age = 58.45 ± 6.03). The study focused on three levels of analysis: group differences in language and number skills, concurrent linguistic predictors of early numeracy and, finally, profile analysis of linguistic skills in children with impaired vs. adequate numeracy skills. The results showed that, apart from the expected differences in linguistic measures, bilinguals differed from monolinguals in numerical skills with a verbal component, such as semantic knowledge of digits, but they did not differ in a pure non-verbal component such as quantity comparison. The multigroup structural equation model indicated that letter knowledge was a significant predictor of the verbal component of numeracy for both groups. Phonological awareness was a significant predictor of numeracy skills only in the monolingual group. Profile analysis showed that children with a selective weakness in the non-verbal component of numeracy had fully adequate verbal skills. Results from the present study suggest that only some specific components of language competence predict numerical processing, although linguistic proficiency may not be a prerequisite for developing adequate early numeracy skills. PMID:27458413

Communication skills training in orthopaedics.

PubMed

Lundine, Kristopher; Buckley, Richard; Hutchison, Carol; Lockyer, Jocelyn

2008-06-01

Communication skills play a key role in many aspects of both medical education and clinical patient care. The objectives of this study were to identify the key components of communication skills from the perspectives of both orthopaedic residents and their program directors and to understand how these skills are currently taught. This study utilized a mixed methods design. Quantitative data were collected with use of a thirty-item questionnaire distributed to all Canadian orthopaedic residents. Qualitative data were collected through focus groups with orthopaedic residents and semistructured interviews with orthopaedic program directors. One hundred and nineteen (37%) of 325 questionnaires were completed, twelve residents participated in two focus groups, and nine of sixteen program directors from across the country were interviewed. Both program directors and residents identified communication skills as being the accurate and appropriate use of language (i.e., content skills), not how the communication was presented (i.e., process skills). Perceived barriers to effective communication included time constraints and the need to adapt to the many personalities and types of people encountered daily in the hospital. Residents rarely have explicit training in communication skills. They rely on communication training implicitly taught through observation of their preceptors and clinical experience interacting with patients, peers, and other health-care professionals. Orthopaedic residents and program directors focus on content and flexibility within communication skills as well as on the importance of being concise. They value the development of communication skills in the clinical environment through experiential learning and role modeling. Education should focus on developing residents' process skills in communication. Care should be taken to avoid large-group didactic teaching sessions, which are perceived as ineffective.

Early Literacy and Numeracy Skills in Bilingual Minority Children: Toward a Relative Independence of Linguistic and Numerical Processing.

PubMed

Bonifacci, Paola; Tobia, Valentina; Bernabini, Luca; Marzocchi, Gian Marco

2016-01-01

Many studies have suggested that the concept of "number" is relatively independent from linguistic skills, although an increasing number of studies suggest that language abilities may play a pivotal role in the development of arithmetic skills. The condition of bilingualism can offer a unique perspective into the role of linguistic competence in numerical development. The present study was aimed at evaluating the relationship between language skills and early numeracy through a multilevel investigation in monolingual and bilingual minority children attending preschool. The sample included 156 preschool children. Of these, 77 were bilingual minority children (mean age = 58.27 ± 5.90), and 79 were monolinguals (mean age = 58.45 ± 6.03). The study focused on three levels of analysis: group differences in language and number skills, concurrent linguistic predictors of early numeracy and, finally, profile analysis of linguistic skills in children with impaired vs. adequate numeracy skills. The results showed that, apart from the expected differences in linguistic measures, bilinguals differed from monolinguals in numerical skills with a verbal component, such as semantic knowledge of digits, but they did not differ in a pure non-verbal component such as quantity comparison. The multigroup structural equation model indicated that letter knowledge was a significant predictor of the verbal component of numeracy for both groups. Phonological awareness was a significant predictor of numeracy skills only in the monolingual group. Profile analysis showed that children with a selective weakness in the non-verbal component of numeracy had fully adequate verbal skills. Results from the present study suggest that only some specific components of language competence predict numerical processing, although linguistic proficiency may not be a prerequisite for developing adequate early numeracy skills.

The Organizational Communication Consulting Spectrum.

ERIC Educational Resources Information Center

Tubbs, Stewart L.

Surveys of businesses and business managers indicate that developing communication skills within organizations is a priority. Communication consulting exists over a wide spectrum of activities that include guest speaking, conducting workshops, and conducting management training programs. These three processes can include a "canned program" that…

Libraries, the MAP, and Student Achievement.

ERIC Educational Resources Information Center

Jones, Cherri; Singer, Marietta; Miller, David W.; Makemson, Carroll; Elliott, Kara; Litsch, Diana; Irwin, Barbara; Hoemann, Cheryl; Elmore, Jennifer; Roe, Patty; Gregg, Diane; Needham, Joyce; Stanley, Jerri; Reinert, John; Holtz, Judy; Jenkins, Sandra; Giles, Paula

2002-01-01

Includes 17 articles that discuss the Missouri Assessment Program (MAP) and the role of school library media centers. Highlights include improving student achievement; improving student scores on the MAP; graphic organizers; programs for volunteer student library workers; research process; research skills; reading initiatives; collaborative…

Recasting Education and Research Processes for Mutual Student/Faculty Benefits.

ERIC Educational Resources Information Center

Grahn, Joyce; Swenson, David

1998-01-01

Barriers to implementing market research in business classes can be eliminated by using the Internet. Advantages include speed, low cost, and potential for a wider target audience. Limitations include the need for computer skills and potential for biased samples. (SK)

Science at Your Fingertips.

ERIC Educational Resources Information Center

Gillespie, D. Craig

1984-01-01

Offers various strategies in which students use fingerprints to help sharpen their science process skills. Includes directions for making fingerprints using just ink and paper and suggestions for additional activities. These include making "prints" from other body parts and from such objects as automobile tires. (JN)

Fostering professional formation in residency: development and evaluation of the "forum" seminar series.

PubMed

Nothnagle, Melissa; Reis, Shmuel; Goldman, Roberta E; Anandarajah, Gowri

2014-01-01

Residency training is a critical time for physicians' professional formation. However, few structured interventions exist to support residents in this transformative process of integrating personal and professional values, a process that is essential to physician identity formation and preservation of core values such as service and compassion. The authors created a seminar series, the "Forum," to support resident professional formation and address the hidden curriculum as part of a larger intervention to support self-directed learning skills such as goal setting and reflection. Ninety-minute sessions with senior residents and faculty held every other month include opportunities for individual reflection, small- and large-group discussion, and brief didactic components focused on skills such as teaching and leadership. The qualitative program evaluation included analyses of individual semistructured interviews with resident and faculty participants from 2008 to 2011 and of notes recorded by an observer during the 1st year's sessions. Residents appreciated the focus on relevant issues, presence of faculty, opportunities for reflection and interactivity, and inclusion of practical skills. Effects attributed to the Forum included gaining practical skills, feeling a deeper connection to one another and a sense of community, and recognizing progress in their own professional development and growth. Elements described in the literature as essential to professional formation, including encouraging reflection, use of narrative, role modeling, addressing the hidden curriculum, and fostering an authentic community, were recognized by participants as integral to the Forum's success. A group forum for reflection and discussion with peers and role models, tailored to local needs, offers an effective structure to foster professional formation in residency.

[The formation of the self-maintenance skills in the pre-school children presenting with locomotor and coordination disorders].

PubMed

Poletaeva-Dubrovina, N A; Burkova, A M

2016-01-01

The Ministry of Health of the Russian Federation acknowledges the sharp rise in the prevalence of congenital malformation in this country during the past 30 years. In 2010-2011, this pathology was estimated to occur in 3% of the children. It includes a variety of locomotor and coordination disorders of which the most widespread are infantile cerebral paralysis, ataxia, consequences of perinatal lesions of the central nervous system, etc. This article contains a detailed description of these locomotor and coordination disorders. The objective of the present work was to elaborate and evaluate the program for the formation of the self-maintenance skills in the pre-school children presenting with locomotor and coordination disorders under conditions of family guidance and education. The study was carried out from September 2013 till May 2014 based at MUP DOD "Semeiny klub Nadezhda" ("The Hope Family Club", Municipal unitary facility for children's additional education) and supported by B.N. El'tsin Ural Federal University. It included 10 children suffering from locomotor and coordination disorders of different severity and members of their families. The following methods were used: the self-service skills scorecard , monitoring formation of the motor skills, and Wilcoxon's T-test. The use of the program based on the cooperation with the children's families allowed to achieve positive dynamics in the patients' conditions. Moreover, 30% of them acquired the full scope of the self-maintenance skills. The most pronounced changes in the motor abilities were apparent in the movements of the upper and lower extremitis, walking, and motion in space. The proposed program for the formation of the self-maintenance skills in the pre-school children presenting with locomotor and coordination disorders proved to be highly efficacious. The study has demonstrated the importance of the parents' involvement in the process of formation of the self-maintenance skills and motor abilities. It is concluded that the formation of the self-maintenance skills and locomotor abilities are two interdependent processes.

Addressing the "other" health literacy competencies--knowledge, dispositions, and oral/aural communication: development of TALKDOC, an intervention assessment tool.

PubMed

Helitzer, Deborah; Hollis, Christine; Sanders, Margaret; Roybal, Suzanne

2012-01-01

Most health literacy assessments evaluate literacy skills including reading, writing; numeracy and interpretation of tables, graphs, diagrams and charts. Some assess understanding of health systems, and the ability to adequately apply one's skills to specific health-related tasks or demands in health situations. However, to achieve functional health literacy, the ability to "obtain, process, and understand basic health information and services needed to make appropriate health decisions," other health literacy dimensions should be assessed: a person's knowledge and attitudes about a health issue affects his or her ability to and interest in participating in his or her own care. In patient care settings, the abilities to listen, ask questions and check one's understanding are crucial to making appropriate decisions and carrying out instructions. Although literacy is a skill associated with educational attainment and therefore difficult to change in a short time, health education interventions can address health literacy domains such as knowledge, attitudes and oral communication skills. For this reason, an instrument that can assess these constructs is a valuable part of a health educator's toolbox. The authors describe the development and process and outcomes of testing a novel instrument targeted to assess HPV and cervical cancer health literacy competencies, TALKDOC, including its validation with the Health Activities Literacy Scale.

The Skill Development Processes of Apprenticeship.

ERIC Educational Resources Information Center

Wolek, Francis W.

1999-01-01

Case studies of apprenticeship in the Japanese tea ceremony, traditional crafts, and strategic thinking illustrate novices' growth in internal knowledge through reflective practice of skilled processes. As skilled experts, adult educators are engaged in continually improving the skilled processes they model. (SK)

What basic number processing measures in kindergarten explain unique variability in first-grade arithmetic proficiency?

PubMed

Bartelet, Dimona; Vaessen, Anniek; Blomert, Leo; Ansari, Daniel

2014-01-01

Relations between children's mathematics achievement and their basic number processing skills have been reported in both cross-sectional and longitudinal studies. Yet, some key questions are currently unresolved, including which kindergarten skills uniquely predict children's arithmetic fluency during the first year of formal schooling and the degree to which predictors are contingent on children's level of arithmetic proficiency. The current study assessed kindergarteners' non-symbolic and symbolic number processing efficiency. In addition, the contribution of children's underlying magnitude representations to differences in arithmetic achievement was assessed. Subsequently, in January of Grade 1, their arithmetic proficiency was assessed. Hierarchical regression analysis revealed that children's efficiency to compare digits, count, and estimate numerosities uniquely predicted arithmetic differences above and beyond the non-numerical factors included. Moreover, quantile regression analysis indicated that symbolic number processing efficiency was consistently a significant predictor of arithmetic achievement scores regardless of children's level of arithmetic proficiency, whereas their non-symbolic number processing efficiency was not. Finally, none of the task-specific effects indexing children's representational precision was significantly associated with arithmetic fluency. The implications of the results are 2-fold. First, the findings indicate that children's efficiency to process symbols is important for the development of their arithmetic fluency in Grade 1 above and beyond the influence of non-numerical factors. Second, the impact of children's non-symbolic number processing skills does not depend on their arithmetic achievement level given that they are selected from a nonclinical population. Copyright © 2013 Elsevier Inc. All rights reserved.

Developing Worksheet (LKS) Base on Process Skills in Curriculum 2013 at Elementary School Grade IV,V,VI

NASA Astrophysics Data System (ADS)

Subhan, M.; Oktolita, N.; Kn, M.

2018-04-01

The Lacks of students' skills in the learning process is due to lacks of exercises in the form of LKS. In the curriculum of 2013, there is no LKS as a companion to improve the students' skills. In order to solve those problem, it is necessary to develop LKS based on process skills as a teaching material to improve students' process skills. The purpose of this study is to develop LKS Process Skills based elementary school grade IV, V, VI which is integrated by process skill. The development of LKS can be used to develop the thematic process skills of elementary school students grade IV, V, VI based on curriculum 2013. The expected long-term goal is to produce teaching materials LKS Process Skill based of Thematic learning that is able to develop the process skill of elementary school students grade IV, V, VI. This development research refers to the steps developed by Borg & Gall (1983). The development process is carried out through 10 stages: preliminary research and gathering information, planning, draft development, initial test (limited trial), first product revision, final trial (field trial), product operational revision, Desemination and implementation. The limited subject of the this research is the students of SDN in Dharmasraya grade IV, V, VI. The field trial subjects in the experimental class are the students of SDN Dharmasraya grade IV, V, VI who have implemented the curriculum 2013. The data are collected by using LKS validation sheets, process skill observation sheets, and Thematic learning test (pre-test And post-test). The result of LKS development on the validity score is 81.70 (very valid), on practical score is 83.94 (very practical), and on effectiveness score is 86.67 (very effective). In the trial step the use of LKS using One Group Pretest-Posttest Design research design. The purpose of this trial is to know the effectiveness level of LKS result of development for improving the process skill of students in grade IV, V, and VI of elementary school. The data collection in this research uses the test result sheet of the process skill through pre-test and post-test. Observation results were analyzed with SPSS 16.0 software. The Result of analysis learning process of student skill of Sig value. (2-tailed) (0,000) <α (0.005) then H0 is rejected. There is a significant difference to the development of process skills between students using LKS with students who do not use LKS. It can be concluded that LKS have accuracy, ease and can improve result learn on aspect of skill process of student of grade IV, V and VI elementary school.

Post-processing ECMWF precipitation and temperature ensemble reforecasts for operational hydrologic forecasting at various spatial scales

NASA Astrophysics Data System (ADS)

Verkade, J. S.; Brown, J. D.; Reggiani, P.; Weerts, A. H.

2013-09-01

The ECMWF temperature and precipitation ensemble reforecasts are evaluated for biases in the mean, spread and forecast probabilities, and how these biases propagate to streamflow ensemble forecasts. The forcing ensembles are subsequently post-processed to reduce bias and increase skill, and to investigate whether this leads to improved streamflow ensemble forecasts. Multiple post-processing techniques are used: quantile-to-quantile transform, linear regression with an assumption of bivariate normality and logistic regression. Both the raw and post-processed ensembles are run through a hydrologic model of the river Rhine to create streamflow ensembles. The results are compared using multiple verification metrics and skill scores: relative mean error, Brier skill score and its decompositions, mean continuous ranked probability skill score and its decomposition, and the ROC score. Verification of the streamflow ensembles is performed at multiple spatial scales: relatively small headwater basins, large tributaries and the Rhine outlet at Lobith. The streamflow ensembles are verified against simulated streamflow, in order to isolate the effects of biases in the forcing ensembles and any improvements therein. The results indicate that the forcing ensembles contain significant biases, and that these cascade to the streamflow ensembles. Some of the bias in the forcing ensembles is unconditional in nature; this was resolved by a simple quantile-to-quantile transform. Improvements in conditional bias and skill of the forcing ensembles vary with forecast lead time, amount, and spatial scale, but are generally moderate. The translation to streamflow forecast skill is further muted, and several explanations are considered, including limitations in the modelling of the space-time covariability of the forcing ensembles and the presence of storages.

Empowerment of Metacognitive Skills through Development of Instructional Materials on the Topic of Hydrolysis and Buffer Solutions

NASA Astrophysics Data System (ADS)

Azizah, U.; Nasrudin, H.

2018-01-01

Metacognitive skills are one of the high-level thinking skills that pre-service teachers need in chemistry problem-solving. Metacognitive skills that empowered in learning focuses on how pre-service teachers participate in designing what was to be learned, monitor the progress of learning outcomes, and assess what has been learned in solving problems. The purpose of this research was (1) describe how pre-service teachers empowering metacognitive skills using developed instructional materials, and (2) describe the pre-service teacher’s response to the learning process. The research involved 22 pre-service teachers in Chemistry Education Program Universitas Negeri Surabaya, Indonesia. The design of this research was a pre-experimental research with One Group Pretest-Posttest Design. The data of the research was analyzed by quantitative descriptive. The result of the research that: (1) performance of metacognitive skills pre-service teachers have high and very high criteria in learning chemistry on each indicator includes goal setting, identify the known knowledge, determining the learning strategies, monitoring the relevance of knowledge which has been owned with learning strategies are used, monitoring the achievement of the goal in the making conclusions, and evaluating the process and outcomes of thinking, and (2) most of the pre-service teachers are willing to join to this teaching-learning activity.

Examining Chemistry Students Visual-Perceptual Skills Using the VSCS tool and Interview Data

NASA Astrophysics Data System (ADS)

Christian, Caroline

The Visual-Spatial Chemistry Specific (VSCS) assessment tool was developed to test students' visual-perceptual skills, which are required to form a mental image of an object. The VSCS was designed around the theoretical framework of Rochford and Archer that provides eight distinct and well-defined visual-perceptual skills with identified problems students might have with each skill set. Factor analysis was used to analyze the results during the validation process of the VSCS. Results showed that the eight factors could not be separated from each other, but instead two factors emerged as significant to the data. These two factors have been defined and described as a general visual-perceptual skill (factor 1) and a skill that adds on a second level of complexity by involving multiple viewpoints such as changing frames of reference. The questions included in the factor analysis were bolstered by the addition of an item response theory (IRT) analysis. Interviews were also conducted with twenty novice students to test face validity of the tool, and to document student approaches at solving visualization problems of this type. Students used five main physical resources or processes to solve the questions, but the resource that was the most successful was handling or building a physical representation of an object.

Graduation, Graduate School Attendance, and Investments in College Training.

ERIC Educational Resources Information Center

Perl, Lewis J.

It has often been suggested by economists and other social scientists that the educational system may conveniently be viewed as a production process. The primary output of this process is an increase in the student's stock of knowledge and skill, and the inputs to the process including the student's time (the productivity of which depends upon a…

Process Induction: Researching Skills Development across the Social Studies Curriculum. Middle Grades.

ERIC Educational Resources Information Center

Peters, Richard O.

This document discusses the use of process induction and the proactive action model to teach research skills across the social studies curriculum. Process induction is the ability of an individual to transfer schema related knowledge and skills to other situations and settings, to use knowledge and process skills in new and diverse instances to…

Integrating Process Skills Instruction into the Traditional Science Curriculum.

ERIC Educational Resources Information Center

Radford, David L.

The study of science involves learning the processes of science as well as its content. The recent revival of interest in developing thinking skills has encouraged added emphasis on process skills instruction. A science teacher wanting to add instruction of process skills is faced with several problems: (1) texts and lab manuals are not likely to…

Experimental Methods in Reduced-gravity Soldering Research

NASA Technical Reports Server (NTRS)

Pettegrew, Richard D.; Struk, Peter M.; Watson, John K.; Haylett, Daniel R.

2002-01-01

The National Center for Microgravity Research, NASA Glenn Research Center, and NASA Johnson Space Center are conducting an experimental program to explore the influence of reduced gravity environments on the soldering process. An improved understanding of the effects of the acceleration environment is important to application of soldering during current and future human space missions. Solder joint characteristics that are being considered include solder fillet geometry, porosity, and microstructural features. Both through-hole and surface mounted devices are being investigated. This paper focuses on the experimental methodology employed in this project and the results of macroscopic sample examination. The specific soldering process, sample configurations, materials, and equipment were selected to be consistent with those currently on-orbit. Other apparatus was incorporated to meet requirements imposed by operation onboard NASA's KC-135 research aircraft and instrumentation was provided to monitor both the atmospheric and acceleration environments. The contingent of test operators was selected to include both highly skilled technicians and less skilled individuals to provide a population cross-section that would be representative of the skill mix that might be encountered in space mission crews.

Technical and Soft Skills Expectations During the Transition from Recent Graduate to New Hire

NASA Astrophysics Data System (ADS)

Keane, C. M.

2001-12-01

Employer-applicant skill compatibility represents a major component of the career development process, particularly for new entrants to the job market. Newly minted geoscientists largely bring a distinct set of skills learned during their formal education and training, which combined with a broader view of the person are evaluated for career potential in today's major employers. University departments possess a strong view of their role in educating future geoscientists, including the skill sets imparted, the basis of education provided, and the expectation for how their students will evolve into colleagues in the profession. Regretfully, based on numerous surveys by both the American Geological Institute's Human Resources program and other independent studies, the formally transferred skills and expectations do not necessarily match those of many geoscience employers. While academia has increased its focus on increasing technical skills and greater specialization, most geoscience employers have further increased the technology gap between themselves and academia, leading most employers to seek broadly trained and well-educated graduates. Additionally, soft skills represent an area of major disagreement between what is considered important and what is considered feasible in a formal education. While debate continues both within industry and academia over the ideal set of soft skills, the great variance in soft skill demands lead to better opportunities for matching of graduate to employer. This debate further enhances the ongoing discussion of the role of the university, the importance of employer needs, and the health of the geoscience discipline within society. Fundamentally, the hiring and career development process remains as sequence of compromises for both the employer and the recent graduate.

Content analysis of science material in junior school-based inquiry and science process skills

NASA Astrophysics Data System (ADS)

Patonah, S.; Nuvitalia, D.; Saptaningrum, E.

2018-03-01

The purpose of this research is to obtain the characteristic map of science material content in Junior School which can be optimized using inquiry learning model to tone the science process skill. The research method used in the form of qualitative research on SMP science curriculum document in Indonesia. Documents are reviewed on the basis of the basic competencies of each level as well as their potential to trace the skills of the science process using inquiry learning models. The review was conducted by the research team. The results obtained, science process skills in grade 7 have the potential to be trained using the model of inquiry learning by 74%, 8th grade by 83%, and grade 9 by 75%. For the dominant process skills in each chapter and each level is the observing skill. Follow-up research is used to develop instructional inquiry tools to trace the skills of the science process.

Mathematics Teachers and Curriculum Renewal - A Process of Change and Growth.

ERIC Educational Resources Information Center

Lovitt, Charles; And Others

1985-01-01

Accompanying curriculum renewal efforts in Australia is the need of teachers to increase their repertoire of skills. Strategies supporting the process of change are discussed, including developing a bank of exemplary lessons and a structured environment for testing such lessons. Three examples of school projects are described. (MNS)

Evaluating the Child Care Director: The Collaborative Professional Assessment Process.

ERIC Educational Resources Information Center

Freeman, Nancy K.; Brown, Mac H.

2000-01-01

Describes the Collaborative Professional Assessment Process (CPAP) to guide the evaluation of the director of early childhood programs. Examines the assumptions upon which the CPAP is based. Lists the management skills and leadership abilities of successful child care directors. Includes the Director Self-Evaluation form and a program evaluation…

The effectiveness of return-to-work interventions that incorporate work-focused problem-solving skills for workers with sickness absences related to mental disorders: a systematic literature review.

PubMed

Dewa, Carolyn S; Loong, Desmond; Bonato, Sarah; Joosen, Margot C W

2015-06-15

This paper reviews the current state of the published peer-reviewed literature related to return-to-work (RTW) interventions that incorporate work-related problem-solving skills for workers with sickness absences related to mental disorders. It addresses the question: What is the evidence for the effectiveness of these RTW interventions? Using a multiphase screening process, this systematic literature review was based on publically available peer-reviewed studies. Five electronic databases were searched: (1) Medline Current, (2) Medline In-process, (3) PsycINFO, (4) Econlit and (5) Web of Science. The focus was on RTW interventions for workers with medically certified sickness absences related to mental disorders. Workers with medically certified sickness absences related to mental disorders. RTW intervention included work-focused problem-solving skills. RTW rates and length of sickness absences. There were 4709 unique citations identified. Of these, eight articles representing a total of six studies were included in the review. In terms of bias avoidance, two of the six studies were rated as excellent, two as good and two as weak. Five studies were from the Netherlands; one was from Norway. There was variability among the studies with regard to RTW findings. Two of three studies reported significant differences in RTW rates between the intervention and control groups. One of six studies observed a significant difference in sickness absence duration between intervention and control groups. There is limited evidence that combinations of interventions that include work-related problem-solving skills are effective in RTW outcomes. The evidence could be strengthened if future studies included more detailed examinations of intervention adherence and changes in problem-solving skills. Future studies should also examine the long-term effects of problem-solving skills on sickness absence recurrence and work productivity. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Problem-solving skills appraisal mediates hardiness and suicidal ideation among malaysian undergraduate students.

PubMed

Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah

2015-01-01

Recent evidence suggests that suicidal ideation is increased among university students, it is essential to increase our knowledge concerning the etiology of suicidal ideation among university students. This study was conducted to examine the relationships between problem-solving skills appraisal, hardiness, and suicidal ideation among university students. In addition, this study was conducted to examine problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) as a potential mediator between hardiness and suicidal ideation. The participants consisted of 500 undergraduate students from Malaysian public universities. Structural Equation Modelling (SEM) estimated that undergraduate students with lower hardiness, poor problem-solving confidence, external personal control of emotion, and avoiding style was associated with higher suicidal ideation. Problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) partially mediated the relationship between hardiness and suicidal ideation. These findings underline the importance of studying mediating processes that explain how hardiness affects suicidal ideation.

Residential immersive life skills programs for youth with disabilities: service providers' perceptions of change processes.

PubMed

King, Gillian; McPherson, Amy; Kingsnorth, Shauna; Stewart, Debra; Glencross-Eimantas, Tanya; Jones-Galley, Kimberlea; Morrison, Andrea; Isihi, Ana Maria; Gorter, Jan Willem

2015-05-01

Residential immersive life skills (RILS) programs are designed to equip youth with physical disabilities with the foundational life skills required to assume adult roles. The objective was to determine RILS service providers' perceptions of the active ingredients of the intervention change process. Thirty-seven service providers from various disciplines completed measures to assess expertise status and participated in qualitative interviews. Qualitative themes were derived, and similarities and differences in themes were identified for blinded groups of novices, intermediates, and experts. The three main themes, reflecting change processes, were: (a) creating a supportive program atmosphere with multiple opportunities for learning, (b) using strategies to support, encourage, and engage youth, and (c) intentionally fostering youth experiences of skill development, social interaction, and pride in accomplishment. In contrast to the novices, experts displayed a more holistic perspective and paid attention to higher-order issues such as providing opportunities and enabling youth. The findings indicate how RILS service providers work to create a program atmosphere and employ strategies to intentionally foster particular youth experiences. The findings explicate service providers' theories of practice, the intentional design of RILS program environments to bring about client change, and the value of service provider expertise. Implications for Rehabilitation Service providers of youth independence-oriented life skills programs can intentionally create a learning-oriented and supportive program atmosphere by using non-directive, coaching/guiding, and engagement strategies Youth experiences of skill development, shared experience with others, and pride in accomplishment can be cultivated by providing a range of learning opportunities, including choice making, problem-solving, and skill mastery Compared to more novice service providers, experts discussed managing the program conditions and context, creating opportunities for choice and new experiences, and adopting a facilitating and enabling role (coaching and capitalizing on teachable moments).

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.

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…

Development of Components of Reading Skill.

ERIC Educational Resources Information Center

Curtis, Mary E.

1980-01-01

Verbal coding and listening comprehension ability differed among skilled and less skilled readers in second, third, and fifth grades. As verbal coding speed increased, comprehension skill became the more important predictor of reading skill. Apparently, verbal coding processes, which are slow, inhibit other reading processes. (Author/CP)

Cognitive skills training in digital era: A paradigm shift in surgical education using the TaTME model.

PubMed

Knol, Joep; Keller, Deborah S

2018-04-30

Surgical competence is a complex, multifactorial process, requiring ample time and training. Optimal training is based on acquiring knowledge and psychomotor and cognitive skills. Practicing surgical skills is one of the most crucial tasks for both the novice surgeon learning new procedures and surgeons already in practice learning new techniques. Focus is placed on teaching traditional technical skills, but the importance of cognitive skills cannot be underestimated. Cognitive skills allow recognizing environmental cues to improve technical performance including situational awareness, mental readiness, risk assessment, anticipating problems, decision-making, adaptation, and flexibility, and may also accelerate the trainee's understanding of a procedure, formalize the steps being practiced, and reduce the overall training time to become technically proficient. The introduction and implementation of the transanal total mesorectal excision (TaTME) into practice may be the best demonstration of this new model of teaching and training, including pre-training, course attendance, and post-course guidance on technical and cognitive skills. To date, the TaTME framework has been the ideal model for structured training to ensure safe implementation. Further development of metrics to grade successful learning and assessment of long term outcomes with the new pathway will confirm the success of this training model. Copyright © 2018 Royal College of Surgeons of Edinburgh (Scottish charity number SC005317) and Royal College of Surgeons in Ireland. All rights reserved.

Universal Skills and Competencies for Geoscientists

NASA Astrophysics Data System (ADS)

Mosher, S.

2015-12-01

Geoscience students worldwide face a changing future workforce, but all geoscience work has universal cross-cutting skills and competencies that are critical for success. A recent Geoscience Employers Workshop, and employers' input on the "Future of Undergraduate Geoscience Education" survey, identified three major areas. Geoscience work requires spatial and temporal (3D & 4D) thinking, understanding that the Earth is a system of interacting parts and processes, and geoscience reasoning and synthesis. Thus, students need to be able to solve problems in the context of an open and dynamic system, recognizing that most geoscience problems have no clear, unambiguous answers. Students must learn to manage uncertainty, work by analogy and inference, and make predations with limited data. Being able to visualize and solve problems in 3D, incorporate the element of time, and understand scale is critical. Additionally students must learn how to tackle problems using real data, including understand the problems' context, identify appropriate questions to ask, and determine how to proceed. Geoscience work requires integration of quantitative, technical, and computational skills and the ability to be intellectually flexible in applying skills to new situations. Students need experience using high-level math and computational methods to solve geoscience problems, including probability and statistics to understand risk. Increasingly important is the ability to use "Big Data", GIS, visualization and modeling tools. Employers also agree a strong field component in geoscience education is important. Success as a geoscientist also requires non-technical skills. Because most work environments involve working on projects with a diverse team, students need experience with project management in team settings, including goal setting, conflict resolution, time management and being both leader and follower. Written and verbal scientific communication, as well as public speaking and listening skills, are important. Success also depends on interpersonal skills and professionalism, including business acumen, risk management, ethical conduct, and leadership. A global perspective is increasingly important, including cultural literacy and understanding societal relevance.

Integrating evidence-based practice and information literacy skills in teaching physical and occupational therapy students.

PubMed

Boruff, Jill T; Thomas, Aliki

2011-12-01

To ensure that physical and occupational therapy graduates develop evidence-based practice (EBP) competencies, their academic training must promote EBP skills, such as posing a clinical question and retrieving relevant literature, and the information literacy skills needed to practice these EBP skills. This article describes the collaborative process and outcome of integrating EBP and information literacy early in a professional physical therapy and occupational therapy programme. The liaison librarian and a faculty member designed an instructional activity that included a lecture, workshop and assignment that integrated EBP skills and information literacy skills in the first year of the programme. The assignment was designed to assess students' ability to conduct a search independently. The lecture and workshop were successful in their objectives, as 101 of the 104 students received at least 8 out of 10 points on the search assignment. The teaching activities developed for the students in this course appear to have achieved the goal of teaching students the EBP research cycle so that they might begin to emulate it. The collaboration between the faculty member and the librarian was integral to the success of this endeavour. Future work will include the evaluation of students' long-term retention of information literacy objectives. © 2011 The authors. Health Information and Libraries Journal © 2011 Health Libraries Group.

Practical implications of pre-employment nurse assessments.

PubMed

Kuthy, James E; Ramon, Cheree; Gonzalez, Ronald; Biddle, Dan A

2013-01-01

Hiring nurses is a difficult task that can have serious repercussions for medical facilities. If nurses without proper skills are hired, patients can suffer from insufficient quality of care and potentially life-threatening conditions. Nurse applicants' technical knowledge is extremely important to avoid negative outcomes; however, there are soft skills that factor into their success, such as bedside manner, personality, communication, and decision making. In order for medical facilities to select and maintain high-performing nurse staff, hiring managers must incorporate evaluations for these types of skills in their hiring process. The current study focused on using content/criterion-related validation design to create assessments by which nurse applicants can be evaluated for both technical knowledge/skills and soft skills. The study included participation of more than 876 nursing staff members. To rank applicants on divergent skills, 3 assessment types were investigated, resulting in the creation of an assessment with 3 components. The clinical, situational, and behavioral components that were created measure applicants' job knowledge, interpersonal competency in medical facility-related situations, and aspects of personality and behavior, respectively. Results indicate that using the assessment can predict 45% of a nurse applicant's future job performance. Practical implications include hiring and maintaining a higher quality of nurses and decreased hiring costs.

42 CFR 455.101 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-10-01

..., XVIII, or XX of the Act. This includes: (a) Any hospital, skilled nursing facility, home health agency... established under title V or title XX of the Act. Fiscal agent means a contractor that processes or pays...

Using Health Communication Best Practices to Develop a Web-Based Provider-Patient Communication Aid: The CONNECT™ Study

PubMed Central

Fleisher, Linda; Buzaglo, Joanne; Collins, Michael; Millard, Jennifer; Miller, Suzanne M.; Egleston, Brian L.; Solarino, Nicholas; Trinastic, Jonathan; Cegala, Donald J.; Benson, Al B.; Schulman, Kevin A.; Weinfurt, Kevin P.; Sulmasy, Daniel; Diefenbach, Michael A.; Meropol, Neal J.

2008-01-01

Objective Although there is broad consensus that careful content vetting and user testing is important in the development of technology-based educational interventions, often these steps are overlooked. This paper highlights the development of a theory-guided, web-based communication aid (CONNECT™), designed to facilitate treatment decision making among patients with advanced cancer. Methods The communication aid included an online survey, patient skills training module and an automated physician report. Development steps included: 1) evidence-based content development, 2) usability testing, 3) pilot testing, and 4) patient utilization and satisfaction. Results Usability testing identified some confusing directions and navigation for the on-line survey and validated the relevance of the “patient testimonials” in the skills module. Preliminary satisfaction from the implementation of the communication aid showed that 66% found the survey length reasonable and 70% found it helpful in talking with the physician. Seventy percent reported the skills module helpful and about half found it affected the consultation. Conclusion Designing patient education interventions for translation into practice requires the integration of health communication best practice including user feedback along the developmental process. Practice Implications This developmental process can be translated to a broad array of community based patient and provider educational interventions. PMID:18417312

The Relationship between Motor Skills, Perceived Social Support, and Internalizing Problems in a Community Adolescent Sample.

PubMed

Mancini, Vincent O; Rigoli, Daniela; Heritage, Brody; Roberts, Lynne D; Piek, Jan P

2016-01-01

Poor motor skills are associated with a range of psychosocial consequences, including internalizing (anxious and depressive) symptoms. The Elaborated Environmental Stress Hypothesis provides a causal framework to explain this association. The framework posits that motor skills impact internalizing problems through an indirect effect via perceived social support. However, empirical evaluation is required. We examined whether motor skills had an indirect effect on anxious and depressive symptoms via perceived family support domains. This study used a community sample of 93 adolescents (12-16 years). Participants completed measures of motor skills, perceived social support across three dimensions (family, friend, and significant other), depressive symptoms, and anxious symptoms. Age, gender, verbal IQ, and ADHD symptoms were included as control variables. Regression analysis using PROCESS revealed that motor skills had an indirect effect on depressive symptoms via perceived family support, but not by perceived friend support or significant other support. The negative association between motor skills and anxious symptoms was not mediated by any perceived social support domain. Findings are consistent with previous literature indicating an association between motor skills and internalizing problems. However, we identified a different pattern of relationships across anxious and depressive symptoms. While anxiety and depressive symptoms were highly correlated, motor skills had an indirect effect on depressive symptoms via perceived family support only. Our findings highlight the importance of family support as a potential protective factor in the onset of depressive symptoms. This study provides partial support for the Elaborated Environmental Stress Hypothesis, however further research is required.

The Relationship between Motor Skills, Perceived Social Support, and Internalizing Problems in a Community Adolescent Sample

PubMed Central

Mancini, Vincent O.; Rigoli, Daniela; Heritage, Brody; Roberts, Lynne D.; Piek, Jan P.

2016-01-01

Objectives: Poor motor skills are associated with a range of psychosocial consequences, including internalizing (anxious and depressive) symptoms. The Elaborated Environmental Stress Hypothesis provides a causal framework to explain this association. The framework posits that motor skills impact internalizing problems through an indirect effect via perceived social support. However, empirical evaluation is required. We examined whether motor skills had an indirect effect on anxious and depressive symptoms via perceived family support domains. Methods: This study used a community sample of 93 adolescents (12–16 years). Participants completed measures of motor skills, perceived social support across three dimensions (family, friend, and significant other), depressive symptoms, and anxious symptoms. Age, gender, verbal IQ, and ADHD symptoms were included as control variables. Results: Regression analysis using PROCESS revealed that motor skills had an indirect effect on depressive symptoms via perceived family support, but not by perceived friend support or significant other support. The negative association between motor skills and anxious symptoms was not mediated by any perceived social support domain. Conclusions: Findings are consistent with previous literature indicating an association between motor skills and internalizing problems. However, we identified a different pattern of relationships across anxious and depressive symptoms. While anxiety and depressive symptoms were highly correlated, motor skills had an indirect effect on depressive symptoms via perceived family support only. Our findings highlight the importance of family support as a potential protective factor in the onset of depressive symptoms. This study provides partial support for the Elaborated Environmental Stress Hypothesis, however further research is required. PMID:27148149

Teaching the process of science: faculty perceptions and an effective methodology.

PubMed

Coil, David; Wenderoth, Mary Pat; Cunningham, Matthew; Dirks, Clarissa

2010-01-01

Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy.

Teaching the Process of Science: Faculty Perceptions and an Effective Methodology

PubMed Central

Coil, David; Wenderoth, Mary Pat; Cunningham, Matthew

2010-01-01

Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy. PMID:21123699

Memory Skills of Deaf Learners: Implications and Applications

ERIC Educational Resources Information Center

Hamilton, Harley

2011-01-01

This paper will review research on working memory and short-term memory abilities of deaf individuals delineating strengths and weaknesses. The areas of memory reviewed include weaknesses such as sequential recall, processing speed, attention, and memory load. Strengths include free recall, visuospatial recall, imagery and dual encoding.…

Including Critical Thinking and Problem Solving in Physical Education

ERIC Educational Resources Information Center

Pill, Shane; SueSee, Brendan

2017-01-01

Many physical education curriculum frameworks include statements about the inclusion of critical inquiry processes and the development of creativity and problem-solving skills. The learning environment created by physical education can encourage or limit the application and development of the learners' cognitive resources for critical and creative…

Determining Content Validity for the Transition Awareness and Possibilities Scale (TAPS)

ERIC Educational Resources Information Center

Ross, Melynda Burck

2011-01-01

The Transition Awareness & Possibilities Scale (TAPS) was crafted after an extensive review of literature was conducted to find research that examined and described specific aspects of transition programming: inputs, including supports and skill instruction; processes, including parent and support provider perceptions of the transition experience;…

Clinical interdisciplinary health team care: an educational experiment.

PubMed

Mazur, H; Beeston, J J; Yerxa, E J

1979-09-01

With increasing concern for teamwork in clinical practice in health care settings, the need to identify the concepts, methods, and learning processes for improving interdisciplinary team skills is apparent. This paper describes patient-centered, clinical-research-demonstration programs for teams of students, preceptors, and faculty members from six disciplines who provided patient care in a long-term rehabilitation setting. The teams were involved in the theory and practice of team-building, including weekly sessions on leadership styles, communication, group decision-making, and team effectiveness assessment. Objective and subjective measurements were administered throughout the program. The results indicate that task-oriented patient care favors the learning of team skills, especially when all levels of administration support and participate in the processes. Question are raised concerning the effect of clinical teams on the quality of patient care, their cost-effectiveness, and the low priority given to teaching interdisciplinary team skills in professional education.

How to build a course in mathematical-biological modeling: content and processes for knowledge and skill.

PubMed

Hoskinson, Anne-Marie

2010-01-01

Biological problems in the twenty-first century are complex and require mathematical insight, often resulting in mathematical models of biological systems. Building mathematical-biological models requires cooperation among biologists and mathematicians, and mastery of building models. A new course in mathematical modeling presented the opportunity to build both content and process learning of mathematical models, the modeling process, and the cooperative process. There was little guidance from the literature on how to build such a course. Here, I describe the iterative process of developing such a course, beginning with objectives and choosing content and process competencies to fulfill the objectives. I include some inductive heuristics for instructors seeking guidance in planning and developing their own courses, and I illustrate with a description of one instructional model cycle. Students completing this class reported gains in learning of modeling content, the modeling process, and cooperative skills. Student content and process mastery increased, as assessed on several objective-driven metrics in many types of assessments.

How to Build a Course in Mathematical–Biological Modeling: Content and Processes for Knowledge and Skill

PubMed Central

2010-01-01

Biological problems in the twenty-first century are complex and require mathematical insight, often resulting in mathematical models of biological systems. Building mathematical–biological models requires cooperation among biologists and mathematicians, and mastery of building models. A new course in mathematical modeling presented the opportunity to build both content and process learning of mathematical models, the modeling process, and the cooperative process. There was little guidance from the literature on how to build such a course. Here, I describe the iterative process of developing such a course, beginning with objectives and choosing content and process competencies to fulfill the objectives. I include some inductive heuristics for instructors seeking guidance in planning and developing their own courses, and I illustrate with a description of one instructional model cycle. Students completing this class reported gains in learning of modeling content, the modeling process, and cooperative skills. Student content and process mastery increased, as assessed on several objective-driven metrics in many types of assessments. PMID:20810966

[Critical thinking skills in the nursing diagnosis process].

PubMed

Bittencourt, Greicy Kelly Gouveia Dias; Crossetti, Maria da Graça Oliveira

2013-04-01

The aim of this study was to identify the critical thinking skills utilized in the nursing diagnosis process. This was an exploratory descriptive study conducted with seven nursing students on the application of a clinical case to identify critical thinking skills, as well as their justifications in the nursing diagnosis process. Content analysis was performed to evaluate descriptive data. Six participants reported that analysis, scientific and technical knowledge and logical reasoning skills are important in identifying priority nursing diagnoses; clinical experience was cited by five participants, knowledge about the patient and application of standards were mentioned by three participants; Furthermore, discernment and contextual perspective were skills noted by two participants. Based on these results, the use of critical thinking skills related to the steps of the nursing diagnosis process was observed. Therefore, that the application of this process may constitute a strategy that enables the development of critical thinking skills.

You may worry, but can you recognize threats when you see them?; Neuroticism, threat identifications, and negative affect.

PubMed

Tamir, Maya; Robinson, Michael D; Solberg, Emily Crawford

2006-10-01

The present studies sought to investigate the hedonic consequences of threat-identification skills at low and high levels of neuroticism. Such skills were assessed in terms of both speed (Study 1) and accuracy (Study 2) of identifying threatening objects in cognitive tasks. As predicted, threat-identification skills interacted with trait neuroticism in predicting subjective experiences. Specifically, individuals high in neuroticism experienced lower levels of negative affect during their everyday lives if they were also skilled in identifying threats in the cognitive tasks (Studies 1-2). Such skills did not matter at low levels of neuroticism. This interactive pattern was also replicated in the context of life domain satisfaction (Study 2). The results support the view that avoidance motivation encompasses multiple component processes, including some that are cognitive in nature, and specifically extends self-regulatory views of neuroticism. Of most importance, our data indicate that threat-identification skills can be hedonically beneficial, rather than costly, at high levels of neuroticism.

The CREST Simulation Development Process: Training the Next Generation.

PubMed

Sweet, Robert M

2017-04-01

The challenges of training and assessing endourologic skill have driven the development of new training systems. The Center for Research in Education and Simulation Technologies (CREST) has developed a team and a methodology to facilitate this development process. Backwards design principles were applied. A panel of experts first defined desired clinical and educational outcomes. Outcomes were subsequently linked to learning objectives. Gross task deconstruction was performed, and the primary domain was classified as primarily involving decision-making, psychomotor skill, or communication. A more detailed cognitive task analysis was performed to elicit and prioritize relevant anatomy/tissues, metrics, and errors. Reference anatomy was created using a digital anatomist and clinician working off of a clinical data set. Three dimensional printing can facilitate this process. When possible, synthetic or virtual tissue behavior and textures were recreated using data derived from human tissue. Embedded sensors/markers and/or computer-based systems were used to facilitate the collection of objective metrics. A learning Verification and validation occurred throughout the engineering development process. Nine endourology-relevant training systems were created by CREST with this approach. Systems include basic laparoscopic skills (BLUS), vesicourethral anastomosis, pyeloplasty, cystoscopic procedures, stent placement, rigid and flexible ureteroscopy, GreenLight PVP (GL Sim), Percutaneous access with C-arm (CAT), Nephrolithotomy (NLM), and a vascular injury model. Mixed modalities have been used, including "smart" physical models, virtual reality, augmented reality, and video. Substantial validity evidence for training and assessment has been collected on systems. An open source manikin-based modular platform is under development by CREST with the Department of Defense that will unify these and other commercial task trainers through the common physiology engine, learning management system, standard data connectors, and standards. Using the CREST process has and will ensure that the systems we create meet the needs of training and assessing endourologic skills.

Changes in frontal-parietal activation and math skills performance following adaptive number sense training: Preliminary results from a pilot study

PubMed Central

Kesler, Shelli R.; Sheau, Kristen; Koovakkattu, Della; Reiss, Allan L.

2011-01-01

Number sense is believed to be critical for math development. It is putatively an implicitly learned skill and may therefore have limitations in terms of being explicitly trained, particularly in individuals with altered neurodevelopment. A case series study was conducted using an adaptive, computerized program that focused on number sense and general problem solving skills was designed to investigate training effects on performance as well as brain function in a group of children with Turner syndrome who are at risk for math difficulties and altered development of math-related brain networks. Standardized measurements of math and math-related cognitive skills as well as functional magnetic resonance imaging (fMRI) were used to assess behavioral and neurobiologic outcomes following training. Participants demonstrated significantly increased basic math skills, including number sense, and calculation as well as processing speed, cognitive flexibility and visual-spatial processing skills. With the exception of calculation, increased scores also were clinically significant (i.e. recovered) based on reliable change analysis. Participants additionally demonstrated significantly increased bilateral parietal lobe activation and decreased frontal-striatal and mesial temporal activation following the training program. These findings show proof of concept for an accessible training approach that may be potentially associated with improved number sense, math and related skills, as well as functional changes in math-related neural systems, even among individuals at risk for altered brain development. PMID:21714745

Development and Validation of the Social Information Processing Application: A Web-Based Measure of Social Information Processing Patterns in Elementary School-Age Boys

ERIC Educational Resources Information Center

Kupersmidt, Janis B.; Stelter, Rebecca; Dodge, Kenneth A.

2011-01-01

The purpose of this study was to evaluate the psychometric properties of an audio computer-assisted self-interviewing Web-based software application called the Social Information Processing Application (SIP-AP) that was designed to assess social information processing skills in boys in RD through 5th grades. This study included a racially and…

Getting the fundamentals of movement: a meta-analysis of the effectiveness of motor skill interventions in children.

PubMed

Logan, S W; Robinson, L E; Wilson, A E; Lucas, W A

2012-05-01

The development of fundamental movement skills (FMS) is associated with positive health-related outcomes. Children do not develop FMS naturally through maturational processes. These skills need to be learned, practised and reinforced. The objective was to determine the effectiveness of motor skill interventions in children. The following databases were searched for relevant articles: Academic Search Premier, PsycArticles, PsycInfo, SportDiscus and ERIC. No date range was specified and each search was conducted to include all possible years of publication specific to each database. Key terms for the search included motor, skill, movement, intervention, programme or children. Searches were conducted using single and combined terms. Pertinent journals and article reference lists were also manually searched. (1) implementation of any type of motor skill intervention; (2) pre- and post-qualitative assessment of FMS; and (3) availability of means and standard deviations of motor performance. A significant positive effect of motor skill interventions on the improvement of FMS in children was found (d= 0.39, P < 0.001). Results indicate that object control (d= 0.41, P < 0.001) and locomotor skills (d= 0.45, P < 0.001) improved similarly from pre- to post-intervention. The overall effect size for control groups (i.e. free play) was not significant (d= 0.06, P= 0.33). A Pearson correlation indicated a non-significant (P= 0.296), negative correlation (r=-0.18) between effect size of pre- to post-improvement of FMS and the duration of the intervention (in minutes). Motor skill interventions are effective in improving FMS in children. Early childhood education centres should implement 'planned' movement programmes as a strategy to promote motor skill development in children. © 2011 Blackwell Publishing Ltd.

Addressing the “Other” Health Literacy Competencies—Knowledge, Dispositions, and Oral/Aural Communication: Development of TALKDOC, an Intervention Assessment Tool

PubMed Central

HELITZER, DEBORAH; HOLLIS, CHRISTINE; SANDERS, MARGARET; ROYBAL, SUZANNE

2013-01-01

Most health literacy assessments evaluate literacy skills including reading, writing; numeracy and interpretation of tables, graphs, diagrams and charts. Some assess understanding of health systems, and the ability to adequately apply one’s skills to specific health-related tasks or demands in health situations. However, to achieve functional health literacy, the ability to “obtain, process, and understand basic health information and services needed to make appropriate health decisions,” other health literacy dimensions should be assessed: a person’s knowledge and attitudes about a health issue affects his or her ability to and interest in participating in his or her own care. In patient care settings, the abilities to listen, ask questions and check one’s understanding are crucial to making appropriate decisions and carrying out instructions. Although literacy is a skill associated with educational attainment and therefore difficult to change in a short time, health education interventions can address health literacy domains such as knowledge, attitudes and oral communication skills. For this reason, an instrument that can assess these constructs is a valuable part of a health educator’s toolbox. The authors describe the development and process and outcomes of testing a novel instrument targeted to assess HPV and cervical cancer health literacy competencies, TALKDOC, including its validation with the Health Activities Literacy Scale. PMID:23030568

Promoting critical thinking and academic writing skills in nurse education.

PubMed

Borglin, Gunilla

2012-07-01

Although academic skills, conceptualised as writing and critical thinking, are a vital part of university studies, research indicates that many students leave without having mastered these skills effectively. This research also reflects on nursing students. Nursing could also be said to be hampered by a number of complex educational challenges that are likely to impact on the academic socialisation process in general. These challenges include being a relatively 'young' academic discipline, the 'theory-practice' divide, a knowledge bed lying on a complex intersection of two 'antithetical sciences' and, at least in the Scandinavian countries, an increasing number of nurse educators with a PhD in nursing science but with limited time to develop their own teaching skills. In combination, these challenges have the potential to act as stumbling blocks, both from a teaching and learning perspective. I would suggest that a departure in teaching from theoretical educational models, such as Lea and Street's 'academic literacies model,' including skills, socialisation and academic literacy models simultaneously, could be one of several ways forward to create a learning environment that takes these issues into account. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Contributions of Domain-General and Numerical Factors to Third-Grade Arithmetic Skills and Mathematical Learning Disability

ERIC Educational Resources Information Center

Cowan, Richard; Powell, Daisy

2014-01-01

Explanations of the marked individual differences in elementary school mathematical achievement and mathematical learning disability (MLD or dyscalculia) have involved domain-general factors (working memory, reasoning, processing speed, and oral language) and numerical factors that include single-digit processing efficiency and multidigit skills…

Assessing Personal Constructs of Adolescents with Autism Spectrum Disorder: A Person-Centered Measure of Social Cognition

ERIC Educational Resources Information Center

Hess, Sean; Self, Trisha; DiLollo, Anthony

2018-01-01

Many protocols assessing social communication skills of adolescents with autism spectrum disorder (ASD) are based on behavioral observations. It has been suggested, however, that social cognition encompasses processes underlying observable behaviors. Such processes include personal constructs, which can be assessed using repertory grids. Personal…

Semantic Priming During Sentence Processing by Young and Older Adults.

ERIC Educational Resources Information Center

Burke, Deborah M.; Yee, Penny L.

1984-01-01

Compares the semantic processing skills of younger adults (mean age 25) and older adults (mean age 68). After reading a sentence, subjects performed a task in which responses did not depend on retention. Results provided no evidence for age-related changes, including those associated with access to implied information. (Author/RH)

The Counselor and the Group: Integrating Theory, Training, and Practice. Second Edition.

ERIC Educational Resources Information Center

Trotzer, James P.

This book is intended for persons, particularly in the helping fields, who wish to develop or improve their understanding of the group process, and their leadership skills. Chapter 1 contains an introduction about group process including information about the book format, strategies for obtaining group experience, and selected references on…

Executive Function Skills of 6 to 8 Year Olds: Brain and Behavioral Evidence and Implications for School Achievement

PubMed Central

Molfese, Victoria J.; Molfese, Peter J.; Molfese, Dennis L.; Rudasill, Kathleen M.; Armstrong, Natalie; Starkey, Gillian

2010-01-01

Academic and social success in school has been linked to children’s self-regulation. This study investigated the assessment of the executive function (EF) component of self-regulation using a low-cost, easily administered measure to determine whether scores obtained from the behavioral task would agree with those obtained using a laboratory-based neuropsychological measure of EF skills. The sample included 74 children (37 females; M = 86.2 months) who participated in two assessments of working memory and inhibitory control: Knock-Tap (NEPSY: Korkman, Kirk, and Kemp, 1998), and participation in event-related potential (ERP) testing that included the Directional Stroop Test (Davidson, Cruess, Diamond, O’Craven, & Savoy, 1999). Three main findings emerged. First, children grouped as high versus low performing on the NEPSY Knock-Tap Task were found to performed differently on the more difficult conditions of the DST (the Incongruent and Mixed Conditions), suggesting that the Knock-Tap Task as a low-cost and easy to administer assessment of EF skills may be one way for teachers to identify students with poor inhibitory control skills. Second, children’s performance on the DST was strongly related to their ERP responses, adding to evidence that differences in behavioral performance on the DST as a measure of EF skills reflect corresponding differences in brain processing. Finally, differences in brain processing on the DST task also were found when the children were grouped based on Knock-Tap performance. Simple screening procedures can enable teachers to identify children whose distractibility, inattentiveness, or poor attention spans may interfere with classroom learning. PMID:20798857

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…

The effect of science learning integrated with local potential to improve science process skills

NASA Astrophysics Data System (ADS)

Rahardini, Riris Riezqia Budy; Suryadarma, I. Gusti Putu; Wilujeng, Insih

2017-08-01

This research was aimed to know the effectiveness of science learning that integrated with local potential to improve student`s science process skill. The research was quasi experiment using non-equivalent control group design. The research involved all student of Muhammadiyah Imogiri Junior High School on grade VII as a population. The sample in this research was selected through cluster random sampling, namely VII B (experiment group) and VII C (control group). Instrument that used in this research is a nontest instrument (science process skill observation's form) adapted Desak Megawati's research (2016). The aspect of science process skills were making observation and communication. The data were using univariat (ANOVA) analyzed at 0,05 significance level and normalized gain score for science process skill increase's category. The result is science learning that integrated with local potential was effective to improve science process skills of student (Sig. 0,00). This learning can increase science process skill, shown by a normalized gain score value at 0,63 (medium category) in experiment group and 0,29 (low category) in control group.

Developing Elementary Math and Science Process Skills Through Engineering Design Instruction

NASA Astrophysics Data System (ADS)

Strong, Matthew G.

This paper examines how elementary students can develop math and science process skills through an engineering design approach to instruction. The performance and development of individual process skills overall and by gender were also examined. The study, preceded by a pilot, took place in a grade four extracurricular engineering design program in a public, suburban school district. Students worked in pairs and small groups to design and construct airplane models from styrofoam, paper clips, and toothpicks. The development and performance of process skills were assessed through a student survey of learning gains, an engineering design packet rubric (student work), observation field notes, and focus group notes. The results indicate that students can significantly develop process skills, that female students may develop process skills through engineering design better than male students, and that engineering design is most helpful for developing the measuring, suggesting improvements, and observing process skills. The study suggests that a more regular engineering design program or curriculum could be beneficial for students' math and science abilities both in this school and for the elementary field as a whole.

Improving oncology nurses' communication skills for difficult conversations.

PubMed

Baer, Linda; Weinstein, Elizabeth

2013-06-01

When oncology nurses have strong communication skills, they play a pivotal role in influencing patient satisfaction, adherence to plans of care, and overall clinical outcomes. However, research studies indicate that nurses tend to keep communication with patients and families at a superficial, nontherapeutic level. Processes for teaching goals-of-care communication skills and for implementing skills into clinical practice are not clearly defined. Nurses at a large comprehensive cancer center recognized the need for help with this skill set and sought out communication experts to assist in providing the needed education. An educational project was developed to improve therapeutic communication skills in oncology nurses during goals-of-care discussions and giving bad news. The program was tailored to nurses and social workers providing care to patients in a busy, urban, academic, outpatient oncology setting. Program topics included exploring the patient's world, eliciting hopes and concerns, and dealing with conflict about goals. Sharing and discussing specific difficult questions and scenarios were encouraged throughout the program. The program was well attended and well received by oncology nurses and social workers. Participants expressed interest in the continuation of communication programs to further enhance skills.

Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls

PubMed Central

Moll, Kristina; Snowling, Margaret J.; Göbel, Silke M.; Hulme, Charles

2015-01-01

Two important foundations for learning are language and executive skills. Data from a longitudinal study tracking the development of 93 children at family-risk of dyslexia and 76 controls was used to investigate the influence of these skills on the development of arithmetic. A two-group longitudinal path model assessed the relationships between language and executive skills at 3–4 years, verbal number skills (counting and number knowledge) and phonological processing skills at 4–5 years, and written arithmetic in primary school. The same cognitive processes accounted for variability in arithmetic skills in both groups. Early language and executive skills predicted variations in preschool verbal number skills, which in turn, predicted arithmetic skills in school. In contrast, phonological awareness was not a predictor of later arithmetic skills. These results suggest that verbal and executive processes provide the foundation for verbal number skills, which in turn influence the development of formal arithmetic skills. Problems in early language development may explain the comorbidity between reading and mathematics disorder. PMID:26412946

Observed hierarchy of student proficiency with period, frequency, and angular frequency

NASA Astrophysics Data System (ADS)

Young, Nicholas T.; Heckler, Andrew F.

2018-01-01

In the context of a generic harmonic oscillator, we investigated students' accuracy in determining the period, frequency, and angular frequency from mathematical and graphical representations. In a series of studies including interviews, free response tests, and multiple choice tests developed in an iterative process, we assessed students in both algebra-based and calculus-based, traditionally instructed university-level introductory physics courses. Using the results, we categorized nine skills necessary for proficiency in determining period, frequency, and angular frequency. Overall results reveal that, postinstruction, proficiency is quite low: only about 20%-40% of students mastered most of the nine skills. Next, we used a semiquantitative, intuitive method to investigate the hierarchical structure of the nine skills. We also employed the more formal item tree analysis method to verify this structure and found that the skills form a multilevel, nonlinear hierarchy, with mastery of some skills being prerequisite for mastery in other skills. Finally, we implemented a targeted, 30-min group-work activity to improve proficiency in these skills and found a 1 standard deviation gain in accuracy. Overall, the results suggest that many students currently lack these essential skills, targeted practice may lead to required mastery, and that the observed hierarchical structure in the skills suggests that instruction should especially attend to the skills lower in the hierarchy.

Computer simulations in the high school: students' cognitive stages, science process skills and academic achievement in microbiology

NASA Astrophysics Data System (ADS)

Huppert, J.; Michal Lomask, S.; Lazarowitz, R.

2002-08-01

Computer-assisted learning, including simulated experiments, has great potential to address the problem solving process which is a complex activity. It requires a highly structured approach in order to understand the use of simulations as an instructional device. This study is based on a computer simulation program, 'The Growth Curve of Microorganisms', which required tenth grade biology students to use problem solving skills whilst simultaneously manipulating three independent variables in one simulated experiment. The aims were to investigate the computer simulation's impact on students' academic achievement and on their mastery of science process skills in relation to their cognitive stages. The results indicate that the concrete and transition operational students in the experimental group achieved significantly higher academic achievement than their counterparts in the control group. The higher the cognitive operational stage, the higher students' achievement was, except in the control group where students in the concrete and transition operational stages did not differ. Girls achieved equally with the boys in the experimental group. Students' academic achievement may indicate the potential impact a computer simulation program can have, enabling students with low reasoning abilities to cope successfully with learning concepts and principles in science which require high cognitive skills.

Girls Just Wanna Have Fun: a process evaluation of a female youth-driven physical activity-based life skills program.

PubMed

Bean, Corliss N; Forneris, Tanya; Halsall, Tanya

2014-01-01

Integrating a positive youth development framework into physical activity programming has become popular as it is believed that this integration can create the development of both physical and psychosocial skills. However, there has been a lack of intervention fidelity research within the field of positive youth development. The Girls Just Wanna Have Fun program was designed in response to increased calls for physical activity programs for female youth and is a theoretically-grounded physical activity-based life skills program that aims to empower female youth. The purpose of this paper was to provide a detailed description of the program and a process evaluation of the first year of program implementation. From interviews with youth and leaders, as well as documentation from the leaders' weekly online log of each implemented session, themes emerged regarding the successes. Findings from this study indicated that program goals were attained and it appears that the program was implemented, for the most part, as designed. The themes related to successes included using activities to facilitate relational time, providing intentional opportunities for leadership, having communicative program leaders who supported one another, and engaging youth in different types of physical activity. The themes related to challenges included difficulties with facility and transportation, some activities being too much like schoolwork, and social distractions and cliques. Included in the paper is a discussion of practical implications and recommendations for community programmers, as well as future directions for the program. Overall, this process evaluation represents an important step in responding to calls for increased evaluation in community-based programs and aids in understanding the process in which positive youth development programs can be effectively implemented.

Figure-background in dichotic task and their relation to skills untrained.

PubMed

Cibian, Aline Priscila; Pereira, Liliane Desgualdo

2015-01-01

To evaluate the effectiveness of auditory training in dichotic task and to compare the responses of trained skills with the responses of untrained skills, after 4-8 weeks. Nineteen subjects, aged 12-15 years, underwent an auditory training based on dichotic interaural intensity difference (DIID), organized in eight sessions, each lasting 50 min. The assessment of auditory processing was conducted in three stages: before the intervention, after the intervention, and in the middle and at the end of the training. Data from this evaluation were analyzed as per group of disorder, according to the changes in the auditory processes evaluated: selective attention and temporal processing. Each of them was named selective attention group (SAG) and temporal processing group (TPG), and, for both the processes, selective attention and temporal processing group (SATPG). The training improved both the trained and untrained closing skill, normalizing all individuals. Untrained solving and temporal ordering skills did not reach normality for SATPG and TPG. Individuals reached normality for the trained figure-ground skill and for the untrained closing skill. The untrained solving and temporal ordering skills improved in some individuals but failed to reach normality.

[Low level auditory skills compared to writing skills in school children attending third and fourth grade: evidence for the rapid auditory processing deficit theory?].

PubMed

Ptok, M; Meisen, R

2008-01-01

The rapid auditory processing defi-cit theory holds that impaired reading/writing skills are not caused exclusively by a cognitive deficit specific to representation and processing of speech sounds but arise due to sensory, mainly auditory, deficits. To further explore this theory we compared different measures of auditory low level skills to writing skills in school children. prospective study. School children attending third and fourth grade. just noticeable differences for intensity and frequency (JNDI, JNDF), gap detection (GD) monaural and binaural temporal order judgement (TOJb and TOJm); grade in writing, language and mathematics. correlation analysis. No relevant correlation was found between any auditory low level processing variable and writing skills. These data do not support the rapid auditory processing deficit theory.

The IDEA Assessment Tool: Assessing the Reporting, Diagnostic Reasoning, and Decision-Making Skills Demonstrated in Medical Students' Hospital Admission Notes.

PubMed

Baker, Elizabeth A; Ledford, Cynthia H; Fogg, Louis; Way, David P; Park, Yoon Soo

2015-01-01

Construct: Clinical skills are used in the care of patients, including reporting, diagnostic reasoning, and decision-making skills. Written comprehensive new patient admission notes (H&Ps) are a ubiquitous part of student education but are underutilized in the assessment of clinical skills. The interpretive summary, differential diagnosis, explanation of reasoning, and alternatives (IDEA) assessment tool was developed to assess students' clinical skills using written comprehensive new patient admission notes. The validity evidence for assessment of clinical skills using clinical documentation following authentic patient encounters has not been well documented. Diagnostic justification tools and postencounter notes are described in the literature (1,2) but are based on standardized patient encounters. To our knowledge, the IDEA assessment tool is the first published tool that uses medical students' H&Ps to rate students' clinical skills. The IDEA assessment tool is a 15-item instrument that asks evaluators to rate students' reporting, diagnostic reasoning, and decision-making skills based on medical students' new patient admission notes. This study presents validity evidence in support of the IDEA assessment tool using Messick's unified framework, including content (theoretical framework), response process (interrater reliability), internal structure (factor analysis and internal-consistency reliability), and relationship to other variables. Validity evidence is based on results from four studies conducted between 2010 and 2013. First, the factor analysis (2010, n = 216) yielded a three-factor solution, measuring patient story, IDEA, and completeness, with reliabilities of .79, .88, and .79, respectively. Second, an initial interrater reliability study (2010) involving two raters demonstrated fair to moderate consensus (κ = .21-.56, ρ =.42-.79). Third, a second interrater reliability study (2011) with 22 trained raters also demonstrated fair to moderate agreement (intraclass correlations [ICCs] = .29-.67). There was moderate reliability for all three skill domains, including reporting skills (ICC = .53), diagnostic reasoning skills (ICC = .64), and decision-making skills (ICC = .63). Fourth, there was a significant correlation between IDEA rating scores (2010-2013) and final Internal Medicine clerkship grades (r = .24), 95% confidence interval (CI) [.15, .33]. The IDEA assessment tool is a novel tool with validity evidence to support its use in the assessment of students' reporting, diagnostic reasoning, and decision-making skills. The moderate reliability achieved supports formative or lower stakes summative uses rather than high-stakes summative judgments.

Procedures for central auditory processing screening in schoolchildren.

PubMed

Carvalho, Nádia Giulian de; Ubiali, Thalita; Amaral, Maria Isabel Ramos do; Santos, Maria Francisca Colella

2018-03-22

Central auditory processing screening in schoolchildren has led to debates in literature, both regarding the protocol to be used and the importance of actions aimed at prevention and promotion of auditory health. Defining effective screening procedures for central auditory processing is a challenge in Audiology. This study aimed to analyze the scientific research on central auditory processing screening and discuss the effectiveness of the procedures utilized. A search was performed in the SciELO and PUBMed databases by two researchers. The descriptors used in Portuguese and English were: auditory processing, screening, hearing, auditory perception, children, auditory tests and their respective terms in Portuguese. original articles involving schoolchildren, auditory screening of central auditory skills and articles in Portuguese or English. studies with adult and/or neonatal populations, peripheral auditory screening only, and duplicate articles. After applying the described criteria, 11 articles were included. At the international level, central auditory processing screening methods used were: screening test for auditory processing disorder and its revised version, screening test for auditory processing, scale of auditory behaviors, children's auditory performance scale and Feather Squadron. In the Brazilian scenario, the procedures used were the simplified auditory processing assessment and Zaidan's battery of tests. At the international level, the screening test for auditory processing and Feather Squadron batteries stand out as the most comprehensive evaluation of hearing skills. At the national level, there is a paucity of studies that use methods evaluating more than four skills, and are normalized by age group. The use of simplified auditory processing assessment and questionnaires can be complementary in the search for an easy access and low-cost alternative in the auditory screening of Brazilian schoolchildren. Interactive tools should be proposed, that allow the selection of as many hearing skills as possible, validated by comparison with the battery of tests used in the diagnosis. Copyright © 2018 Associação Brasileira de Otorrinolaringologia e Cirurgia Cérvico-Facial. Published by Elsevier Editora Ltda. All rights reserved.

Evaluation of cardiac auscultation skills in pediatric residents.

PubMed

Kumar, Komal; Thompson, W Reid

2013-01-01

Auscultation skills are in decline, but few studies have shown which specific aspects are most difficult for trainees. We evaluated individual aspects of cardiac auscultation among pediatric residents using recorded heart sounds to determine which elements pose the most difficulty. Auscultation proficiency was assessed among 34 trainees following a pediatric cardiology rotation using an open-set format evaluation module, similar to the actual clinical auscultation description process. Diagnostic accuracy for distinguishing normal from abnormal cases was 73%. Findings most commonly correctly identified included pathological systolic and diastolic murmurs and widely split second heart sounds. Those least likely to be identified included continuous murmurs and clicks. Accuracy was low for identifying specific diagnoses. Given time constraints for clinical skills teaching, this suggests that focusing on distinguishing normal from abnormal heart sounds and murmurs instead of making specific diagnoses may be a more realistic goal for pediatric resident auscultation training.

From the big bang to the brain.

PubMed

Boliek, C A; Lohmeier, H

1999-01-01

Current research on the capacities of the infant has lead to a better understanding of developmental processes underlying cognition and motor skill acquisition. ASHA's Eighth Annual Research Symposium on Infant-Toddler Development, in November 1998, included a presentation on developmental cognitive science by Dr. Andrew Meltzoff and a presentation on motor skill acquisition by Dr. Esther Thelen. The theoretical constructs and data presented served to broaden our current perspectives on infant abilities. The data reported by Meltzoff and Thelen challenged several long-standing theories of infant cognition and motor development. Alternative theoretical models were used to describe skill acquisition during the first several years of life. Our response will include a brief summary of each investigator's presentation, discuss their findings with respect to research in the area of infant speech physiology and production, and provide possible future directions and challenges for individuals conducting developmental research.

Intensification of the Learning Process: Gross Motor Performance Scale. A Series of Reports Designed for Classroom Use.

ERIC Educational Resources Information Center

Bucks County Public Schools, Doylestown, PA.

The Gross Motor Performance Screening Test was designed to aid the classroom teacher in obtaining specific information about the child's physical abilities. The test includes items which have been found to measure the various factors of physical fitness. It also includes items to measure skills important to the child and adult. Included also are…

Content Analysis of Student Essays after Attending a Problem-Based Learning Course: Facilitating the Development of Critical Thinking and Communication Skills in Japanese Nursing Students.

PubMed

Itatani, Tomoya; Nagata, Kyoko; Yanagihara, Kiyoko; Tabuchi, Noriko

2017-08-22

The importance of active learning has continued to increase in Japan. The authors conducted classes for first-year students who entered the nursing program using the problem-based learning method which is a kind of active learning. Students discussed social topics in classes. The purposes of this study were to analyze the post-class essay, describe logical and critical thinking after attended a Problem-Based Learning (PBL) course. The authors used Mayring's methodology for qualitative content analysis and text mining. In the description about the skills required to resolve social issues, seven categories were extracted: (recognition of diverse social issues), (attitudes about resolving social issues), (discerning the root cause), (multi-lateral information processing skills), (making a path to resolve issues), (processivity in dealing with issues), and (reflecting). In the description about communication, five categories were extracted: (simple statement), (robust theories), (respecting the opponent), (communication skills), and (attractive presentations). As the result of text mining, the words extracted more than 100 times included "issue," "society," "resolve," "myself," "ability," "opinion," and "information." Education using PBL could be an effective means of improving skills that students described, and communication in general. Some students felt difficulty of communication resulting from characteristics of Japanese.

36 CFR 242.16 - Customary and traditional use determination process.

Code of Federal Regulations, 2010 CFR

2010-07-01

... specific seasons for many years; (3) A pattern of use consisting of methods and means of harvest which are... which includes the handing down of knowledge of fishing and hunting skills, values, and lore from...

Environmental Studies Model.

ERIC Educational Resources Information Center

George, David R.

1986-01-01

Presents a model of an environmental studies course that reflects a spaceship earth philosophy. Includes a rationale and a listing of concepts and processes for this action oriented program. Suggests several interdisciplinary experiences that emphasize problem-solving and decision-making skills. (ML)

Feedback: an essential element of student learning in clinical practice.

PubMed

Clynes, Mary P; Raftery, Sara E C

2008-11-01

Clinical practice is an essential component of the nursing curriculum. In order for the student to benefit fully from the experience regular performance feedback is required. Feedback should provide the student with information on current practice and offer practical advice for improved performance. The importance of feedback is widely acknowledged however it appears that there is inconsistency in its provision to students. The benefits of feedback include increased student confidence, motivation and self-esteem as well as improved clinical practice. Benefits such as enhanced interpersonal skills and a sense of personal satisfaction also accrue to the supervisor. Barriers to the feedback process are identified as inadequate supervisor training and education, unfavourable ward learning environment and insufficient time spent with students. In addition to the appropriate preparation of the supervisor effective feedback includes an appreciation of the steps of the feedback process, an understanding of the student response to feedback and effective communication skills.

Simulation for ward processes of surgical care.

PubMed

Pucher, Philip H; Darzi, Ara; Aggarwal, Rajesh

2013-07-01

The role of simulation in surgical education, initially confined to technical skills and procedural tasks, increasingly includes training nontechnical skills including communication, crisis management, and teamwork. Research suggests that many preventable adverse events can be attributed to nontechnical error occurring within a ward context. Ward rounds represent the primary point of interaction between patient and physician but take place without formalized training or assessment. The simulated ward should provide an environment in which processes of perioperative care can be performed safely and realistically, allowing multidisciplinary assessment and training of full ward rounds. We review existing literature and describe our experience in setting up our ward simulator. We examine the facilities, equipment, cost, and personnel required for establishing a surgical ward simulator and consider the scenario development, assessment, and feedback tools necessary to integrate it into a surgical curriculum. Copyright © 2013 Elsevier Inc. All rights reserved.

A primer on standards setting as it applies to surgical education and credentialing.

PubMed

Cendan, Juan; Wier, Daryl; Behrns, Kevin

2013-07-01

Surgical technological advances in the past three decades have led to dramatic reductions in the morbidity associated with abdominal procedures and permanently altered the surgical practice landscape. Significant changes continue apace including surgical robotics, natural orifice-based surgery, and single-incision approaches. These disruptive technologies have on occasion been injurious to patients, and high-stakes assessment before adoption of new technologies would be reasonable. We reviewed the drivers for well-established psychometric techniques available for the standards-setting process. We present a series of examples that are relevant in the surgical domain including standards setting for knowledge and skills assessments. Defensible standards for knowledge and procedural skills will likely become part of surgical clinical practice. Understanding the methodology for determining standards should position the surgical community to assist in the process and lead within their clinical settings as standards are considered that may affect patient safety and physician credentialing.

Comparing new BSN RN self skills assessment to actual skills demonstration.

PubMed

Adair, Jean; Hughes, Lin; Davis, Sue; Wolcott-Breci, Mary

2014-01-01

The purpose of the study was to compare the self-skills assessment with the skill competence during an actual skills demonstration of newly hired bachelor of science in nursing (BSN) registered nurse graduates. This retrospective study included 32 randomly selected BSN registered nurse graduates from January 2010 to December 31, 2010. The participants were already hired into a midwest health system. Because this was a retrospective study, no demographic data were collected, and no consent from participants was needed. This study included a clinical skills check list where the participants rated themselves on specific skills utilizing a Likert scale ranging from 1 (no knowledge) to 4 (able to perform independently). The same clinical check list was utilized by an expert registered nurse when the skill was demonstrated. This study compared the difference between the subject's self-rating of skills and the clinical demonstration of the skills. We used t tests in the analysis to demonstrate the differences between the participant's self-rating of skills and the expert evaluation of the clinical demonstration of the skills. The data were inserted into the Statistical Package for the Social Sciences 19 software program to assist in the analysis process. The study demonstrated 17 significant differences in the skills ratings between the participant and competency demonstration of new BSN graduates. These significant results (2 tailed) ranged from .000 to .048.The 17 out of 46 specific skills where differences were noted included the following: staple removal, nasal pharyngeal suctioning, urinary catheter specimen collection, site care dressing change, urinary catheter irrigation, Juzo application and measurement, 5-lead telemetry, oral airway insertion, hemovac/Jackson Pratt, oral pharyngeal suctioning, urinary catheter insertion, dry suction chest drainage, bed to cart/slider board, urinary catheter removal, antiembolism stockings, measurement and application, removal of iv and sit-and-stand alarm. Overall, the participants rated their skill levels lower in 15 out of 17 significant skills when compared with their competency assessment (t test: -3.284, df = 31, P = .003). In two skill ratings (urinary catheter specimen collection and oral pharyngeal suction), the participants rated themselves higher than the competency demonstration. Two skills that had a mean participant and expert score between 1 (no knowledge) and 2 (able to perform with 1-to-1 coaching) were oral airway insertion and dry suction chest drainage. Some possible reasons why the participants rated themselves lower could be the use of different or unfamiliar terms or uncertainty of the procedure at a different health institution. Some newly graduated BSN nurses may have not performed the skills on a regular basis or only in simulation. © 2014.

Musical Experience, Auditory Perception and Reading-Related Skills in Children

PubMed Central

Banai, Karen; Ahissar, Merav

2013-01-01

Background The relationships between auditory processing and reading-related skills remain poorly understood despite intensive research. Here we focus on the potential role of musical experience as a confounding factor. Specifically we ask whether the pattern of correlations between auditory and reading related skills differ between children with different amounts of musical experience. Methodology/Principal Findings Third grade children with various degrees of musical experience were tested on a battery of auditory processing and reading related tasks. Very poor auditory thresholds and poor memory skills were abundant only among children with no musical education. In this population, indices of auditory processing (frequency and interval discrimination thresholds) were significantly correlated with and accounted for up to 13% of the variance in reading related skills. Among children with more than one year of musical training, auditory processing indices were better, yet reading related skills were not correlated with them. A potential interpretation for the reduction in the correlations might be that auditory and reading-related skills improve at different rates as a function of musical training. Conclusions/Significance Participants’ previous musical training, which is typically ignored in studies assessing the relations between auditory and reading related skills, should be considered. Very poor auditory and memory skills are rare among children with even a short period of musical training, suggesting musical training could have an impact on both. The lack of correlation in the musically trained population suggests that a short period of musical training does not enhance reading related skills of individuals with within-normal auditory processing skills. Further studies are required to determine whether the associations between musical training, auditory processing and memory are indeed causal or whether children with poor auditory and memory skills are less likely to study music and if so, why this is the case. PMID:24086654

Basic Science Process Skills. An Inservice Workshop Kit: Outlines and Activities.

ERIC Educational Resources Information Center

Rowland, Paul; And Others

A science process skill project was developed to help elementary teachers meet competency standards in New Mexico for teaching the process approach in their science classes. An outline of the process skills along with recommended activities are presented in this document. Performance objectives are identified and a sample activity form is…

Using computerized games to teach face recognition skills to children with autism spectrum disorder: the Let's Face It! program.

PubMed

Tanaka, James W; Wolf, Julie M; Klaiman, Cheryl; Koenig, Kathleen; Cockburn, Jeffrey; Herlihy, Lauren; Brown, Carla; Stahl, Sherin; Kaiser, Martha D; Schultz, Robert T

2010-08-01

An emerging body of evidence indicates that relative to typically developing children, children with autism are selectively impaired in their ability to recognize facial identity. A critical question is whether face recognition skills can be enhanced through a direct training intervention. In a randomized clinical trial, children diagnosed with autism spectrum disorder were pre-screened with a battery of subtests (the Let's Face It! Skills battery) examining face and object processing abilities. Participants who were significantly impaired in their face processing abilities were assigned to either a treatment or a waitlist group. Children in the treatment group (N = 42) received 20 hours of face training with the Let's Face It! (LFI!) computer-based intervention. The LFI! program is comprised of seven interactive computer games that target the specific face impairments associated with autism, including the recognition of identity across image changes in expression, viewpoint and features, analytic and holistic face processing strategies and attention to information in the eye region. Time 1 and Time 2 performance for the treatment and waitlist groups was assessed with the Let's Face It! Skills battery. The main finding was that relative to the control group (N = 37), children in the face training group demonstrated reliable improvements in their analytic recognition of mouth features and holistic recognition of a face based on its eyes features. These results indicate that a relatively short-term intervention program can produce measurable improvements in the face recognition skills of children with autism. As a treatment for face processing deficits, the Let's Face It! program has advantages of being cost-free, adaptable to the specific learning needs of the individual child and suitable for home and school applications.

The relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia

PubMed Central

Law, Jeremy M.; Vandermosten, Maaike; Ghesquiere, Pol; Wouters, Jan

2014-01-01

This study investigated whether auditory, speech perception, and phonological skills are tightly interrelated or independently contributing to reading. We assessed each of these three skills in 36 adults with a past diagnosis of dyslexia and 54 matched normal reading adults. Phonological skills were tested by the typical threefold tasks, i.e., rapid automatic naming, verbal short-term memory and phonological awareness. Dynamic auditory processing skills were assessed by means of a frequency modulation (FM) and an amplitude rise time (RT); an intensity discrimination task (ID) was included as a non-dynamic control task. Speech perception was assessed by means of sentences and words-in-noise tasks. Group analyses revealed significant group differences in auditory tasks (i.e., RT and ID) and in phonological processing measures, yet no differences were found for speech perception. In addition, performance on RT discrimination correlated with reading but this relation was mediated by phonological processing and not by speech-in-noise. Finally, inspection of the individual scores revealed that the dyslexic readers showed an increased proportion of deviant subjects on the slow-dynamic auditory and phonological tasks, yet each individual dyslexic reader does not display a clear pattern of deficiencies across the processing skills. Although our results support phonological and slow-rate dynamic auditory deficits which relate to literacy, they suggest that at the individual level, problems in reading and writing cannot be explained by the cascading auditory theory. Instead, dyslexic adults seem to vary considerably in the extent to which each of the auditory and phonological factors are expressed and interact with environmental and higher-order cognitive influences. PMID:25071512

Cognitive Correlates of Inadequate Response to Reading Intervention

PubMed Central

Fletcher, Jack M.; Stuebing, Karla K.; Barth, Amy E.; Denton, Carolyn A.; Cirino, Paul T.; Francis, David J.; Vaughn, Sharon

2012-01-01

The cognitive attributes of Grade 1 students who responded adequately and inadequately to a Tier 2 reading intervention were evaluated. The groups included inadequate responders based on decoding and fluency criteria (n = 29), only fluency criteria (n = 75), adequate responders (n = 85), and typically achieving students (n = 69). The cognitive measures included assessments of phonological awareness, rapid letter naming, oral language skills, processing speed, vocabulary, and nonverbal problem solving. Comparisons of all four groups identified phonological awareness as the most significant contributor to group differentiation. Measures of rapid letter naming, syntactic comprehension/working memory, and vocabulary also contributed uniquely to some comparisons of adequate and inadequate responders. In a series of regression analyses designed to evaluate the contributions of responder status to cognitive skills independently of variability in reading skills, only the model for rapid letter naming achieved statistical significance, accounting for a small (1%) increment in explained variance beyond that explained by models based only on reading levels. Altogether, these results do not suggest qualitative differences among the groups, but are consistent with a continuum of severity associated with the level of reading skills across the four groups. PMID:23125475

Working with soils: soil science continuing professional development

NASA Astrophysics Data System (ADS)

Hannam, Jacqueline; Thompson, Dick

2017-04-01

The British Society of Soil Science launched the Working with Soils professional competency programme in 2011. This was in response to concerns from practitioners and professionals of a significant skills gap in various sectors that require soil science skills. The programme includes one and two day courses that cover the qualifications, knowledge and skills required of a professional scientist or engineer conducting a range of contract work. All courses qualify for continuing professional development points with various professional practice schemes. Three courses cover the foundations of soil science namely; describing a soil profile, soil classification and understanding soil variability in the field and landscape. Other tailored courses relate to specific skills required from consultants particularly in the planning process where land is assessed for agricultural quality (agricultural land classification). New courses this year include soil handling and restoration that provides practitioners with knowledge of the appropriate management of large volumes of soil that are disturbed during development projects. The courses have so far successfully trained over 100 delegates ranging from PhD students, environmental consultants and government policy advisors.

Problem-Solving Skills Appraisal Mediates Hardiness and Suicidal Ideation among Malaysian Undergraduate Students

PubMed Central

Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah

2015-01-01

Objectives Recent evidence suggests that suicidal ideation is increased among university students, it is essential to increase our knowledge concerning the etiology of suicidal ideation among university students. This study was conducted to examine the relationships between problem-solving skills appraisal, hardiness, and suicidal ideation among university students. In addition, this study was conducted to examine problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) as a potential mediator between hardiness and suicidal ideation. Methods The participants consisted of 500 undergraduate students from Malaysian public universities. Results Structural Equation Modelling (SEM) estimated that undergraduate students with lower hardiness, poor problem-solving confidence, external personal control of emotion, and avoiding style was associated with higher suicidal ideation. Problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) partially mediated the relationship between hardiness and suicidal ideation. Conclusion These findings underline the importance of studying mediating processes that explain how hardiness affects suicidal ideation. PMID:25830229

The Importance of Keyboarding and Data Handling Skills In Automated Data Processing

ERIC Educational Resources Information Center

Wood, Merle W.

1977-01-01

Business educators are aware of the keyboarding skills needed by data entry employees but are not aware of the skills needed by those who work with printed output; these skills should be covered in data processing programs and courses. (TA)

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

ERIC Educational Resources Information Center

Voyer, Dominic

2011-01-01

Many factors influence a student's performance in word (or textbook) problem solving in class. Among them is the comprehension process the pupils construct during their attempt to solve the problem. The comprehension process may include some less formal representations, based on pupils' real-world knowledge, which support the construction of a…

Spelling and the Writing Process. Learning Package No. 36.

ERIC Educational Resources Information Center

Simic, Marge, Comp.; Smith, Carl, Ed.

Originally developed as part of a project for the Department of Defense Schools (DoDDS) system, this learning package on spelling and the writing process is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes an overview of the project; a comprehensive search of the ERIC database; a lecture…

Writing Apprehension and the Writing Process. Learning Package No. 32.

ERIC Educational Resources Information Center

Collins, Norma, Comp.; Smith, Carl, Ed.

Originally developed as part of a project for the Department of Defense Schools (DoDDS) system, this learning package on writing apprehension and the writing process is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes an overview of the project; a comprehensive search of the ERIC…

Involving Parents in the Reading Process. Learning Package No. 7.

ERIC Educational Resources Information Center

Simic, Marge; Smith, Carl, Comp.

Originally developed for the Department of Defense Schools (DoDDS) system, this learning package on involving parents in the reading process is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes a comprehensive search of the ERIC database; a lecture giving an overview on the topic; the full…

Research on Interventions for Adolescents with Learning Disabilities: A Meta-Analysis of Outcomes Related to Higher-Order Processing.

ERIC Educational Resources Information Center

Swanson, H. Lee

2001-01-01

Details meta-analysis of 58 intervention studies related to higher-order processing (i.e., problem solving) for adolescents with learning disabilities. Discusses factors that increased effect sizes: (1) measures of metacognition and text understanding; (2) instruction including advanced organizers, new skills, and extended practice; and (3)…

Methods of Formation of Students Technological Competence in the Speciality "Garment Industry and Fashion Design"

ERIC Educational Resources Information Center

Zholdasbekova, S.; Karataev, G.; Yskak, A.; Zholdasbekov, A.; Nurzhanbaeva, J.

2015-01-01

This article describes the major components of required technological skills (TS) for future designers taught during the academic process of a college. It considers the choices in terms of the various logical operations required by the fashion industry including fabric processing, assembly charts, performing work operations, etc. The article…

Developing and applying quantitative skills maps for STEM curricula, with a focus on different modes of learning

NASA Astrophysics Data System (ADS)

Reid, Jackie; Wilkes, Janelle

2016-08-01

Mapping quantitative skills across the science, technology, engineering and mathematics (STEM) curricula will help educators identify gaps and duplication in the teaching, practice and assessment of the necessary skills. This paper describes the development and implementation of quantitative skills mapping tools for courses in STEM at a regional university that offers both on-campus and distance modes of study. Key elements of the mapping project included the identification of key graduate quantitative skills, the development of curriculum mapping tools to record in which unit(s) and at what level of attainment each quantitative skill is taught, practised and assessed, and identification of differences in the way quantitative skills are developed for on-campus and distance students. Particular attention is given to the differences that are associated with intensive schools, which consist of concentrated periods of face-to-face learning over a three-four day period, and are available to distance education students enrolled in STEM units. The detailed quantitative skills mapping process has had an impact on the review of first-year mathematics units, resulted in crucial changes to the curriculum in a number of courses, and contributed to a more integrated approach, and a collective responsibility, to the development of students' quantitative skills for both face-to-face and online modes of learning.

Attitudes and anxiety levels of medical students towards the acquisition of competencies in communication skills.

PubMed

Loureiro, Elizabete M; Severo, Milton; Bettencourt, Paulo; Ferreira, Maria A

2011-12-01

Results of third year medical students' attitudes and stress levels towards the acquisition of communication skills before and after a Communication and Clinical Skills Course (CCSC) at the Faculty of Medicine of the University of Porto (FMUP), Portugal, are presented. 115 students attending third-year CCSC completed a demographic questionnaire, State-Trait Anxiety Inventory, Communication Skills Attitudes Scale and Interpersonal Behavior Survey. Significant negative correlation was found between anxiety levels and attitudes towards learning communication skills in general as well as the teaching and learning process. At the end of the Course students reported that when compared to the start, their communication skills are less sufficient. At the end of this CCSC at FMUP, students recognized its major importance and how they need to invest and improve communication skills. However, it seems important to monitor the attitudes and anxiety levels of students towards patient care and communication during the medical course and to identify ways of overcoming barriers towards learning communication skills. It is recommended that there should be a complete (transversal and vertical) integration of communication skills, including effective teaching methods, assessments, and examinations in order to be valued by the students. This would necessitate curricular changes. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

Parenting and the parallel processes in parents' counseling supervision for eating-related problems.

PubMed

Golan, Moria

2014-04-01

This paper presents an integrative model for supervising counselors of parents who face eating-related problems in their families. The model is grounded in the theory of parallel processes which occur during the supervision of health-care professionals as well as the counseling of parents and patients. The aim of this model is to conceptualize components and processes in the supervision space, in order to: (a) create a nurturing environment for health-care facilitators, parents and children, (b) better understand the complex and difficult nature of parenting, the challenge counselors face, and the skills and practices used in parenting and in counseling, and (c) better own practices and oppose the judgment that often dominates in counseling and supervision. This paper reflects upon the tradition of supervision and offers a comprehensive view of this process, including its challenges, skills and practices.

Orthographic and phonological preview benefits: parafoveal processing in skilled and less-skilled deaf readers.

PubMed

Bélanger, Nathalie N; Mayberry, Rachel I; Rayner, Keith

2013-01-01

Many deaf individuals do not develop the high-level reading skills that will allow them to fully take part into society. To attempt to explain this widespread difficulty in the deaf population, much research has honed in on the use of phonological codes during reading. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers, though not well supported, still lingers in the literature. We investigated skilled and less-skilled adult deaf readers' processing of orthographic and phonological codes in parafoveal vision during reading by monitoring their eye movements and using the boundary paradigm. Orthographic preview benefits were found in early measures of reading for skilled hearing, skilled deaf, and less-skilled deaf readers, but only skilled hearing readers processed phonological codes in parafoveal vision. Crucially, skilled and less-skilled deaf readers showed a very similar pattern of preview benefits during reading. These results support the notion that reading difficulties in deaf adults are not linked to their failure to activate phonological codes during reading.

What Does Age Have to Do with Skills Proficiency? Adult Skills in Focus #3

ERIC Educational Resources Information Center

OECD Publishing, 2016

2016-01-01

Adults tend to lose their information-processing skills as they age, especially if they do not use them. While older adults may compensate for this loss by developing other valuable skills, the importance of being proficient in information-processing skills in determining wages and employment does not diminish as workers age. Probably the most…

The use of physics practicum to train science process skills and its effect on scientific attitude of vocational high school students

NASA Astrophysics Data System (ADS)

Wiwin, E.; Kustijono, R.

2018-03-01

The purpose of the study is to describe the use of Physics practicum to train the science process skills and its effect on the scientific attitudes of the vocational high school students. The components of science process skills are: observing, classifying, inferring, predicting, and communicating. The established scientific attitudes are: curiosity, honesty, collaboration, responsibility, and open-mindedness. This is an experimental research with the one-shot case study design. The subjects are 30 Multimedia Program students of SMK Negeri 12 Surabaya. The data collection techniques used are observation and performance tests. The score of science process skills and scientific attitudes are taken from observational and performance instruments. Data analysis used are descriptive statistics and correlation. The results show that: 1) the physics practicum can train the science process skills and scientific attitudes in good category, 2) the relationship between the science process skills and the students' scientific attitude is good category 3) Student responses to the learning process using the practicum in the good category, The results of the research conclude that the physics practicum can train the science process skill and have a significant effect on the scientific attitude of the vocational highschool students.

Functional anatomy of listening and reading comprehension during development.

PubMed

Berl, Madison M; Duke, Elizabeth S; Mayo, Jessica; Rosenberger, Lisa R; Moore, Erin N; VanMeter, John; Ratner, Nan Bernstein; Vaidya, Chandan J; Gaillard, William Davis

2010-08-01

Listening and reading comprehension of paragraph-length material are considered higher-order language skills fundamental to social and academic functioning. Using ecologically relevant language stimuli that were matched for difficulty according to developmental level, we analyze the effects of task, age, neuropsychological skills, and post-task performance on fMRI activation and hemispheric laterality. Areas of supramodal language processing are identified, with the most robust region being left-lateralized activation along the superior temporal sulcus. Functionally, this conjunction has a role in semantic and syntactic processing, leading us to refer to this conjunction as "comprehension cortex." Different from adults, supramodal areas for children include less extensive inferior frontal gyrus but more extensive right cerebellum and right temporal pole. Broader neuroanatomical pathways are recruited for reading, reflecting the more active processing and larger set of cognitive demands needed for reading compared to listening to stories. ROI analyses reveal that reading is a less lateralized language task than listening in inferior frontal and superior temporal areas, which likely reflects the difficulty of the task as children in this study are still developing their reading skills. For listening to stories, temporal activation is stable by age four with no correlations with age, neuropsychological skills or post-task performance. In contrast, frontal activation during listening to stories occurs more often in older children, and frontal activation is positively correlated with better performance on comprehension questions, suggesting that the activation of frontal networks may reflect greater integration and depth of story processing. 2010 Elsevier Inc. All rights reserved.

Using the Science Process Skills to Investigate Animals and Animal Habitats

NASA Astrophysics Data System (ADS)

Braithwaite, Saisha

This study explored how a STEM (science, technology, engineering, and math) engineer design challenge allowed students to analyze the characteristics of animals and animal habitats. This study was conducted in a kindergarten class within an urban school district. The class has 25 students while the study focuses on six students. The group consists of three boys and three girls. In this study, the students used the science process skills to observe, classify, infer, and make predictions about animals and habitats. In the engineer design, students created an established habitat and built their own animal that can survive in that habitat. The study analyzed how students used process skills to engage with the habitats and animals. The students successfully used the science process skills in this study. The results showed that students gained more content knowledge when they used multiple process skills within a lesson. The study shows that developing lessons using the science process skills improves students' ability to demonstrate their knowledge of animals and their habitats.

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.

Evaluation of a Spatial Data Management System for Basic Skills Education

DTIC Science & Technology

1986-03-01

levels (see Craik & Lockhart , 1972). These methods include verbal and imaginal elaboration (Weinstein, 1978; Weinstein et al., 1979), and a variety of...strategies at a more specific level . I . Information processing strategies are methods to aid acquisition, retention, or retrieval of information. These...methods generally are designed to force students to process information at deeper, semantic or imaginal, levels of processing , rather than at shallower

Making the Right Choice.

ERIC Educational Resources Information Center

Cox, Edward P.; Malone, Bobby G.

2001-01-01

When 34 Indiana school-board presidents were surveyed regarding their districts' superintendent hiring processes, most were not impressed with candidate quality. Applicants' top weaknesses included insufficient administrative experience, limited communication skills, and inadequate knowledge of school finance. Internal candidates are scarce, and…

A Home for Toad: Using Storytelling To Teach Big6 Skills.

ERIC Educational Resources Information Center

Jansen, Barbara

1998-01-01

Describes how to use storytelling in elementary education to teach the Big6 research process. Strategies for implementation are presented, including modifying a story, writing a story based on the curriculum connection, and using puppets. (LRW)

Race and Dyslexia

ERIC Educational Resources Information Center

Hoyles, Asher; Hoyles, Martin

2010-01-01

This article begins with a definition of dyslexia as genetic, involving language processing and phonological awareness. It goes beyond reading and writing difficulties to include, for example, sequencing, orientation, short-term memory, speed, circumlocution, organisational skills, visual thinking, self-esteem and anger. Dyslexia, though…

Relevant Telecomputing Activities.

ERIC Educational Resources Information Center

Ross, Patricia

1995-01-01

Discusses the use of telecomputing in classrooms. Topics include telecomputing goals; use of the Internet; language arts and music FTP (file transfer protocol) sites; social studies FTP sites; science Telnet sites; social studies Telnet sites; skill building and learning processes; and instructional design. (LRW)

37 CFR 1.71 - Detailed description and specification of the invention.

Code of Federal Regulations, 2011 CFR

2011-07-01

... enable any person skilled in the art or science to which the invention or discovery appertains, or with... specification must include a written description of the invention or discovery and of the manner and process of...

37 CFR 1.71 - Detailed description and specification of the invention.

Code of Federal Regulations, 2010 CFR

2010-07-01

... enable any person skilled in the art or science to which the invention or discovery appertains, or with... specification must include a written description of the invention or discovery and of the manner and process of...

ORES - Objective Referenced Evaluation in Science.

ERIC Educational Resources Information Center

Shaw, Terry

Science process skills considered important in making decisions and solving problems include: observing, classifying, measuring, using numbers, using space/time relationships, communicating, predicting, inferring, manipulating variables, making operational definitions, forming hypotheses, interpreting data, and experimenting. This 60-item test,…

Training the Trainers for Small Business.

ERIC Educational Resources Information Center

Gibb, Allan A.

1990-01-01

Training for small businesses requires an entrepreneurial rather than a conventional approach. Critical trainer competencies include profiling the business, segmenting the market, understanding the business development process, introducing the relevant environment, delivering enterprise skills training, and teaching across the board. (SK)

From regained function to daily use: experiences of surgical reconstruction of grip in people with tetraplegia.

PubMed

Wangdell, Johanna; Carlsson, Gunnel; Friden, Jan

2014-01-01

To capture patients' relearning processes from regained function to improvements in daily life after grip reconstructive surgery in tetraplegia. Eleven people with tetraplegia who underwent grip reconstructive surgery during February 2009 to March 2011. Qualitative interviews were conducted 7 to 17 months after surgery and analysed using grounded theory. Determination to reach a higher level of independence was the core concept to integrate regained function into daily life. There were 3 phases identified; "Initiate activity training," "Establish hand control in daily activities," and "Challenge dependence." Between the phases psychological stages occurred, first; "a belief in improved ability", and later in the process; "confidence in ability". The process to fully integrate regain function in daily life was described as long and time-consuming. However, the participants claimed it useful to do the skills training in their home environment, without long-term in clinic rehabilitation. Relearning activities in daily life after a grip reconstruction is a time-consuming and demanding process. It includes skills training, mental strategies and psychological stages together with environmental and social factors. Accordingly, rehabilitation after grip reconstruction in tetraplegia should focus on both grip skills and psychological stages, to encourage that patient's keep their determination and achieve greater independence. Implications for Rehabilitation There is a stepwise process to transform improved function into daily use. The most important factor to transform improved function into daily use was motivation to reach a higher independence. Other important factors were; skills training, use of individual learning strategies, belief and confidence in personal ability, social and environmental factors. There was a long and demanding process to fully transform the improved function into daily use. The participants preferred to do activity training in the specific environment, usually at home.

The effectiveness of a long-term professional development program on teachers' self-efficacy, attitudes, skills, and knowledge using a thematic learning approach

NASA Astrophysics Data System (ADS)

Tinnin, Richard Kinna

The purpose of this research study was to determine the effectiveness of a long-term professional development program on self-efficacy beliefs, science attitudes, skills, and knowledge of elementary teachers. The target school was located in the Lower Rio Grande Valley of Texas. Major elements of the study included the use of thematic science strands, use of the 5E constructivist-oriented instructional model, a focus on the interdisciplinary nature of the science process skills, and guided, inquiry-based learning experiences. These elements mirror the principles identified as being essential components of effective professional development for mathematics, and science education (Fullan, 1985; Sparks & Loucks-Horsley, 1990; Loucks-Horsley, 1997). The research team was actively involved with the participants for a total of 30 days at their school over the 24 months of the study. During each training, the research team modeled the 5E constructivist-oriented instructional strategy, and the interdisciplinary nature of the science process skills, set up a wide variety of activity centers, and provided the teachers with opportunities to improve their attitudes, skills, and knowledge of the science content, and teaching strategies. The 15 participants completed pre-, post-, and post-post-Leadership Team Surreys. Quantitative data analyses of gain scores measuring level of confidence to teach Marine and Earth Science, content knowledge, and teaching strategies were significant, p < .001. The participants' efficacy-beliefs and outcome expectancy were assessed with a pre- and posttest Science Teacher Self-Efficacy Beliefs Instrument that measures both elements. Self-efficacy beliefs were significant at p < .001. Outcome expectancies were not significant, p > .05. Qualitative analysis of reflective journal comments, classroom observations, and the participants understanding, and use of science process skills across the curriculum supported the quantitative data results. The data demonstrate significant improvement in the self-efficacy beliefs, attitudes, skills, and knowledge toward teaching science of the Pre-Kindergarten--2nd -grade teachers who participated in this long-term professional development study.

Students' science process skill and analytical thinking ability in chemistry learning

NASA Astrophysics Data System (ADS)

Irwanto, Rohaeti, Eli; Widjajanti, Endang; Suyanta

2017-08-01

Science process skill and analytical thinking ability are needed in chemistry learning in 21st century. Analytical thinking is related with science process skill which is used by students to solve complex and unstructured problems. Thus, this research aims to determine science process skill and analytical thinking ability of senior high school students in chemistry learning. The research was conducted in Tiga Maret Yogyakarta Senior High School, Indonesia, at the middle of the first semester of academic year 2015/2016 is using the survey method. The survey involved 21 grade XI students as participants. Students were given a set of test questions consists of 15 essay questions. The result indicated that the science process skill and analytical thinking ability were relatively low ie. 30.67%. Therefore, teachers need to improve the students' cognitive and psychomotor domains effectively in learning process.

The Impact of New Technology on Skills and Skill Formation in the Banking and Textile Industries. NCEE Brief Number 1.

ERIC Educational Resources Information Center

Bailey, Thomas; Noyelle, Thierry

The subject of this report is the impact of microelectronic technology on the process of skill formation with particular reference to two industries: banking and textiles. A recent research effort sought to identify and understand how changes in the structure and nature of skills were affecting the process of skill formation and the balance of…

Elementary teachers' mental models of engineering design processes: A comparison of two communities of practice

NASA Astrophysics Data System (ADS)

McMahon, Ann P.

Educating K-12 students in the processes of design engineering is gaining popularity in public schools. Several states have adopted standards for engineering design despite the fact that no common agreement exists on what should be included in the K-12 engineering design process. Furthermore, little pre-service and in-service professional development exists that will prepare teachers to teach a design process that is fundamentally different from the science teaching process found in typical public schools. This study provides a glimpse into what teachers think happens in engineering design compared to articulated best practices in engineering design. Wenger's communities of practice work and van Dijk's multidisciplinary theory of mental models provide the theoretical bases for comparing the mental models of two groups of elementary teachers (one group that teaches engineering and one that does not) to the mental models of design engineers (including this engineer/researcher/educator and professionals described elsewhere). The elementary school teachers and this engineer/researcher/educator observed the design engineering process enacted by professionals, then answered questions designed to elicit their mental models of the process they saw in terms of how they would teach it to elementary students. The key finding is this: Both groups of teachers embedded the cognitive steps of the design process into the matrix of the social and emotional roles and skills of students. Conversely, the engineers embedded the social and emotional aspects of the design process into the matrix of the cognitive steps of the design process. In other words, teachers' mental models show that they perceive that students' social and emotional communicative roles and skills in the classroom drive their cognitive understandings of the engineering process, while the mental models of this engineer/researcher/educator and the engineers in the video show that we perceive that cognitive understandings of the engineering process drive the social and emotional roles and skills used in that process. This comparison of mental models with the process that professional designers use defines a problem space for future studies that investigate how to incorporate engineering practices into elementary classrooms. Recommendations for engineering curriculum development and teacher professional development based on this study are presented.

The development of health literacy in patients with a long-term health condition: the health literacy pathway model

PubMed Central

2012-01-01

Background Inadequate health literacy has been associated with poor management of long-term health conditions and has been identified as a key social determinant of health outcomes. However, little is understood about how health literacy might develop over time or the processes by which people may become more health literate. Our objectives were to describe how patients with a long-term condition practice health literacy in the management of their health and communication with health professionals, how they become more health literate over time and their experience of using health services. We also sought to identify and describe the motivations, facilitators and barriers in the practice of health literacy in healthcare consultations. Methods We designed a longitudinal qualitative study using serial interviews with 18 participants to explore their experiences of learning to manage their condition and their experiences of health literacy when participating in healthcare processes. Participants were recruited from patient education programmes and were interviewed three times over a period of 9 months. A framework approach was used to analyse data. Results A model is presented that illustrates the development of health literacy along a trajectory that includes the development of knowledge, health literacy skills and practices, health literacy actions, abilities in seeking options and informed and shared decision making opportunities. Motivations and barriers to developing and practising health literacy skills partly reflected participants' characteristics but were also influenced by health professionals. Some participants developed their health literacy to a point where they became more involved in healthcare processes (including informed and shared decision-making). Conclusions Patients with a long-term condition can develop health literacy skills over time and put their skills into practice in becoming more active in healthcare consultations. Our findings have implications for developing health literacy interventions aimed at patient involvement in healthcare processes and improved self-management of long-term conditions. PMID:22332990

Critical Analysis of Primary Literature in a Master's-Level Class: Effects on Self-Efficacy and Science-Process Skills.

PubMed

Abdullah, Christopher; Parris, Julian; Lie, Richard; Guzdar, Amy; Tour, Ella

2015-01-01

The ability to think analytically and creatively is crucial for success in the modern workforce, particularly for graduate students, who often aim to become physicians or researchers. Analysis of the primary literature provides an excellent opportunity to practice these skills. We describe a course that includes a structured analysis of four research papers from diverse fields of biology and group exercises in proposing experiments that would follow up on these papers. To facilitate a critical approach to primary literature, we included a paper with questionable data interpretation and two papers investigating the same biological question yet reaching opposite conclusions. We report a significant increase in students' self-efficacy in analyzing data from research papers, evaluating authors' conclusions, and designing experiments. Using our science-process skills test, we observe a statistically significant increase in students' ability to propose an experiment that matches the goal of investigation. We also detect gains in interpretation of controls and quantitative analysis of data. No statistically significant changes were observed in questions that tested the skills of interpretation, inference, and evaluation. © 2015 C. Abdullah et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The effect of participation in an extended inquiry project on general chemistry student laboratory interactions, confidence, and process skills

NASA Astrophysics Data System (ADS)

Krystyniak, Rebecca A.

2001-12-01

This study explored the effect of participation by second-semester general chemistry students in an extended open-inquiry laboratory investigation on their use of science process skills and confidence in performing specific aspects of laboratory investigations. In addition, verbal interactions of a student lab team among team members and with their instructor over three open-inquiry laboratory sessions and two non-inquiry sessions were investigated. Instruments included the Test of Integrated Skills (TIPS), a 36-item multiple-choice instrument, and the Chemistry Laboratory Survey (CLS), a researcher co-designed 20-item 8-point instrument. Instruments were administered at the beginning and close of the semester to 157 second-semester general chemistry students at the two universities; students at only one university participated in open-inquiry activity. A MANCOVA was performed to investigate relationships among control and experimental students, TIPS, and CLS post-test scores. Covariates were TIPS and CLS pre-test scores and prior high school and college science experience. No significant relationships were found. Wilcoxen analyses indicated both groups showed increase in confidence; experimental-group students with below-average TIPS pre-test scores showed a significant increase in science process skills. Transcribed audio tapes of all laboratory-based verbal interactions were analyzed. Coding categories, developed using the constant comparison method, led to an inter-rater reliability of .96. During open-inquiry activities, the lab team interacted less often, sought less guidance from their instructor, and talked less about chemistry concepts than during non-inquiry activities. Evidence confirmed that students used science process skills and engaged in higher-order thinking during both types of activities. A four-student focus shared their experiences with open-inquiry activities, indicating that they enjoyed the experience, viewed it as worthwhile, and believed it helped them gain understanding of the nature of chemistry research. Research results indicate that participation in open-inquiry laboratory increases student confidence and, for some students, the ability to use science process skills. Evidence documents differences in student laboratory interactions and behavior that are attributable to the type of laboratory experience. Further research into aspects of open-inquiry laboratory experiences is recommended.

A decade of imaging surgeons' brain function (part II): A systematic review of applications for technical and nontechnical skills assessment.

PubMed

Modi, Hemel Narendra; Singh, Harsimrat; Yang, Guang-Zhong; Darzi, Ara; Leff, Daniel Richard

2017-11-01

Functional neuroimaging technologies enable assessment of operator brain function and can deepen our understanding of skills learning, ergonomic optima, and cognitive processes in surgeons. Although there has been a critical mass of data detailing surgeons' brain function, this literature has not been reviewed systematically. A systematic search of original neuroimaging studies assessing surgeons' brain function and published up until November 2016 was conducted using Medline, Embase, and PsycINFO databases. Twenty-seven studies fulfilled the inclusion criteria, including 3 feasibility studies, 14 studies exploring the neural correlates of technical skill acquisition, and the remainder investigating brain function in the context of intraoperative decision-making (n = 1), neurofeedback training (n = 1), robot-assisted technology (n = 5), and surgical teaching (n = 3). Early stages of learning open surgical tasks (knot-tying) are characterized by prefrontal cortical activation, which subsequently attenuates with deliberate practice. However, with complex laparoscopic skills (intracorporeal suturing), prefrontal cortical engagement requires substantial training, and attenuation occurs over a longer time course, after years of refinement. Neurofeedback and interventions that improve neural efficiency may enhance technical performance and skills learning. Imaging surgeons' brain function has identified neural signatures of expertise that might help inform objective assessment and selection processes. Interventions that improve neural efficiency may target skill-specific brain regions and augment surgical performance. Copyright © 2017 Elsevier Inc. All rights reserved.

Revision of the Competency Standards for Occupational Therapy Driver Assessors: An overview of the evidence for the inclusion of cognitive and perceptual assessments within fitness-to-drive evaluations.

PubMed

Fields, Sally M; Unsworth, Carolyn A

2017-08-01

Determination of fitness-to-drive after illness or injury is a complex process typically requiring a comprehensive driving assessment, including off-road and on-road assessment components. The competency standards for occupational therapy driver assessors (Victoria, Australia) define the requirements for performance of a comprehensive driving assessment, and we are currently revising these. Assessment of cognitive and perceptual skills forms an important part of the off-road assessment. The aim of this systematic review of systematic reviews (known as an overview) is to identify what evidence exists for including assessment of cognitive and perceptual skills within fitness-to-drive evaluations to inform revision of the competency standards. Five electronic databases (MEDLINE, CINAHL, PsycINFO, The Cochrane Library, OT Seeker) were systematically searched. Systematic review articles were appraised by two authors for eligibility. Methodological quality was independently assessed using the AMSTAR tool. Narrative analysis was conducted to summarise the content of eligible reviews. A total of 1228 results were retrieved. Fourteen reviews met the inclusion criteria. Reviews indicated that the components of cognition and perception most frequently identified as being predictive of fitness-to-drive were executive function (n = 13), processing speed (n = 12), visuospatial skills, attention, memory and mental flexibility (n = 11). Components less indicative were perception, concentration (n = 10), praxis (n = 9), language (n = 7) and neglect (n = 6). This overview of systematic reviews supports the inclusion of assessment of a range of cognitive and perceptual skills as key elements in a comprehensive driver assessment and therefore should be included in the revised competency standards for occupational therapy driver assessors. © 2017 Occupational Therapy Australia.

Video game practice optimizes executive control skills in dual-task and task switching situations.

PubMed

Strobach, Tilo; Frensch, Peter A; Schubert, Torsten

2012-05-01

We examined the relation of action video game practice and the optimization of executive control skills that are needed to coordinate two different tasks. As action video games are similar to real life situations and complex in nature, and include numerous concurrent actions, they may generate an ideal environment for practicing these skills (Green & Bavelier, 2008). For two types of experimental paradigms, dual-task and task switching respectively; we obtained performance advantages for experienced video gamers compared to non-gamers in situations in which two different tasks were processed simultaneously or sequentially. This advantage was absent in single-task situations. These findings indicate optimized executive control skills in video gamers. Similar findings in non-gamers after 15 h of action video game practice when compared to non-gamers with practice on a puzzle game clarified the causal relation between video game practice and the optimization of executive control skills. Copyright © 2012 Elsevier B.V. All rights reserved.

Non-Technical Skills for Surgeons (NOTSS): Critical appraisal of its measurement properties.

PubMed

Jung, James J; Borkhoff, Cornelia M; Jüni, Peter; Grantcharov, Teodor P

2018-02-17

To critically appraise the development and measurement properties, including sensibility, reliability, and validity of the Non-Technical Skills of Surgeons (NOTSS) system. Articles that described development process of the NOTSS system were identified. Relevant primary studies that presented evidence of reliability and validity were identified through a comprehensive literature review. NOTSS was developed through robust item generation and reduction strategies. It was shown to have good content validity, acceptability, and feasibility. Inter-rater reliability increased with greater expertise and number of assessors. Studies demonstrated evidence of cross-sectional construct validity, in that the tool was able to differentiate known groups of varied non-technical skill levels. Evidence of longitudinal construct validity also existed to demonstrate that NOTSS detected changes in non-technical skills before and after targeted training. In populations and settings presented in our critical appraisal, NOTSS provided reliable and valid measurements of intraoperative non-technical skills of surgeons. Copyright © 2018 Elsevier Inc. All rights reserved.

Improving ward environments and developing skills for discharge with the implementation of self-catering on a low secure forensic unit.

PubMed Central

O'Reilly, Alison

2016-01-01

The opportunities for service users to develop skills for more independent living and take control of their environments are limited in secure mental health units. This paper will outline a quality improvement project that changed how the catering services were delivered in a low secure unit in East London NHS Foundation Trust (ELFT). A Quality Improvement methodology was adopted incorporating the Plan, Do, Study, Act (PDSA) cycle which included the trial of service users preparing their own meals on a daily basis. The participation rates were measured and functional daily living skills were recorded. Following success of the trial, long-term implementation of self-catering was agreed, with service users being supported to prepare a shared evening meal every day on the ward with an average of 60% participation. Functional living skills indicated an improvement in the area of process skills. The project aligned with ELFT's aims of service users working in collaboration with staff to implement changes in service delivery. PMID:28090324

Improving ward environments and developing skills for discharge with the implementation of self-catering on a low secure forensic unit.

PubMed

O'Reilly, Alison

2016-01-01

The opportunities for service users to develop skills for more independent living and take control of their environments are limited in secure mental health units. This paper will outline a quality improvement project that changed how the catering services were delivered in a low secure unit in East London NHS Foundation Trust (ELFT). A Quality Improvement methodology was adopted incorporating the Plan, Do, Study, Act (PDSA) cycle which included the trial of service users preparing their own meals on a daily basis. The participation rates were measured and functional daily living skills were recorded. Following success of the trial, long-term implementation of self-catering was agreed, with service users being supported to prepare a shared evening meal every day on the ward with an average of 60% participation. Functional living skills indicated an improvement in the area of process skills. The project aligned with ELFT's aims of service users working in collaboration with staff to implement changes in service delivery.

Using a Guided Journal Club as a Teaching Strategy to Enhance Learning Skills for Evidence-Based Practice.

PubMed

Szucs, Kimberly A; Benson, Jeryl D; Haneman, Brianne

2017-04-01

Journal clubs are used in both clinical and academic settings in order for clinicians and students to utilize current best-practices, become competent in evidence based practice and develop critical appraisal skills. Journal clubs encourage students to practice searching for relevant research, critically appraising articles, and contributing to open discussions with peers. Establishing the practice of reading and critiquing literature in the classroom can enable the creation of a habit of using current evidence when students enter practice. This article describes a strategy for delivering a structured academic journal club to support the learning of evidence based practice skills and students' perception of the journal club, including their overall satisfaction, knowledge base skills, and presentation skills. Students had an overall positive experience and perception of the guided journal club activity. From the instructor's perspective, this assignment was an excellent opportunity to engage students in learning the process of evidence based practice.

Automatic Information Processing and High Performance Skills: Individual Differences and Mechanisms of Performance Improvement in Search-Detection and Complex Task

DTIC Science & Technology

1992-09-01

abilities is fit along with the autoregressive process. Initially, the influences on search performance of within-group age and sex were included as control...Results: PerformanceLAbility Structure Measurement Model: Ability Structure The correlations between all the ability measures, age, and sex are...subsequent analyses for young adults. Age and sex were included as control variables. There was an age range of 15 years; this range is sufficiently large that

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.

Integrating Knowledge, Skills and Attitudes: Conceptualising Learning Processes towards Vocational Competence

ERIC Educational Resources Information Center

Baartman, Liesbeth K. J.; de Bruijn, Elly

2011-01-01

Current research focuses on competence development and complex professional tasks. However, "learning processes" towards the integration of knowledge, skills and attitudes largely remain a black box. This article conceptualises three integration processes, in analogy to theories on transfer. Knowledge, skills and attitudes are defined, reconciling…

Problem-based learning and the workplace: do dental hygienists in Hong Kong continue to use the skills acquired in their studies?

PubMed

Cheng, Brenda Siu Shan

2009-08-01

Problem-based learning (PBL) has been implemented in the dental hygiene program at the University of Hong Kong since 2001, but research is lacking to address the level of retention in the workplace. The purpose of this study was to explore whether dental hygienists continue to use their PBL skills and how well those skills are being applied in the workplace. A total of eighteen dental hygienists from the 2006 program were invited to participate in this study. A survey was conducted and follow-up group interviews carried out in 2008. The results revealed that dental hygienists continue to use the PBL skills of communication with the patient, patient education, and independent learning, but seldom use dental knowledge, teamwork, and communication with colleagues. Critical thinking, self-evaluation, and lifelong learning skills showed contradictory results. Besides, stressors under individual work environments, including certain Chinese cultural values, affect the way in which dental hygienists utilize PBL skills. This study concludes that the PBL approach is a worthwhile learning process for dental hygiene. However, many different variables affect the effectiveness of applying PBL skills after academic training, especially under the influence of Chinese culture in Hong Kong.

Peak with Books: An Early Childhood Resource for Balanced Literacy. Third Edition.

ERIC Educational Resources Information Center

Nelsen, Marjorie R.; Nelsen-Parish, Jan

This book shows how to use popular children's literature to build reading, writing, and cognitive skills in an inquiry-based environment. This third edition has been expanded to include first and second grades. New features include: (1) new emphasis on culturally diverse storybooks; (2) a description of the experiential learning inquiry process;…

From Cheerleader to Coach: The Developmental Progression of Bedside Teachers in Giving Feedback to Early Learners.

PubMed

Wenrich, Marjorie D; Jackson, Molly Blackley; Maestas, Ramoncita R; Wolfhagen, Ineke H A P; Scherpbier, Albert J J

2015-11-01

Medical students learn clinical skills at the bedside from teaching clinicians, who often learn to teach by teaching. Little is known about the process of becoming an effective clinical teacher. Understanding how teaching skills and approaches change with experience may help tailor faculty development for new teachers. Focusing on giving feedback to early learners, the authors asked: What is the developmental progression of clinician-teachers as they learn to give clinical skills feedback to medical students? This qualitative study included longitudinal interviews with clinician-teachers over five years in a new clinical skills teaching program for preclinical medical students. Techniques derived from grounded theory were used for initial analyses. The current study focused on one theme identified in initial analyses: giving feedback to students. Transcript passages were organized by interview year, coded, and discussed in year clusters; thematic codes were compared and emergent codes developed. Themes related to giving feedback demonstrated a dyadic structure: characteristic of less experienced teachers versus characteristic of experienced teachers. Seven dominant dyadic themes emerged, including teacher as cheerleader versus coach, concern about student fragility versus understanding resilience, and focus on creating a safe environment versus challenging students within a safe environment. With consistent teaching, clinical teachers demonstrated progress in giving feedback to students in multiple areas, including understanding students' developmental trajectory and needs, developing tools and strategies, and adopting a dynamic, challenging, inclusive team approach. Ongoing teaching opportunities with targeted faculty development may help improve clinician-teachers' feedback skills and approaches.

Dirt Cheap and All Around Us.

ERIC Educational Resources Information Center

Nelson, Donald J.

1985-01-01

Presents a variety of outdoor and classroom activities in which soil is used to teach environmental concepts and to provide students with science process skills practice. Areas considered include: site selection and description; compaction; infiltration rate; temperature; components; water content; and microorganisms. (DH)

Something's Fishy in Paxton Lake: A Case on Speciation in Sticklebacks.

ERIC Educational Resources Information Center

Sharp, Joan

2002-01-01

Introduces a case study on speciation and evolutionary mechanisms. Teaches science process skills as well as natural selection, biological species concepts, basic genetic terminology, and classification. Includes teaching notes and classroom management strategies. (Contains 14 references.) (YDS)

Align the Front End First.

ERIC Educational Resources Information Center

Perry, Jim

1995-01-01

Discussion of management styles and front-end analysis focuses on a review of Douglas McGregor's theories. Topics include Theories X, Y, and Z; leadership skills; motivational needs of employees; intrinsic and extrinsic rewards; and faulty implementation of instructional systems design processes. (LRW)

Communicative Discourse in Second Language Classrooms: From Building Skills to Becoming Skillful

ERIC Educational Resources Information Center

Suleiman, Mahmoud

2013-01-01

The dynamics of the communicative discourse is a natural process that requires an application of a wide range of skills and strategies. In particular, linguistic discourse and the interaction process have a huge impact on promoting literacy and academic skills in all students especially English language learners (ELLs). Using interactive…

Improving Narrative Writing Skills, Composition Skills, and Related Attitudes among Second Grade Students by Integrating Word Processing, Graphic Organizers, and Art into a Process Approach to Writing.

ERIC Educational Resources Information Center

Gallick-Jackson, Sheryl A.

A practicum program was developed and implemented to improve narrative writing skills, composition skills, and related attitudes among the targeted second grade students. Objectives for the program were for: 75% of the students to increase their narrative writing skills by at least one proficiency level; 75% of the students to increase their…

Developing a 3D Game Design Authoring Package to Assist Students' Visualization Process in Design Thinking

ERIC Educational Resources Information Center

Kuo, Ming-Shiou; Chuang, Tsung-Yen

2013-01-01

The teaching of 3D digital game design requires the development of students' meta-skills, from story creativity to 3D model construction, and even the visualization process in design thinking. The characteristics a good game designer should possess have been identified as including redesign things, creativity thinking and the ability to…

Incorporating A Structured Writing Process into Existing CLS Curricula.

PubMed

Honeycutt, Karen; Latshaw, Sandra

2014-01-01

Good communication and critical thinking are essential skills for all successful professionals, including Clinical Laboratory Science/Medical Laboratory Science (CLS/MLS) practitioners. Professional programs can incorporate writing assignments into their curricula to improve student written communication and critical thinking skills. Clearly defined, scenario-focused writing assignments provide student practice in clearly articulating responses to proposed problems or situations, researching and utilizing informational resources, and applying and synthesizing relevant information. Assessment rubrics, structured feedback, and revision writing methodologies help guide students through the writing process. This article describes how a CLS Program in a public academic medical center, located in the central United States (US) serving five centrally-located US states has incorporated writing intensive assignments into an existing 11-month academic year using formal, informal and reflective writing to improve student written communication and critical thinking skills. Faculty members and employers of graduates assert that incorporating writing intensive requirements have better prepared students for their professional role to effectively communicate and think critically.

Anatomy is strategy: Skilled reading differences associated with structural connectivity differences in the reading network

PubMed Central

Graves, William W.; Binder, Jeffrey R.; Desai, Rutvik H.; Humphries, Colin; Stengel, Benjamin C.; Seidenberg, Mark S.

2014-01-01

Are there multiple ways to be a skilled reader? To address this longstanding, unresolved question, we hypothesized that individual variability in using semantic information in reading aloud would be associated with neuroanatomical variation in pathways linking semantics and phonology. Left-hemisphere regions of interest for diffusion tensor imaging analysis were defined based on fMRI results, including two regions linked with semantic processing – angular gyrus (AG) and inferior temporal sulcus (ITS) – and two linked with phonological processing – posterior superior temporal gyrus (pSTG) and posterior middle temporal gyrus (pMTG). Effects of imageability (a semantic measure) on response times varied widely among individuals and covaried with the volume of pathways through the ITS and pMTG, and through AG and pSTG, partially overlapping the inferior longitudinal fasciculus and the posterior branch of the arcuate fasciculus. These results suggest strategy differences among skilled readers associated with structural variation in the neural reading network. PMID:24735993

Effects of orthographic consistency on eye movement behavior: German and English children and adults process the same words differently.

PubMed

Rau, Anne K; Moll, Kristina; Snowling, Margaret J; Landerl, Karin

2015-02-01

The current study investigated the time course of cross-linguistic differences in word recognition. We recorded eye movements of German and English children and adults while reading closely matched sentences, each including a target word manipulated for length and frequency. Results showed differential word recognition processes for both developing and skilled readers. Children of the two orthographies did not differ in terms of total word processing time, but this equal outcome was achieved quite differently. Whereas German children relied on small-unit processing early in word recognition, English children applied small-unit decoding only upon rereading-possibly when experiencing difficulties in integrating an unfamiliar word into the sentence context. Rather unexpectedly, cross-linguistic differences were also found in adults in that English adults showed longer processing times than German adults for nonwords. Thus, although orthographic consistency does play a major role in reading development, cross-linguistic differences are detectable even in skilled adult readers. Copyright © 2014 Elsevier Inc. All rights reserved.

Decoding the learning environment of medical education: a hidden curriculum perspective for faculty development.

PubMed

Hafler, Janet P; Ownby, Allison R; Thompson, Britta M; Fasser, Carl E; Grigsby, Kevin; Haidet, Paul; Kahn, Marc J; Hafferty, Frederic W

2011-04-01

Medical student literature has broadly established the importance of differentiating between formal-explicit and hidden-tacit dimensions of the physician education process. The hidden curriculum refers to cultural mores that are transmitted, but not openly acknowledged, through formal and informal educational endeavors. The authors extend the concept of the hidden curriculum from students to faculty, and in so doing, they frame the acquisition by faculty of knowledge, skills, and values as a more global process of identity formation. This process includes a subset of formal, formative activities labeled "faculty development programs" that target specific faculty skills such as teaching effectiveness or leadership; however, it also includes informal, tacit messages that faculty absorb. As faculty members are socialized into faculty life, they often encounter conflicting messages about their role. In this article, the authors examine how faculty development programs have functioned as a source of conflict, and they ask how these programs might be retooled to assist faculty in understanding the tacit institutional culture shaping effective socialization and in managing the inconsistencies that so often dominate faculty life. © by the Association of American Medical Colleges.

Effects of gross motor function and manual function levels on performance-based ADL motor skills of children with spastic cerebral palsy.

PubMed

Park, Myoung-Ok

2017-02-01

[Purpose] The purpose of this study was to determine effects of Gross Motor Function Classification System and Manual Ability Classification System levels on performance-based motor skills of children with spastic cerebral palsy. [Subjects and Methods] Twenty-three children with cerebral palsy were included. The Assessment of Motor and Process Skills was used to evaluate performance-based motor skills in daily life. Gross motor function was assessed using Gross Motor Function Classification Systems, and manual function was measured using the Manual Ability Classification System. [Results] Motor skills in daily activities were significantly different on Gross Motor Function Classification System level and Manual Ability Classification System level. According to the results of multiple regression analysis, children categorized as Gross Motor Function Classification System level III scored lower in terms of performance based motor skills than Gross Motor Function Classification System level I children. Also, when analyzed with respect to Manual Ability Classification System level, level II was lower than level I, and level III was lower than level II in terms of performance based motor skills. [Conclusion] The results of this study indicate that performance-based motor skills differ among children categorized based on Gross Motor Function Classification System and Manual Ability Classification System levels of cerebral palsy.

Skill-memory consolidation in the striatum

PubMed Central

Willuhn, Ingo; Steiner, Heinz

2008-01-01

The sensorimotor striatum is important for procedural learning, including skill learning. Our previous findings indicate that this part of the striatum mediates the acquisition of a motor skill in a running-wheel task and that this skill learning is dependent on striatal D1 dopamine receptors. Here, we investigated whether the sensorimotor striatum is also involved in the consolidation of this skill memory and whether this consolidation is modified by the indirect dopamine receptor agonist cocaine. Rats were trained on a running wheel for two days (40 min/day) to learn a new motor skill, that is, the ability to control the movement of the wheel. Before each training session, the animals received an injection of vehicle or cocaine (25 mg/kg; i.p.). Immediately following the training session, an intrastriatal infusion of 2% lidocaine (1 μl) or a sham infusion were administered. Wheel-skill performance was tested before and repeatedly after the training. Our results show that post-trial intrastriatal infusion of lidocaine disrupted late-stage long-term skill memory (post-training days 6-26), but spared early long-term memory (1 day after the training). Skill consolidation was more susceptible to such disruption in animals that practiced less during the training. Cocaine given pre-trial prevented this post-trial disruption of skill consolidation. These findings indicate that the sensorimotor striatum is critical for consolidation of late but not early long-term skill memory. Furthermore, cocaine appeared to stabilize motor memory formation by protecting consolidation processes after the training. PMID:18687364

Enhancing clinical skills education: University of Virginia School of Medicine's Clerkship Clinical Skills Workshop Program.

PubMed

Corbett, Eugene C; Payne, Nancy J; Bradley, Elizabeth B; Maughan, Karen L; Heald, Evan B; Wang, Xin Qun

2007-07-01

In 1993, the University of Virginia School of Medicine began a clinical skills workshop program in an effort to improve the preparation of all clerkship students to participate in clinical care. This program involved the teaching of selected basic clinical skills by interested faculty to small groups of third-year medical students. Over the past 14 years, the number of workshops has increased from 11 to 31, and they now involve clerkship faculty from family medicine, internal medicine, and pediatrics. Workshops include a variety of common skills from the communication, physical examination, and clinical test and procedure domains such as pediatric phone triage, shoulder examination, ECG interpretation, and suturing. Workshop sessions allow students to practice skills on each other, with standardized patients, or with models, with the goal of improving competence and confidence in the performance of basic clinical skills. Students receive direct feedback from faculty on their skill performance. The style and content of these workshops are guided by an explicit set of educational criteria.A formal evaluation process ensures that faculty receive regular feedback from student evaluation comments so that adherence to workshop criteria is continuously reinforced. Student evaluations confirm that these workshops meet their skill-learning needs. Preliminary outcome measures suggest that workshop teaching can be linked to student assessment data and may improve students' skill performance. This program represents a work-in-progress toward the goal of providing a more comprehensive and developmental clinical skills curriculum in the school of medicine.

The improvement of reading skills of L1 and ESL children using a Response to Intervention (RtI) Model.

PubMed

Lipka, Orly; Siegel, Linda S

2010-11-01

This study examined the development of literacy skills in children in a district that used a Response to Intervention (RTI) model. The district included children whose first language was English and children who were learning English as a second language (ESL). Tasks measuring phonological awareness, lexical access, and syntactic awareness were administered when the children entered school in kindergarten at age 5. Reading, phonological processing, syntactic awareness, memory, and spelling were administered in grade 7. When the children entered school, significant numbers of them were at risk for literacy difficulties. After systematic instruction and annual monitoring of skills, their reading abilities improved to the extent that only a very small percentage had reading difficulties. The results demonstrated that early identification and intervention and frequent monitoring of basic skills can significantly reduce the incidence of reading problems in both the ESL and language majority children.

Practicing doctors' perceptions on new learning objectives for Vietnamese medical schools.

PubMed

Hoat, Luu Ngoc; Dung, Do Van; Wright, E Pamela

2007-06-28

As part of the process to develop more community-oriented medical teaching in Vietnam, eight medical schools prepared a set of standard learning objectives with attention to the needs of a doctor working with the community. Because they were prepared based on government documents and the opinions of the teachers, it was necessary to check them with doctors who had already graduated and were working at different sites in the community. Each of the eight medical faculties asked 100 practising recent graduates to complete a questionnaire to check the relevance of the skills that the teachers considered most important. We used mean and standard deviation to summarize the scores rated by the respondents for each skill and percentile at four points: p50, p25, p10 and p5 to describe the variation of scores among the respondents. Correlation coefficient was used to measure the relationship between skill levels set by the teachers and the perception of practicing doctors regarding frequency of using skills and priority for each skill. Additional information was taken from the records of focus group discussions to clarify, explain or expand on the results from the quantitative data. In many cases the skills considered important by teachers were also rated as highly necessary and/or frequently used by the respondents. There were, however, discrepancies: some skills important to teachers were seldom used and not considered important by the doctors. In focus group discussions the doctors also identified skills that are not taught at all in the medical schools but would be needed by practising doctors. Although most of the skills and skill levels included in the learning objectives by the teachers were consistent with the opinions of their graduates, the match was not perfect. The experience of the graduates and their additional comments should be included as inputs to the definition of learning objectives for medical students.

Using Facebook to enhance commencing student confidence in clinical skill development: A phenomenological hermeneutic study.

PubMed

Watson, Bernadette; Cooke, Marie; Walker, Rachel

2016-01-01

The purpose of this study was to explore commencing nursing students' experience of Facebook as an adjunct to on-campus course delivery to determine its impact as a learning strategy for improving confidence in clinical skill development. Approaches supporting nursing students in the development of clinical skills have relied on 'real-life' clinical placements and simulated on-campus clinical laboratories. However students continue to report a lack of confidence in their clinical skills for practice. Social networking sites including Facebook are being used as a learning strategy to stimulate active and collaborative learning approaches. A hermeneutic phenomenological approach was used to provide an understanding of the experience of confidence in clinical skills development for nursing students. Data were collected through in-depth interviews with commencing students about their experience as learners using Facebook and their perceptions of the impact on their clinical skill development. Ten first-year student nurses at one university in south-east Queensland, Australia. Four themes emerged from the data including: 'We're all in this together'; 'I can do this'; 'This is about my future goals and success'; and, 'Real time is not fast enough!'. These themes provide new meaningful insights demonstrating students' sense of confidence in clinical skills was increased through engagement with a dedicated Facebook page. The findings of this study have relevance to academics in the design of learning strategies for clinical courses to further support student confidence and engagement through peer collaboration and active learning processes. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

A leadership-management training curriculum for pathology residents.

PubMed

Sims, K L; Darcy, T P

1997-07-01

Leadership and management skills are increasingly critical to the success of pathologists in and outside of academic centers. We describe a leadership and management curriculum in a combined anatomic and clinical pathology residency program. The mentor-based approach incorporates leadership and management skills throughout the residency with a dedicated 2-month rotation during the final year of training. This 2-month rotation is led by a senior faculty pathologist mentor and includes active participation in management activities, small group discussions, reading, and a management process project. The topics for the small group discussions, reading list, mentor-based activities, and completed management process projects are described. Outcomes and evaluations are reported for residents who have completed this curriculum in leadership and management.

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…

Phonological Processing and Reading in Children with Speech Sound Disorders

ERIC Educational Resources Information Center

Rvachew, Susan

2007-01-01

Purpose: To examine the relationship between phonological processing skills prior to kindergarten entry and reading skills at the end of 1st grade, in children with speech sound disorders (SSD). Method: The participants were 17 children with SSD and poor phonological processing skills (SSD-low PP), 16 children with SSD and good phonological…

Laparoscopic skills assessment: an additional modality for pediatric surgery fellowship selection.

PubMed

Hazboun, Rajaie; Rodriguez, Samuel; Thirumoorthi, Arul; Baerg, Joanne; Moores, Donald; Tagge, Edward P

2017-12-01

The Pediatric Surgery fellow selection is a multi-layered process which has not included assessment of surgical dexterity. Data was collected prospectively as part of the 2016 Pediatric Surgery Match interview process. Applicants completed a questionnaire to document laparoscopic experience and fine motor skills activities. Actual laparoscopic skills were assessed using a simulator. Time to complete an intracorporeal knot was tabulated. An initial rank list was formulated based only on the ERAS application and interview scores. The rank list was re-formulated following the laparoscopic assessment. Un-paired T-test and regression were utilized to analyze the data. Forty applicants were interviewed with 18 matched (45%). The mean knot tying time was 201.31s for matched and 202.35s for unmatched applicants. Playing a musical instrument correlated with faster knot tying (p=0.03). No correlation was identified between knot tying time and either video game experience (p=0.4) or passing the FLS exam (p=0.78). Laparoscopic skills assessment lead to significant reordering of rank list (p=0.01). Laparoscopic skills performance significantly impacted ranking. Playing a musical instrument correlated with faster knot tying. No correlation was identified between laparoscopic performance and passing the FLS exam or other activities traditionally believed to improve technical ability. Prospective study. Level II. Copyright © 2017 Elsevier Inc. All rights reserved.

Divergence of fine and gross motor skills in prelingually deaf children: implications for cochlear implantation.

PubMed

Horn, David L; Pisoni, David B; Miyamoto, Richard T

2006-08-01

The objective of this study was to assess relations between fine and gross motor development and spoken language processing skills in pediatric cochlear implant users. The authors conducted a retrospective analysis of longitudinal data. Prelingually deaf children who received a cochlear implant before age 5 and had no known developmental delay or cognitive impairment were included in the study. Fine and gross motor development were assessed before implantation using the Vineland Adaptive Behavioral Scales, a standardized parental report of adaptive behavior. Fine and gross motor scores reflected a given child's motor functioning with respect to a normative sample of typically developing, normal-hearing children. Relations between these preimplant scores and postimplant spoken language outcomes were assessed. In general, gross motor scores were found to be positively related to chronologic age, whereas the opposite trend was observed for fine motor scores. Fine motor scores were more strongly correlated with postimplant expressive and receptive language scores than gross motor scores. Our findings suggest a disassociation between fine and gross motor development in prelingually deaf children: fine motor skills, in contrast to gross motor skills, tend to be delayed as the prelingually deaf children get older. These findings provide new knowledge about the links between motor and spoken language development and suggest that auditory deprivation may lead to atypical development of certain motor and language skills that share common cortical processing resources.

Content Analysis of Student Essays after Attending a Problem-Based Learning Course: Facilitating the Development of Critical Thinking and Communication Skills in Japanese Nursing Students

PubMed Central

Itatani, Tomoya; Nagata, Kyoko; Yanagihara, Kiyoko; Tabuchi, Noriko

2017-01-01

The importance of active learning has continued to increase in Japan. The authors conducted classes for first-year students who entered the nursing program using the problem-based learning method which is a kind of active learning. Students discussed social topics in classes. The purposes of this study were to analyze the post-class essay, describe logical and critical thinking after attended a Problem-Based Learning (PBL) course. The authors used Mayring’s methodology for qualitative content analysis and text mining. In the description about the skills required to resolve social issues, seven categories were extracted: (recognition of diverse social issues), (attitudes about resolving social issues), (discerning the root cause), (multi-lateral information processing skills), (making a path to resolve issues), (processivity in dealing with issues), and (reflecting). In the description about communication, five categories were extracted: (simple statement), (robust theories), (respecting the opponent), (communication skills), and (attractive presentations). As the result of text mining, the words extracted more than 100 times included “issue,” “society,” “resolve,” “myself,” “ability,” “opinion,” and “information.” Education using PBL could be an effective means of improving skills that students described, and communication in general. Some students felt difficulty of communication resulting from characteristics of Japanese. PMID:28829362

Developing the critical thinking skills of astrobiology students through creative and scientific inquiry.

PubMed

Foster, Jamie S; Lemus, Judith D

2015-01-01

Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology.

Word reading skill predicts anticipation of upcoming spoken language input: a study of children developing proficiency in reading.

PubMed

Mani, Nivedita; Huettig, Falk

2014-10-01

Despite the efficiency with which language users typically process spoken language, a growing body of research finds substantial individual differences in both the speed and accuracy of spoken language processing potentially attributable to participants' literacy skills. Against this background, the current study took a look at the role of word reading skill in listeners' anticipation of upcoming spoken language input in children at the cusp of learning to read; if reading skills affect predictive language processing, then children at this stage of literacy acquisition should be most susceptible to the effects of reading skills on spoken language processing. We tested 8-year-olds on their prediction of upcoming spoken language input in an eye-tracking task. Although children, like in previous studies to date, were successfully able to anticipate upcoming spoken language input, there was a strong positive correlation between children's word reading skills (but not their pseudo-word reading and meta-phonological awareness or their spoken word recognition skills) and their prediction skills. We suggest that these findings are most compatible with the notion that the process of learning orthographic representations during reading acquisition sharpens pre-existing lexical representations, which in turn also supports anticipation of upcoming spoken words. Copyright © 2014 Elsevier Inc. All rights reserved.

Intertextual learning strategy with guided inquiry on solubility equilibrium concept to improve the student’s scientific processing skills

NASA Astrophysics Data System (ADS)

Wardani, K. U.; Mulyani, S.; Wiji

2018-04-01

The aim of this study was to develop intertextual learning strategy with guided inquiry on solubility equilibrium concept to enhance student’s scientific processing skills. This study was conducted with consideration of some various studies which found that lack of student’s process skills in learning chemistry was caused by learning chemistry is just a concept. The method used in this study is a Research and Development to generate the intertextual learning strategy with guided inquiry. The instruments used in the form of sheets validation are used to determine the congruence of learning activities by step guided inquiry learning and scientific processing skills with aspects of learning activities. Validation results obtained that the learning activities conducted in line with aspects of indicators of the scientific processing skills.

An Innovative and Successful Simulation Day.

PubMed

Bowling, Ann M; Eismann, Michelle

This article discusses the development of a creative and innovative plan to incorporate independent activities, including skill reviews and scenarios, into a single eight-hour day, using small student groups to enhance the learning process for pediatric nursing students. The simulation day consists of skills activities and pediatric simulation scenarios using the human patient simulator. Using small student groups in simulation captures the students' attention and enhances motivation to learn. The simulation day is a work in progress; appropriate changes are continually being made to improve the simulation experience for students.

Using a Process Social Skills Training Approach with Adolescents with Mild Intellectual Disabilities in a High School Setting.

ERIC Educational Resources Information Center

O'Reilly, Mark F.; Glynn, Dawn

1995-01-01

A process social skills training approach was implemented and evaluated with two high school students having mild intellectual disabilities and social skills deficits. The intervention package was successful in promoting generalization of targeted social skills from the training setting to the classroom for both students. Participants had…

Planning Literacy Environments for Diverse Preschoolers

ERIC Educational Resources Information Center

Dennis, Lindsay R.; Lynch, Sharon A.; Stockall, Nancy

2012-01-01

"Emergent literacy" is defined as the developmental process beginning at birth in which children acquire the foundation for reading and writing, including language, listening comprehension, concepts of print, alphabetic knowledge, and phonological awareness. The environment within which emergent literacy skills develop is also an important…

Experimenting with Water. Factors Affecting the Solubility of Substances in Water.

ERIC Educational Resources Information Center

Bourgeois, Simone P.; And Others

1986-01-01

Presents a module that focuses on the solvent property of water. Indicates the knowledge items, skills, processes, and attitudes that are developed in the unit. Includes background information as well as student directions for an experiment on solubility. (ML)

Super Science Connections.

ERIC Educational Resources Information Center

Smith, Janice, Ed.

This manual was developed to help K-3 teachers incorporate science and science activities as an integral part of their curricula. It integrates hands-on science activities with other curricular areas, particularly the language arts. The activities include science background information, science process skills, classroom management suggestions,…

Multidisciplinary team simulation for the operating theatre: a review of the literature.

PubMed

Tan, Shaw Boon; Pena, Guilherme; Altree, Meryl; Maddern, Guy J

2014-01-01

Analyses of adverse events inside the operating theatre has demonstrated that many errors are caused by failure in non-technical skills and teamwork. While simulation has been used successfully for teaching and improving technical skills, more recently, multidisciplinary simulation has been used for training team skills. We hypothesized that this type of training is feasible and improves team skills in the operating theatre. A systematic search of the literature for studies describing true multidisciplinary operating theatre team simulation was conducted in November and December 2012. We looked at the characteristics and outcomes of the team simulation programmes. 1636 articles were initially retrieved. Utilizing a stepwise evaluation process, 26 articles were included in the review. The studies reveal that multidisciplinary operating theatre simulation has been used to provide training in technical and non-technical skills, to help implement new techniques and technologies, and to identify latent weaknesses within a health system. Most of the studies included are descriptions of training programmes with a low level of evidence. No randomized control trial was identified. Participants' reactions to the training programme were positive in all studies; however, none of them could objectively demonstrate that skills acquired from simulation are transferred to the operating theatre or show a demonstrable benefit in patient outcomes. Multidisciplinary operating room team simulation is feasible and widely accepted by participants. More studies are required to assess the impact of this type of training on operative performance and patient safety. © 2013 Royal Australasian College of Surgeons.

Language outcomes at 12 years for children exposed prenatally to cocaine.

PubMed

Lewis, Barbara A; Minnes, Sonia; Short, Elizabeth J; Min, Meeyoung O; Wu, Miaoping; Lang, Adelaide; Weishampel, Paul; Singer, Lynn T

2013-10-01

In this study, the authors aimed to examine the long-term effects of prenatal cocaine exposure (PCE) on the language development of 12-year-old children using a prospective design, controlling for confounding prenatal drug exposure and environmental factors. Children who were exposed to cocaine in utero (PCE; n = 183) and children who were not exposed to cocaine (i.e., no cocaine exposure [NCE]; n = 181) were followed prospectively from birth to 12 years of age and were compared on language subtests of the Test of Language Development-Intermediate, Third Edition ( Hammill & Newcomer, 1997b), and phonological processing as measured by the Comprehensive Test of Phonological Processing ( Wagner & Torgesen, 1999). The authors evaluated the relationship of PCE to language development through a multivariate analysis of covariance and regression analyses while controlling for confounders. Results show that PCE has small effects on specific aspects of language, including syntax and phonological processing. The caregiver variables of lower maternal vocabulary, more psychological symptoms, and a poorer home environment also had consistent effects on language and phonological processing scores. These findings suggest that PCE continues to have small, subtle effects on specific aspects of language at age 12 years. Phonological processing skills were significantly related to the reading outcomes of letter-word identification, reading fluency, and reading comprehension, indicating that PCE also has small but lasting effects on the language skills that are related to later literacy skills.

The effects of context on processing words during sentence reading among adults varying in age and literacy skill.

PubMed

Steen-Baker, Allison A; Ng, Shukhan; Payne, Brennan R; Anderson, Carolyn J; Federmeier, Kara D; Stine-Morrow, Elizabeth A L

2017-08-01

The facilitation of word processing by sentence context reflects the interaction between the build-up of message-level semantics and lexical processing. Yet, little is known about how this effect varies through adulthood as a function of reading skill. In this study, Participants 18-64 years old with a range of literacy competence read simple sentences as their eye movements were monitored. We manipulated the predictability of a sentence-final target word, operationalized as cloze probability. First fixation durations showed an interaction between age and literacy skill, decreasing with age among more skilled readers but increasing among less skilled readers. This pattern suggests that age-related slowing may impact reading when not buffered by skill, but with continued practice, automatization of reading can continue to develop in adulthood. In absolute terms, readers were sensitive to predictability, regardless of age or literacy, in both early and later measures. Older readers showed differential contextual sensitivity in regression patterns, effects not moderated by literacy skill. Finally, comprehension performance increased with age and literacy skill, but performance among less skilled readers was especially reduced when predictability was low, suggesting that low-literacy adults (regardless of age) struggle when creating mental representations under weaker semantic constraints. Collectively, these findings suggest that aging readers (regardless of reading skill) are more sensitive to context for meaning-integration processes; that less skilled adult readers (regardless of age) depend more on a constrained semantic representation for comprehension; and that the capacity for literacy engagement enables continued development of efficient lexical processing in adult reading development. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Developmental Dyslexia: Exploring How Much Phonological and Visual Attention Span Disorders Are Linked to Simultaneous Auditory Processing Deficits

ERIC Educational Resources Information Center

Lallier, Marie; Donnadieu, Sophie; Valdois, Sylviane

2013-01-01

The simultaneous auditory processing skills of 17 dyslexic children and 17 skilled readers were measured using a dichotic listening task. Results showed that the dyslexic children exhibited difficulties reporting syllabic material when presented simultaneously. As a measure of simultaneous visual processing, visual attention span skills were…

The Gain-Loss Model: A Probabilistic Skill Multimap Model for Assessing Learning Processes

ERIC Educational Resources Information Center

Robusto, Egidio; Stefanutti, Luca; Anselmi, Pasquale

2010-01-01

Within the theoretical framework of knowledge space theory, a probabilistic skill multimap model for assessing learning processes is proposed. The learning process of a student is modeled as a function of the student's knowledge and of an educational intervention on the attainment of specific skills required to solve problems in a knowledge…

Science Process Skills and Attitudes toward Science among Palestinian Secondary School Students

ERIC Educational Resources Information Center

Zeidan, Afif Hafez; Jayosi, Majdi Rashed

2015-01-01

The aims of this study were to investigate the relationship between the Palestinian secondary school students knowledge level of science process skills and their attitudes toward science, and the effect of gender and residence of these students on their knowledge level of science process skills and on their attitudes toward science. The study used…

Cognitive Training for Improving Executive Function in Chemotherapy-Treated Breast Cancer Survivors

PubMed Central

Kesler, Shelli; Hosseini, S. M. Hadi; Heckler, Charles; Janelsins, Michelle; Palesh, Oxana; Mustian, Karen; Morrow, Gary

2013-01-01

Difficulties with thinking and problem solving are very common among breast cancer survivors. We tested a computerized cognitive training program for 41 breast cancer survivors. The training program was associated with significant improvements in thinking and problem-solving skills. Our findings demonstrate potential for our online, home-based cognitive training program to improve cognitive difficulties among breast cancer survivors. Background A majority of breast cancer (BC) survivors, particularly those treated with chemotherapy, experience long-term cognitive deficits that significantly reduce quality of life. Among the cognitive domains most commonly affected include executive functions (EF), such as working memory, cognitive flexibility, multitasking, planning, and attention. Previous studies in other populations have shown that cognitive training, a behavioral method for treating cognitive deficits, can result in significant improvements in a number of cognitive skills, including EF. Materials and Methods In this study, we conducted a randomized controlled trial to investigate the feasibility and preliminary effectiveness of a novel, online EF training program in long-term BC survivors. A total of 41 BC survivors (21 active, 20 wait list) completed the 48 session training program over 12 weeks. The participants were, on average, 6 years after therapy. Results Cognitive training led to significant improvements in cognitive flexibility, verbal fluency and processing speed, with marginally significant downstream improvements in verbal memory as assessed via standardized measures. Self-ratings of EF skills, including planning, organizing, and task monitoring, also were improved in the active group compared with the wait list group. Conclusions Our findings suggest that EF skills may be improved even in long-term survivors by using a computerized, home-based intervention program. These improvements may potentially include subjective EF skills, which suggest a transfer of the training program to real-world behaviors. PMID:23647804

Windowsill Science Centers: Turn Your Classroom Windowsill into the Perfect Lab for Easy-To-Do Science Investigations!

ERIC Educational Resources Information Center

Kepler, Lynne

Favorite science topics like seeds and plants, evaporation, light and shadow, and animal observation are the subjects of the eight windowsill science centers included in this book. Each of the science centers includes a discussion of the process skills that students will use, several hands-on activities, explanation of key concepts and vocabulary,…

Answering the Demands of a New Workplace: Using Competency-Based Vocational Education To Prepare Workers. A VES Briefing Paper.

ERIC Educational Resources Information Center

Moore, Debra M.; Pershing, James A.

Common elements of definitions of competency-based vocational education (CBVE) are: (1) CBVE is an instructional process; (2) students must develop competencies; (3) competency includes skill, knowledge, and attitudes; and (4) the outcome is successful job performance. Advantages of CBVE include: (1) students' awareness of what is expected of them…

Development of a Biological Science Quantitative Reasoning Exam (BioSQuaRE)

PubMed Central

Stanhope, Liz; Ziegler, Laura; Haque, Tabassum; Le, Laura; Vinces, Marcelo; Davis, Gregory K.; Zieffler, Andrew; Brodfuehrer, Peter; Preest, Marion; M. Belitsky, Jason; Umbanhowar, Charles; Overvoorde, Paul J.

2017-01-01

Multiple reports highlight the increasingly quantitative nature of biological research and the need to innovate means to ensure that students acquire quantitative skills. We present a tool to support such innovation. The Biological Science Quantitative Reasoning Exam (BioSQuaRE) is an assessment instrument designed to measure the quantitative skills of undergraduate students within a biological context. The instrument was developed by an interdisciplinary team of educators and aligns with skills included in national reports such as BIO2010, Scientific Foundations for Future Physicians, and Vision and Change. Undergraduate biology educators also confirmed the importance of items included in the instrument. The current version of the BioSQuaRE was developed through an iterative process using data from students at 12 postsecondary institutions. A psychometric analysis of these data provides multiple lines of evidence for the validity of inferences made using the instrument. Our results suggest that the BioSQuaRE will prove useful to faculty and departments interested in helping students acquire the quantitative competencies they need to successfully pursue biology, and useful to biology students by communicating the importance of quantitative skills. We invite educators to use the BioSQuaRE at their own institutions. PMID:29196427

Social skills: a factor of protection against eating disorders in adolescentes.

PubMed

Uzunian, Laura Giron; Vitalle, Maria Sylvia de Souza

2015-11-01

The purpose of this study is to provide a review of the literature on the relationship between eating disorders and social skills in adolescents. A search was made on the Medline, SciELO and Lilacs databases, for items combining the terms 'eating disorders', 'anorexia nervosa', 'bulimia nervosa' and 'food behavior', with the terms 'social psychology' and 'social isolation', and with the keywords 'social competence', 'social skill' and 'interpersonal relations'. The following were included: studies on adolescents; in Portuguese, English and Spanish; published in the years 2007 through 2012. The search resulted in 63 articles, and 50 were included in this review. The majority of the studies were made in Brazil and the United States. Of the total, 43 were original articles. The studies aimed to understand how emotional state could influence the establishment of eating disorders, interpersonal relationships and peer relationship. The articles also discussed the influence of the media and of society in this process. Based on the analysis of the studies, it was observed that the greater an adolescent's repertory of social skills, the greater his or her factor of protection against the development of eating disorders.

A review of social skills deficits in individuals with fetal alcohol spectrum disorders and prenatal alcohol exposure: profiles, mechanisms, and interventions.

PubMed

Kully-Martens, Katrina; Denys, Kennedy; Treit, Sarah; Tamana, Sukhpreet; Rasmussen, Carmen

2012-04-01

Individuals gestationally exposed to alcohol experience a multitude of sociobehavioral impairments, including deficits in adaptive behaviors such as social skills. The goal of this report is to critically review research on social skills deficits in individuals with prenatal alcohol exposure, including individuals with and without fetal alcohol spectrum disorders (FASD). Social deficits are found in alcohol-exposed children, adults, and adolescents with and without a clinical presentation. These deficits tend to persist across the lifespan and may even worsen with age. Social deficits in this population appear to be independent of facial dysmorphology and IQ and are worse than can be predicted based on atypical behaviors alone. Abnormalities in neurobiology, executive function, sensory processing, and communication likely interact with contextual influences to produce the range of social deficits observed in FASD. Future investigations should strive to reconcile the relationship between social skills deficits in FASD and variables such as gender, age, cognitive profile, and structural and functional brain impairments to enable better characterization of the deficits observed in this population, which will enhance diagnosis and improve remediation. Copyright © 2011 by the Research Society on Alcoholism.

Infusing Motor Learning Research Into Neurorehabilitation Practice: A Historical Perspective With Case Exemplar From the Accelerated Skill Acquisition Program

PubMed Central

Winstein, Carolee; Lewthwaite, Rebecca; Blanton, Sarah R.; Wolf, Lois B.; Wishart, Laurie

2016-01-01

This special interest article provides a historical framework with a contemporary case example that traces the infusion of the science of motor learning into neurorehabilitation practice. The revolution in neuroscience provided the first evidence for learning-dependent neuroplasticity and presaged the role of motor learning as critical for restorative therapies after stroke. The scientific underpinnings of motor learning have continued to evolve from a dominance of cognitive or information processing perspectives to a blend with neural science and contemporary social-cognitive psychological science. Furthermore, advances in the science of behavior change have contributed insights into influences on sustainable and generalizable gains in motor skills and associated behaviors, including physical activity and other recovery-promoting habits. For neurorehabilitation, these insights have tremendous relevance for the therapist–patient interactions and relationships. We describe a principle-based intervention for neurorehabilitation termed the Accelerated Skill Acquisition Program that we developed. This approach emphasizes integration from a broad set of scientific lines of inquiry including the contemporary fields of motor learning, neuroscience, and the psychological science of behavior change. Three overlapping essential elements—skill acquisition, impairment mitigation, and motivational enhancements—are integrated. PMID:24828523

Use of Play Therapy in Nursing Process: A Prospective Randomized Controlled Study.

PubMed

Sezici, Emel; Ocakci, Ayse Ferda; Kadioglu, Hasibe

2017-03-01

Play therapy is a nursing intervention employed in multidisciplinary approaches to develop the social, emotional, and behavioral skills of children. In this study, we aim to determine the effects of play therapy on the social, emotional, and behavioral skills of pre-school children through the nursing process. A single-blind, prospective, randomized controlled study was undertaken. The design, conduct, and reporting of this study adhere to the Consolidated Standards of Reporting Trials (CONSORT) guidelines. The participants included 4- to 5-year-old kindergarten children with no oral or aural disabilities and parents who agreed to participate in the study. The Pre-school Child and Family Identification Form and Social Competence and the Behavior Evaluation Scale were used to gather data. Games in the play therapy literature about nursing diagnoses (fear, social disturbance, impaired social interactions, ineffective coping, anxiety), which were determined after the preliminary test, constituted the application of the study. There was no difference in the average scores of the children in the experimental and control groups in their Anger-Aggression (AA), Social Competence (SC), and Anxiety-Withdrawal (AW) scores beforehand (t = 0.015, p = .988; t = 0.084, p = .933; t = 0.214, p = .831, respectively). The difference between the average AA and SC scores in the post-test (t = 2.041, p = .045; t = 2.692, p = .009, respectively), and the retests were statistically significant in AA and SC average scores in the experimental and control groups (t = 4.538, p = .000; t = 4.693; p = .000, respectively). In AW average scores, no statistical difference was found in the post-test (t = 0.700, p = .486), whereas in the retest, a significant difference was identified (t = 5.839, p = .000). Play therapy helped pre-school children to improve their social, emotional, and behavioral skills. It also provided benefits for the children to decrease their fear and anxiety levels, to improve their communication and coping skills, and to increase their self-esteem. The study concluded that play therapy helps develop the social, emotional, and behavioral skills of pre-school children. It has also helped children lower their fear and anxiety levels, improve their communication and coping skills, and promote their self-esteem. Pediatric nurses are recommended to include play therapy in their profession and in the nursing process. © 2017 Sigma Theta Tau International.

Pushing Typists Back on the Learning Curve: Memory Chunking in the Hierarchical Control of Skilled Typewriting

ERIC Educational Resources Information Center

Yamaguchi, Motonori; Logan, Gordon D.

2016-01-01

Hierarchical control of skilled performance depends on the ability of higher level control to process several lower level units as a single chunk. The present study investigated the development of hierarchical control of skilled typewriting, focusing on the process of memory chunking. In the first 3 experiments, skilled typists typed words or…

Space Shuttle Projects

NASA Image and Video Library

1994-07-01

In this photograph, astronaut Carl Walz performs the Performance Assessment Workstation (PAWS) experiment at the flight deck of the Space Shuttle Orbiter Columbia during the STS-65 mission. Present day astronauts are subject to a variety of stresses during spaceflight. These include microgravity, physical isolation, confinement, lack of privacy, fatigue, and changing work/rest cycles. The purpose of this experiment is to determine the effects of microgravity upon thinking skills critical to the success of operational tasks in space. The principle objective is to distinguish between the effects of microgravity on specific information-processing skills affecting performance and those of fatigue caused by long work periods. To measure these skills, the investigators use a set of computerized performance tests called the Performance Assessment Workstation, which is based on current theoretical models of human performance. The tests were selected by analyzing tasks related to space missions and their hypothesized sensitivity to microgravity. Multiple subjective measures of cumulative fatigue and changing mood states are also included for interpreting performance data.

Hamline/3M Project: Liaison for Curricular Change

NASA Astrophysics Data System (ADS)

Rundquist, Andy

2002-03-01

This project was designed to catalyze curricular changes to better prepare students for the workplace. Industrial managers provided a list of 16 characteristics valued in the workplace: most were NOT related to science course content. The project formed 5 teams each including 3M professionals and students. Each team developed curricular changes in one of the 16 areas. Team goals were to improve skills in communication, data analysis, business/economics, team problem solving, and culture competency. Curricular changes realized include communication skill activities embodied in science courses and faculty communication teaching skill seminars, self learning tools in data analysis, statistics and model building, a new course developed with assistance from 3M personnel focussing on topics directly related to technological industries, high performance team problem solving training/coaching for faculty and workshops for students and faculty relative to importance of cultural competencies in the workplace, and a new course focusing on culture, team problem solving and conflict resolution in the technical workplace. Process for developing and content of curricular changes will be reported.

STS-65 Mission Onboard Photograph

NASA Technical Reports Server (NTRS)

1994-01-01

In this photograph, astronaut Carl Walz performs the Performance Assessment Workstation (PAWS) experiment at the flight deck of the Space Shuttle Orbiter Columbia during the STS-65 mission. Present day astronauts are subject to a variety of stresses during spaceflight. These include microgravity, physical isolation, confinement, lack of privacy, fatigue, and changing work/rest cycles. The purpose of this experiment is to determine the effects of microgravity upon thinking skills critical to the success of operational tasks in space. The principle objective is to distinguish between the effects of microgravity on specific information-processing skills affecting performance and those of fatigue caused by long work periods. To measure these skills, the investigators use a set of computerized performance tests called the Performance Assessment Workstation, which is based on current theoretical models of human performance. The tests were selected by analyzing tasks related to space missions and their hypothesized sensitivity to microgravity. Multiple subjective measures of cumulative fatigue and changing mood states are also included for interpreting performance data.

How Do I Do This When I Can't See What I'm Doing? Information Processing for the Visually Disabled.

ERIC Educational Resources Information Center

Jahoda, Gerald

This book, by an author with a visual impairment, is written for people with a visual disability who wish to learn about alternate ways of processing information, including reading, writing, organizing notes, and doing everyday tasks. The first chapter describes ways of adjusting to the loss of sight and managing everyday living skills. The second…

Contextual information influences diagnosis accuracy and decision making in simulated emergency medicine emergencies.

PubMed

McRobert, Allistair Paul; Causer, Joe; Vassiliadis, John; Watterson, Leonie; Kwan, James; Williams, Mark A

2013-06-01

It is well documented that adaptations in cognitive processes with increasing skill levels support decision making in multiple domains. We examined skill-based differences in cognitive processes in emergency medicine physicians, and whether performance was significantly influenced by the removal of contextual information related to a patient's medical history. Skilled (n=9) and less skilled (n=9) emergency medicine physicians responded to high-fidelity simulated scenarios under high- and low-context information conditions. Skilled physicians demonstrated higher diagnostic accuracy irrespective of condition, and were less affected by the removal of context-specific information compared with less skilled physicians. The skilled physicians generated more options, and selected better quality options during diagnostic reasoning compared with less skilled counterparts. These cognitive processes were active irrespective of the level of context-specific information presented, although high-context information enhanced understanding of the patients' symptoms resulting in higher diagnostic accuracy. Our findings have implications for scenario design and the manipulation of contextual information during simulation training.

Framework for robot skill learning using reinforcement learning

NASA Astrophysics Data System (ADS)

Wei, Yingzi; Zhao, Mingyang

2003-09-01

Robot acquiring skill is a process similar to human skill learning. Reinforcement learning (RL) is an on-line actor critic method for a robot to develop its skill. The reinforcement function has become the critical component for its effect of evaluating the action and guiding the learning process. We present an augmented reward function that provides a new way for RL controller to incorporate prior knowledge and experience into the RL controller. Also, the difference form of augmented reward function is considered carefully. The additional reward beyond conventional reward will provide more heuristic information for RL. In this paper, we present a strategy for the task of complex skill learning. Automatic robot shaping policy is to dissolve the complex skill into a hierarchical learning process. The new form of value function is introduced to attain smooth motion switching swiftly. We present a formal, but practical, framework for robot skill learning and also illustrate with an example the utility of method for learning skilled robot control on line.

Developing authentic clinical simulations for effective listening and communication in pediatric rehabilitation service delivery.

PubMed

King, Gillian; Shepherd, Tracy A; Servais, Michelle; Willoughby, Colleen; Bolack, Linda; Strachan, Deborah; Moodie, Sheila; Baldwin, Patricia; Knickle, Kerry; Parker, Kathryn; Savage, Diane; McNaughton, Nancy

2016-10-01

To describe the creation and validation of six simulations concerned with effective listening and interpersonal communication in pediatric rehabilitation. The simulations involved clinicians from various disciplines, were based on clinical scenarios related to client issues, and reflected core aspects of listening/communication. Each simulation had a key learning objective, thus focusing clinicians on specific listening skills. The article outlines the process used to turn written scenarios into digital video simulations, including steps taken to establish content validity and authenticity, and to establish a series of videos based on the complexity of their learning objectives, given contextual factors and associated macrocognitive processes that influence the ability to listen. A complexity rating scale was developed and used to establish a gradient of easy/simple, intermediate, and hard/complex simulations. The development process exemplifies an evidence-based, integrated knowledge translation approach to the teaching and learning of listening and communication skills.

Subsystems of sensory attention for skilled reaching: vision for transport and pre-shaping and somatosensation for grasping, withdrawal and release.

PubMed

Sacrey, Lori-Ann R; Whishaw, Ian Q

2012-06-01

Skilled reaching is a forelimb movement in which a subject reaches for a piece of food that is placed in the mouth for eating. It is a natural movement used by many animal species and is a routine, daily activity for humans. Its prominent features include transport of the hand to a target, shaping the digits in preparation for grasping, grasping, and withdrawal of the hand to place the food in the mouth. Studies on normal human adults show that skilled reaching is mediated by at least two sensory attention processes. Hand transport to the target and hand shaping are temporally coupled with visual fixation on the target. Grasping, withdrawal, and placing the food into the mouth are associated with visual disengagement and somatosensory guidance. Studies on nonhuman animal species illustrate that shared visual and somatosensory attention likely evolved in the primate lineage. Studies on developing infants illustrate that shared attention requires both experience and maturation. Studies on subjects with Parkinson's disease and Huntington's disease illustrate that decomposition of shared attention also features compensatory visual guidance. The evolutionary, developmental, and neural control of skilled reaching suggests that associative learning processes are importantly related to normal adult attention sharing and so can be used in remediation. The economical use of sensory attention in the different phases of skilled reaching ensures efficiency in eating, reduces sensory interference between sensory reference frames, and provides efficient neural control of the advance and withdrawal components of skilled reaching movements. Copyright © 2011 Elsevier B.V. All rights reserved.

Evaluating Tenured Teachers: A Practical Approach.

ERIC Educational Resources Information Center

DePasquale, Daniel, Jr.

1990-01-01

Teachers with higher order needs benefit from expressing their creativity and exercising valued skills. The evaluation process should encourage experienced teachers to grow professionally and move toward self-actualization. The suggested evaluation model includes an evaluation conference, a choice of evaluation method, a planning conference, an…

Competency Based Refresher Nurse Curriculum.

ERIC Educational Resources Information Center

Lombardo, Mary C.

This competency-based course is designed to update the skills and knowledge of inactive nurses desiring to return to active practice. Focus of the course is on organizing and managing patient care using the nursing process; performing nursing procedures, including medication administration; and reintegrating oneself into the professional…

Water Rockets and Indirect Measurement.

ERIC Educational Resources Information Center

Inman, Duane

1997-01-01

Describes an activity that teaches a number of scientific concepts including indirect measurement, Newton's third law of motion, manipulating and controlling variables, and the scientific method of inquiry. Uses process skills such as observation, inference, prediction, mensuration, and communication as well as problem solving and higher-order…

Desktop Publishing in Education.

ERIC Educational Resources Information Center

Hall, Wendy; Layman, J.

1989-01-01

Discusses the state of desktop publishing (DTP) in education today and describes the weaknesses of the systems available for use in the classroom. Highlights include document design and layout; text composition; graphics; word processing capabilities; a comparison of commercial and educational DTP packages; and skills required for DTP. (four…

What Librarians Need to Know to Survive in an Age of Technology.

ERIC Educational Resources Information Center

Malinconico, S. Michael

1992-01-01

Discusses the changing library environment, with greater reliance on technology; and describes relevant skills for librarians, including communicating with nonlibrarians, working with group processes, understanding the capabilities of information-handling technologies, and developing management and marketing abilities. (21 references) (EA)

Investigating the Problem of Skill Generalization. 2nd Edition.

ERIC Educational Resources Information Center

Billingsley, Felix; And Others

The booklet describes studies undertaken by the Washington Research Organization (UWRO) to examine generalization processes with severely handicapped students. Section one provides background information on the UWRO, including UWRO's advisory committee, communication with other institutes for research in education of the severely handicapped, and…

Language Development: Understanding Language Diversity in the Classroom

ERIC Educational Resources Information Center

Levey, Sandra; Polirstok, Susan

2010-01-01

Language Development: Understanding Language Diversity in the Classroom offers comprehensive coverage of the language development process for pre- and in-service teachers while emphasizing the factors that further academic success in the classroom, including literacy skills, phonological awareness, and narrative. With chapters written by respected…

Identifying Information Focuses in Listening Comprehension

ERIC Educational Resources Information Center

Zhang, Hong-yan

2011-01-01

The study explains the process of learners' listening comprehension within Halliday's information theory in functional grammar, including the skills of identifying focuses while listening in college English teaching. Identifying information focuses in listening is proved to improve the students' communicative listening ability by the means of a…

System dynamics in medical education: a tool for life.

PubMed

Rubin, David M; Richards, Christopher L; Keene, Penelope A C; Paiker, Janice E; Gray, A Rosemary T; Herron, Robyn F R; Russell, Megan J; Wigdorowitz, Brian

2012-05-01

A course in system dynamics has been included in the first year of our university's six-year medical curriculum. System Dynamics is a discipline that facilitates the modelling, simulation and analysis of a wide range of problems in terms of two fundamental concepts viz. rates and levels. Many topics encountered in the medical school curriculum, from biochemistry to sociology, can be understood in this way. The course was introduced following a curriculum review process in which it was concluded that knowledge of systems would serve to enhance problem-solving skills and clinical reasoning. The specific characteristics of system dynamics, the widespread use of digital computers, and the availability of suitable software made it possible to introduce the course at this level. The syllabus comprises a brief review of relevant mathematics followed by system dynamics topics taught in the context of examples, which are primarily but not exclusively medical. It is anticipated that this will introduce new thought processes to medical students, including holistic thinking and improved graphical visualisation skills.

Leadership Skills.

ERIC Educational Resources Information Center

Hutchison, Cathleen; And Others

1988-01-01

Lists skills identified by the Leadership Development Task Force as being critical skills for a leader. Discussion focuses on information managing skills, including problem solving, decision making, setting goals and objectives; project management; and people managing skills, including interpersonal communications, conflict management, motivation,…

School-based smoking prevention: the teacher training process.

PubMed

Tortu, S; Botvin, G J

1989-03-01

Effective in-service teacher training must be regarded as a critical aspect of the implementation of any innovative school-based smoking prevention curriculum. Inadequate training or lack of training often leads to implementation failure, which, in turn, may be interpreted as program failure. To be effective, teacher training must include a presentation of the theory underlying the program, a demonstration of the skills to be learned, an opportunity to practice the new skills being taught, feedback, and coaching for application. Training activities must include a training workshop and ongoing consultation during the teacher's first experience with classroom implementation. Adequate preparation before the beginning of training will help to ensure that the necessary components are combined in a meaningful training sequence.

Social and behavioral skills and the gender gap in early educational achievement.

PubMed

Diprete, Thomas A; Jennings, Jennifer L

2012-01-01

Though many studies have suggested that social and behavioral skills play a central role in gender stratification processes, we know little about the extent to which these skills affect gender gaps in academic achievement. Analyzing data from the Early Child Longitudinal Study-Kindergarten Cohort, we demonstrate that social and behavioral skills have substantively important effects on academic outcomes from kindergarten through fifth grade. Gender differences in the acquisition of these skills, moreover, explain a considerable fraction of the gender gap in academic outcomes during early elementary school. Boys get roughly the same academic return to social and behavioral skills as their female peers, but girls begin school with more advanced social and behavioral skills and their skill advantage grows over time. While part of the effect may reflect an evaluation process that rewards students who better conform to school norms, our results imply that the acquisition of social and behavioral skills enhances learning as well. Our results call for a reconsideration of the family and school-level processes that produce gender gaps in social and behavioral skills and the advantages they confer for academic and later success. Copyright © 2011 Elsevier Inc. All rights reserved.

Resources and Approaches for Teaching Quantitative and Computational Skills in the Geosciences and Allied Fields

NASA Astrophysics Data System (ADS)

Orr, C. H.; Mcfadden, R. R.; Manduca, C. A.; Kempler, L. A.

2016-12-01

Teaching with data, simulations, and models in the geosciences can increase many facets of student success in the classroom, and in the workforce. Teaching undergraduates about programming and improving students' quantitative and computational skills expands their perception of Geoscience beyond field-based studies. Processing data and developing quantitative models are critically important for Geoscience students. Students need to be able to perform calculations, analyze data, create numerical models and visualizations, and more deeply understand complex systems—all essential aspects of modern science. These skills require students to have comfort and skill with languages and tools such as MATLAB. To achieve comfort and skill, computational and quantitative thinking must build over a 4-year degree program across courses and disciplines. However, in courses focused on Geoscience content it can be challenging to get students comfortable with using computational methods to answers Geoscience questions. To help bridge this gap, we have partnered with MathWorks to develop two workshops focused on collecting and developing strategies and resources to help faculty teach students to incorporate data, simulations, and models into the curriculum at the course and program levels. We brought together faculty members from the sciences, including Geoscience and allied fields, who teach computation and quantitative thinking skills using MATLAB to build a resource collection for teaching. These materials, and the outcomes of the workshops are freely available on our website. The workshop outcomes include a collection of teaching activities, essays, and course descriptions that can help faculty incorporate computational skills at the course or program level. The teaching activities include in-class assignments, problem sets, labs, projects, and toolboxes. These activities range from programming assignments to creating and using models. The outcomes also include workshop syntheses that highlights best practices, a set of webpages to support teaching with software such as MATLAB, and an interest group actively discussing aspects these issues in Geoscience and allied fields. Learn more and view the resources at http://serc.carleton.edu/matlab_computation2016/index.html

PCs: Key to the Future. Business Center Provides Sound Skills and Good Attitudes.

ERIC Educational Resources Information Center

Pay, Renee W.

1991-01-01

The Advanced Computing/Management Training Program at Jordan Technical Center (Sandy, Utah) simulates an automated office to teach five sets of skills: computer architecture and operating systems, word processing, data processing, communications skills, and management principles. (SK)

Developing a Science Process Skills Test for Secondary Students: Validity and Reliability Study

ERIC Educational Resources Information Center

Feyzioglu, Burak; Demirdag, Baris; Akyildiz, Murat; Altun, Eralp

2012-01-01

Science process skills are claimed to enable an individual to improve their own life visions and give a scientific view/literacy as a standard of their understanding about the nature of science. The main purpose of this study was to develop a test for measuring a valid, reliable and practical test for Science Process Skills (SPS) in secondary…

Can Rural Employment Benefit from Changing Labor Skills in U.S. Processed Food Trade?

ERIC Educational Resources Information Center

Schluter, Gerald; Lee, Chinkook

2002-01-01

The 1990s saw a gain in rural food-processing employment, particularly meat packing and poultry processing, as the industry's demand for low-skilled workers increased. Analysis links the change in worker skills to international trade. While increased rural employment may seem beneficial, the jobs often do not appeal to rural domestic workers, and…

Soft Skills for Hard Impact

NASA Astrophysics Data System (ADS)

Grigorov, Ivo; Davidson, Joy; Knoth, Petr; Kuchma, Iryna; Schmidt, Birgit; Rettberg, Najla; Rogrigues, Eloy

2015-04-01

Marine and Earth Science graduates will be under increasing pressure in future to delve into research questions of relevance to societal challenges. Even fundamental research focused on basic processes of the environment and universe will in the coming decade need to justify their societal impact. As the Research Excellence Frameworks (REF) for research evaluation shift more and more away from the classical Impact Factor and number of peer-reviewed publications to "societal impact", the question remains whether the current graduates, and future researchers, are sufficiently prepared to deal with this reality. The essential compliment of skills beyond research excellence, rigor and method are traditionally described as "soft skills". This includes how to formulate an argument, how to construct a scientific publication, how to communicate such publications to non-experts, place them in context of societal challenges and relevant policies, how to write a competitive proposal and "market" one's research idea to build a research group around an interesting research topic. Such "soft skills" can produce very measurable and concrete impact for career development, but are rarely provided systematically and coherently by graduate schools in general. The presentation will focus on Open Science as a set of "soft skills", and demonstrate why graduate schools should train Open Science competencies alongside research excellence by default. Open Science is about removing all barriers to research process and outputs, both published and unpublished, and directly supports transparency and reproducibility of the research process. Open Science as a set of news competencies can also foster unexpected collaborations, engage citizen scientists into co-creation of solutions to societal challenges, as well as use concepts of Open Science to transfer new knowledge to the knowledge-based private sector, and help them with formulating more competitive research proposals in future.

Evaluation of the quality of the teaching-learning process in undergraduate courses in Nursing.

PubMed

González-Chordá, Víctor Manuel; Maciá-Soler, María Loreto

2015-01-01

to identify aspects of improvement of the quality of the teaching-learning process through the analysis of tools that evaluated the acquisition of skills by undergraduate students of Nursing. prospective longitudinal study conducted in a population of 60 secondyear Nursing students based on registration data, from which quality indicators that evaluate the acquisition of skills were obtained, with descriptive and inferential analysis. nine items were identified and nine learning activities included in the assessment tools that did not reach the established quality indicators (p<0.05). There are statistically significant differences depending on the hospital and clinical practices unit (p<0.05). the analysis of the evaluation tools used in the article "Nursing Care in Welfare Processes" of the analyzed university undergraduate course enabled the detection of the areas for improvement in the teachinglearning process. The challenge of education in nursing is to reach the best clinical research and educational results, in order to provide improvements to the quality of education and health care.

Social Information Processing in Deaf Adolescents.

PubMed

Torres, Jesús; Saldaña, David; Rodríguez-Ortiz, Isabel R

2016-07-01

The goal of this study was to compare the processing of social information in deaf and hearing adolescents. A task was developed to assess social information processing (SIP) skills of deaf adolescents based on Crick and Dodge's (1994; A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115, 74-101) reformulated six-stage model. It consisted of a structured interview after watching 18 scenes of situations depicting participation in a peer group or provocations by peers. Participants included 32 deaf and 20 hearing adolescents and young adults aged between 13 and 21 years. Deaf adolescents and adults had lower scores than hearing participants in all the steps of the SIP model (coding, interpretation, goal formulation, response generation, response decision, and representation). However, deaf girls and women had better scores on social adjustment and on some SIP skills than deaf male participants. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Controlling Laboratory Processes From A Personal Computer

NASA Technical Reports Server (NTRS)

Will, H.; Mackin, M. A.

1991-01-01

Computer program provides natural-language process control from IBM PC or compatible computer. Sets up process-control system that either runs without operator or run by workers who have limited programming skills. Includes three smaller programs. Two of them, written in FORTRAN 77, record data and control research processes. Third program, written in Pascal, generates FORTRAN subroutines used by other two programs to identify user commands with device-driving routines written by user. Also includes set of input data allowing user to define user commands to be executed by computer. Requires personal computer operating under MS-DOS with suitable hardware interfaces to all controlled devices. Also requires FORTRAN 77 compiler and device drivers written by user.

Mathematical skills in Prader-Willi Syndrome.

PubMed

Bertella, L; Girelli, L; Grugni, G; Marchi, S; Molinari, E; Semenza, C

2005-02-01

This paper investigates mathematical skills in Prader-Willi Syndrome (PWS), a pathological condition because of congenital alterations of chromosome pair 15. The following questions were addressed: (1) Are mathematical skills in PWS relatively more impaired with respect to other cognitive functions (as has been repeatedly but anecdotally reported)?; and (2) What is the nature of the mathematical impairment? The first study employed the Wechsler Adult Intelligence Scale (WAIS) and an extensive battery of cognitive tasks for which norms are known. Both batteries include a mathematical section. The second study used a theoretically motivated series of mathematical tasks specifically designed to individually assess the different cognitive components underlying mathematical skills. Mathematical skills were found to be the most impaired cognitive abilities together with short-term memory capacity. No specific mathematical domain was seen to be unaffected in PWS participants. The clearest deficits observed concern 'syntactic' processes in number transcoding, multiplication, number facts retrieval and calculation procedures. Failure of mathematical skills is the most distinctive feature in the cognitive profile of PWS. However, to determine whether this is indeed a specific pattern of performance related to PWS, results must be compared with those obtained with patients manifesting other genetic disorders.

Teachers' learning on the workshop of STS approach as a way of enhancing inventive thinking skills

NASA Astrophysics Data System (ADS)

Ngaewkoodrua, Nophakun; Yuenyong, Chokchai

2018-01-01

To improve science teachers to develop the STS lesson plans for enhancing the students' inventive thinking skills, the workshop of improving science teachers to develop the STS lesson plans for enhancing the Inventive thinking skills were organized. The paper aimed to clarify what teachers learn from the workshop. The goal of the activity of the workshop aimed to: 1) improve participants a better understanding of the relationship between the Inquiry based learning with STS approach, 2) understand the meaning and importance of the STS approach and identify the various stages of Yuenyong (2006) STS learning process, 3) discuss what they learned from the examples of Yuenyong (2006) lesson plan, 4) develop some activities for each stage of Yuenyong (2006) STS approach, and 5) ideas of providing STS approach activities for enhancing inventive thinking skills. Participants included 3 science teachers who work in Khon Kaen, Thailand. Methodology regarded interpretive paradigm. Teachers' learning about pedagogy of enhancing the students' inventive thinking skills will be interpreted through participant observation, teachers' tasks, and interview. The finding revealed that all participants could demonstrate their ideas how to generate the STS lesson plans as a way of enhancing inventive thinking skills. Teachers could mention some element of inventive thinking skills which could be generated on their STS learning activities.

Student and Faculty Views on Process of Science Skills at a Large, Research-Intensive University

ERIC Educational Resources Information Center

Addis, Elizabeth A.; Powell-Coffman, Jo Anne

2018-01-01

The Association of American Colleges and Universities ranks multiple process of science (POS) skills among the top-10 skills employers seek in college graduates. As part of an effort to explore and align the emphasis on POS skills in our science departments, we sought three things: (a) to determine if faculty and students felt enough time was…

The role of a science story, activities, and dialogue modeled on Philosophy for Children in teaching basic science process skills to fifth graders

NASA Astrophysics Data System (ADS)

Ferreira, Louise Brandes Moura

This study was an application of Philosophy for Children pedagogy to science education. It was designed to answer the question, What roles do a science story (Harry Discovers Science), multi-sensorial activities designed to accompany the story, and classroom dialogue associated with the story---all modeled on the Philosophy for Children curriculum---play in the learning processes of a class of fifth graders with regard to the basic science process skills of classification, observation, and inference? To answer the question, I collected qualitative data as I carried out a participatory study in which I taught science to fifth graders at an international, bilingual private religious school in Brasilia, Brazil for a period of one semester. Twenty-one (n = 21) children participated in the study, 10 females and 11 males, who came from a predominantly middle and upper class social background. Data were collected through student interviews, student class reflection sheets, written learning assessments, audiotapes of all class sessions, including whole-class and small-class group discussions, and a videotape of one class session. Some of the key findings were that the story, activities and dialogue facilitated the children's learning in a number of ways. The story modeled the performance of classification, observation and inference skills for the children as well as reflection on the meaning of inference. The majority of the students identified with the fictional characters, particularly regarding traits such as cleverness and inquisitiveness, and with the learning context of the story. The multi-sensorial activities helped children learn observation and inference skills as well as dialogue. Dialogue also helped children self-correct and build upon each other's ideas. Some students developed theories about how ideal dialogue should work. In spite of the inherent limitations of qualitative and teacher research studies, as well as the limitations of this particular study, and despite the fact that there is a need for further research to confirm the transferability of findings, this study both supports and expands to the domain of basic science process skills the claim that Philosophy for Children helps students develop thinking skills.

Implementation of cooperative learning through collaboration with foreign lecturer to improve students' understanding and soft skills in the course of drug delivery system

NASA Astrophysics Data System (ADS)

Syukri, Yandi; Nugroho, Bambang Hernawan

2017-03-01

The course of Drug Delivery Systems is an elective that supports the development of new products in pharmaceutical industry. The existing learning process has been in the form of one-direction face-to-face lecturing. During the lecture, students find it difficult to follow or understand the materials, so they become passive. Also, class effectiveness is low because it cannot develop students' active participation during the learning process. To improve the learning outcomes and to achieve the desired competence, innovations in the learning process should be attempted. This learning model aimed to improve students' understanding of and soft skills in the course of Drug Delivery Systems through a cooperative learning method and collaboration with foreign lecturers. The order of cooperative learning included explaining the desired learning outcomes of each topic, providing reading materials for students to learn when preparing their papers, instructing students to work on group assignments and to help each other to master the lesson through question-answer sessions and discussions among group members, encouraging group presentations, and evaluating through quizzes. The foreign lecturers played a role in enriching teaching materials and providing an international class atmosphere. The students' hard skills assessed from the quiz, midterm exam, and final semester exam showed a minimum score of 70 > 80% in the quiz and final semester exam components, while the midterm exam value with a minimum of 70 > 80% was only 6%. The assessment of soft skills obtained from the students' independence in constructing knowledge to complete assignments and resolve problems indicated such outcomes as each group's better ability to access relevant journals, their active participation in group discussions, discipline to submit assignments, discipline to be punctual, and good communication skills. It can be concluded that cooperative learning method could improve the soft skills of students, and the role of foreign lecturers was successful in providing an international class atmosphere.

Abnormal findings in peers during skills learning.

PubMed

Wearn, Andy; Nakatsuji, Miriam; Bhoopatkar, Harsh

2017-02-01

Peer physical examination (PPE), where students examine each other, is common in contemporary clinical skills learning. A range of benefits and risks have been explored in the literature. One persistent concern has been the identification and management of abnormal physical findings. Two previous studies have attempted to quantify the risk, one through the discussion of two exemplar cases and the other with a retrospective student survey. Here, we report the first prospective study of the number and type of abnormalities encountered as part of early clinical skills learning in a medical programme. We have a formal written consent process for PPE, which includes the management of abnormal findings through the completion of an event form. Our data come from cohorts undertaking years 2 and 3 of the programme between 2003 and 2014. One persistent concern (of PPE) has been the identification and management of abnormal physical findings RESULTS: Nineteen event forms were completed over this period. The incidence rates per year ranged from 0.23 to 1.05 per cent. Abnormal findings included raised blood pressure, heart murmur, abnormal bedside test values, and eye and skin conditions. The low event rate, along with a feasible process for dealing with this issue, goes some way to reassuring those with concerns. We acknowledge that some abnormalities may have been missed, and that some data may have been lost as a result of incorrect process; however, even the highest annual rate is low in absolute terms. We recommend a formal process for managing abnormalities. Ideally this would be part of an overall PPE written policy, communicated to students, enacted by tutors and approved by the local ethics committee. © 2016 John Wiley & Sons Ltd.

Factors influencing how senior nurses and midwives acquire and integrate coaching skills into routine practice: a grounded theory study.

PubMed

Rafferty, Rae; Fairbrother, Greg

2015-06-01

To introduce a theory which describes the process of and explicates the factors moderating, the acquisition and integration of leadership coaching skills into the routine practice of senior nurses and midwives. Organizations invest significant resources in leadership coaching programs to ensure that coaching is embedded as a core function of the manager's role. However, even after training, many managers remain unable to undertake this role successfully. The process by which health professionals translate 'manager as coach' training into successful practice outcomes, has remained largely unexplored. A grounded theory study design. Data, collected between February 2012-May 2013, included in-depth interviews with 20 senior nurses and midwives who had attended a leadership coaching program and analysis of nine reflective practice journals. Multiple researchers coded and analysed the data using constant comparative techniques. The outcomes of coaching training ranged from inappropriate use of the coaching skills through to transformed managerial practice. These outcomes were influenced by the dynamic interaction of three central domains of the emergent theoretical model: pre-existing individual perceptions, program elements and contemporaneous experiences. Interactions occurred within the domains and between them, impacting on activators such as courage, motivation, commitment and confidence. The study offers new insights into how senior nurses and midwives acquire and integrate coaching skills into their routine practice. The process is described as multifactorial and dynamic and has implications for the training design, delivery and organizational support of future leadership coaching programs. © 2015 John Wiley & Sons Ltd.

Developmental dyslexia: exploring how much phonological and visual attention span disorders are linked to simultaneous auditory processing deficits.

PubMed

Lallier, Marie; Donnadieu, Sophie; Valdois, Sylviane

2013-07-01

The simultaneous auditory processing skills of 17 dyslexic children and 17 skilled readers were measured using a dichotic listening task. Results showed that the dyslexic children exhibited difficulties reporting syllabic material when presented simultaneously. As a measure of simultaneous visual processing, visual attention span skills were assessed in the dyslexic children. We presented the dyslexic children with a phonological short-term memory task and a phonemic awareness task to quantify their phonological skills. Visual attention spans correlated positively with individual scores obtained on the dichotic listening task while phonological skills did not correlate with either dichotic scores or visual attention span measures. Moreover, all the dyslexic children with a dichotic listening deficit showed a simultaneous visual processing deficit, and a substantial number of dyslexic children exhibited phonological processing deficits whether or not they exhibited low dichotic listening scores. These findings suggest that processing simultaneous auditory stimuli may be impaired in dyslexic children regardless of phonological processing difficulties and be linked to similar problems in the visual modality.

Geospatial Field Methods: An Undergraduate Course Built Around Point Cloud Construction and Analysis to Promote Spatial Learning and Use of Emerging Technology in Geoscience

NASA Astrophysics Data System (ADS)

Bunds, M. P.

2017-12-01

Point clouds are a powerful data source in the geosciences, and the emergence of structure-from-motion (SfM) photogrammetric techniques has allowed them to be generated quickly and inexpensively. Consequently, applications of them as well as methods to generate, manipulate, and analyze them warrant inclusion in undergraduate curriculum. In a new course called Geospatial Field Methods at Utah Valley University, students in small groups use SfM to generate a point cloud from imagery collected with a small unmanned aerial system (sUAS) and use it as a primary data source for a research project. Before creating their point clouds, students develop needed technical skills in laboratory and class activities. The students then apply the skills to construct the point clouds, and the research projects and point cloud construction serve as a central theme for the class. Intended student outcomes for the class include: technical skills related to acquiring, processing, and analyzing geospatial data; improved ability to carry out a research project; and increased knowledge related to their specific project. To construct the point clouds, students first plan their field work by outlining the field site, identifying locations for ground control points (GCPs), and loading them onto a handheld GPS for use in the field. They also estimate sUAS flight elevation, speed, and the flight path grid spacing required to produce a point cloud with the resolution required for their project goals. In the field, the students place the GCPs using handheld GPS, and survey the GCP locations using post-processed-kinematic (PPK) or real-time-kinematic (RTK) methods. The students pilot the sUAS and operate its camera according to the parameters that they estimated in planning their field work. Data processing includes obtaining accurate locations for the PPK/RTK base station and GCPs, and SfM processing with Agisoft Photoscan. The resulting point clouds are rasterized into digital surface models, assessed for accuracy, and analyzed in Geographic Information System software. Student projects have included mapping and analyzing landslide morphology, fault scarps, and earthquake ground surface rupture. Students have praised the geospatial skills they learn, whereas helping them stay on schedule to finish their projects is a challenge.

The Effects of Phonological Skills and Vocabulary on Morphophonological Processing

ERIC Educational Resources Information Center

Boersma, Tiffany; Baker, Anne; Rispens, Judith; Weerman, Fred

2018-01-01

Morphophonological processing involves the phonological analysis of morphemes. Item-specific phonological characteristics have been shown to influence morphophonological skills in children. This study investigates the relative contributions of broad phonological skills and vocabulary to production and judgement accuracies of the Dutch past tense…

Conservation Abilities, Visuospatial Skills, and Numerosity Processing Speed: Association With Math Achievement and Math Difficulties in Elementary School Children.

PubMed

Lambert, Katharina; Spinath, Birgit

The aim of the present study was to investigate the associations between elementary school children's mathematical achievement and their conservation abilities, visuospatial skills, and numerosity processing speed. We also assessed differences in these abilities between children with different types of learning problems. In Study 1 ( N = 229), we investigated second to fourth graders and in Study 2 ( N = 120), third and fourth graders. Analyses revealed significant contributions of numerosity processing speed and visuospatial skills to math achievement beyond IQ. Conservation abilities were predictive in Study 1 only. Children with math difficulties showed lower visuospatial skills and conservation abilities than children with typical achievement levels and children with reading and/or spelling difficulties, whereas children with combined difficulties explicitly showed low conservation abilities. These findings provide further evidence for the relations between children's math skills and their visuospatial skills, conservation abilities, and processing speed and contribute to the understanding of deficits that are specific to mathematical difficulties.

Relationship between early language skills and the development of inattention/hyperactivity symptoms during the preschool period: Results of the EDEN mother-child cohort.

PubMed

Peyre, Hugo; Galera, Cedric; van der Waerden, Judith; Hoertel, Nicolas; Bernard, Jonathan Y; Melchior, Maria; Ramus, Franck

2016-11-08

This study aims to examine bidirectional relationships between children's language skills and Inattention/Hyperactivity (IH) symptoms during preschool. Children (N = 1459) from the EDEN mother-child cohort were assessed at ages 3 and 5.5 years. Language skills were evaluated using the WPPSI-III, NEPSY and ELOLA batteries. Children's behavior, including IH symptoms, was assessed using the parent-rated Strengths & Difficulties Questionnaire (SDQ). Using a Structural Equation Modeling (SEM) approach, we examined the relationship between language skills and IH symptoms, as well as potential mediating processes. SEM analyses indicated a small negative effect of language skills at 3 years on ADHD symptoms at 5.5 years after adjusting for IH symptoms at 3 years (β =-0.12, SE = 0.04, p-value = 0.002). Interpersonal difficulties did not mediate the relationship between early language skills and later IH symptoms, nor was this association reduced after adjusting for a broad range of pre- and postnatal environmental factors and performance IQ. Among different language skills, receptive syntax at 3 years was most strongly related to IH symptoms at 5.5 years. Poor language skills at age 3 may predict IH symptoms when a child enters primary school. Implications for the understanding and the prevention of the co-occurrence of language disorders and ADHD are discussed.

Cardiorespiratory Fitness and Motor Skills in Relation to Cognition and Academic Performance in Children – A Review

PubMed Central

Haapala, Eero A.

2013-01-01

Different elements of physical fitness in children have shown a declining trend during the past few decades. Cardiorespiratory fitness and motor skills have been associated with cognition, but the magnitude of this association remains unknown. The purpose of this review is to provide an overview of the relationship of cardiorespiratory fitness and motor skills with cognitive functions and academic performance in children up to 13 years of age. Cross-sectional studies suggest that children with higher cardiorespiratory fitness have more efficient cognitive processing at the neuroelectric level, as well as larger hippocampal and basal ganglia volumes, compared to children with lower cardiorespiratory fitness. Higher cardiorespiratory fitness has been associated with better inhibitory control in tasks requiring rigorous attention allocation. Better motor skills have been related to more efficient cognitive functions including inhibitory control and working memory. Higher cardiorespiratory fitness and better motor skills have also been associated with better academic performance. Furthermore, none of the studies on cardiorespiratory fitness have revealed independent associations with cognitive functions by controlling for motor skills. Studies concerning the relationship between motor skills and cognitive functions also did not consider cardiorespiratory fitness in the analyses. The results of this review suggest that high levels of cardiorespiratory fitness and motor skills may be beneficial for cognitive development and academic performance but the evidence relies mainly on cross-sectional studies. PMID:23717355

Training oncology and palliative care clinical nurse specialists in psychological skills: evaluation of a pilot study.

PubMed

Clark, Jane E; Aitken, Susan; Watson, Nina; McVey, Joanne; Helbert, Jan; Wraith, Anita; Taylor, Vanessa; Catesby, Sarah

2015-06-01

National guidelines in the United Kingdom recommend training Clinical Nurse Specialists in psychological skills to improve the assessment and intervention with psychological problems experienced by people with a cancer diagnosis (National Institute for Health and Clinical Excellence, 2004). This pilot study evaluated a three-day training program combined with supervision sessions from Clinical Psychologists that focused on developing skills in psychological assessment and intervention for common problems experienced by people with cancer. Questionnaires were developed to measure participants' levels of confidence in 15 competencies of psychological skills. Participants completed these prior to the program and on completion of the program. Summative evaluation was undertaken and results were compared. In addition, a focus group interview provided qualitative data of participants' experiences of the structure, process, and outcomes of the program. Following the program, participants rated their confidence in psychological assessment and skills associated with providing psychological support as having increased in all areas. This included improved knowledge of psychological theories, skills in assessment and intervention and accessing and using supervision appropriately. The largest increase was in providing psycho-education to support the coping strategies of patients and carers. Thematic analysis of interview data identified two main themes including learning experiences and program enhancements. The significance of the clinical supervision sessions as key learning opportunities, achieved through the development of a community of practice, emerged. Although this pilot study has limitations, the results suggest that a combined teaching and supervision program is effective in improving Clinical Nurse Specialists' confidence level in specific psychological skills. Participants' experiences highlighted suggestions for refinement and development of the program. Opportunities for further research and developments in this area are discussed.

The experience of dentists who gained enhanced skills in endodontics within a novel pilot training programme.

PubMed

Eliyas, S; Briggs, P; Gallagher, J E

2017-02-24

Objective To explore the experiences of primary care dentists following training to enhance endodontic skills and their views on the implications for the NHS.Design Qualitative study using anonymised free text questionnaires.Setting Primary care general dental services within the National Health Service (NHS) in London, United Kingdom.Subjects and methods Eight primary care dentists who completed this training were asked about factors affecting participant experience of the course, perceived impact on themselves, their organisation, their patients and barriers/facilitators to providing endodontic treatment in NHS primary care. Data were transferred verbatim to a spreadsheet and thematically analysed.Intervention 24-month part-time educational and service initiative to provide endodontics within the NHS, using a combination of training in simulation lab and treatment of patients in primary care.Results Positive impacts were identified at individual (gains in knowledge, skills, confidence, personal development), patient (more teeth saved, quality of care improved) and system levels (access, value for money). Suggested developments for future courses included more case discussions, teaching of practical skills earlier in the course and refinement of the triaging processes. Barriers to using the acquired skills in providing endodontic treatment in primary care within the NHS were perceived to be resources (remuneration, time, skills) and accountability. Facilitators included appropriately remunerated contracts, necessary equipment and time.Conclusion This novel pilot training programme in endodontics combining general practice experience with education/training, hands-on experience and a portfolio was perceived by participants as beneficial for extending skills and service innovation in primary dental care. The findings provide insight into primary dental care practitioners' experience with education/training and have implications for future educational initiatives in support of systems innovation within the NHS.

Improving Science Process Skills for Primary School Students Through 5E Instructional Model-Based Learning

NASA Astrophysics Data System (ADS)

Choirunnisa, N. L.; Prabowo, P.; Suryanti, S.

2018-01-01

The main objective of this study is to describe the effectiveness of 5E instructional model-based learning to improve primary school students’ science process skills. The science process skills is important for students as it is the foundation for enhancing the mastery of concepts and thinking skills needed in the 21st century. The design of this study was experimental involving one group pre-test and post-test design. The result of this study shows that (1) the implementation of learning in both of classes, IVA and IVB, show that the percentage of learning implementation increased which indicates a better quality of learning and (2) the percentage of students’ science process skills test results on the aspects of observing, formulating hypotheses, determining variable, interpreting data and communicating increased as well.

Skill Assessment in Ocean Biological Data Assimilation

NASA Technical Reports Server (NTRS)

Gregg, Watson W.; Friedrichs, Marjorie A. M.; Robinson, Allan R.; Rose, Kenneth A.; Schlitzer, Reiner; Thompson, Keith R.; Doney, Scott C.

2008-01-01

There is growing recognition that rigorous skill assessment is required to understand the ability of ocean biological models to represent ocean processes and distributions. Statistical analysis of model results with observations represents the most quantitative form of skill assessment, and this principle serves as well for data assimilation models. However, skill assessment for data assimilation requires special consideration. This is because there are three sets of information in the free-run model, data, and the assimilation model, which uses Data assimilation information from both the flee-run model and the data. Intercom parison of results among the three sets of information is important and useful for assessment, but is not conclusive since the three information sets are intertwined. An independent data set is necessary for an objective determination. Other useful measures of ocean biological data assimilation assessment include responses of unassimilated variables to the data assimilation, performance outside the prescribed region/time of interest, forecasting, and trend analysis. Examples of each approach from the literature are provided. A comprehensive list of ocean biological data assimilation and their applications of skill assessment, in both ecosystem/biogeochemical and fisheries efforts, is summarized.

Heuristic and algorithmic processing in English, mathematics, and science education.

PubMed

Sharps, Matthew J; Hess, Adam B; Price-Sharps, Jana L; Teh, Jane

2008-01-01

Many college students experience difficulties in basic academic skills. Recent research suggests that much of this difficulty may lie in heuristic competency--the ability to use and successfully manage general cognitive strategies. In the present study, the authors evaluated this possibility. They compared participants' performance on a practice California Basic Educational Skills Test and on a series of questions in the natural sciences with heuristic and algorithmic performance on a series of mathematics and reading comprehension exercises. Heuristic competency in mathematics was associated with better scores in science and mathematics. Verbal and algorithmic skills were associated with better reading comprehension. These results indicate the importance of including heuristic training in educational contexts and highlight the importance of a relatively domain-specific approach to questions of cognition in higher education.

Understanding situation awareness and its importance in patient safety.

PubMed

Gluyas, Heather; Harris, Sarah-Jane

2016-04-20

Situation awareness describes an individual's perception, comprehension and subsequent projection of what is going on in the environment around them. The concept of situation awareness sits within the group of non-technical skills that include teamwork, communication and managing hierarchical lines of communication. The importance of non-technical skills has been recognised in safety-critical industries such as aviation, the military, nuclear, and oil and gas. However, health care has been slow to embrace the role of non-technical skills such as situation awareness in improving outcomes and minimising the risk of error. This article explores the concept of situation awareness and the cognitive processes involved in maintaining it. In addition, factors that lead to a loss of situation awareness and strategies to improve situation awareness are discussed.

Information Processing Capabilities in Performers Differing in Levels of Motor Skill

DTIC Science & Technology

1979-01-01

F. I. 1. , ’ Lockhart , R. S. Levels of* processing : A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 1972, 11, 671-684...ARI TECHNICAL REPORT LEVEr.79iA4 Information Processing Capabilities in Performers Differing In Levels of 00 Motor Skill ,4 by Robert N. Singer... PROCESSING CAPABILITIES IN PERFORMERS DIFFERING IN LEVELS OF MOTOR SKILL INTRODUCTION In the human behaving systems model developed by Singer, Gerson, and

A Contemporary Approach to Entrepreneurship Education

ERIC Educational Resources Information Center

Jones, Colin; English, Jack

2004-01-01

Entrepreneurial education is the process of providing individuals with the ability to recognise commercial opportunities and the insight, self-esteem, knowledge and skills to act on them. It includes instruction in opportunity recognition, commercialising a concept, marshalling resources in the face of risk, and initiating a business venture. It…

Emotional Intelligence Tests: Potential Impacts on the Hiring Process for Accounting Students

ERIC Educational Resources Information Center

Nicholls, Shane; Wegener, Matt; Bay, Darlene; Cook, Gail Lynn

2012-01-01

Emotional intelligence is increasingly recognized as being important for professional career success. Skills related to emotional intelligence (e.g. organizational commitment, public speaking, teamwork, and leadership) are considered essential. Human resource professionals have begun including tests of emotional intelligence (EI) in job applicant…

Regulation of Cognitive Processes through Perceived Self-Efficacy.

ERIC Educational Resources Information Center

Bandura, Albert

1989-01-01

Addresses issues concerning the extension of self-efficacy theory to memory functioning. Issues include perceived memory capabilities, memory self-appraisal, personal control over memory functioning, preservation of a favorable sense of memory self-efficacy, and strategies for generalizing the impact of training in memory skills. (RJC)

Using writing as a vehicle to promote and develop scientific concepts and process skills in fourth-grade students

NASA Astrophysics Data System (ADS)

Disimoni, Katherine Cecilia

The development of conceptual knowledge, particularly at the elementary level, is one area in which researchers and educators have noted remarkable deficiencies. The purpose of this descriptive study was to observe the impact of the use of writing as a thinking tool on the promotion and development of scientific concepts and science process skills in elementary students in the discipline of science. Reports from some of the publications for science research and educational progress cited the direct links of writing effectiveness to the development of skills in critical thinking. The study consisted of 12 fourth-grade students in the control group and their 12 fourth-grade counterparts in the experimental group. The treatment for the study was the use of learning logs by the experimental group to record their written responses to predesigned prompts related to hands-on science experiences during the intervention period. Their counterparts did no writing. Statistical measures used were Student's t tests to determine if significance was present. A pretest and posttest were given that involved written responses to the same prompt. Three judges used a specially designed rubric to evaluate and score the writing. Significant differences were found when the scores of the experimental group were analyzed between pretest and posttest. Also, a standardized test to assess basic process skills was administered prior to and after the intervention. There were no statistical differences found in either group to demonstrate that writing effected the development of process skills. The researcher determined that perhaps writing is not the best way to promote process skills. Rather, engaging in science is the best way. These skills are built separately but used in tandem, particularly when learning about science and mathematics. The implications of this study impact upon several areas of education which make up paradigms leading to good practice based on sound theory. These components include the use of writing as a tool to develop and link conceptual knowledge, use of scientific discourse in collaborative efforts, use of integration of language arts and theme-related content areas, and multiinstructional techniques. Rather than a "change" of paradigms for veteran teachers then, an "addition to" existing paradigms could lead to the changes necessary to revamp curriculum and may aid in meeting the demands of a vastly changing and diverse population of monolingual and multilingual learners experiencing gaps in their construction and demonstration of oral and written knowledge.

Stoma care: empowering patients through teaching practical skills.

PubMed

Metcalf, C

Teaching patients practical skills in stoma care is a complex process and although, arguably, at the very heart of stoma care nursing practice, has been largely ignored in the literature. Teaching principles are based upon social learning theory and educationalists provide guidelines on the most effective way to teach a practical skill. These guidelines have been utilized by nurses when teaching patients with newly formed stomas how to change a pouch. The process of adapting to a stoma and its daily management takes time. Psychologically, however, some patients will adapt more easily than others and researchers have attempted to identify factors which may account for this. Studies have demonstrated that patients who are satisfied with the amount of preoperative information they receive are less likely to develop psychological problems. Psychological adjustment may be affected if patients feel that they have developed insufficient pouch changing skills or have problems with leakage from their pouch or sore skin around their stoma. Studies have also demonstrated that cognitive factors, such as patients feeling in control of their illness and stoma, have been found to play a role in psychological adaptation. Clinical nurse specialists in stoma care are in an ideal position to target these cognitive factors using a variety of strategies including effective practical teaching to empower patients, thus facilitating psychological adaptation following stoma surgery.

Effectiveness of complex psycho-educational interventions for smoking relapse prevention: an exploratory meta-analysis.

PubMed

Song, Fujian; Huttunen-Lenz, Maija; Holland, Richard

2010-09-01

Existing systematic reviews have concluded that psycho-educational interventions for smoking relapse prevention were ineffective. Our objective was to conduct an exploratory meta-analysis, guided by mechanisms of these complex interventions for preventing smoking relapse. Relevant trials were identified from a Cochrane review and by an updated search of MEDLINE and PsycINFO (up to August 2009). We examined theories or mechanisms underlying relapse prevention interventions, and process variables reported in trials. Odds ratios (ORs) for the rate of smoking abstinence at the longest follow-up were pooled in meta-analysis. Forty-nine trials were included, and interventions were at least partly based on the cognitive-behavioural approach to coping skills training in 41 trials. Only a few trials reported data on process variables. Coping skills training for smoking relapse prevention was effective for community quitters (OR 1.27, 95% CI: 1.08-1.49), and particularly for those who stopped smoking for at least 1 week at baseline (OR 1.52, 95% CI: 1.20-1.93). These findings were interpretable with mechanisms of coping skills training for relapse prevention. On the basis of post hoc subgroup analyses, coping skills training for smoking relapse prevention is effective for motivated community quitters. This finding has important public health implications and needs to be confirmed by further trials.

Targeting Alertness to Improve Cognition in Older Adults: A Preliminary Report of Benefits in Executive Function and Skill Acquisition

PubMed Central

Van Vleet, Thomas M.; DeGutis, Joseph M.; Merzenich, Michael M.; Simpson, Gregory V.; Zomet, Ativ; Dabit, Sawsan

2016-01-01

Efficient self-regulation of alertness declines with age exacerbating normal declines in performance across multiple cognitive domains, including learning and skill acquisition. Previous cognitive intervention studies have shown that it is possible to enhance alertness in patients with acquired brain injury and marked attention impairments, and that this benefit generalizes to improvements in more global cognitive functions. In the current preliminary studies, we sought to test whether this approach, that targets both tonic (over a period of minutes) and phasic (moment-to-moment) alertness, can improve key executive functioning declines in older adults, and enhance the rate of skill acquisition. The results of both experiments 1 and 2 demonstrate that, compared to active control training, alertness training significantly enhanced performance in several validated executive function measures. In experiment 2, alertness training significantly improved skill acquisition compared to active control training in a well-characterized speed of processing task, with the largest benefits shown in the most challenging speed of processing blocks. The results of the current study suggest that targeting intrinsic alertness in cognitive training provides a novel approach to improve executive functions in older adults and may be a useful adjunct treatment to enhance benefits gained in other clinically validated treatments. PMID:27372902

Fundamental motor skills: A systematic review of terminology.

PubMed

Logan, Samuel W; Ross, Samantha M; Chee, Keanu; Stodden, David F; Robinson, Leah E

2018-04-01

The three aims of this systematic review are to describe: (1) use of the term fundamental motor/movement skills (FMS) in published articles; (2) the quality of definitions; and (3) relative use of process- and product- oriented assessments to measure FMS. The inclusion criteria included: (a) peer-reviewed article, (b) printed in English, (c) published between January 2000 and 31 December 2015, (d) presence of either the term "fundamental motor or movement skill" in the title and/or abstract, and (e) FMS were a measured outcome. There has been an increase in the number of publications on FMS in recent years, with the majority of studies conducted in Australia (n = 41, 33%). Approximately 24% of studies (n = 30) did not provide any explicit definition of FMS. A majority of studies reported the use of process-oriented measures (n = 98, 79%) compared to product-oriented measures (n = 23, 19%), and few studies used both (n = 6, 5%). We recommend that researchers provide: (1) an operational definition of FMS that states FMS are the "building blocks" (or similar terminology) of more advanced, complex movements; (2) specific categories of skills that compose FMS; and (3) at least one specific example of a FMS.

Cross-Language Transfer of Orthographic Processing Skills: A Study of French Children Who Learn English at School

ERIC Educational Resources Information Center

Commissaire, Eva; Duncan, Lynne G.; Casalis, Severine

2011-01-01

This study explores the nature of orthographic processing skills among French-speaking children in Grades 6 and 8 who are learning English at school as a second language (L2). Two aspects of orthographic processing skills are thought to form a convergent construct in monolingual beginning readers: word-specific knowledge (e.g. "rain-rane") and…

Basic Learning Skills Grades K-6. Minimum Statewide Educational Objectives Approved by the Board of Education May 27, 1977.

ERIC Educational Resources Information Center

Virginia State Dept. of Education, Richmond. Div. of Elementary Education.

The specific educational objectives or basic learning skills are listed for the Virginia elementary school grades. Minimum skills are listed in reading, communications, and mathematics. Terminal objectives for reading include skills in word identification or decoding, comprehension, and study skills. Communication skills include listening,…

Illinois Occupational Skill Standards: Chemical Process Technical Operators.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended for workforce preparation program providers, details the Illinois Occupational Skill Standards for programs preparing students for employment as chemical process technical operators. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process…

Training 21st-century workers: Facts, fiction and memory illusions

NASA Astrophysics Data System (ADS)

Abadzi, Helen

2016-06-01

Technological achievements require complex skills for the workplace, along with creativity, communication, and critical thinking. To compete effectively in the global economy, governments must provide their citizens with relevant education and training. To help close the skills gap, international agencies often advise governments of developing countries to de-emphasise basic knowledge and focus instead on complex cognition and systemic improvements. However, the donors' advice may be due to memory biases of highly educated people. Such training strategies would fail most students, because complex skills are built by combining and automatising shorter chains of thoughts or behaviours. An effective training process requires much practice, feedback and rearrangement of subcomponents over time. Execution of various tasks must become automatic and effortless to avoid using up too much of the very limited capacity of what is termed the "working memory". Marketable skills are those skills which are fluently performed without excessive cognitive load. To provide complex skills for all, including non-cognitive skills, curricula should therefore first ensure detailed instruction and practice of basic components which can then be strung together and applied to new tasks. Policy advisers seem unaware of these scientific insights, so they are not taken into account. The article reviews the essential neurocognitive functions involved in the acquisition and execution of skills chains. The author concludes that to improve the skills of economically disadvantaged populations, donors and governments must acquire expertise and offer advice on the basis of cognitive science.

Neuroplasticity-Based Cognitive and Linguistic Skills Training Improves Reading and Writing Skills in College Students

PubMed Central

Rogowsky, Beth A.; Papamichalis, Pericles; Villa, Laura; Heim, Sabine; Tallal, Paula

2013-01-01

This study reports an evaluation of the effect of computer-based cognitive and linguistic training on college students’ reading and writing skills. The computer-based training included a series of increasingly challenging software programs that were designed to strengthen students’ foundational cognitive skills (memory, attention span, processing speed, and sequencing) in the context of listening and higher level reading tasks. Twenty-five college students (12 native English language; 13 English Second Language), who demonstrated poor writing skills, participated in the training group. The training group received daily training during the spring semester (11 weeks) with the Fast ForWord Literacy (FFW-L) and upper levels of the Fast ForWord Reading series (Levels 3–5). The comparison group (n = 28) selected from the general college population did not receive training. Both the training and comparison groups attended the same university. All students took the Gates MacGinitie Reading Test (GMRT) and the Oral and Written Language Scales (OWLS) Written Expression Scale at the beginning (Time 1) and end (Time 2) of the spring college semester. Results from this study showed that the training group made a statistically greater improvement from Time 1 to Time 2 in both their reading skills and their writing skills than the comparison group. The group who received training began with statistically lower writing skills before training, but exceeded the writing skills of the comparison group after training. PMID:23533100

The Divergent Thinking of Basic Skills of Sciences Process Skills of Life Aspects on Natural Sciences Subject in Indonesian Elementary School Students

ERIC Educational Resources Information Center

Subali, Bambang; Paidi; Mariyam, Siti

2016-01-01

This research aims at measuring the divergent thinking of basic skills of science process skills (SPS) of life aspects in Natural Sciences subjects on Elementary School. The test instruments used in this research have been standardized through the development of instruments. In this case, the tests were tried out to 3070 students. The results of…

Contextual information and perceptual-cognitive expertise in a dynamic, temporally-constrained task.

PubMed

Murphy, Colm P; Jackson, Robin C; Cooke, Karl; Roca, André; Benguigui, Nicolas; Williams, A Mark

2016-12-01

Skilled performers extract and process postural information from an opponent during anticipation more effectively than their less-skilled counterparts. In contrast, the role and importance of contextual information in anticipation has received only minimal attention. We evaluate the importance of contextual information in anticipation and examine the underlying perceptual-cognitive processes. We present skilled and less-skilled tennis players with normal video or animated footage of the same rallies. In the animated condition, sequences were created using player movement and ball trajectory data, and postural information from the players was removed, constraining participants to anticipate based on contextual information alone. Participants judged ball bounce location of the opponent's final occluded shot. The 2 groups were more accurate than chance in both display conditions with skilled being more accurate than less-skilled (Exp. 1) participants. When anticipating based on contextual information alone, skilled participants employed different gaze behaviors to less-skilled counterparts and provided verbal reports of thoughts which were indicative of more thorough evaluation of contextual information (Exp. 2). Findings highlight the importance of both postural and contextual information in anticipation and indicate that perceptual-cognitive expertise is underpinned by processes that facilitate more effective processing of contextual information, in the absence of postural information. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Simulation Learning: PC-Screen Based (PCSB) versus High Fidelity Simulation (HFS)

DTIC Science & Technology

2012-08-01

methods for the use of simulation for teaching clinical skills to military and civilian clinicians . High fidelity simulation is an expensive method of...without the knowledge and approval of the IRB. Changes include, but not limited to, modifications in study design, recruitment process and number of...Person C-Collar simulation algorithm Pathway A Scenario A - Spinal stabilization: Sub processes Legend: Pathway Points Complex task to be performed by

Developing the Critical Thinking Skills of Astrobiology Students through Creative and Scientific Inquiry

PubMed Central

Lemus, Judith D.

2015-01-01

Abstract Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology. Key Words: Scientific inquiry—Critical thinking—Curriculum development—Astrobiology—Microbialites. Astrobiology 15, 89–99. PMID:25474292

Numeracy Skills in Patients With Degenerative Disorders and Focal Brain Lesions

PubMed Central

Cappelletti, Marinella; Butterworth, Brian; Kopelman, Michael

2012-01-01

Objective: To characterize the numerical profile of patients with acquired brain disorders. Method: We investigated numeracy skills in 76 participants—40 healthy controls and 36 patients with neurodegenerative disorders (Alzheimer dementia, frontotemporal dementia, semantic dementia, progressive aphasia) and with focal brain lesions affecting parietal, frontal, and temporal areas as in herpes simplex encephalitis (HSE). All patients were tested with the same comprehensive battery of paper-and-pencil and computerized tasks assessing numerical abilities and calculation. Degenerative and HSE patients also performed nonnumerical semantic tasks. Results: Our results, based on nonparametric group statistics as well as on the analysis of individual patients, and all highly significant, show that: (a) all patients, including those with parietal lesions—a key brain area for numeracy processing—had intact processing of number quantity; (b) patients with impaired semantic knowledge had much better preserved numerical knowledge; and (c) most patients showed impaired calculation skills, with the exception of most semantic dementia and HSE patients. Conclusion: Our results allow us, for the first time, to characterize the numeracy skills in patients with a variety of neurological conditions and to suggest that the pattern of numerical performance can vary considerably across different neurological populations. Moreover, the selective sparing of calculation skills in most semantic dementia and HSE suggest that numerical abilities are an independent component of the semantic system. Finally, our data suggest that, besides the parietal areas, other brain regions might be critical to the understanding and processing of numerical concepts. PMID:22122516

Pb Neurotoxicity: Neuropsychological Effects of Lead Toxicity

PubMed Central

Mason, Lisa H.; Harp, Jordan P.; Han, Dong Y.

2014-01-01

Neurotoxicity is a term used to describe neurophysiological changes caused by exposure to toxic agents. Such exposure can result in neurocognitive symptoms and/or psychiatric disturbances. Common toxic agents include heavy metals, drugs, organophosphates, bacterial, and animal neurotoxins. Among heavy metal exposures, lead exposure is one of the most common exposures that can lead to significant neuropsychological and functional decline in humans. In this review, neurotoxic lead exposure's pathophysiology, etiology, and epidemiology are explored. In addition, commonly associated neuropsychological difficulties in intelligence, memory, executive functioning, attention, processing speed, language, visuospatial skills, motor skills, and affect/mood are explored. PMID:24516855

The ecological study of memory.

PubMed Central

Neisser, U

1997-01-01

The study of memory has long been dominated by the structural tradition, and especially by the experimental analysis of mechanisms of information processing. That dominance may soon be brought to an end by the progress of neuroscience, which offers more direct ways of studying the mechanisms in question. At that point functional issues may move to centre stage. Those issues include the act of remembering and its social functions, the skills and presuppositions of the remembered, the interaction of those skills and presuppositions with the particular material being remembered, and the determinants of accuracy and confabulation in recall. PMID:9415921

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.

Methods and Tools to Align Curriculum to the Skills and Competencies Needed by the Workforce - an Example from Geospatial Science and Technology

NASA Astrophysics Data System (ADS)

Johnson, A. B.

2012-12-01

Geospatial science and technology (GST) including geographic information systems, remote sensing, global positioning systems and mobile applications, are valuable tools for geoscientists and students learning to become geoscientists. GST allows the user to analyze data spatially and temporarily and then visualize the data and outcomes in multiple formats (digital, web and paper). GST has evolved rapidly and it has been difficult to create effective curriculum as few guidelines existed to help educators. In 2010, the US Department of Labor (DoL), in collaboration with the National Geospatial Center of Excellence (GeoTech Center), a National Science Foundation supported grant, approved the Geospatial Technology Competency Mode (GTCM). The GTCM was developed and vetted with industry experts and provided the structure and example competencies needed across the industry. While the GTCM was helpful, a more detailed list of skills and competencies needed to be identified in order to build appropriate curriculum. The GeoTech Center carried out multiple DACUM events to identify the skills and competencies needed by entry-level workers. DACUM (Developing a Curriculum) is a job analysis process whereby expert workers are convened to describe what they do for a specific occupation. The outcomes from multiple DACUMs were combined into a MetaDACUM and reviewed by hundreds of GST professionals. This provided a list of more than 320 skills and competencies needed by the workforce. The GeoTech Center then held multiple workshops across the U.S. where more than 100 educators knowledgeable in teaching GST parsed the list into Model Courses and a Model Certificate Program. During this process, tools were developed that helped educators define which competency should be included in a specific course and the depth of instruction for that competency. This presentation will provide details about the process, methodology and tools used to create the Models and suggest how they can be used to create customized curriculum integrating geospatial science and technology into geoscience programs.

Effectiveness of health sector reforms in reducing disparities in utilization of skilled birth attendants in Tanzania.

PubMed

Kengia, James Tumaini; Igarashi, Isao; Kawabuchi, Koichi

2013-08-01

Improving maternal health is a Millennium Development Goal adopted at the 2000 Millennium Summit of the United Nations. As part of the improving maternal health in Tanzania, it has been recommended that skilled birth attendants be present at all births to help reduce the high maternal mortality ratio. However, utilization of these attendants varies across socio-economic groups. The government of Tanzania has repeatedly attempted to carry out health sector reforms (HSRs) to alleviate disparities in health service utilization. In particular, around 1999, HSRs were incorporated into two approaches, including Decentralization by Devolution and Sector Wide Approach. This study aims to clarify the unresolved questions with little published evidence on the effect of HSRs on reducing disparities in utilization of skilled birth attendants across socio-economic groups over time. We used four cross-sectional datasets from the Tanzania Demographic and Health Survey: 1992, 1996, 1999, and 2004/05. Subjects included 14,752 women of reproductive age (15-49 years) and data on the most recent birth in the 5 years before each survey. Logistic regression analysis was performed with the dependent variable of whether respondents utilized skilled birth attendants or not, and with the main independent variables of time and socio-economic group. Results showed that the disparity in utilization of skilled birth attendants was significantly decreased from 1999 to 2004/05. These findings suggest that the two strategies, Decentralization by Devolution and Sector Wide Approach, in the process of HSRs are effective in reducing the disparities in utilization of skilled birth attendants among socio-economic groups.

Food Processors Skills Building Project. Evaluation Report.

ERIC Educational Resources Information Center

White, Eileen Casey

The Food Processors Skills Building project was undertaken by four Oregon community colleges, with funds from the Oregon Economic Development Department and 11 local food processing companies, to address basic skills needs in the food processing industry through the development and implementation of an industry-specific curriculum. Based on…

The Cognitive Profile of Chinese Children with Mathematics Difficulties

ERIC Educational Resources Information Center

Chan, Becky Mee-yin; Ho, Connie Suk-han

2010-01-01

This study examined how four domain-specific skills (arithmetic procedural skills, number fact retrieval, place value concept, and number sense) and two domain-general processing skills (working memory and processing speed) may account for Chinese children's mathematics learning difficulties. Children with mathematics difficulties (MD) of two age…

Developing 21st Century Process Skills through Project Design

ERIC Educational Resources Information Center

Yoo, Jeong-Ju; MacDonald, Nora M.

2014-01-01

The goal of this paper is to illustrate how the promotion of 21st Century process skills can be used to enhance student learning and workplace skill development: thinking, problem solving, collaboration, communication, leadership, and management. As an illustrative case, fashion merchandising and design students conducted research for a…

AN ANALYSIS OF THE BEHAVIORAL PROCESSES INVOLVED IN SELF-INSTRUCTION WITH TEACHING MACHINES.

ERIC Educational Resources Information Center

HOLLAND, JAMES G.; SKINNER, B.F.

THIS COLLECTION OF PAPERS CONSTITUTES THE FINAL REPORT OF A PROJECT DEVOTED TO AN ANALYSIS OF THE BEHAVIORAL PROCESSES UNDERLYING PROGRAMED INSTRUCTION. THE PAPERS ARE GROUPED UNDER THREE HEADINGS--(1) "PROGRAMING RESEARCH," (2) "BASIC SKILLS--RATIONALE AND PROCEDURE," AND (3) "BASIC SKILLS--SPECIFIC SKILLS." THE…

Skill Standards for Open Cut Pipe Laying.

ERIC Educational Resources Information Center

Laborers-AGC Education and Training Fund, Pomfret Center, CT.

This document identifies skill standards for utility construction in a format that uses scenarios to provide a picture of the construction process under consideration. The scenarios provide a general description of the pipe laying and utility construction process. An introduction describes use and benefits of skill standards. Section 2 presents…

Business Process Elicitation, Modeling, and Reengineering: Teaching and Learning with Simulated Environments

ERIC Educational Resources Information Center

Jeyaraj, Anand

2010-01-01

The design of enterprise information systems requires students to master technical skills for elicitation, modeling, and reengineering business processes as well as soft skills for information gathering and communication. These tacit skills and behaviors cannot be effectively taught students but rather experienced and learned by students. This…

The Impact of Internet Virtual Physics Laboratory Instruction on the Achievement in Physics, Science Process Skills and Computer Attitudes of 10th-Grade Students

NASA Astrophysics Data System (ADS)

Yang, Kun-Yuan; Heh, Jia-Sheng

2007-10-01

The purpose of this study was to investigate and compare the impact of Internet Virtual Physics Laboratory (IVPL) instruction with traditional laboratory instruction in physics academic achievement, performance of science process skills, and computer attitudes of tenth grade students. One-hundred and fifty students from four classes at one private senior high school in Taoyuan Country, Taiwan, R.O.C. were sampled. All four classes contained 75 students who were equally divided into an experimental group and a control group. The pre-test results indicated that the students' entry-level physics academic achievement, science process skills, and computer attitudes were equal for both groups. On the post-test, the experimental group achieved significantly higher mean scores in physics academic achievement and science process skills. There was no significant difference in computer attitudes between the groups. We concluded that the IVPL had potential to help tenth graders improve their physics academic achievement and science process skills.

Students’ Conception on Heat and Temperature toward Science Process Skill

NASA Astrophysics Data System (ADS)

Ratnasari, D.; Sukarmin, S.; Suparmi, S.; Aminah, N. S.

2017-09-01

This research is aimed to analyze the effect of students’ conception toward science process skill. This is a descriptive research with subjects of the research were 10th-grade students in Surakarta from high, medium and low categorized school. The sample selection uses purposive sampling technique based on physics score in national examination four latest years. Data in this research collecting from essay test, two-tier multiple choice test, and interview. Two-tier multiple choice test consists of 30 question that contains an indicator of science process skill. Based on the result of the research and analysis, it shows that students’ conception of heat and temperature affect science process skill of students. The students’ conception that still contains the wrong concept can emerge misconception. For the future research, it is suggested to improve students’ conceptual understanding and students’ science process skill with appropriate learning method and assessment instrument because heat and temperature is one of physics material that closely related with students’ daily life.

Assessment of motor and process skills: assessing client work performance in Belgium.

PubMed

Vandamme, Dirk

2010-01-01

The aim of this study is to establish whether the Assessment of Motor and Process Skills (AMPS) is an appropriate tool to evaluate the quality of work performance by comparing clients' results on the AMPS with the quality of the skills that they demonstrate on the shop floor. A convenience sample of chronically unemployed (vocationally disabled) participants (N=139) with no formal training who were seeking unskilled work through Jobcentrum West-Vlaanderen (West Flanders Job Centre, Belgium) was used. Results demonstrated that in 75.2% of cases the prediction of employment outcome was correct; it is suggested that an AMPS motor score < 2.5 and a process score < 1.2 is insufficient for regular employment, while a motor score > 3.1 and process score > 1.5 indicates that regular employment is a realistic goal. The quality of the motor skills measured by the AMPS and measured on the shop floor are comparable, but little similarity was found in the measurement of process skills.

The impact of video technology on learning: A cooking skills experiment.

PubMed

Surgenor, Dawn; Hollywood, Lynsey; Furey, Sinéad; Lavelle, Fiona; McGowan, Laura; Spence, Michelle; Raats, Monique; McCloat, Amanda; Mooney, Elaine; Caraher, Martin; Dean, Moira

2017-07-01

This study examines the role of video technology in the development of cooking skills. The study explored the views of 141 female participants on whether video technology can promote confidence in learning new cooking skills to assist in meal preparation. Prior to each focus group participants took part in a cooking experiment to assess the most effective method of learning for low-skilled cooks across four experimental conditions (recipe card only; recipe card plus video demonstration; recipe card plus video demonstration conducted in segmented stages; and recipe card plus video demonstration whereby participants freely accessed video demonstrations as and when needed). Focus group findings revealed that video technology was perceived to assist learning in the cooking process in the following ways: (1) improved comprehension of the cooking process; (2) real-time reassurance in the cooking process; (3) assisting the acquisition of new cooking skills; and (4) enhancing the enjoyment of the cooking process. These findings display the potential for video technology to promote motivation and confidence as well as enhancing cooking skills among low-skilled individuals wishing to cook from scratch using fresh ingredients. Copyright © 2017 Elsevier Ltd. All rights reserved.

Musical aptitude and second language pronunciation skills in school-aged children: neural and behavioral evidence.

PubMed

Milovanov, Riia; Huotilainen, Minna; Välimäki, Vesa; Esquef, Paulo A A; Tervaniemi, Mari

2008-02-15

The main focus of this study was to examine the relationship between musical aptitude and second language pronunciation skills. We investigated whether children with superior performance in foreign language production represent musical sound features more readily in the preattentive level of neural processing compared with children with less-advanced production skills. Sound processing accuracy was examined in elementary school children by means of event-related potential (ERP) recordings and behavioral measures. Children with good linguistic skills had better musical skills as measured by the Seashore musicality test than children with less accurate linguistic skills. The ERP data accompany the results of the behavioral tests: children with good linguistic skills showed more pronounced sound-change evoked activation with the music stimuli than children with less accurate linguistic skills. Taken together, the results imply that musical and linguistic skills could partly be based on shared neural mechanisms.

Neonatal Intensive Care Nursing Curriculum Challenges based on Context, Input, Process, and Product Evaluation Model: A Qualitative Study.

PubMed

Ashghali-Farahani, Mansoureh; Ghaffari, Fatemeh; Hoseini-Esfidarjani, Sara-Sadat; Hadian, Zahra; Qomi, Robabeh; Dargahi, Helen

2018-01-01

Weakness of curriculum development in nursing education results in lack of professional skills in graduates. This study was done on master's students in nursing to evaluate challenges of neonatal intensive care nursing curriculum based on context, input, process, and product (CIPP) evaluation model. This study was conducted with qualitative approach, which was completed according to the CIPP evaluation model. The study was conducted from May 2014 to April 2015. The research community included neonatal intensive care nursing master's students, the graduates, faculty members, neonatologists, nurses working in neonatal intensive care unit (NICU), and mothers of infants who were hospitalized in such wards. Purposeful sampling was applied. The data analysis showed that there were two main categories: "inappropriate infrastructure" and "unknown duties," which influenced the context formation of NICU master's curriculum. The input was formed by five categories, including "biomedical approach," "incomprehensive curriculum," "lack of professional NICU nursing mentors," "inappropriate admission process of NICU students," and "lack of NICU skill labs." Three categories were extracted in the process, including "more emphasize on theoretical education," "the overlap of credits with each other and the inconsistency among the mentors," and "ineffective assessment." Finally, five categories were extracted in the product, including "preferring routine work instead of professional job," "tendency to leave the job," "clinical incompetency of graduates," "the conflict between graduates and nursing staff expectations," and "dissatisfaction of graduates." Some changes are needed in NICU master's curriculum by considering the nursing experts' comments and evaluating the consequences of such program by them.

Changing Careers: Steps to Success.

ERIC Educational Resources Information Center

Sikula, Lola

This book is intended to assist adults who are contemplating changing careers or actually doing so. The information, exercises, questionnaires, guides, and bibliographies included in it are designed to give adults the coping skills to adapt to and work through the personal, financial, and other changes that accompany the career change process. The…

Executive Function and Mathematics Achievement: Are Effects Construct- and Time-General or Specific?

ERIC Educational Resources Information Center

Duncan, Robert; Nguyen, Tutrang; Miao, Alicia; McClelland, Megan; Bailey, Drew

2016-01-01

Executive function (EF) is considered a set of interrelated cognitive processes, including inhibitory control, working memory, and attentional shifting, that are connected to the development of the prefrontal cortex and contribute to children's problem solving skills and self regulatory behavior (Best & Miller, 2010; Garon, Bryson, &…

Biology Curriculum Guide. Bulletin 1646.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, contains the minimum competencies and process skills that should be included in a biology course. It consists of: (1) a rationale for an effective science program; (2) a list and description of four major goals of…

Simple and Complex Plants. Fourth Grade. Anchorage School District Elementary Science Program.

ERIC Educational Resources Information Center

Anchorage School District, AK.

This unit contains 15 lessons on Alaskan plants for fourth graders. It describes materials, supplementary materials, use of process skill terminology, unit objectives, vocabulary, background information about five kingdoms of living things, and a webbing activity. Included are: (1) "Roots in Action"; (2) "Chlorophyll"; (3)…

Physics Curriculum Guide. Bulletin 1661.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, contains the minimum competencies and process skills that should be included in a physics course. It consists of: (1) a rationale for an effective science program; (2) a list and description of four major goals of…

LMOOCs, Classifying Design: Survey Findings from LMOOC Providers

ERIC Educational Resources Information Center

Beirne, Elaine; Mhichíl, Mairéad Nic Giolla; Cleircín, Gearóid Ó

2017-01-01

Many of the major Massive Open Online Course (MOOC) platforms support learning approaches which can be roughly categorised as transmission-based and asynchronous (Morris & Lambe, 2014), with limited forms of interactive elements. Language learning is viewed within this study as an active process which includes knowledge, skills, and cultural…

Leading People, Managing Processes: School Business Administrators in the 21st Century.

ERIC Educational Resources Information Center

DiBella, Cecilia M.

1999-01-01

School business administrators must be both business managers and educators. As the school district's chief financial officer, the school business administrator must have strong communication and interpersonal skills. Spheres of involvement include working with school staff, parents, the district office, town officials and committees, vendors, and…

Teacher Qualification Guidelines, Ecological Literacy and Outdoor Education

ERIC Educational Resources Information Center

Martin, Peter

2008-01-01

A key signpost to a profession is clarity of disciplinary knowledge. In this paper I describe the content and outcome of a process to refine the qualification guidelines for outdoor education teachers in Victorian, Australia. The guidelines, developed for the Victorian Institute of Teaching, include both practical skills and disciplinary…

Life Science Curriculum Guide. Bulletin 1614.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, contains the minimum competencies and process skills that should be included in a life science course. It consists of: (1) a rationale for an effective science program; (2) a list and description of four major goals of…

Memory Skills of Deaf Learners: Implications and Applications

ERIC Educational Resources Information Center

Hamilton, Harley

2011-01-01

The author reviews research on working memory and short-term memory abilities of deaf individuals, delineating strengths and weaknesses. Among the areas of weakness that are reviewed are sequential recall, processing speed, attention, and memory load. Areas of strengths include free recall, visuospatial recall, imagery, and dual encoding.…

Specification for Qualification and Certification for Level II - Advanced Welders.

ERIC Educational Resources Information Center

American Welding Society, Miami, FL.

This document defines the requirements and program for the American Welding Society (AWS) to certify advanced-level welders through an evaluation process entailing performance qualification and practical knowledge tests requiring the use of advanced reading, computational, and manual skills. The following items are included: statement of the…

Specification for Qualification and Certification for Level III - Expert Welders.

ERIC Educational Resources Information Center

American Welding Society, Miami, FL.

This document defines the requirements and program for the American Welding Society to certify expert welders through an evaluation process entailing performance qualification and practical knowledge tests requiring the use of advanced reading, computational, and manual skills. The following items are included: statement of the standard's scope;…

Measuring Social-Emotional Skills to Advance Science and Practice

ERIC Educational Resources Information Center

McKown, Clark; Russo-Ponsaran, Nicole; Johnson, Jason

2016-01-01

The ability to understand and effectively interact with others is a critical determinant of academic, social, and life success (DiPerna & Elliott, 2002). An area in particular need of scalable, feasible, usable, and scientifically sound assessment tools is social-emotional comprehension, which includes mental processes enlisted to encode,…

Developing Minds: Programs for Teaching Thinking. Revised Edition, Volume 2.

ERIC Educational Resources Information Center

Costa, Arthur L., Ed.

This book contains 29 articles which address topics related to teaching thinking. The articles include: (1) "Balancing Process and Content" (Marilyn Jager Adams); (2) "Structure of Intellect (SOI)" (Mary N. Meeker); (3) "Instrumental Enrichment" (Francis R. Link); (4) "Thinking to Write: Assessing Higher-Order Cognitive Skills and Abilities"…

Balancing Openness and Interpretation in Active Listening

ERIC Educational Resources Information Center

Topornycky, Joseph; Golparian, Shaya

2016-01-01

Active listening is an important communication skill in a variety of disciplines and professions, including the profession of Educational Development. In our roles as educational developers, we engage in a variety of processes, all of which rely heavily on the practice of active listening. Emerging strategies of active listening praxis have…

Science in the Elementary School Classroom: Portraits of Action Research.

ERIC Educational Resources Information Center

McDonald, Jane B., Ed.; Gilmer, Penny J., Ed.

Teacher knowledge and skills are critical elements in the student learning process. Action research serves as an increasingly popular technique to engage teachers in educational change in classrooms. This document focuses on action research reports of elementary school teachers. Chapters include: (1) "First Graders' Beliefs and Perceptions of…

Effective Communication: A Key to Successful Collaboration.

ERIC Educational Resources Information Center

Price, Joseph P.

1991-01-01

This paper points out the importance of special educators' communication skills in effective collaboration. The basic components of face-to-face communication are discussed, emphasizing the role of the speaker and listener. An explanation of the process of active listening is also included, noting possible verbal and nonverbal listener responses.…

Concept Maps as Cognitive Visualizations of Writing Assignments

ERIC Educational Resources Information Center

Villalon, Jorge; Calvo, Rafael A.

2011-01-01

Writing assignments are ubiquitous in higher education. Writing develops not only communication skills, but also higher-level cognitive processes that facilitate deep learning. Cognitive visualizations, such as concept maps, can also be used as part of learning activities including as a form of scaffolding, or to trigger reflection by making…

Physics 200, 300 Interim Guide.

ERIC Educational Resources Information Center

Manitoba Dept. of Education, Winnipeg.

This guide, developed for the physics 200, 300 program in Manitoba, is designed to articulate with previous science courses; provide concepts, processes, and skills which will enable students to continue in physics-related areas; and relate physics to practical applications in everyday life. It includes a program overview (with program goals and…

Ah-choo! Increased Risk of Pollen Allergies in the Northern Hemisphere

ERIC Educational Resources Information Center

Constible, Juanita; Sandro, Luke

2008-01-01

In this problem-based learning activity designed for nonscience majors, students assume the roles of scientists working for a public relations firm. Teams of students design communication products illustrating links between climate change and pollen allergies. Students develop a variety of process skills critical to scientists, including working…

Chemistry 200, 300 Interim Guide.

ERIC Educational Resources Information Center

Manitoba Dept. of Education, Winnipeg.

This guide, developed for the chemistry 200, 300 program in Manitoba, is designed to articulate with previous science courses, provide concepts, processes, and skills which will enable students to continue in chemistry-related areas, and relate chemistry to practical applications in everyday life. It includes a program overview (with program goals…

Are Computer Science Students Ready for the Real World.

ERIC Educational Resources Information Center

Elliot, Noreen

The typical undergraduate program in computer science includes an introduction to hardware and operating systems, file processing and database organization, data communication and networking, and programming. However, many graduates may lack the ability to integrate the concepts "learned" into a skill set and pattern of approaching problems that…

Chemistry Curriculum Guide. Bulletin 1660.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, contains the minimum competencies and process skills that should be included in a chemistry course. It consists of: (1) a rationale for an effective science program; (2) a list and description of four major goals of…

Manpower Development for Workers in Tertiary Institutions: Distance Learning Approach

ERIC Educational Resources Information Center

Hassan, Moshood Ayinde

2011-01-01

The purpose of this study is to determine the extent to which workers patronize distance learning approach to further their education. Other purposes include: determine problems facing workers in the process of improving their knowledge and skills through distance learning approach; establish the level of attainment of manpower development…

Exploring the Relationship between Undergraduate Service-Learning Experiences and Global Perspective-Taking

ERIC Educational Resources Information Center

Engberg, Mark E.; Fox, Katherine

2011-01-01

This study examines the relationship between service-learning participation and global perspective-taking. A global perspective is broadly defined to include both the acquisition of knowledge, attitudes, and skills important to intercultural communication and the development of more complex epistemological processes, identities, and interpersonal…

Shells. Modified Primary. Revised. Anchorage School District Elementary Science Program.

ERIC Educational Resources Information Center

Defendorf, Jean, Ed.

This publication provides information and activities for teaching about seashells and process skills including observing, classifying, collecting and interpreting data, inferring, measuring, and predicting. There are 10 lessons. Lessons 1 through 5 deal with an introduction to shells, why animals have shells, observing and classifying shells, the…

Examining Self Regulated Learning in Relation to Certain Selected Variables

ERIC Educational Resources Information Center

Johnson, N.

2012-01-01

Self-regulation is the controlling of a process or activity by the students who are involved in Problem solving in Physics rather than by an external agency (Johnson, 2011). Selfregulated learning consists of three main components: cognition, metacognition, and motivation. Cognition includes skills necessary to encode, memorise, and recall…

Developing the Enterprise Curriculum: Building on Rock, Not Sand

ERIC Educational Resources Information Center

Jones, Colin

2007-01-01

Entrepreneurship education is the process of providing individuals with the ability to recognize commercial opportunities and the insight, self-esteem, knowledge and skills to act on them. It includes instruction in opportunity recognition, commercializing a concept, marshalling resources in the face of risk and initiating a business venture. It…

Emotion Labeling among Young Children in Foster Care

ERIC Educational Resources Information Center

Jones Harden, Brenda; Morrison, Colleen; Clyman, Robert B.

2014-01-01

Research Findings: Emotion knowledge is a core developmental process that has a documented relation to other aspects of social-emotional functioning, including social competence, emotion regulation, and behavior problems. Children who are maltreated have been found to have compromised emotion knowledge skills as well as higher levels of behavior…

Traditional Labs + New Questions = Improved Student Performance.

ERIC Educational Resources Information Center

Rezba, Richard J.; And Others

1992-01-01

Presents three typical lab activities involving the breathing rate of fish, the behavior of electromagnets, and tests for water hardness to demonstrate how labs can be modified to teach process skills. Discusses how basic concepts about experimentation are developed and ways of generating and improving science experiments. Includes a laboratory…

Word Recognition: Theoretical Issues and Instructional Hints.

ERIC Educational Resources Information Center

Smith, Edward E.; Kleiman, Glenn M.

Research on adult readers' word recognition skills is used in this paper to develop a general information processing model of reading. Stages of the model include feature extraction, interpretation, lexical access, working memory, and integration. Of those stages, particular attention is given to the units of interpretation, speech recoding and…

Occupational Therapy and Video Modeling for Children with Autism

ERIC Educational Resources Information Center

Becker, Emily Ann; Watry-Christian, Meghan; Simmons, Amanda; Van Eperen, Ashleigh

2016-01-01

This review explores the evidence in support of using video modeling for teaching children with autism. The process of implementing video modeling, the use of various perspectives, and a wide range of target skills are addressed. Additionally, several helpful clinician resources including handheld device applications, books, and websites are…

Diagnosing a Learning Disability in a Hearing-Impaired Child.

ERIC Educational Resources Information Center

Plapinger, Donald; Sikora, Darryn

1990-01-01

This paper presents a case study that used an interdisciplinary diagnostic approach to determine whether a hearing-impaired nine-year-old child had a learning disability and to determine the type of disability. The assessment included medical examination, gross and fine motor skills, psychological functioning, mental processing and achievement,…

The Instrument of the Future: Computers in Education.

ERIC Educational Resources Information Center

Leonard, Rex; LeCroy, Barbara

Before computers will be able to fulfill their potential in education, two major challenges must be overcome--the lack of well-trained teachers and a lack of general knowledge about software and its capabilities. Teachers must acquire some computer literacy skills, including programming, word processing, materials generation and record keeping. In…

Minibeasts and Butterflies. First Grade. Anchorage School District Elementary Science Program.

ERIC Educational Resources Information Center

Defendorf, Jean, Ed.

This publication provides information and activities for teaching about insects and process skills including observing, classifying, collecting and interpreting data, inferring, measuring, and predicting. There are 13 lessons. Lessons 1 through 3 deal with insects, in general, and with moths and butterflies. Lessons 4 through 7 consist of…

The use of Facebook and WhatsApp application in learning process of physics to train students’ critical thinking skills

NASA Astrophysics Data System (ADS)

Kustijono, R.; Zuhri, F.

2018-01-01

The purpose of this research is to describe the learning process by using Facebook and WhatsApp to train students’ critical thinking skills. The research steps are: 1) analysis; 2) design; 3) development; 4) implementation; 5) evaluation. The research subjects are 40 students of Physics Department of Universitas Negeri Surabaya. This research used descriptive qualitative approach. The study The validation point, practicality, effectiveness, and critical thinking skills of students assessment use Likert scale. Learning process criteria are eligible if ≥ 60% is rated good or excellent. The results are: 1) the use of Facebook and WhatsApp can be implemented in the learning process, and the existing constraints can be overcome; 2) the assessment of students’ critical thinking skills is categorized as good and excellent. These results suggest that learning by using Facebook and WhatsApp can be used to train students’ critical thinking skills.

The effectiveness of problem-based learning on teaching the first law of thermodynamics

NASA Astrophysics Data System (ADS)

Tatar, Erdal; Oktay, Münir

2011-11-01

Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study is related to the teaching of the first law of thermodynamics within a PBL environment. Purpose: This study examined the effectiveness of PBL on candidate science teachers' understanding of the first law of thermodynamics and their science process skills. This study also examined their opinions about PBL. Sample: The sample consists of 48 third-grade university students from the Department of Science Education in one of the public universities in Turkey. Design and methods: A one-group pretest-posttest experimental design was used. Data collection tools included the Achievement Test, Science Process Skill Test, Constructivist Learning Environment Survey and an interview with open-ended questions. Paired samples t-test was conducted to examine differences in pre/post tests. Results: The PBL approach has a positive effect on the students' learning abilities and science process skills. The students thought that the PBL environment supports effective and permanent learning, and self-learning planning skills. On the other hand, some students think that the limited time and unfamiliarity of the approach impede learning. Conclusions: The PBL is an active learning approach supporting students in the process of learning. But there are still many practical disadvantages that could reduce the effectiveness of the PBL. To prevent the alienation of the students, simple PBL activities should be applied from the primary school level. In order to overcome time limitations, education researchers should examine short-term and effective PBL activities.

Prediction and assimilation of surf-zone processes using a Bayesian network: Part I: Forward models

USGS Publications Warehouse

Plant, Nathaniel G.; Holland, K. Todd

2011-01-01

Prediction of coastal processes, including waves, currents, and sediment transport, can be obtained from a variety of detailed geophysical-process models with many simulations showing significant skill. This capability supports a wide range of research and applied efforts that can benefit from accurate numerical predictions. However, the predictions are only as accurate as the data used to drive the models and, given the large temporal and spatial variability of the surf zone, inaccuracies in data are unavoidable such that useful predictions require corresponding estimates of uncertainty. We demonstrate how a Bayesian-network model can be used to provide accurate predictions of wave-height evolution in the surf zone given very sparse and/or inaccurate boundary-condition data. The approach is based on a formal treatment of a data-assimilation problem that takes advantage of significant reduction of the dimensionality of the model system. We demonstrate that predictions of a detailed geophysical model of the wave evolution are reproduced accurately using a Bayesian approach. In this surf-zone application, forward prediction skill was 83%, and uncertainties in the model inputs were accurately transferred to uncertainty in output variables. We also demonstrate that if modeling uncertainties were not conveyed to the Bayesian network (i.e., perfect data or model were assumed), then overly optimistic prediction uncertainties were computed. More consistent predictions and uncertainties were obtained by including model-parameter errors as a source of input uncertainty. Improved predictions (skill of 90%) were achieved because the Bayesian network simultaneously estimated optimal parameters while predicting wave heights.

Language Outcomes at 12 Years for Children Exposed Prenatally to Cocaine

PubMed Central

Lewis, Barbara A.; Minnes, Sonia; Short, Elizabeth J.; Min, Meeyoung O.; Wu, Miaoping; Lang, Adelaide; Weishampel, Paul; Singer, Lynn T.

2014-01-01

Purpose In this study, the authors aimed to examine the long-term effects of prenatal cocaine exposure (PCE) on the language development of 12-year-old children using a prospective design, controlling for confounding prenatal drug exposure and environmental factors. Method Children who were exposed to cocaine in utero (PCE; n = 183) and children who were not exposed to cocaine (i.e., no cocaine exposure [NCE]; n = 181) were followed prospectively from birth to 12 years of age and were compared on language subtests of the Test of Language Development—Intermediate, Third Edition (Hammill & Newcomer, 1997b), and phonological processing as measured by the Comprehensive Test of Phonological Processing (Wagner & Torgesen, 1999). The authors evaluated the relationship of PCE to language development through a multivariate analysis of covariance and regression analyses while controlling for confounders. Results Results show that PCE has small effects on specific aspects of language, including syntax and phonological processing. The caregiver variables of lower maternal vocabulary, more psychological symptoms, and a poorer home environment also had consistent effects on language and phonological processing scores. Conclusions These findings suggest that PCE continues to have small, subtle effects on specific aspects of language at age 12 years. Phonological processing skills were significantly related to the reading outcomes of letter–word identification, reading fluency, and reading comprehension, indicating that PCE also has small but lasting effects on the language skills that are related to later literacy skills. PMID:24149136

Design and Assessment of Online, Interactive Tutorials That Teach Science Process Skills.

PubMed

Kramer, Maxwell; Olson, Dalay; Walker, J D

2018-06-01

Explicit emphasis on teaching science process skills leads to both gains in the skills themselves and, strikingly, deeper understanding of content. Here, we created and tested a series of online, interactive tutorials with the goal of helping undergraduate students develop science process skills. We designed the tutorials in accordance with evidence-based multimedia design principles and student feedback from usability testing. We then tested the efficacy of the tutorials in an introductory undergraduate biology class. On the basis of a multivariate ordinary least-squares regression model, students who received the tutorials are predicted to score 0.82 points higher on a 15-point science process skill assessment than their peers who received traditional textbook instruction on the same topic. This moderate but significant impact indicates that well-designed online tutorials can be more effective than traditional ways of teaching science process skills to undergraduate students. We also found trends that suggest the tutorials are especially effective for nonnative English-speaking students. However, due to a limited sample size, we were unable to confirm that these trends occurred due to more than just variation in the student group sampled.

The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses

NASA Astrophysics Data System (ADS)

Fini, Elham H.; Awadallah, Faisal; Parast, Mahour M.; Abu-Lebdeh, Taher

2018-05-01

This paper describes an intervention to enhance students' learning by involving students in brainstorming activities about sustainability concepts and their implications in transportation engineering. The paper discusses the process of incorporating the intervention into a transportation course, as well as the impact of this intervention on students' learning outcomes. To evaluate and compare students' learning as a result of the intervention, the Laboratory for Innovative Technology and Engineering Education survey instrument was used. The survey instrument includes five constructs: higher-order cognitive skills, self-efficacy, ease of learning subject matter, teamwork, and communication skills. Pre- and post-intervention surveys of student learning outcomes were conducted to determine the effectiveness of the intervention on enhancing students' learning outcomes. The results show that the implementation of the intervention significantly improved higher-order cognitive skills, self-efficacy, teamwork, and communication skills. Involving students in brainstorming activities related to sustainability concepts and their implications in transportation proved to be an effective teaching and learning strategy.

Towson University's Professional Science Master's Program in Applied Physics: The first 5 years

NASA Astrophysics Data System (ADS)

Kolagani, Rajeswari

It is a well-established fact that the scientific knowledge and skills acquired in the process of obtaining a degree in physics meet the needs of a variety of positions in multiple science and technology sectors. However, in addition to scientific competence, challenging careers often call for skills in advanced communication, leadership and team functions. The professional science master's degree, which has been nick-named as the `Science MBA', aims at providing science graduates an edge both in terms of employability and earning levels by imparting such skills. Our Professional Science Master's Program in Applied Physics is designed to develop these `plus' skills through multiple avenues. In addition to advanced courses in Applied Physics, the curriculum includes graduate courses in project management, business and technical writing, together with research and internship components. I will discuss our experience and lessons learned over the 5 years since the inception of the program in 2010. The author acknowledges support from the Elkins Professorship of the University System of Maryland.

Future of Mechatronics and Human

NASA Astrophysics Data System (ADS)

Harashima, Fumio; Suzuki, Satoshi

This paper mentions circumstance of mechatronics that sustain our human society, and introduces HAM(Human Adaptive Mechatronics)-project as one of research projects to create new human-machine system. The key point of HAM is skill, and analysis of skill and establishment of assist method to enhance total performance of human-machine system are main research concerns. As study of skill is an elucidation of human itself, analyses of human higher function are significant. In this paper, after surveying researches of human brain functions, an experimental analysis of human characteristic in machine operation is shown as one example of our research activities. We used hovercraft simulator as verification system including observation, voluntary motion control and machine operation that are needed to general machine operation. Process and factors to become skilled were investigated by identification of human control characteristics with measurement of the operator's line-of sight. It was confirmed that early switching of sub-controllers / reference signals in human and enhancement of space perception are significant.

Enhancing RN-to-BSN students' information literacy skills through the use of instructional technology.

PubMed

Schutt, Michelle A; Hightower, Barbara

2009-02-01

The American Association of Colleges of Nursing advocates that professional nurses have the information literacy skills essential for evidence-based practice. As nursing schools embrace evidence-based models to prepare students for nursing careers, faculty can collaborate with librarians to create engaging learning activities focused on the development of information literacy skills. Instructional technology tools such as course management systems, virtual classrooms, and online tutorials provide opportunities to reach students outside the traditional campus classroom. This article discusses the collaborative process between faculty and a library instruction coordinator and strategies used to create literacy learning activities focused on the development of basic database search skills for a Computers in Nursing course. The activities and an online tutorial were included in a library database module incorporated into WebCT. In addition, synchronous classroom meeting software was used by the librarian to reach students in the distance learning environment. Recommendations for module modifications and faculty, librarian, and student evaluations are offered.

Statistical Learning is Related to Early Literacy-Related Skills

PubMed Central

Spencer, Mercedes; Kaschak, Michael P.; Jones, John L.; Lonigan, Christopher J.

2015-01-01

It has been demonstrated that statistical learning, or the ability to use statistical information to learn the structure of one’s environment, plays a role in young children’s acquisition of linguistic knowledge. Although most research on statistical learning has focused on language acquisition processes, such as the segmentation of words from fluent speech and the learning of syntactic structure, some recent studies have explored the extent to which individual differences in statistical learning are related to literacy-relevant knowledge and skills. The present study extends on this literature by investigating the relations between two measures of statistical learning and multiple measures of skills that are critical to the development of literacy—oral language, vocabulary knowledge, and phonological processing—within a single model. Our sample included a total of 553 typically developing children from prekindergarten through second grade. Structural equation modeling revealed that statistical learning accounted for a unique portion of the variance in these literacy-related skills. Practical implications for instruction and assessment are discussed. PMID:26478658

Investigating morphological awareness and the processing of transparent and opaque words in adults with low literacy skills and in skilled readers

PubMed Central

To, Nancy L.; Tighe, Elizabeth L.; Binder, Katherine S.

2015-01-01

For adults with low literacy skills, the role of phonology in reading has been fairly well researched, but less is known about the role of morphology in reading. We investigated the contribution of morphological awareness to word reading and reading comprehension and found that for adults with low literacy skills and skilled readers, morphological awareness explained unique variance in word reading and reading comprehension. In addition, we investigated the effects of orthographic and phonological opacity in morphological processing. Results indicated that adults with low literacy skills were more impaired than skilled readers on items containing phonological changes but were spared on items involving orthographic changes. These results are consistent with previous findings of adults with low literacy skills reliance on orthographic codes. Educational implications are discussed. PMID:27158173

Collaborative learning of clinical skills in health professions education: the why, how, when and for whom.

PubMed

Tolsgaard, Martin G; Kulasegaram, Kulamakan M; Ringsted, Charlotte V

2016-01-01

This study is designed to provide an overview of why, how, when and for whom collaborative learning of clinical skills may work in health professions education. Collaborative learning of clinical skills may influence learning positively according to the non-medical literature. Training efficiency may therefore be improved if the outcomes of collaborative learning of clinical skills are superior or equivalent to those attained through individual learning. According to a social interaction perspective, collaborative learning of clinical skills mediates its effects through social interaction, motivation, accountability and positive interdependence between learners. Motor skills learning theory suggests that positive effects rely on observational learning and action imitation, and negative effects may include decreased hands-on experience. Finally, a cognitive perspective suggests that learning is dependent on cognitive co-construction, shared knowledge and reduced cognitive load. The literature on the collaborative learning of clinical skills in health science education is reviewed to support or contradict the hypotheses provided by the theories outlined above. Collaborative learning of clinical skills leads to improvements in self-efficacy, confidence and performance when task processing is observable or communicable. However, the effects of collaborative learning of clinical skills may decrease over time as benefits in terms of shared cognition, scaffolding and cognitive co-construction are outweighed by reductions in hands-on experience and time on task. Collaborative learning of clinical skills has demonstrated promising results in the simulated setting. However, further research into how collaborative learning of clinical skills may work in clinical settings, as well as into the role of social dynamics between learners, is required. © 2015 John Wiley & Sons Ltd.

User and carer involvement in the training and education of health professionals: a review of the literature.

PubMed

Repper, Julie; Breeze, Jayne

2007-03-01

Health policy requires consumer involvement in services, research and education but little is known about how consumers are being involved in healthcare education, the effect on learning and practice, nor how involvement initiatives are being evaluated. To describe methods of involving consumers in healthcare education, discuss ways in which initiatives have been evaluated, and identify areas for development in education, practice and research. All papers reporting specific initiatives involving consumers in health care worker training and education were included. Viewpoint articles and studies of consumers training consumers were excluded. Cinahl, Medline, Assia, PsycINFO, British Nursing Index, Social Science Citation Index, citations from reference lists, relevant websites and personal communication with key people known to be working in this area. A narrative approach was taken with categorisation of data to reflect objectives of selected studies; method of involvement; process issues and evaluation. Thirty-eight papers were included; most provide small-scale qualitative studies of mental health service users and focus on process rather than outcome. Various methods of involvement are described and consumers consistently prioritise the need for training in interpersonal skills over 'technical' skills. There is little research into organisational strategies and no studies investigate the effect of consumer involvement on practice. Two studies indicated that students exposed to consumer involvement demonstrate more empathic understanding and better communication skills. There is tentative evidence that consumer involvement in training enhances workers' skills in the manner prioritised by consumers. However, if consumer involvement in training and education is to facilitate services that reflect the priorities of the people using them, it must be developed in partnership with service providers; further research is needed to explore the impact of consumer involvement and to track the development of organisational consumer involvement strategies, also systems for supporting consumers need to be established, including training for both consumers and staff.

Comparisons of social interaction and activities of daily living between long-term care facility and community-dwelling stroke patients.

PubMed

Yoon, Jeong-Ae; Park, Se-Gwan; Roh, Hyo-Lyun

2015-10-01

[Purpose] This study was conducted to compare the correlation between social interaction and activities of daily living (ADL) between community-dwelling and long-term care facility stroke patients. [Subjects and Methods] The Subjects were 65 chronic stroke patients (32 facility-residing, 33 community-dwelling). The Evaluation Social Interaction (ESI) tool was used to evaluate social interaction and the Assessment of Motor and Process Skills (AMPS) measure was used to evaluate ADL. [Results] Both social interaction and ADL were higher in community-dwelling than facility-residing stroke patients. There was a correlation between ESI and ADL for both motor and process skills among facility-residing patients, while only ADL process skills and ESI correlated among community-dwelling patients. In a partial correlation analysis using ADL motor and process skills as control variables, only process skills correlated with ESI. [Conclusion] For rehabilitation of stroke patients, an extended treatment process that combines ADL and social activities is likely to be required. Furthermore, treatment programs and institutional systems that can improve social interaction and promote health maintenance for community-dwelling and facility-residing chronic stroke patients are needed throughout the rehabilitation process.

Productive Skills for Process Operatives. Skills Review.

ERIC Educational Resources Information Center

Giles, L.; Kodz, J.; Evans, C.

A study of process operatives examined the developments in processing work in 20 organizations within the chemical and food and drink processing industries. Seven exploratory interviews were followed by 20 employer interviews. Technological innovations caused job losses and layoffs. Organizational responses adopted to meet increasing competitive…

Rating teams' non-technical skills in the emergency department: A qualitative study of nurses' experience.

PubMed

Porter, Joanne E; Cant, Robyn P; Cooper, Simon J

2018-05-01

Non-technical skills (NTS) teamwork training can enhance clinicians' understanding of roles and improve communication. We evaluated a quality improvement project rating teams' NTS performance to determine the value of formal rating and debriefing processes. In two Australian emergency departments the NTS of resuscitation teams were rated by senior nurses and medical staff. Key measures were leadership, teamwork, and task management using a valid instrument: Team Emergency Assessment Measure (TEAM™). Emergency nurses were asked to attend a focus group from which key themes around the quality improvement process were identified. Main themes were: 'Team composition' (allocation of resuscitation team roles), 'Resuscitation leadership' (including both nursing and medical leadership roles) and 'TEAM™ ratings promote reflective practice' (providing staff a platform to discuss team effectiveness). Objective ratings were seen as enabling staff to provide feedback to other team members. Reflection on practice and debriefing were thought to improve communication, help define roles and responsibilities, and clarify leadership roles. Use of a non-technical skills rating scheme such as TEAM™ after team-based clinical resuscitation events was seen by emergency department nurses as feasible and a useful process for examining and improving multi-disciplinary practice, while improving team performance. Copyright © 2018 Elsevier Ltd. All rights reserved.

Orthographic influences on division of labor in learning to read Chinese and English: Insights from computational modeling

PubMed Central

Yang, Jianfeng; Shu, Hua; McCandliss, Bruce D.; Zevin, Jason D.

2013-01-01

Learning to read any language requires learning to map among print, sound and meaning. Writing systems differ in a number of factors that influence both the ease and rate with which reading skill can be acquired, as well as the eventual division of labor between phonological and semantic processes. Further, developmental reading disability manifests differently across writing systems, and may be related to different deficits in constitutive processes. Here we simulate some aspects of reading acquisition in Chinese and English using the same model architecture for both writing systems. The contribution of semantic and phonological processing to literacy acquisition in the two languages is simulated, including specific effects of phonological and semantic deficits. Further, we demonstrate that similar patterns of performance are observed when the same model is trained on both Chinese and English as an "early bilingual." The results are consistent with the view that reading skill is acquired by the application of statistical learning rules to mappings among print, sound and meaning, and that differences in the typical and disordered acquisition of reading skill between writing systems are driven by differences in the statistical patterns of the writing systems themselves, rather than differences in cognitive architecture of the learner. PMID:24587693

Modeling the Skills and Practices of Scientists through an “All-Inclusive” Comparative Planetology Student Research Investigation

NASA Technical Reports Server (NTRS)

Graff, Paige; Bandfield, J.; Stefanov, W.; Vanderbloemen, L.; Willis, K.; Runco, S.

2013-01-01

To effectively prepare the nation's future Science, Technology, Engineering, and Mathematics (STEM) workforce, students in today's classrooms need opportunities to engage in authentic experiences that model skills and practices used by STEM professionals. Relevant, real-world authentic research experiences allow students to behave as scientists as they model the process of science. This enables students to get a true sense of STEM-related professions and also allows them to develop the requisite knowledge, skills, curiosity, and creativity necessary for success in STEM careers. Providing professional development and opportunities to help teachers infuse research in the classroom is one of the primary goals of the Expedition Earth and Beyond (EEAB) program. EEAB, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students in grades 5-12 by getting them actively involved with exploration, discovery, and the process of science. The program combines the expertise of scientists and educators to ensure the professional development provided to classroom teachers is scientifically valid and also recognizes classroom constraints. For many teachers, facilitating research in the classroom can be challenging. In addition to addressing required academic standards and dealing with time constraints, challenges include structuring a research investigation the entire class can successfully complete. To build educator confidence, foster positive classroom research experiences, and enable teachers to help students model the skills and practices of scientists, EEAB has created an "allinclusive" comparative planetology research investigation activity. This activity addresses academic standards while recognizing students (and teachers) potentially lack experience with scientific practices involved in conducting research. Designed as an entry level research engagement investigation, the activity introduces, illustrates, and teaches the skills involved in each step of the research process. Students use astronaut photos, provided through the ARES Crew Earth Observations (CEO) payload on the International Space Station (ISS) as well as remote sensing imagery of other planetary worlds. By including all the necessary tools to complete the investigation, students can focus on gaining experience in the process of science. Additionally, students are able to extend their experience of modeling the skills and practices of scientists through the opportunity to request new data of Earth from the ISS. Professional development offered through in-person and webinar trainings, along with the resources provided, enable educators to gain first-hand experience implementing a structured research investigation in the classroom. Through data and feedback collected from teachers, this type of "all-inclusive" investigation activity aims to become a model that can be utilized for other research topics and STEM disciplines.

Modeling the Skills and Practices of Scientists through an 'All-Inclusive' Comparative Planetology Student Research Investigation

NASA Astrophysics Data System (ADS)

Graff, P. V.; Bandfield, J. L.; Stefanov, W. L.; Vanderbloemen, L.; Willis, K. J.; Runco, S.

2013-12-01

To effectively prepare the nation's future Science, Technology, Engineering, and Mathematics (STEM) workforce, students in today's classrooms need opportunities to engage in authentic experiences that model skills and practices used by STEM professionals. Relevant, real-world authentic research experiences allow students to behave as scientists as they model the process of science. This enables students to get a true sense of STEM-related professions and also allows them to develop the requisite knowledge, skills, curiosity, and creativity necessary for success in STEM careers. Providing professional development and opportunities to help teachers infuse research in the classroom is one of the primary goals of the Expedition Earth and Beyond (EEAB) program. EEAB, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students in grades 5-12 by getting them actively involved with exploration, discovery, and the process of science. The program combines the expertise of scientists and educators to ensure the professional development provided to classroom teachers is scientifically valid and also recognizes classroom constraints. For many teachers, facilitating research in the classroom can be challenging. In addition to addressing required academic standards and dealing with time constraints, challenges include structuring a research investigation the entire class can successfully complete. To build educator confidence, foster positive classroom research experiences, and enable teachers to help students model the skills and practices of scientists, EEAB has created an 'all-inclusive' comparative planetology research investigation activity. This activity addresses academic standards while recognizing students (and teachers) potentially lack experience with scientific practices involved in conducting research. Designed as an entry level research engagement investigation, the activity introduces, illustrates, and teaches the skills involved in each step of the research process. Students use astronaut photos, provided through the ARES Crew Earth Observations (CEO) payload on the International Space Station (ISS) as well as remote sensing imagery of other planetary worlds. By including all the necessary tools to complete the investigation, students can focus on gaining experience in the process of science. Additionally, students are able to extend their experience of modeling the skills and practices of scientists through the opportunity to request new data of Earth from the ISS. Professional development offered through in-person and webinar trainings, along with the resources provided, enable educators to gain first-hand experience implementing a structured research investigation in the classroom. Through data and feedback collected from teachers, this type of 'all-inclusive' investigation activity aims to become a model that can be utilized for other research topics and STEM disciplines.

Effects of a Training Intervention to Foster Argumentation Skills While Processing Conflicting Scientific Positions

ERIC Educational Resources Information Center

Hefter, Markus H.; Berthold, Kirsten; Renkl, Alexander; Riess, Werner; Schmid, Sebastian; Fries, Stefan

2014-01-01

Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology, argumentation skills such as evaluating arguments or supporting theories with evidence are…

Analyzing Hierarchical Relationships Among Modes of Cognitive Reasoning and Integrated Science Process Skills.

ERIC Educational Resources Information Center

Yeany, Russell H.; And Others

1986-01-01

Searched for a learning hierarchy among skills comprising formal operations and integrated science processes. Ordering, theoretic, and probabilistic latent structure methods were used to analyze data collected from 700 science students. Both linear and branching relationships were identified within and across the two sets of skills. (Author/JN)

How to Understand Skill Acquisition in Sport

ERIC Educational Resources Information Center

Moe, Vegard Fusche

2004-01-01

A crucial task for sport research is to understand and explain the processes and conditions underlying skillful motor behavior. One way to account for these processes and conditions is to describe and analyze the distinct stages a learner goes through when acquiring a skill. This article starts by elaborating one of the most dominant…

E-inclusion Process and Societal Digital Skill Development

ERIC Educational Resources Information Center

Vitolina, Ieva

2015-01-01

Nowadays, the focus shifts from information and communication technology access to skills and knowledge. Moreover, lack of digital skills is an obstacle in the process of learning new digital competences using technologies and e-learning. The objective of this research is to investigate how to facilitate students to use the acquired digital skills…

The Cognitive Domain: The Last Frontier. Final Report of the Regional Study Award Project.

ERIC Educational Resources Information Center

Clary, Joan; Mahaffy, John

The theoretical foundations of thinking skills models differ. One category of thinking skills programs uses the cognitive process approach on the premise that thinking abilities depend upon certain fundamental processes. Thinking skills programs that present a strategic approach to thinking are called heuristics-oriented programs, and focus on an…

How does peer teaching compare to faculty teaching? A systematic review and meta-analysis (.).

PubMed

Rees, Eliot L; Quinn, Patrick J; Davies, Benjamin; Fotheringham, Victoria

2016-08-01

In undergraduate medical education, peer-teaching has become an established and common method to enhance student learning. Evidence suggests that peer-teaching provides learning benefits for both learners and tutors. We aimed to describe the outcomes for medical students taught by peers through systematic review and meta-analysis of existing literature. Seven databases were searched through 21 terms and their Boolean combinations. Studies reporting knowledge or skills outcomes of students taught by peers compared to those taught by faculty or qualified clinicians were included. Extracted data on students' knowledge and skills outcomes were synthesised through a random effects model meta-analysis. The search yielded 2292 studies. Five hundred and fifty-three duplicates and 1611 irrelevant articles were removed during title-screening. The abstracts of 128 papers were screened against the inclusion and exclusion criteria. Ten studies have been included in the review. Meta-analyses showed no significant difference in peer-teaching compared to faculty teaching for knowledge or skills outcomes, standardised mean differences were 0.07 (95% CI: -0.07, 0.21) and 0.11 (95% CI: -0.07, 1.29), respectively. Students taught by peers do not have significantly different outcomes to those taught by faculty. As the process of teaching helps to develop both tutor knowledge and teaching skills, peer-teaching should be supported.

Assertive Anger Mediates Effects of Dialectical Behaviour-informed Skills Training for Borderline Personality Disorder: A Randomized Controlled Trial.

PubMed

Kramer, Ueli; Pascual-Leone, Antonio; Berthoud, Laurent; de Roten, Yves; Marquet, Pierre; Kolly, Stéphane; Despland, Jean-Nicolas; Page, Dominique

2016-05-01

Dialectical behaviour therapy (DBT)-informed skills training for borderline personality disorder (BPD) aims at the development of specific emotion regulation skills in patients, particularly with regard to the regulation of problematic anger. While the effects of dialectical behaviour skills training have been shown, their processes of change are rarely examined. Neacsiu, Rizvi and Linehan (2010) found that patient's self-reported use of emotion regulation skills was a mediator of therapeutic change in these treatments; however, they found no effect for problematic anger. From an integrative perspective on anger (Pascual-Leone & Greenberg, 2007; Pascual-Leone & Paivio, 2013), there are several forms of anger, varying in their degree of therapeutic productivity. The present add-on randomized controlled trial included n = 41 patients with BPD (n = 21 DBT-informed skills training versus n = 20 treatment as usual). The first study examined the outcome of the DBT-informed skills training encompassing basic components of training in mindfulness, distress tolerance, interpersonal effectiveness and emotion regulation. Results showed that symptom reduction was significantly greater in the DBT-informed skills training, compared with the treatment as usual. The second study used process assessment, for which all patient completers underwent a 50-min-long psychological interview both early and late in treatment, which was rated using the Classification of Affective Meaning States. DBT-informed skills training produced increased levels of primary 'assertive' anger, as compared with the treatment as usual, whereas no effect was found for 'rejecting' secondary anger. Most importantly, we showed that changes in assertive anger mediated the reported symptom reduction, in particular in patient's social roles. We discuss these results in the context of underlying mechanisms of change in DBT skills group treatments, in particular towards developing more productive forms of anger in this patient population. Copyright © 2015 John Wiley & Sons, Ltd. A 20-session dialectical behaviour therapy (DBT)-informed skills training is a promising adjunct intervention for patients with borderline personality disorder, in particular for reducing problems related to social role. Increases in assertive anger mediate the effects of DBT-informed skills training, whereas rejecting anger remains unchanged over the course of treatment. Short-term objectives for intervention might involve the specific increase of assertive anger in BPD, by using DBT-informed skills training; long-term objectives for intervention might involve a specific decrease of rejecting anger in BPD. Copyright © 2015 John Wiley & Sons, Ltd.

Coupling centennial-scale shoreline change to sea-level rise and coastal morphology in the Gulf of Mexico using a Bayesian network

USGS Publications Warehouse

Plant, Nathaniel G.

2016-01-01

Predictions of coastal evolution driven by episodic and persistent processes associated with storms and relative sea-level rise (SLR) are required to test our understanding, evaluate our predictive capability, and to provide guidance for coastal management decisions. Previous work demonstrated that the spatial variability of long-term shoreline change can be predicted using observed SLR rates, tide range, wave height, coastal slope, and a characterization of the geomorphic setting. The shoreline is not suf- ficient to indicate which processes are important in causing shoreline change, such as overwash that depends on coastal dune elevations. Predicting dune height is intrinsically important to assess future storm vulnerability. Here, we enhance shoreline-change predictions by including dune height as a vari- able in a statistical modeling approach. Dune height can also be used as an input variable, but it does not improve the shoreline-change prediction skill. Dune-height input does help to reduce prediction uncer- tainty. That is, by including dune height, the prediction is more precise but not more accurate. Comparing hindcast evaluations, better predictive skill was found when predicting dune height (0.8) compared with shoreline change (0.6). The skill depends on the level of detail of the model and we identify an optimized model that has high skill and minimal overfitting. The predictive model can be implemented with a range of forecast scenarios, and we illustrate the impacts of a higher future sea-level. This scenario shows that the shoreline change becomes increasingly erosional and more uncertain. Predicted dune heights are lower and the dune height uncertainty decreases.

Integrating Field-Centered, Project Based Activities with Academic Year Coursework: A Curriculum Wide Approach

NASA Astrophysics Data System (ADS)

Kelso, P. R.; Brown, L. M.

2015-12-01

Based upon constructivist principles and the recognition that many students are motivated by hands-on activities and field experiences, we designed a new undergraduate curriculum at Lake Superior State University. One of our major goals was to develop stand-alone field projects in most of the academic year courses. Examples of courses impacted include structural geology, geophysics, and geotectonics, Students learn geophysical concepts in the context of near surface field-based geophysical studies while students in structural geology learn about structural processes through outcrop study of fractures, folds and faults. In geotectonics students learn about collisional and rifting processes through on-site field studies of specific geologic provinces. Another goal was to integrate data and samples collected by students in our sophomore level introductory field course along with stand-alone field projects in our clastic systems and sequence stratigraphy courses. Our emphasis on active learning helps students develop a meaningful geoscience knowledge base and complex reasoning skills in authentic contexts. We simulate the activities of practicing geoscientists by engaging students in all aspects of a project, for example: field-oriented project planning and design; acquiring, analyzing, and interpreting data; incorporating supplemental material and background data; and preparing oral and written project reports. We find through anecdotal evidence including student comments and personal observation that the projects stimulate interest, provide motivation for learning new concepts, integrate skill and concept acquisition vertically through the curriculum, apply concepts from multiple geoscience subdisiplines, and develop soft skills such as team work, problem solving, critical thinking and communication skills. Through this projected-centered Lake Superior State University geology curriculum students practice our motto of "learn geology by doing geology."

Evidence for Skill Level Differences in the Thought Processes of Golfers During High and Low Pressure Situations.

PubMed

Whitehead, Amy E; Taylor, Jamie A; Polman, Remco C J

2015-01-01

Two studies examined differences in the cognition of golfers with differing levels of expertise in high and low pressure situations. In study 1, six high skill and six low skill golfers performed six holes of golf, while verbalizing their thoughts using Think Aloud (TA) protocol. Higher skilled golfers' cognitive processes centered more on planning in comparison to lower skilled golfers. Study 2 investigated whether thought processes of golfers changed in response to competitive pressure. Eight high skill and eight moderate skilled golfers, completed a practice round and a competition round whilst verbalizing thoughts using TA. To create pressure in the competition condition, participants were instructed that monetary prizes would be awarded to the top three performers and scores of all golfers would be published in a league table in the club house. When performing under competitive pressure, it was found that higher skilled golfers were more likely to verbalize technical rules compared to practice conditions, especially during putting performance. This shift in cognition toward more technical aspects of motor performance was strongly related to scores on the Decision Specific Reinvestment Scale, suggesting individuals with a higher propensity for reinvestment show the largest changes in cognition under pressure. From a practical perspective, TA can aid a player, coach or sport psychologist by allowing thought processes to be identified and investigate a performer's thoughts when faced with the pressure of a competition.

Factors affecting team leadership skills and their relationship with quality of cardiopulmonary resuscitation.

PubMed

Yeung, Joyce H Y; Ong, G J; Davies, Robin P; Gao, Fang; Perkins, Gavin D

2012-09-01

This study aims to explore the relationship between team-leadership skills and quality of cardiopulmonary resuscitation in an adult cardiac-arrest simulation. Factors affecting team-leadership skills were also assessed. Forty advanced life-support providers leading a cardiac arrest team in a standardized cardiac-arrest simulation were videotaped. Background data were collected, including age (in yrs), sex, whether they had received any leadership training in the past, whether they were part of a professional group, the most recent advanced life-support course (in months) they had undergone, advanced life-support instructor/provider status, and whether they had led in any cardiac arrest situation in the preceding 6 months. Participants were scored using the Cardiac Arrest Simulation test score and Leadership Behavior Description Questionnaire for leadership skills. Process-focused quality of cardiopulmonary resuscitation data were collected directly from manikin and video recordings. Primary outcomes were complex technical skills (measured as Cardiac Arrest Simulation test score, preshock pause, and hands-off ratio). Secondary outcomes were simple technical skills (chest-compression rate, depth, and ventilation rate). Univariate linear regressions were performed to examine how leadership skills affect quality of cardiopulmonary resuscitation and bivariate correlations elicited factors affecting team-leadership skills.Teams led by leaders with the best leadership skills performed higher quality cardiopulmonary resuscitation with better technical performance (R = 0.75, p < .001), shorter preshock pauses (R = 0.18, p < .001), with lower total hands-off ratio (R = 0.24, p = .01), and shorter time to first shock (R = 0.14, p = .02). Leadership skills were not significantly associated with more simple technical skills such as chest-compression rate, depth, and ventilation rate. Prior training in team leader skills was independently associated with better leadership behavior. There is an association between team leadership skills and cardiac arrest simulation test score, preshock pause, and hands off ratio. Developing leadership skills should be considered an integral part of resuscitation training.

Developing a calibrated CONUS-wide watershed-scale simulation platform for quantifying the influence of different sources of uncertainty on streamflow forecast skill

NASA Astrophysics Data System (ADS)

Newman, A. J.; Sampson, K. M.; Wood, A. W.; Hopson, T. M.; Brekke, L. D.; Arnold, J.; Raff, D. A.; Clark, M. P.

2013-12-01

Skill in model-based hydrologic forecasting depends on the ability to estimate a watershed's initial moisture and energy conditions, to forecast future weather and climate inputs, and on the quality of the hydrologic model's representation of watershed processes. The impact of these factors on prediction skill varies regionally, seasonally, and by model. We are investigating these influences using a watershed simulation platform that spans the continental US (CONUS), encompassing a broad range of hydroclimatic variation, and that uses the current simulation models of National Weather Service streamflow forecasting operations. The first phase of this effort centered on the implementation and calibration of the SNOW-17 and Sacramento soil moisture accounting (SAC-SMA) based hydrologic modeling system for a range of watersheds. The base configuration includes 630 basins in the United States Geological Survey's Hydro-Climatic Data Network 2009 (HCDN-2009, Lins 2012) conterminous U.S. basin subset. Retrospective model forcings were derived from Daymet (http://daymet.ornl.gov/), and where available, a priori parameter estimates were based on or compared with the operational NWS model parameters. Model calibration was accomplished by several objective, automated strategies, including the shuffled complex evolution (SCE) optimization approach developed within the NWS in the early 1990s (Duan et al. 1993). This presentation describes outcomes from this effort, including insights about measuring simulation skill, and on relationships between simulation skill and model parameters, basin characteristics (climate, topography, vegetation, soils), and the quality of forcing inputs. References: %Z Thornton, P.; Thornton, M.; Mayer, B.; Wilhelmi, N.; Wei, Y.; Devarakonda, R; Cook, R. Daymet: Daily Surface Weather on a 1 km Grid for North America. 1980-2008; Oak Ridge National Laboratory Distributed Active Archive Center: Oak Ridge, TN, USA, 2012; Volume 10.

An (even) broader perspective: Combining environmental processes and natural hazards education in a MSc programme

NASA Astrophysics Data System (ADS)

Heckmann, Tobias; Haas, Florian; Trappe, Martin; Cyffka, Bernd; Becht, Michael

2010-05-01

Natural hazards are processes occurring in the natural environment that negatively affect human society. In most instances, the definition of natural hazards implies sudden events as different as earthquakes, floods or landslides. In addition, there are other phenomena that occur more subtly or slowly, and nevertheless may have serious adverse effects on the human environment. Hence, a comprehensive study programme in natural hazards has to include not only the conspicuous causes and effects of natural catastrophes, but of environmental processes in general. Geography as a discipline is located at the interface of natural, social and economic sciences; the physical geography programme described here is designed to include the social and economic dimension as well as management issues. Modules strengthening the theoretical background of geomorphic, geological, hydrological and meteorological processes and hazards are complemented by practical work in the field and the laboratory, dealing with measuring and monitoring environmental processes. On this basis, modeling and managing skills are developed. Another thread in the transdisciplinary programme deals with sustainability and environmental policy issues, and environmental psychology (e.g. perception of and reaction to hazards). This will improve the communication and team working skills of students wherever they are part of an interdisciplinary working group. Through the involvement in research programmes, students are confronted ‘hands on' with the different aspects of environmental processes and their consequences; thus, they will be excellently but not exclusively qualified for positions in the ‘natural hazards' sector.

Educational games for health professionals.

PubMed

Akl, E A; Sackett, K; Pretorius, R; Erdley, S; Bhoopathi, P S; Mustafa, R; Schünemann, H J

2008-01-23

The use of games as an educational strategy has the potential to improve health professionals' performance (e.g. adherence to standards of care) through improving their knowledge, skills and attitudes. The objective was to assess the effect of educational games on health professionals' performance, knowledge, skills, attitude and satisfaction, and on patient outcomes. We used a comprehensive search strategy including an electronic search of the following databases: DARE, EPOC register, CENTRAL, MEDLINE, EMBASE, CINAHL, AMED, ERIC, and Dissertation Abstracts Online (search date: January 2007). We also screened the reference list of included studies and relevant reviews, contact authors of relevant papers and reviews, and searched ISI Web of Science for papers citing studies included in the review We included randomized controlled trials (RCT), controlled clinical trials (CCT), controlled before and after (CBA) and interrupted time-series analysis (ITS). Study participants were qualified health professionals or in postgraduate training. The intervention was an educational game with "a form of competitive activity or sport played according to rules". Using a standardized data form we extracted data on methodological quality, participants, interventions and outcomes of interest that included patient outcomes, professional behaviour (process of care outcomes), and professional's knowledge, skills, attitude and satisfaction. The search strategy identified 1156 citations. Out of 55 potentially eligible citations, we included one RCT. The methodological quality was fair. The game, used as a reinforcement technique, was based on the television game show "Family Feud" and focused on infection control. The study did not assess any patient or process of care outcomes. The group that was randomized to the game had statistically higher scores on the knowledge test (P = 0.02). The findings of this systematic review do not confirm nor refute the utility of games as a teaching strategy for health professionals. There is a need for additional high-quality research to explore the impact of educational games on patient and performance outcomes.

Word Processing. A Handbook for Business Teachers.

ERIC Educational Resources Information Center

Stewart, Jeffrey R., Jr., Ed.

This handbook is designed to provide information to help teachers keep abreast of changes in word processing and to develop necessary teaching skills. The handbook is divided into two main parts: understanding word processing and teaching word processing skills. In the introduction the part word processing plays in the business scheme of a company…

Continuing education needs for fishery professionals: a survey of North American fisheries administrators

USGS Publications Warehouse

Rassam, G.N.; Eisler, R.

2001-01-01

North American fishery professionals? continuing education needs were investigated in an American Fisheries Society questionnaire sent to 111 senior fishery officials in winter 2000. Based on a response rate of 52.2% (N = 58), a minimum of 2,967 individuals would benefit from additional training, especially in the areas of statistics and analysis (83% endorsement rate), restoration and enhancement (81%), population dynamics (81%), multi-species interactions (79%), and technical writing (79%). Other skills and techniques recommended by respondents included computer skills (72%), fishery modeling (69%), habitat modification (67%), watershed processes (66%), fishery management (64%), riparian and stream ecology (62%), habitat management (62%), public administration (62%), nonindigenous species (57%), and age and growth (55%). Additional comments by respondents recommended new technical courses, training in various communications skills, and courses to more effectively manage workloads.

Conditional Subspace Clustering of Skill Mastery: Identifying Skills that Separate Students

ERIC Educational Resources Information Center

Nugent, Rebecca; Ayers, Elizabeth; Dean, Nema

2009-01-01

In educational research, a fundamental goal is identifying which skills students have mastered, which skills they have not, and which skills they are in the process of mastering. As the number of examinees, items, and skills increases, the estimation of even simple cognitive diagnosis models becomes difficult. We adopt a faster, simpler approach:…

Publishing a master's thesis: a guide for novice authors.

PubMed

Resta, Robert G; McCarthy Veach, Patricia; Charles, Sarah; Vogel, Kristen; Blase, Terri; Palmer, Christina G S

2010-06-01

Publication of original research, clinical experiences, and critical reviews of literature are vital to the growth of the genetic counseling field, delivery of genetic counseling services, and professional development of genetic counselors. Busy clinical schedules, lack of time and funding, and training that emphasizes clinical skills over research skills may make it difficult for new genetic counselors to turn their thesis projects into publications. This paper summarizes and elaborates upon a presentation aimed at de-mystifying the publishing process given at the 2008 National Society of Genetic Counselors Annual Education Conference. Specific topics include familiarizing prospective authors, particularly genetic counseling students, with the basics of the publication process and related ethical considerations. Former students' experiences with publishing master's theses also are described in hopes of encouraging new genetic counselors to submit for publication papers based on their thesis projects.

Developing a systematic evaluation approach for training programs within a train-the-trainer model for youth cognitive behavior therapy.

PubMed

Nakamura, Brad J; Selbo-Bruns, Alexandra; Okamura, Kelsie; Chang, Jaime; Slavin, Lesley; Shimabukuro, Scott

2014-02-01

The purpose of this small pilot study was three-fold: (a) to begin development of a coding scheme for supervisor and therapist skill acquisition, (b) to preliminarily investigate a pilot train-the-trainer paradigm for skill development, and (c) to evaluate self-reported versus observed indicators of skill mastery in that pilot program. Participants included four supervisor-therapist dyads (N = 8) working with public mental health sector youth. Master trainers taught cognitive-behavioral therapy techniques to supervisors, who in turn trained therapists on these techniques. Supervisor and therapist skill acquisition and supervisor use of teaching strategies were repeatedly assessed through coding of scripted role-plays with a multiple-baseline across participants and behaviors design. The coding system, the Practice Element Train the Trainer - Supervisor/Therapist Versions of the Therapy Process Observational Coding System for Child Psychotherapy, was developed and evaluated though the course of the investigation. The coding scheme demonstrated excellent reliability (ICCs [1,2] = 0.81-0.91) across 168 video recordings. As calculated through within-subject effect sizes, supervisor and therapist participants, respectively, evidenced skill improvements related to teaching and performing therapy techniques. Self-reported indicators of skill mastery were inflated in comparison to observed skill mastery. Findings lend initial support for further developing an evaluative approach for a train-the-trainer effort focused on disseminating evidence-based practices. Published by Elsevier Ltd.

[Procedural Motor Skills and Interference in the Academic Life Routine of a Group of Schoolchildren With Signs and Symptoms of ADHD].

PubMed

Rubio-Grillo, María Helena; Salazar-Torres, Lenis Judith; Rojas-Fajardo, Aida

2014-03-01

There is a rising prevalence of attention deficit and hyperactivity disorder (ADHD) in educational institutions. Difficulties in academic development manifest as: slow information processing, difficulty in planning and working memory, difficulty staying focused, struggle selecting data or stimuli relevant to the implementation and completion of tasks. If adequate educational measures and specialized intervention are not established, the characteristics may affect instrumental learning. The aim of this study is to identify procedural motor skills that interfere with academic activities in a group of elementary school children, with signs and symptoms of ADHD. Descriptive study including children from 2nd to 4th grade of elementary school in which teachers detected signs and symptoms of ADHD by using questionnaires and observing school behavior. Procedural motor skills were identified and it was evidenced which skills interfered in the execution of academic activities. The population that showed inattention and hyperactivity behaviors manifested behavioral problems, low academic performance, and in turn, greater difficulty in postural skills and skill related with organization of space and objects, which interfered with the activities of daily living academic routine, as expected. The assessment of procedural motor skills allowed to determine specific difficulties in routine activities, and to agree on intervention strategies in the classroom. Copyright © 2014 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

Executive Function Buffers the Association between Early Math and Later Academic Skills.

PubMed

Ribner, Andrew D; Willoughby, Michael T; Blair, Clancy B

2017-01-01

Extensive evidence has suggested that early academic skills are a robust indicator of later academic achievement; however, there is mixed evidence of the effectiveness of intervention on academic skills in early years to improve later outcomes. As such, it is clear there are other contributing factors to the development of academic skills. The present study tests the role of executive function (EF) (a construct made up of skills complicit in the achievement of goal-directed tasks) in predicting 5th grade math and reading ability above and beyond math and reading ability prior to school entry, and net of other cognitive covariates including processing speed, vocabulary, and IQ. Using a longitudinal dataset of N = 1292 participants representative of rural areas in two distinctive geographical parts of the United States, the present investigation finds EF at age 5 strongly predicts 5th grade academic skills, as do cognitive covariates. Additionally, investigation of an interaction between early math ability and EF reveals the magnitude of the association between early math and later math varies as a function of early EF, such that participants who have high levels of EF can "catch up" to peers who perform better on assessments of early math ability. These results suggest EF is pivotal to the development of academic skills throughout elementary school. Implications for further research and practice are discussed.

The Development of Musical Skills of Underprivileged Children Over the Course of 1 Year: A Study in the Context of an El Sistema-Inspired Program

PubMed Central

Ilari, Beatriz S.; Keller, Patrick; Damasio, Hanna; Habibi, Assal

2016-01-01

Developmental research in music has typically centered on the study of single musical skills (e.g., singing, listening) and has been conducted with middle class children who learn music in schools and conservatories. Information on the musical development of children from different social strata, who are enrolled in community-based music programs, remains elusive. This study examined the development of musical skills in underprivileged children who were attending an El Sistema-inspired program in Los Angeles. We investigated how children, predominantly of Latino ethnicity, developed musically with respect to the following musical skills – pitch and rhythmic discrimination, pitch matching, singing a song from memory, and rhythmic entrainment – over the course of 1 year. Results suggested that participation in an El Sistema-inspired program affects children’s musical development in distinct ways; with pitch perception and production skills developing faster than rhythmic skills. Furthermore, children from the same ethnic and social background, who did not participate in the El Sistema-inspired music program, showed a decline in singing and pitch discrimination skills over the course of 1 year. Taken together, these results are consistent with the idea of musical development as a complex, spiraling and recursive process that is influenced by several factors including type of musical training. Implications for future research are outlined. PMID:26869964

The Development of Musical Skills of Underprivileged Children Over the Course of 1 Year: A Study in the Context of an El Sistema-Inspired Program.

PubMed

Ilari, Beatriz S; Keller, Patrick; Damasio, Hanna; Habibi, Assal

2016-01-01

Developmental research in music has typically centered on the study of single musical skills (e.g., singing, listening) and has been conducted with middle class children who learn music in schools and conservatories. Information on the musical development of children from different social strata, who are enrolled in community-based music programs, remains elusive. This study examined the development of musical skills in underprivileged children who were attending an El Sistema-inspired program in Los Angeles. We investigated how children, predominantly of Latino ethnicity, developed musically with respect to the following musical skills - pitch and rhythmic discrimination, pitch matching, singing a song from memory, and rhythmic entrainment - over the course of 1 year. Results suggested that participation in an El Sistema-inspired program affects children's musical development in distinct ways; with pitch perception and production skills developing faster than rhythmic skills. Furthermore, children from the same ethnic and social background, who did not participate in the El Sistema-inspired music program, showed a decline in singing and pitch discrimination skills over the course of 1 year. Taken together, these results are consistent with the idea of musical development as a complex, spiraling and recursive process that is influenced by several factors including type of musical training. Implications for future research are outlined.

Development and validation of the social information processing application: a Web-based measure of social information processing patterns in elementary school-age boys.

PubMed

Kupersmidt, Janis B; Stelter, Rebecca; Dodge, Kenneth A

2011-12-01

The purpose of this study was to evaluate the psychometric properties of an audio computer-assisted self-interviewing Web-based software application called the Social Information Processing Application (SIP-AP) that was designed to assess social information processing skills in boys in 3rd through 5th grades. This study included a racially and ethnically diverse sample of 244 boys ages 8 through 12 (M = 9.4) from public elementary schools in 3 states. The SIP-AP includes 8 videotaped vignettes, filmed from the first-person perspective, that depict common misunderstandings among boys. Each vignette shows a negative outcome for the victim and ambiguous intent on the part of the perpetrator. Boys responded to 16 Web-based questions representing the 5 social information processing mechanisms, after viewing each vignette. Parents and teachers completed measures assessing boys' antisocial behavior. Confirmatory factor analyses revealed that a model positing the original 5 cognitive mechanisms fit the data well when the items representing prosocial cognitions were included on their own factor, creating a 6th factor. The internal consistencies for each of the 16 individual cognitions as well as for the 6 cognitive mechanism scales were excellent. Boys with elevated scores on 5 of the 6 cognitive mechanisms exhibited more antisocial behavior than boys whose scores were not elevated. These findings highlight the need for further research on the measurement of prosocial cognitions or cognitive strengths in boys in addition to assessing cognitive deficits. Findings suggest that the SIP-AP is a reliable and valid tool for use in future research of social information processing skills in boys.

Processes of care associated with acute stroke outcomes.

PubMed

Bravata, Dawn M; Wells, Carolyn K; Lo, Albert C; Nadeau, Steven E; Melillo, Jean; Chodkowski, Diane; Struve, Frederick; Williams, Linda S; Peixoto, Aldo J; Gorman, Mark; Goel, Punit; Acompora, Gregory; McClain, Vincent; Ranjbar, Noshene; Tabereaux, Paul B; Boice, John L; Jacewicz, Michael; Concato, John

2010-05-10

Many processes of care have been proposed as metrics to evaluate stroke care. We sought to identify processes of stroke care that are associated with improved patient outcomes after adjustment for both patient characteristics and other process measures. This retrospective cohort study included patients 18 years or older with an ischemic stroke or transient ischemic attack (TIA) onset no more than 2 days before admission and a neurologic deficit on admission. Patients were excluded if they resided in a skilled nursing facility, were already admitted to the hospital at stroke onset, or were transferred from another acute-care facility. The combined outcome included in-hospital mortality, discharge to hospice, or discharge to a skilled nursing facility. Seven processes of stroke care were evaluated: fever management, hypoxia management, blood pressure management, neurologic evaluation, swallowing evaluation, deep vein thrombosis (DVT) prophylaxis, and early mobilization. Risk adjustment included age, comorbidity (medical history), concomitant medical illness present at admission, preadmission symptom course, prestroke functional status, code status, stroke severity, nonneurologic status, modified APACHE (Acute Physiology and Chronic Health Evaluation) III score, and admission brain imaging findings. Among 1487 patients, the outcome was observed in 239 (16%). Three processes of care were independently associated with an improvement in the outcome after adjustment: swallowing evaluation (adjusted odds ratio [OR], 0.64; 95% confidence interval [CI], 0.43-0.94); DVT prophylaxis (adjusted OR, 0.60; 95% CI, 0.37-0.96); and treating all episodes of hypoxia with supplemental oxygen (adjusted OR, 0.26; 95% CI, 0.09-0.73). Outcomes among patients with ischemic stroke or TIA can be improved by attention to swallowing function, DVT prophylaxis, and treatment of hypoxia.

Development and Validation of the Social Information Processing Application: A Web-Based Measure of Social Information Processing Patterns in Elementary School-Age Boys

PubMed Central

Kupersmidt, Janis B.; Stelter, Rebecca; Dodge, Kenneth A.

2013-01-01

The purpose of this study was to evaluate the psychometric properties of an audio computer-assisted self-interviewing Web-based software application called the Social Information Processing Application (SIP-AP) that was designed to assess social information processing skills in boys in 3rd through 5th grades. This study included a racially and ethnically diverse sample of 244 boys ages 8 through 12 (M = 9.4) from public elementary schools in 3 states. The SIP-AP includes 8 videotaped vignettes, filmed from the first-person perspective, that depict common misunderstandings among boys. Each vignette shows a negative outcome for the victim and ambiguous intent on the part of the perpetrator. Boys responded to 16 Web-based questions representing the 5 social information processing mechanisms, after viewing each vignette. Parents and teachers completed measures assessing boys’ antisocial behavior. Confirmatory factor analyses revealed that a model positing the original 5 cognitive mechanisms fit the data well when the items representing prosocial cognitions were included on their own factor, creating a 6th factor. The internal consistencies for each of the 16 individual cognitions as well as for the 6 cognitive mechanism scales were excellent. Boys with elevated scores on 5 of the 6 cognitive mechanisms exhibited more antisocial behavior than boys whose scores were not elevated. These findings highlight the need for further research on the measurement of prosocial cognitions or cognitive strengths in boys in addition to assessing cognitive deficits. Findings suggest that the SIP-AP is a reliable and valid tool for use in future research of social information processing skills in boys. PMID:21534693

BCI Use and Its Relation to Adaptation in Cortical Networks.

PubMed

Casimo, Kaitlyn; Weaver, Kurt E; Wander, Jeremiah; Ojemann, Jeffrey G

2017-10-01

Brain-computer interfaces (BCIs) carry great potential in the treatment of motor impairments. As a new motor output, BCIs interface with the native motor system, but acquisition of BCI proficiency requires a degree of learning to integrate this new function. In this review, we discuss how BCI designs often take advantage of the brain's motor system infrastructure as sources of command signals. We highlight a growing body of literature examining how this approach leads to changes in activity across cortex, including beyond motor regions, as a result of learning the new skill of BCI control. We discuss the previous research identifying patterns of neural activity associated with BCI skill acquisition and use that closely resembles those associated with learning traditional native motor tasks. We then discuss recent work in animals probing changes in connectivity of the BCI control site, which were linked to BCI skill acquisition, and use this as a foundation for our original work in humans. We present our novel work showing changes in resting state connectivity across cortex following the BCI learning process. We find substantial, heterogeneous changes in connectivity across regions and frequencies, including interactions that do not involve the BCI control site. We conclude from our review and original work that BCI skill acquisition may potentially lead to significant changes in evoked and resting state connectivity across multiple cortical regions. We recommend that future studies of BCIs look beyond motor regions to fully describe the cortical networks involved and long-term adaptations resulting from BCI skill acquisition.

Library Skills.

ERIC Educational Resources Information Center

Paul, Karin; Kuhlthau, Carol C.; Branch, Jennifer L.; Solowan, Diane Galloway; Case, Roland; Abilock, Debbie; Eisenberg, Michael B.; Koechlin, Carol; Zwaan, Sandi; Hughes, Sandra; Low, Ann; Litch, Margaret; Lowry, Cindy; Irvine, Linda; Stimson, Margaret; Schlarb, Irene; Wilson, Janet; Warriner, Emily; Parsons, Les; Luongo-Orlando, Katherine; Hamilton, Donald

2003-01-01

Includes 19 articles that address issues related to library skills and Canadian school libraries. Topics include information literacy; inquiry learning; critical thinking and electronic research; collaborative inquiry; information skills and the Big 6 approach to problem solving; student use of online databases; library skills; Internet accuracy;…

Designing and evaluation of the teaching quality assessment form from the point of view of the Lorestan University of Medical Sciences students - 2010

PubMed Central

Kamran, Aziz; Zibaei, Mohammed; Mirkaimi, Kamal; Shahnazi, Hussein

2012-01-01

Introduction: Education is basically one of the Universities’ and faculties’ leading missions and duties; its promoted quality will also lead to an elevated educational quality in the University. Teacher assessment can be mentioned as essential for the success of the quality promotion process. This article deals with the designing and evaluation of a teaching quality evaluation form for teachers, from the Lorestan University of Medical Science students’ point of view. Methods: A two-stage, cross-sectional study was conducted on 290 Lorestan University of Medical Science students. First, evaluation priorities were extracted using the Delphi technique in the fifth section, including teaching skills, communication skills, principles of training, and skills assessment. In the second stage, as the priority and importance of each item was evaluated in the fourth Lickert option, sampling was done in few stages. The study instrument was a questionnaire, which included six areas. The first part of the questionnaire was made up of the demographic characteristics and the second part included five evaluation areas that were obtained from the student. The collected data were analyzed using statistical software SPSS-16 and chi-square test, Kruskal-Wallis test. Results: In the areas of teaching skills, mastery of the course, individual characteristics, self-confidence, communication skills, intimate relationship with students, educational principles, rules respecting the beginning and end time of class, skill assessment, and an accurate comprehensive examination at the end of the semester by the students, were chosen as the most important factors. There were significant differences in the majority of expressed comments between the genders and academic status (P < 0.05). Conclusion: Students can properly diagnose the essential factors in teachers’ evaluation, but in item prioritizing they may be partly affected by some factors such as gender, academic status, semester, and academic course. PMID:23555146

Expanding the base for teaching of percutaneous coronary interventions: the explicit approach.

PubMed

Lanzer, Peter; Prechelt, Lutz

2011-02-15

Accelerate and improve the training and learning process of operators performing percutaneous coronary interventions (PCI). Operator cognitive, in particular decision-making skills and technical skills are a major factor for the success of coronary interventions. Currently, cognitive skills are commonly developed by three methods: (1) Cognitive learning of rules for which statistical evidence is available. This is very incomprehensive and isolates cognitive learning from skill acquisition. (2) Informal tutoring received from experienced operators, and (3) personal experience by trial-and-error are both very slow. We propose in this concept article a conceptual framework to elicit, capture, and transfer expert PCI skills to complement the current approach. This includes the development of an in-depth understanding of the nature of PCI skills, terminology, and nomenclature needed to streamline communication, propensity of reproducible performance assessment, and in particular an explication of intervention planning and intra-intervention decision-making. We illustrate the impact of improved decision-making by simulation results based on a stochastic model of intervention risk. We identify several key concepts that form the basis of this conceptual framework, in particular different risk types and the notions of strategy, interventional module, and tactic. The increasing complexity of cases have brought PCI to the point where the decision-making skills of master operators need to be made explicit to make them systematically learnable such that the skills of beginner and intermediate operators can be improved much faster than is currently possible. Copyright © 2010 Wiley-Liss, Inc.

Limited clinical reasoning skills used by novice physiotherapists when involved in the assessment and management of patients with shoulder problems: a qualitative study

PubMed Central

May, Stephen; Withers, Sarah; Reeve, Sarah; Greasley, Alison

2010-01-01

The aim of this study was to explore the clinical reasoning process used by novice physical therapists in specific patient problems. Nine physical therapists in the UK with limited experience of managing musculoskeletal problems were included. Semi-structured interviews were conducted on how novice physical therapists would assess and manage a patient with a shoulder problem; interviews were transcribed and analyzed using framework analysis. To be included as a final theme at least 50% of participants had to mention that theme. A large number of items (n = 93) were excluded as fewer than 50% of participants referred to each item. Included items related to seven main themes: history (16), physical exam (13), investigations (1), diagnostic reasoning (1), clinical reasoning process (diagnostic pathway) (3), clinical reasoning process (management pathway) (5) and treatment options (1). Items mostly related to information gathering, although there was some use of hypothetico-deductive clinical reasoning there appeared to be limited understanding of the clinical implications of data gathered, and clinical reasoning through use of pattern recognition was minimal. Major weaknesses were apparent in the clinical reasoning skills of these novice therapists compared to previous reports of expert clinical reasoning, indicating areas for development in the education of student and junior physical therapists. PMID:21655390

Dis-integration of communication in healthcare education: Workplace learning challenges and opportunities.

PubMed

Rosenbaum, Marcy E

2017-11-01

The purpose of this paper, based on a 2016 Heidelberg International Conference on Communication in Healthcare (ICCH) plenary presentation, is to examine a key problem in communication skills training for health professional learners. Studies have pointed to a decline in medical students' communication skills and attitudes as they proceed through their education, particularly during their clinical workplace training experiences. This paper explores some of the key factors in this disintegration, drawing on selected literature and highlighting some curriculum efforts and research conducted at the University of Iowa Carver College of Medicine as a case study of these issues. Five key factors contributing to the disintegration of communication skills and attitudes are presented including: 1) lack of formal communication skills training during clinical clerkships; 2) informal workplace teaching failing to explicitly address learner clinical communication skills; 3) emphasizing content over process in relation to clinician-patient interactions; 4) the relationship between ideal communication models and the realities of clinical practice; and 5) clinical teachers' lack of knowledge and skills to effectively teach about communication in the clinical workplace. Within this discussion, potential practical responses by individual clinical teachers and broader curricular and faculty development efforts to address each of these factors are presented. Copyright © 2017 Elsevier B.V. All rights reserved.

Evaluation of simparteam - a needs-orientated team training format for obstetrics and neonatology.

PubMed

Zech, Alexandra; Gross, Benedict; Jasper-Birzele, Céline; Jeschke, Katharina; Kieber, Thomas; Lauterberg, Jörg; Lazarovici, Marc; Prückner, Stephan; Rall, Marcus; Reddersen, Silke; Sandmeyer, Benedikt; Scholz, Christoph; Stricker, Eric; Urban, Bert; Zobel, Astrid; Singer, Ingeborg

2017-04-01

A standardized team-training program for healthcare professionals in obstetric units was developed based on an analysis of common causes for adverse events found in claims registries. The interdisciplinary and inter-professional training concept included both technical and non-technical skill training. Evaluation of the program was carried out in hospitals with respect to the immediate personal learning of participants and also regarding changes in safety culture. Trainings in n=7 hospitals including n=270 participants was evaluated using questionnaires. These were administered at four points in time to staff from participating obstetric units: (1) 10 days ahead of the training (n=308), (2) on training day before (n=239), (3) right after training (n=248), and (4) 6 months after (n=188) the intervention. Questionnaires included several questions for technical and non-technical skills and the Hospital Survey on Patient Safety (HSOPS). Strong effects were found in the participants' perception of their own competence regarding technical skills and handling of emergencies. Small effects could be observed in the scales of the HSOPS questionnaire. Most effects differed depending on professional groups and hospitals. Integrated technical and team management training can raise employees' confidence with complex emergency management skills and processes. Some indications for improvements on the patient safety culture level were detected. Furthermore, differences between professional groups and hospitals were found, indicating the need for more research on contributing factors for patient safety and for the success of crew resource management (CRM) trainings.

Use of the Interview in Resident Candidate Selection: A Review of the Literature.

PubMed

Stephenson-Famy, Alyssa; Houmard, Brenda S; Oberoi, Sidharth; Manyak, Anton; Chiang, Seine; Kim, Sara

2015-12-01

Although the resident candidate interview is costly and time-consuming for both applicants and programs, it is considered critically important for resident selection. Noncognitive attributes, including communication skills and professionalism, can be assessed by the personal interview. We conducted a review of the literature on the residency interview to identify the interview characteristics used for resident selection and to ascertain to what extent the interview yields information that predicts future performance. We searched PubMed and Scopus using the following search terms: residency, internship, interview, selection, and performance. We extracted information on characteristics of the interview process, including type of interview format, measures taken to minimize bias by interviewers, and testing of other clinical/surgical skills. We identified 104 studies that pertained to the resident selection interview, with highly varied interview formats and assessment tools. A positive correlation was demonstrated between a medical school academic record and the interview, especially for unblinded interview formats. A total of 34 studies attempted to correlate interview score with performance in residency, with mixed results. We also identified a number of studies that included personality testing, clinical skills testing, or surgical skills testing. Our review identified a wide variety of approaches to the selection interview and a range of factors that have been studied to assess its effectiveness. More research needs to be done not only to address and ascertain appropriate interview formats that predict positive performance in residency, but also to determine interview factors that can predict both residents' "success" and program attrition.

Clues to patients' explanations and concerns about their illnesses. A call for active listening.

PubMed

Lang, F; Floyd, M R; Beine, K L

2000-03-01

Most patients who experience illness symptoms develop an explanatory model. More frequently than physicians realize, these attributions involve serious and potentially life-threatening medical conditions. Only a minority of patients spontaneously disclose or "offer" their ideas, concerns, and expectations. Often patients suggest or imply their ideas through "clues." Active listening is a skill for recognizing and exploring patients' clues. Without this communication skill, patients' real concerns often go unrecognized by health care professionals. Qualitative techniques including videotape analysis, postinterviewing debriefing, and interpersonal process recall were used to identify types of clues. We propose a taxonomy of clues that includes (1) expression of feelings (especially concern or worry), (2) attempts to understand or explain symptoms, (3) speech clues that underscore particular concerns of the patient, (4) personal stories that link the patient with medical conditions or risks, and (5) behaviors suggestive of unresolved concerns or unmet expectations. This clue taxonomy will help physicians recognize patients' clues more readily and thereby improve their active listening skills. A deeper understanding of the true reasons for the visit should result in increased patient satisfaction and improved outcomes.

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.