Text-Based Recall and Extra-Textual Generations Resulting from Simplified and Authentic Texts

ERIC Educational Resources Information Center

Crossley, Scott A.; McNamara, Danielle S.

2016-01-01

This study uses a moving windows self-paced reading task to assess text comprehension of beginning and intermediate-level simplified texts and authentic texts by L2 learners engaged in a text-retelling task. Linear mixed effects (LME) models revealed statistically significant main effects for reading proficiency and text level on the number of…

The Influence of Contextual Contrast on Syntactic Processing: Evidence for Strong-Interaction in Sentence Comprehension

ERIC Educational Resources Information Center

Grodner, D.; Gibson, E.; Watson, D.

2005-01-01

The present study compares the processing of unambiguous restrictive and non-restrictive relative clauses (RCs) within both a null context and a supportive discourse using a self-paced reading methodology. Individuals read restrictive RCs more slowly than non-restrictive RCs in a null context, but processed restrictive RCs faster than…

Phrase Frequency, Proficiency and Grammaticality Interact in Non-Native Processing: Implications for Theories of SLA

ERIC Educational Resources Information Center

Shantz, Kailen

2017-01-01

This study reports on a self-paced reading experiment in which native and non-native speakers of English read sentences designed to evaluate the predictions of usage-based and rule-based approaches to second language acquisition (SLA). Critical stimuli were four-word sequences embedded into sentences in which phrase frequency and grammaticality…

Communication Skills for OMRDD Direct Care Workers: Distance Learning Study Guide.

ERIC Educational Resources Information Center

Denny, Verna Haskins

This self-directed, self-paced adult distance education program provides developmental aides and transitional employees with practice in job-related reading, writing, math, and problem solving. Participants use e-mail, print materials, and videotapes to do assignments. An introductory brochure precedes materials for 12 theme areas and 105 units…

What's so Simple about Simplified Texts? A Computational and Psycholinguistic Investigation of Text Comprehension and Text Processing

ERIC Educational Resources Information Center

Crossley, Scott A.; Yang, Hae Sung; McNamara, Danielle S.

2014-01-01

This study uses a moving windows self-paced reading task to assess both text comprehension and processing time of authentic texts and these same texts simplified to beginning and intermediate levels. Forty-eight second language learners each read 9 texts (3 different authentic, beginning, and intermediate level texts). Repeated measures ANOVAs…

Toward a Real-Time (Day) Dreamcatcher: Sensor-Free Detection of Mind Wandering during Online Reading

ERIC Educational Resources Information Center

Mills, Caitlin; D'Mello, Sidney

2015-01-01

This paper reports the results from a sensor-free detector of mind wandering during an online reading task. Features consisted of reading behaviors (e.g., reading time) and textual features (e.g., level of difficulty) extracted from self-paced reading log files. Supervised machine learning was applied to two datasets in order to predict if…

Reactions. [Individualized Learning System (ILS) Chemistry Pac No. 5.

ERIC Educational Resources Information Center

Torop, William

This booklet is one of a set of eight designed to be used in a self-paced introductory chemistry course in conjunction with specified textbooks and computer-assisted instruction (CAI) modules. Each topic is introduced with a textbook reading assignment and additional readings are provided in the booklet. Also included are self-tests (and answers),…

Carbon. [Individualized Learning System (ILS) Chemistry Pac No. 7.

ERIC Educational Resources Information Center

Torop, William

This booklet is one of a set of eight designed to be used in a self-paced introductory chemistry course in conjunction with specified textbooks and computer-assisted instruction (CAI) modules. Each topic is introduced with a textbook reading assignment and additional readings are provided in the booklet. Also included are self-tests (and answers),…

Communication Skills for OMRDD Direct Care Workers Distance Learning Program. Video Guide.

ERIC Educational Resources Information Center

Denny, Verna Haskins

Adapted from a larger distance learning program, this video guide is designed for use by students who feel most comfortable working within the video modality. It contains self-study exercises for development of job-related reading, writing, problem-solving, and reasoning skills required of direct care workers. This independent, self-paced course…

Blueprint Reading. Courseware Evaluation for Vocational and Technical Education.

ERIC Educational Resources Information Center

Turner, Gordon; And Others

This courseware evaluation rates the Blueprint Reading program developed by the Iowa Department of Public Instruction. (The program--not contained in this document--is self-paced and contains review questions to supplement instruction in blueprint reading and mechanical drawing.) Part A describes the program in terms of subject area (fractions,…

Use of Contextual Information and Prediction by Struggling Adult Readers: Evidence from Reading Times and Event-Related Potentials

ERIC Educational Resources Information Center

Ng, Shukhan; Payne, Brennan R.; Steen, Allison A.; Stine-Morrow, Elizabeth A. L.; Federmeier, Kara D.

2017-01-01

We employed self-paced reading and event-related potential measures to investigate how adults of varying literacy levels use sentence context information when reading. Community-dwelling participants read strongly and weakly constraining sentences that ended with expected or unexpected target words. Skilled readers showed N400s that were graded by…

Use of Contextual Information and Prediction by Struggling Adult Readers: Evidence from Reading Times and Event-Related Potentials.

ERIC Educational Resources Information Center

Ng, Shukhan; Payne, Brennan R.; Steen, Allison A.; Stine-Morrow, Elizabeth A. L.; Federmeier, Kara D.

2017-01-01

We employed self-paced reading and event-related potential measures to investigate how adults of varying literacy levels use sentence context information when reading. Community-dwelling participants read strongly and weakly constraining sentences that ended with expected or unex- pected target words. Skilled readers showed N400s that were graded…

Phonological Typicality Does Not Influence Fixation Durations in Normal Reading

ERIC Educational Resources Information Center

Staub, Adrian; Grant, Margaret; Clifton, Charles, Jr.; Rayner, Keith

2009-01-01

Using a word-by-word self-paced reading paradigm, T. A. Farmer, M. H. Christiansen, and P. Monaghan (2006) reported faster reading times for words that are phonologically typical for their syntactic category (i.e., noun or verb) than for words that are phonologically atypical. This result has been taken to suggest that language users are sensitive…

Exploring the Cause of English Pronoun Gender Errors by Chinese Learners of English: Evidence from the Self-paced Reading Paradigm.

PubMed

Dong, Yanping; Wen, Yun; Zeng, Xiaomeng; Ji, Yifei

2015-12-01

To locate the underlying cause of biological gender errors of oral English pronouns by proficient Chinese-English learners, two self-paced reading experiments were conducted to explore whether the reading time for each 'he' or 'she' that matched its antecedent was shorter than that in the corresponding mismatch situation, as with native speakers of English. The critical manipulation was to see whether highlighting the gender information of an antecedent with a human picture would make a difference. The results indicate that such manipulation did make a difference. Since oral Chinese does not distinguish 'he' and 'she', the findings suggest that Chinese speakers probably do not usually process biological gender for linguistic purposes and the mixed use of 'he' and 'she' is probably a result of deficient processing of gender information in the conceptualizer. Theoretical and pedagogical implications are discussed.

Processing Load Imposed by Line Breaks in English Temporal Wh-Questions.

PubMed

Hirotani, Masako; Terry, J Michael; Sadato, Norihiro

2016-01-01

Prosody plays an important role in online sentence processing both explicitly and implicitly. It has been shown that prosodically packaging together parts of a sentence that are interpreted together facilitates processing of the sentence. This applies not only to explicit prosody but also implicit prosody. The present work hypothesizes that a line break in a written text induces an implicit prosodic break, which, in turn, should result in a processing bias for interpreting English wh-questions. Two experiments-one self-paced reading study and one questionnaire study-are reported. Both supported the "line break" hypothesis mentioned above. The results of the self-paced reading experiment showed that unambiguous wh-questions were read faster when the location of line breaks (or frame breaks) matched the scope of a wh-phrase (main or embedded clause) than when they did not. The questionnaire tested sentences with an ambiguous wh-phrase, one that could attach either to the main or the embedded clause. These sentences were interpreted as attaching to the main clause more often than to the embedded clause when a line break appeared after the main verb, but not when it appeared after the embedded verb.

Sentence Processing in an Artificial Language: Learning and Using Combinatorial Constraints

ERIC Educational Resources Information Center

Amato, Michael S.; MacDonald, Maryellen C.

2010-01-01

A study combining artificial grammar and sentence comprehension methods investigated the learning and online use of probabilistic, nonadjacent combinatorial constraints. Participants learned a small artificial language describing cartoon monsters acting on objects. Self-paced reading of sentences in the artificial language revealed comprehenders'…

Situational Context Affects Definiteness Preferences: Accommodation of Presuppositions

ERIC Educational Resources Information Center

Clifton, Charles, Jr.

2013-01-01

In 4 experiments, we used self-paced reading and eye tracking to demonstrate that readers are, under some conditions, sensitive to the presuppositions of definite versus indefinite determiner phrases (DPs). Reading was faster when the context stereotypically provided a single possible referent for a definite DP or multiple possible referents for…

Processing Relative Clauses in Supportive Contexts

ERIC Educational Resources Information Center

Fedorenko, Evelina; Piantadosi, Steve; Gibson, Edward

2012-01-01

Results from two self-paced reading experiments in English are reported in which subject- and object-extracted relative clauses (SRCs and ORCs, respectively) were presented in contexts that support both types of relative clauses (RCs). Object-extracted versions were read more slowly than subject-extracted versions across both experiments. These…

Staying Connected on the Road: A Comparison of Different Types of Smart Phone Use in a Driving Simulator

PubMed Central

McNabb, Jaimie; Gray, Rob

2016-01-01

Previous research on smart phone use while driving has primarily focused on phone calls and texting. Drivers are now increasingly using their phone for other activities during driving, in particular social media, which have different cognitive demands. The present study compared the effects of four different smart phone tasks on car-following performance in a driving simulator. Phone tasks were chosen that vary across two factors: interaction medium (text vs image) and task pacing (self-paced vs experimenter-paced) and were as follows: Text messaging with the experimenter (text/other-paced), reading Facebook posts (text/self-paced), exchanging photos with the experimenter via Snapchat (image, experimenter -paced), and viewing updates on Instagram (image, experimenter -paced). Drivers also performed a driving only baseline. Brake reaction times (BRTs) were significantly greater in the text-based conditions (Mean = 1.16 s) as compared to both the image-based conditions (Mean = 0.92 s) and the baseline (0.88 s). There was no significant difference between BRTs in the image-based and baseline conditions and there was no significant effect of task-pacing. Similar results were obtained for Time Headway variability. These results are consistent with the picture superiority effect found in memory research and suggest that image-based interfaces could provide safer ways to “stay connected” while driving than text-based interfaces. PMID:26886099

Staying Connected on the Road: A Comparison of Different Types of Smart Phone Use in a Driving Simulator.

PubMed

McNabb, Jaimie; Gray, Rob

2016-01-01

Previous research on smart phone use while driving has primarily focused on phone calls and texting. Drivers are now increasingly using their phone for other activities during driving, in particular social media, which have different cognitive demands. The present study compared the effects of four different smart phone tasks on car-following performance in a driving simulator. Phone tasks were chosen that vary across two factors: interaction medium (text vs image) and task pacing (self-paced vs experimenter-paced) and were as follows: Text messaging with the experimenter (text/other-paced), reading Facebook posts (text/self-paced), exchanging photos with the experimenter via Snapchat (image, experimenter-paced), and viewing updates on Instagram (image, experimenter-paced). Drivers also performed a driving only baseline. Brake reaction times (BRTs) were significantly greater in the text-based conditions (Mean = 1.16 s) as compared to both the image-based conditions (Mean = 0.92 s) and the baseline (0.88 s). There was no significant difference between BRTs in the image-based and baseline conditions and there was no significant effect of task-pacing. Similar results were obtained for Time Headway variability. These results are consistent with the picture superiority effect found in memory research and suggest that image-based interfaces could provide safer ways to "stay connected" while driving than text-based interfaces.

Processing Load Imposed by Line Breaks in English Temporal Wh-Questions

PubMed Central

Hirotani, Masako; Terry, J. Michael; Sadato, Norihiro

2016-01-01

Prosody plays an important role in online sentence processing both explicitly and implicitly. It has been shown that prosodically packaging together parts of a sentence that are interpreted together facilitates processing of the sentence. This applies not only to explicit prosody but also implicit prosody. The present work hypothesizes that a line break in a written text induces an implicit prosodic break, which, in turn, should result in a processing bias for interpreting English wh-questions. Two experiments—one self-paced reading study and one questionnaire study—are reported. Both supported the “line break” hypothesis mentioned above. The results of the self-paced reading experiment showed that unambiguous wh-questions were read faster when the location of line breaks (or frame breaks) matched the scope of a wh-phrase (main or embedded clause) than when they did not. The questionnaire tested sentences with an ambiguous wh-phrase, one that could attach either to the main or the embedded clause. These sentences were interpreted as attaching to the main clause more often than to the embedded clause when a line break appeared after the main verb, but not when it appeared after the embedded verb. PMID:27774072

Using Reading Times and Eye-Movements to Measure Cognitive Engagement

ERIC Educational Resources Information Center

Miller, Brian W.

2015-01-01

Self-paced reading and eye-tracking can be used to measure microlevel student engagement during science instruction. These methods imply a definition of engagement as the quantity and quality of mental resources directed at an object and the emotions and behaviors entailed. This definition is theoretically supported by models of reading…

An Active Reading Intervention for the Electronic Career Development Course (eCDC) Program

ERIC Educational Resources Information Center

Isreal, Kenith R.

2013-01-01

Electronic books have rapidly moved through the entertainment community and are rapidly making their way into the academic environment. Public and private schools, libraries and training organizations use eBooks for research and instruction. This study sought to enhance the learning habits of students taking self-paced correspondence courses…

L2 Processing of Plural Inflection in English

ERIC Educational Resources Information Center

Song, Yoonsang

2015-01-01

This study investigates (1) whether late second language (L2) learners can attain native-like knowledge of English plural inflection even when their first language (L1) lacks an equivalent and (2) whether they construct hierarchically structured representations during online sentence processing like native speakers. In a self-paced reading task,…

Reading Time as Evidence for Mental Models in Understanding Physics

NASA Astrophysics Data System (ADS)

Brookes, David T.; Mestre, José; Stine-Morrow, Elizabeth A. L.

2007-11-01

We present results of a reading study that show the usefulness of probing physics students' cognitive processing by measuring reading time. According to contemporary discourse theory, when people read a text, a network of associated inferences is activated to create a mental model. If the reader encounters an idea in the text that conflicts with existing knowledge, the construction of a coherent mental model is disrupted and reading times are prolonged, as measured using a simple self-paced reading paradigm. We used this effect to study how "non-Newtonian" and "Newtonian" students create mental models of conceptual systems in physics as they read texts related to the ideas of Newton's third law, energy, and momentum. We found significant effects of prior knowledge state on patterns of reading time, suggesting that students attempt to actively integrate physics texts with their existing knowledge.

Emotion Inferences during Reading Comprehension: What Evidence Can the Self-Pace Reading Paradigm Provide?

ERIC Educational Resources Information Center

Gygax, Pascal; Tapiero, Isabelle; Carruzzo, Emanuelle

2007-01-01

This paper provides an explanation for the nonspecificity of emotion inferences found in previous research [e.g., Language and Cognitive Processes, 19(5), 613-638, 2004]. We first demonstrate that behavioral components of emotions, as opposed to emotions per se, are better markers of readers' mental representations of the main character's…

Logical Metonymy Resolution in a Words-as-Cues Framework: Evidence from Self-Paced Reading and Probe Recognition

ERIC Educational Resources Information Center

Zarcone, Alessandra; Padó, Sebastian; Lenci, Alessandro

2014-01-01

Logical metonymy resolution ("begin a book" ? "begin reading a book" or "begin writing a book") has traditionally been explained either through complex lexical entries (qualia structures) or through the integration of the implicit event via post-lexical access to world knowledge. We propose that recent work within the…

Sentence and Discourse Processes in Skilled Comprehension. Resource Publication Series 4 No. 3.

ERIC Educational Resources Information Center

Townsend, David J.

This research disproves the hypothesis that less-skilled comprehenders are less able to take advantage of constraints at all levels of structure. Five studies used self-paced reading, meaning probe judgment, recall, and sentence and word recognition tasks to examine the effect of supportive discourse contexts on sentence processing in skilled and…

The Processing of Subject-Object Ambiguities in Native and Near-Native Mexican Spanish

ERIC Educational Resources Information Center

Jegerski, Jill

2012-01-01

This self-paced reading study first tested the prediction that the garden path effect previously observed during the processing of subject-object ambiguities in native English would not obtain in a null subject language like Spanish. The investigation then further explored whether the effect would be evident among near-native readers of Spanish…

Making psycholinguistics musical: self-paced reading time evidence for shared processing of linguistic and musical syntax.

PubMed

Slevc, L Robert; Rosenberg, Jason C; Patel, Aniruddh D

2009-04-01

Linguistic processing, especially syntactic processing, is often considered a hallmark of human cognition; thus, the domain specificity or domain generality of syntactic processing has attracted considerable debate. The present experiments address this issue by simultaneously manipulating syntactic processing demands in language and music. Participants performed self-paced reading of garden path sentences, in which structurally unexpected words cause temporary syntactic processing difficulty. A musical chord accompanied each sentence segment, with the resulting sequence forming a coherent chord progression. When structurally unexpected words were paired with harmonically unexpected chords, participants showed substantially enhanced garden path effects. No such interaction was observed when the critical words violated semantic expectancy or when the critical chords violated timbral expectancy. These results support a prediction of the shared syntactic integration resource hypothesis (Patel, 2003), which suggests that music and language draw on a common pool of limited processing resources for integrating incoming elements into syntactic structures. Notations of the stimuli from this study may be downloaded from pbr.psychonomic-journals.org/content/supplemental.

A U-Shaped Relative Clause Attachment Preference in Japanese.

ERIC Educational Resources Information Center

Miyamoto, Edson T.; Gibson, Edward; Pearlmutter, Neal J.; Aikawa, Takako; Miyagawa, Shigeru

1999-01-01

Presents results from a self-paced reading experiment in Japanese investigating attachment preferences for relative clauses to three ensuing potential nominal heads. Results are discussed in light of two types of parsing models. (Author/VWL)

Extended experience benefits spatial mental model development with route but not survey descriptions.

PubMed

Brunyé, Tad T; Taylor, Holly A

2008-02-01

Spatial descriptions symbolically represent environmental information through language and are written in two primary perspectives: survey, analogous to viewing a map, and route, analogous to navigation. Readers of survey or route descriptions form abstracted perspective flexible representations of the described environment, or spatial mental models. The present two experiments investigated the maintenance of perspective in spatial mental models as a function of description perspective and experience (operationalized through repetition), and as reflected in self-paced reading times. Experiment 1 involved studying survey and route descriptions either once or three times, then completing map drawing and true/false statement verification. Results demonstrated that spatial mental models are readily formed with survey descriptions, but require relatively more experience with route descriptions; further, some limited evidence suggests perspective dependence in spatial mental models, even following extended experience. Experiment 2 measured self-paced reading during three successive description presentations. Average reading times over the three presentations reduced more for survey relative to route descriptions, and there was no evidence for perspective specificity in resulting spatial mental models. This supports Experiment 1 findings demonstrating the relatively time-consuming nature of acquiring spatial mental models from route, but not survey descriptions. Results are discussed with regard to developmental, discourse processing, and spatial mental model theory.

The efficacy of self-paced study in multitrial learning.

PubMed

de Jonge, Mario; Tabbers, Huib K; Pecher, Diane; Jang, Yoonhee; Zeelenberg, René

2015-05-01

In 2 experiments we investigated the efficacy of self-paced study in multitrial learning. In Experiment 1, native speakers of English studied lists of Dutch-English word pairs under 1 of 4 imposed fixed presentation rate conditions (24 × 1 s, 12 × 2 s, 6 × 4 s, or 3 × 8 s) and a self-paced study condition. Total study time per list was equated for all conditions. We found that self-paced study resulted in better recall performance than did most of the fixed presentation rates, with the exception of the 12 × 2 s condition, which did not differ from the self-paced condition. Additional correlational analyses suggested that the allocation of more study time to difficult pairs than to easy pairs might be a beneficial strategy for self-paced learning. Experiment 2 was designed to test this hypothesis. In 1 condition, participants studied word pairs in a self-paced fashion without any restrictions. In the other condition, participants studied word pairs in a self-paced fashion but total study time per item was equated. The results showed that allowing self-paced learners to freely allocate study time over items resulted in better recall performance. (c) 2015 APA, all rights reserved).

Connected Text Reading and Differences in Text Reading Fluency in Adult Readers

PubMed Central

Wallot, Sebastian; Hollis, Geoff; van Rooij, Marieke

2013-01-01

The process of connected text reading has received very little attention in contemporary cognitive psychology. This lack of attention is in parts due to a research tradition that emphasizes the role of basic lexical constituents, which can be studied in isolated words or sentences. However, this lack of attention is in parts also due to the lack of statistical analysis techniques, which accommodate interdependent time series. In this study, we investigate text reading performance with traditional and nonlinear analysis techniques and show how outcomes from multiple analyses can used to create a more detailed picture of the process of text reading. Specifically, we investigate reading performance of groups of literate adult readers that differ in reading fluency during a self-paced text reading task. Our results indicate that classical metrics of reading (such as word frequency) do not capture text reading very well, and that classical measures of reading fluency (such as average reading time) distinguish relatively poorly between participant groups. Nonlinear analyses of distribution tails and reading time fluctuations provide more fine-grained information about the reading process and reading fluency. PMID:23977177

Working Memory Effects on L1 and L2 Processing of Ambiguous Relative Clauses by Korean L2 Learners of English

ERIC Educational Resources Information Center

Kim, Ji Hyon; Christianson, Kiel

2017-01-01

In this study, we report the results of two self-paced reading experiments that investigated working memory capacity effects on the processing of globally ambiguous relative clauses by advanced Korean second language (L2) learners of English. Consistent with previous monolingual literature on the processing of temporary ambiguity, we found that…

Processing of Regular and Irregular Past Tense Morphology in Highly Proficient Second Language Learners of English: A Self-Paced Reading Study

ERIC Educational Resources Information Center

Pliatsikas, Christos; Marinis, Theodoros

2013-01-01

Dual-system models suggest that English past tense morphology involves two processing routes: rule application for regular verbs and memory retrieval for irregular verbs. In second language (L2) processing research, Ullman suggested that both verb types are retrieved from memory, but more recently Clahsen and Felser and Ullman argued that past…

Holding Together a Multifunctional College Zoology Course.

ERIC Educational Resources Information Center

Snyder, John A.; Teska, William R.

1981-01-01

Describes an introductory zoology course which includes: (1) lectures organized on the basis of taxonomic relationships; (2) out-of-class reading assignments from nontraditional sources such as magazines; (3) laboratories for microscope analysis and dissection; and (4) a separate self-paced laboratory. (DS)

Web-based continuing medical education. (II): Evaluation study of computer-mediated continuing medical education.

PubMed

Curran, V R; Hoekman, T; Gulliver, W; Landells, I; Hatcher, L

2000-01-01

Over the years, various distance learning technologies and methods have been applied to the continuing medical education needs of rural and remote physicians. They have included audio teleconferencing, slow scan imaging, correspondence study, and compressed videoconferencing. The recent emergence and growth of Internet, World Wide Web (Web), and compact disk read-only-memory (CD-ROM) technologies have introduced new opportunities for providing continuing education to the rural medical practitioner. This evaluation study assessed the instructional effectiveness of a hybrid computer-mediated courseware delivery system on dermatologic office procedures. A hybrid delivery system merges Web documents, multimedia, computer-mediated communications, and CD-ROMs to enable self-paced instruction and collaborative learning. Using a modified pretest to post-test control group study design, several evaluative criteria (participant reaction, learning achievement, self-reported performance change, and instructional transactions) were assessed by various qualitative and quantitative data collection methods. This evaluation revealed that a hybrid computer-mediated courseware system was an effective means for increasing knowledge (p < .05) and improving self-reported competency (p < .05) in dermatologic office procedures, and that participants were very satisfied with the self-paced instruction and use of asynchronous computer conferencing for collaborative information sharing among colleagues.

Electrocardiograms with pacemakers: accuracy of computer reading.

PubMed

Guglin, Maya E; Datwani, Neeta

2007-04-01

We analyzed the accuracy with which a computer algorithm reads electrocardiograms (ECGs) with electronic pacemakers (PMs). Electrocardiograms were screened for the presence of electronic pacing spikes. Computer-derived interpretations were compared with cardiologists' readings. Computer-drawn interpretations required revision by cardiologists in 61.3% of cases. In 18.4% of cases, the ECG reading algorithm failed to recognize the presence of a PM. The misinterpretation of paced beats as intrinsic beats led to multiple secondary errors, including myocardial infarctions in varying localization. The most common error in computer reading was the failure to identify an underlying rhythm. This error caused frequent misidentification of the PM type, especially when the presence of normal sinus rhythm was not recognized in a tracing with a DDD PM tracking the atrial activity. The increasing number of pacing devices, and the resulting number of ECGs with pacing spikes, mandates the refining of ECG reading algorithms. Improvement is especially needed in the recognition of the underlying rhythm, pacing spikes, and mode of pacing.

Attention, working memory, and grammaticality judgment in typical young adults.

PubMed

Smith, Pamela A

2011-06-01

To examine resource allocation and sentence processing, this study examined the effects of auditory distraction on grammaticality judgment (GJ) of sentences varied by semantics (reversibility) and short-term memory requirements. Experiment 1: Typical young adult females (N = 60) completed a whole-sentence GJ task in distraction (Quiet, Noise, or Talk). Participants judged grammaticality of Passive sentences varied by sentence (length), grammaticality, and reversibility. Reaction time (RT) data were analyzed using a mixed analysis of variance. Experiment 2: A similar group completed a self-paced reading GJ task using the similar materials. Experiment 1: Participants responded faster to Bad and to Nonreversible sentences, and in the Talk distraction. The slowest RTs were noted for Good-Reversible-Padded sentences in the Quiet condition. Experiment 2: Distraction did not differentially affect RTs for sentence components. Verb RTs were slower for Reversible sentences. Results suggest that narrative distraction affected GJ, but by speeding responses, not slowing them. Sentence variables of memory and reversibility slowed RTs, but narrative distraction resulted in faster processing times regardless of individual sentence variables. More explicit, deliberate tasks (self-paced reading) resulted in less effect from distraction. Results are discussed in terms of recent theories about auditory distraction.

Reading time allocation strategies and working memory using rapid serial visual presentation.

PubMed

Busler, Jessica N; Lazarte, Alejandro A

2017-09-01

Rapid serial visual presentation (RSVP) is a useful method for controlling the timing of text presentations and studying how readers' characteristics, such as working memory (WM) and reading strategies for time allocation, influence text recall. In the current study, a modified version of RSVP (Moving Window RSVP [MW-RSVP]) was used to induce longer pauses at the ends of clauses and ends of sentences when reading texts with multiple embedded clauses. We studied if WM relates to allocation of time at end of clauses or sentences in a self-paced reading task and in 2 MW-RSVP reading conditions (Constant MW-RSVP and Paused MW-RSVP) in which the reading rate was kept constant or pauses were induced. Higher WM span readers were more affected by the restriction of time allocation in the MW-RSVP conditions. In addition, the recall of both higher and lower WM-span readers benefited from the paused MW-RSVP presentation. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Resolving Number Ambiguities during Language Comprehension

ERIC Educational Resources Information Center

Bader, Markus; Haussler, Jana

2009-01-01

This paper investigates how readers process number ambiguous noun phrases in subject position. A speeded-grammaticality judgment experiment and two self-paced reading experiments were conducted involving number ambiguous subjects in German verb-end clauses. Number preferences for individual nouns were estimated by means of two questionnaire…

Context Strengthens Initial Misinterpretations of Text

ERIC Educational Resources Information Center

Christianson, Kiel; Luke, Steven G.

2011-01-01

Three self-paced reading experiments examined the effect of context on interpreting subsequent sentences and in the difficulty of revising initial misinterpretations of subsequent temporarily ambiguous sentences. Target sentences containing noun phrase/sentence (NP/S) coordination ambiguities were preceded by contexts that either did or did not…

Making psycholinguistics musical: Self-paced reading time evidence for shared processing of linguistic and musical syntax

PubMed Central

Robert Slevc, L.; Rosenberg, Jason C.; Patel, Aniruddh D.

2009-01-01

Linguistic processing–especially syntactic processing–is often considered a hallmark of human cognition, thus the domain-specificity or domain-generality of syntactic processing has attracted considerable debate. These experiments address this issue by simultaneously manipulating syntactic processing demands in language and music. Participants performed self-paced reading of garden-path sentences in which structurally unexpected words cause temporary syntactic processing difficulty. A musical chord accompanied each sentence segment, with the resulting sequence forming a coherent chord progression. When structurally unexpected words were paired with harmonically unexpected chords, participants showed substantially enhanced garden-path effects. No such interaction was observed when the critical words violated semantic expectancy, nor when the critical chords violated timbral expectancy. These results support a prediction of the shared syntactic integration resource hypothesis (SSIRH, Patel, 2003), which suggests that music and language draw on a common pool of limited processing resources for integrating incoming elements into syntactic structures. PMID:19293110

Application of Computer Assisted Colposcopy Education

DTIC Science & Technology

2001-05-29

Language, age , and a literacy level of seventh grade also limited the study. The comfort level of the participant with computer utilization was another...across the age continuum. Even patients with low literacy skills also benefited from the self- paced instruction and non-threatening learning environment...Inclusion criteria were that women had to be 18 years of age or older and eligible for military medical care. Additionally, participants had to read

Cognitive Constraints and Island Effects

PubMed Central

Hofmeister, Philip; Sag, Ivan A.

2012-01-01

Competence-based theories of island effects play a central role in generative grammar, yet the graded nature of many syntactic islands has never been properly accounted for. Categorical syntactic accounts of island effects have persisted in spite of a wealth of data suggesting that island effects are not categorical in nature and that non-structural manipulations that leave island structures intact can radically alter judgments of island violations. We argue here, building on work by Deane, Kluender, and others, that processing factors have the potential to account for this otherwise unexplained variation in acceptability judgments. We report the results of self-paced reading experiments and controlled acceptability studies which explore the relationship between processing costs and judgments of acceptability. In each of the three self-paced reading studies, the data indicate that the processing cost of different types of island violations can be significantly reduced to a degree comparable to that of non-island filler-gap constructions by manipulating a single non-structural factor. Moreover, this reduction in processing cost is accompanied by significant improvements in acceptability. This evidence favors the hypothesis that island-violating constructions involve numerous processing pressures that aggregate to drive processing difficulty above a threshold so that a perception of unacceptability ensues. We examine the implications of these findings for the grammar of filler-gap dependencies.* PMID:22661792

Troubleshooting, Section Two, Boilers: Flame Reading. Part 4, Air Pollution Training Institute Self-Instructional Course SI-466.

ERIC Educational Resources Information Center

Environmental Protection Agency, Research Triangle Park, NC. Air Pollution Training Inst.

This workbook is part four of a self-instructional course prepared for the United States Environmental Protection Agency. The student proceeds at his own pace and when questions are asked, after answering, he either turns to the next page to check his response or refers to the previously covered material. The purpose of this course is to prepare…

Backwards and Forwards: Behavioral and Neurophysiological Investigations into Dependency Processing

ERIC Educational Resources Information Center

Witzel, Jeffrey D.

2010-01-01

This dissertation examines the processing of sentences involving long-distance linguistic dependencies, or sentences containing elements that must be linked across intervening words and phrases. Specifically, both behavioral (self-paced reading and eye tracking) and neurophysiological (electroencephalography) methods were used (a) to evaluate the…

Driving Performance After Self-Regulated Control Transitions in Highly Automated Vehicles.

PubMed

Eriksson, Alexander; Stanton, Neville A

2017-12-01

This study aims to explore whether driver-paced, noncritical transitions of control may counteract some of the aftereffects observed in the contemporary literature, resulting in higher levels of vehicle control. Research into control transitions in highly automated driving has focused on urgent scenarios where drivers are given a relatively short time span to respond to a request to resume manual control, resulting in seemingly scrambled control when manual control is resumed. Twenty-six drivers drove two scenarios with an automated driving feature activated. Drivers were asked to read a newspaper or monitor the system and relinquish or resume control from the automation when prompted by vehicle systems. Driving performance in terms of lane positioning and steering behavior was assessed for 20 seconds post resuming control to capture the resulting level of control. It was found that lane positioning was virtually unaffected for the duration of the 20-second time span in both automated conditions compared to the manual baseline when drivers resumed manual control; however, significant increases in the standard deviation of steering input were found for both automated conditions compared to baseline. No significant differences were found between the two automated conditions. The results indicate that when drivers self-paced the transfer back to manual control they exhibit less of the detrimental effects observed in system-paced conditions. It was shown that self-paced transitions could reduce the risk of accidents near the edge of the operational design domain. Vehicle manufacturers must consider these benefits when designing contemporary systems.

Effects of Noun Phrase Type on Sentence Complexity

ERIC Educational Resources Information Center

Gordon, Peter C.; Hendrick, Randall; Johnson, Marcus

2004-01-01

A series of self-paced reading time experiments was performed to assess how characteristics of noun phrases (NPs) contribute to the difference in processing difficulty between object- and subject-extracted relative clauses. Structural semantic characteristics of the NP in the embedded clause (definite vs. indefinite and definite vs. generic) did…

Sentence Complexity and Working Memory Effects in Ambiguity Resolution

ERIC Educational Resources Information Center

Kim, Ji Hyon; Christianson, Kiel

2013-01-01

Two self-paced reading experiments using a paraphrase decision task paradigm were performed to investigate how sentence complexity contributed to the relative clause (RC) attachment preferences of speakers of different working memory capacities (WMCs). Experiment 1 (English) showed working memory effects on relative clause processing in both…

Computer-Assisted Instruction: One Aid for Teachers of Reading.

ERIC Educational Resources Information Center

Rauch, Margaret; Samojeden, Elizabeth

Computer assisted instruction (CAI), an instructional system with direct interaction between the student and the computer, can be a valuable aid for presenting new concepts, for reinforcing of selective skills, and for individualizing instruction. The advantages CAI provides include self-paced learning, more efficient allocation of classroom time,…

Effects of Event Knowledge in Processing Verbal Arguments

ERIC Educational Resources Information Center

Bicknell, Klinton; Elman, Jeffrey L.; Hare, Mary; McRae, Ken; Kutas, Marta

2010-01-01

This research tests whether comprehenders use their knowledge of typical events in real time to process verbal arguments. In self-paced reading and event-related brain potential (ERP) experiments, we used materials in which the likelihood of a specific patient noun ("brakes" or "spelling") depended on the combination of an agent and verb…

The Role of "Only" in Contrasts in and out of Context

ERIC Educational Resources Information Center

Carlson, Katy

2013-01-01

Three self-paced reading experiments explored the processing of "only" and its interaction with context. In isolated sentences, the focus particle "only" predicts an upcoming contrast. Ambiguous replacive sentences (e.g., "The curator embarrassed the gallery owner in public, not the artist") with "only" on the subject or object showed faster…

Networked Learning in 70001 Programs.

ERIC Educational Resources Information Center

Fine, Marija Futchs

The 7000l Training and Employment Institute offers self-paced instruction through the use of computers and audiovisual materials to young people to improve opportunities for success in the work force. In 1988, four sites were equipped with Apple stand-alone software in an integrated learning system that included courses in reading and math, test…

Agreement Attraction in Comprehension: Representations and Processes

ERIC Educational Resources Information Center

Wagers, Matthew W.; Lau, Ellen F.; Phillips, Colin

2009-01-01

Much work has demonstrated so-called attraction errors in the production of subject-verb agreement (e.g., "The key to the cabinets are on the table", [Bock, J. K., & Miller, C. A. (1991). "Broken agreement." "Cognitive Psychology, 23", 45-93]), in which a verb erroneously agrees with an intervening noun. Six self-paced reading experiments examined…

The Acquisition of the Korean Honorific Affix "(u)si" by Advanced L2 Learners

ERIC Educational Resources Information Center

Mueller, Jeansue; Jiang, Nan

2013-01-01

An experiment investigated adult language learners' ability to develop fully integrated cognitive representations of a difficult second language (L2) morphosyntactic feature: the Korean honorific verbal affix "(u)si." Native speaker (NS) and nonnative speaker (NNS) latencies during a word-by-word self-paced reading comprehension task…

Social Interaction in Self-Paced Distance Education

ERIC Educational Resources Information Center

Anderson, Terry; Upton, Lorne; Dron, Jon; Malone, Judi; Poelhuber, Bruno

2015-01-01

In this paper we present a case study of a self-paced university course that was originally designed to support independent, self-paced study at distance. We developed a social media intervention, in design-based research terms, that allows these independent students to contribute archived content to enhance the course, to engage in discussions…

MATRIS Indexing and Retrieval Thesaurus (MIRT): Keyword Out of Context (KWOC)

DTIC Science & Technology

1994-08-01

ESTEEM Self ESTEEM ... esteem Fiqcq SELF -ASSESSMENT SELF -ASSESSMENT Geqc SELF -ASSESSMENT tests Vqq SELF -PACED SELF -PACED instruction Ehga I SELF -STUDY SELF -STUDY aids Elm...AIDS Mh Self -study AIDS Elm Skill development AIDS Elk Retrieval AIDS Yc Visual AIDS Yg Training AIDS / materials effectiveness Ewkm Training

Silent Reading Fluency and Comprehension in Bilingual Children

PubMed Central

O'Brien, Beth A.; Wallot, Sebastian

2016-01-01

This paper focuses on reading fluency by bilingual primary school students, and the relation of text fluency to their reading comprehension. Group differences were examined in a cross-sectional design across the age range when fluency is posed to shift from word-level to text-level. One hundred five bilingual children from primary grades 3, 4, and 5 were assessed for English word reading and decoding fluency, phonological awareness, rapid symbol naming, and oral language proficiency with standardized measures. These skills were correlated with their silent reading fluency on a self-paced story reading task. Text fluency was quantified using non-linear analytic methods: recurrence quantification and fractal analyses. Findings indicate that more fluent text reading appeared by grade 4, similar to monolingual findings, and that different aspects of fluency characterized passage reading performance at different grade levels. Text fluency and oral language proficiency emerged as significant predictors of reading comprehension. PMID:27630590

Cognitive coupling during reading.

PubMed

Mills, Caitlin; Graesser, Art; Risko, Evan F; D'Mello, Sidney K

2017-06-01

We hypothesize that cognitively engaged readers dynamically adjust their reading times with respect to text complexity (i.e., reading times should increase for difficult sections and decrease for easier ones) and failure to do so should impair comprehension. This hypothesis is consistent with theories of text comprehension but has surprisingly been untested. We tested this hypothesis by analyzing 4 datasets in which participants (N = 484) read expository texts using a self-paced reading paradigm. Participants self-reported mind wandering in response to pseudorandom thought-probes during reading and completed comprehension assessments after reading. We computed two measures of cognitive coupling by regressing each participant's paragraph-level reading times on two measures of text complexity: Flesch-Kincaid Grade Level and Word Concreteness scores. The two coupling measures yielded convergent findings: coupling was a negative predictor of mind wandering and a positive predictor of both text- and inference-level comprehension. Goodness-of-fit, measured with Akaike information criterion, also improved after adding coupling to the reading-time only models. Furthermore, cognitive coupling mediated the relationship between mind wandering and comprehension, supporting the hypothesis that mind wandering engenders a decoupling of attention from external stimuli. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Task-dependency and structure-dependency in number interference effects in sentence comprehension

PubMed Central

Franck, Julie; Colonna, Saveria; Rizzi, Luigi

2015-01-01

We report three experiments on French that explore number mismatch effects in intervention configurations in the comprehension of object A’-dependencies, relative clauses and questions. The study capitalizes on the finding of object attraction in sentence production, in which speakers sometimes erroneously produce a verb that agrees in number with a plural object in object relative clauses. Evidence points to the role of three critical constructs from formal syntax: intervention, intermediate traces and c-command (Franck et al., 2010). Experiment 1, using a self-paced reading procedure on these grammatical structures with an agreement error on the verb, shows an enhancing effect of number mismatch in intervention configurations, with faster reading times with plural (mismatching) objects. Experiment 2, using an on-line grammaticality judgment task on the ungrammatical versions of these structures, shows an interference effect in the form of attraction, with slower response times with plural objects. Experiment 3 with a similar grammaticality judgment task shows stronger attraction from c-commanding than from preceding interveners. Overall, the data suggest that syntactic computations in performance refer to the same syntactic representations in production and comprehension, but that different tasks tap into different processes involved in parsing: whereas performance in self-paced reading reflects the intervention of the subject in the process of building an object A’-dependency, performance in grammaticality judgment reflects intervention of the object on the computation of the subject-verb agreement dependency. The latter shows the hallmarks of structure-dependent attraction effects in sentence production, in particular, a sensitivity to specific characteristics of hierarchical representations. PMID:25914652

Let's face the music: a behavioral and electrophysiological exploration of score reading.

PubMed

Gunter, Thomas C; Schmidt, Björn-Helmer; Besson, Mireille

2003-09-01

This experiment was carried out to determine whether reading diatonic violations in a musical score elicits similar endogenous ERP components when hearing such violations in the auditory modality. In the behavioral study, musicians were visually presented with 120 scores of familiar musical pieces, half of which contained a diatonic violation. The score was presented in a measure-by-measure manner. Self-paced reading was significantly delayed for measures containing a violation, indicating that sight reading a violation requires additional effort. In the ERP study, the musical phrases were presented in a "RSVP"-like manner. We predicted that diatonic violations would elicit a late positive component. However, the ERP associated with the measure where a violation was presented showed a negativity instead. The negativity started around 100 ms and lasted for the entire recording period. This long-lasting negativity encompassed at least three distinct effects that were possibly related to violation detection, working memory processing, and a further integration/interpretation process.

Electrophysiological and behavioral measures of the influence of literal and figurative contextual constraints on proverb comprehension.

PubMed

Ferretti, Todd R; Schwint, Christopher A; Katz, Albert N

2007-04-01

Proverbs tend to have meanings that are true both literally and figuratively (i.e., Lightning really doesn't strike the same place twice). Consequently, discourse contexts that invite a literal reading of a proverb should provide more conceptual overlap with the proverb, resulting in more rapid processing, than will contexts biased towards a non-literal reading. Despite this, previous research has failed to find the predicted processing advantage in reading times for familiar proverbs when presented in a literally biasing context. We investigate this issue further by employing both ERP methodology and a self-paced reading task and, second, by creating an item set that controls for problems with items employed in earlier studies. Our results indicate that although people do not take longer to read proverbs in the literally and proverbially biasing contexts, people have less difficulty integrating the statements in literal than figurative contexts, as shown by the ERP data. These differences emerge at the third word of the proverbs.

The Efficacy of Self-Paced Study in Multitrial Learning

ERIC Educational Resources Information Center

de Jonge, Mario; Tabbers, Huib K.; Pecher, Diane; Jang, Yoonhee; Zeelenberg, René

2015-01-01

In 2 experiments we investigated the efficacy of self-paced study in multitrial learning. In Experiment 1, native speakers of English studied lists of Dutch-English word pairs under 1 of 4 imposed fixed presentation rate conditions (24 × 1 s, 12 × 2 s, 6 × 4 s, or 3 × 8 s) and a self-paced study condition. Total study time per list was equated for…

Influence of Pacing by Periodic Auditory Stimuli on Movement Continuation: Comparison with Self-regulated Periodic Movement

PubMed Central

Ito, Masanori; Kado, Naoki; Suzuki, Toshiaki; Ando, Hiroshi

2013-01-01

[Purpose] The purpose of this study was to investigate the influence of external pacing with periodic auditory stimuli on the control of periodic movement. [Subjects and Methods] Eighteen healthy subjects performed self-paced, synchronization-continuation, and syncopation-continuation tapping. Inter-onset intervals were 1,000, 2,000 and 5,000 ms. The variability of inter-tap intervals was compared between the different pacing conditions and between self-paced tapping and each continuation phase. [Results] There were no significant differences in the mean and standard deviation of the inter-tap interval between pacing conditions. For the 1,000 and 5,000 ms tasks, there were significant differences in the mean inter-tap interval following auditory pacing compared with self-pacing. For the 2,000 ms syncopation condition and 5,000 ms task, there were significant differences from self-pacing in the standard deviation of the inter-tap interval following auditory pacing. [Conclusion] These results suggest that the accuracy of periodic movement with intervals of 1,000 and 5,000 ms can be improved by the use of auditory pacing. However, the consistency of periodic movement is mainly dependent on the inherent skill of the individual; thus, improvement of consistency based on pacing is unlikely. PMID:24259932

Differential Effects of Paced and Unpaced Responding on delayed Serial Order Recall in Schizophrenia

PubMed Central

Hill, S. Kristian; Griffin, Ginny B.; Houk, James C.; Sweeney, John A.

2011-01-01

Working memory for temporal order is a component of working memory that is especially dependent on striatal systems, but has not been extensively studied in schizophrenia. This study was designed to characterize serial order reproduction by adapting a spatial serial order task developed for nonhuman primate studies, while controlling for working memory load and whether responses were initiated freely (unpaced) or in an externally paced format. Clinically stable schizophrenia patients (n=27) and psychiatrically healthy individuals (n=25) were comparable on demographic variables and performance on standardized tests of immediate serial order recall (Digit Span, Spatial Span). No group differences were observed for serial order recall when read sequence reproduction was unpaced. However, schizophrenia patients exhibited significant impairments when responding was paced, regardless of sequence length or retention delay. Intact performance by schizophrenia patients during the unpaced condition indicates that prefrontal storage and striatal output systems are sufficiently intact to learn novel response sequences and hold them in working memory to perform serial order tasks. However, retention for newly learned response sequences was disrupted in schizophrenia patients by paced responding, when read-out of each element in the response sequence was externally controlled. The disruption of memory for serial order in paced read-out condition indicates a deficit in frontostriatal interaction characterized by an inability to update working memory stores and deconstruct ‘chunked’ information. PMID:21705197

Complement Coercion: The Joint Effects of Type and Typicality.

PubMed

Zarcone, Alessandra; McRae, Ken; Lenci, Alessandro; Padó, Sebastian

2017-01-01

Complement coercion ( begin a book → reading ) involves a type clash between an event-selecting verb and an entity-denoting object, triggering a covert event ( reading ). Two main factors involved in complement coercion have been investigated: the semantic type of the object (event vs. entity), and the typicality of the covert event ( the author began a book → writing ). In previous research, reading times have been measured at the object. However, the influence of the typicality of the subject-object combination on processing an aspectual verb such as begin has not been studied. Using a self-paced reading study, we manipulated semantic type and subject-object typicality, exploiting German word order to measure reading times at the aspectual verb. These variables interacted at the target verb. We conclude that both type and typicality probabilistically guide expectations about upcoming input. These results are compatible with an expectation-based view of complement coercion and language comprehension more generally in which there is rapid interaction between what is typically viewed as linguistic knowledge, and what is typically viewed as domain general knowledge about how the world works.

Complement Coercion: The Joint Effects of Type and Typicality

PubMed Central

Zarcone, Alessandra; McRae, Ken; Lenci, Alessandro; Padó, Sebastian

2017-01-01

Complement coercion (begin a book →reading) involves a type clash between an event-selecting verb and an entity-denoting object, triggering a covert event (reading). Two main factors involved in complement coercion have been investigated: the semantic type of the object (event vs. entity), and the typicality of the covert event (the author began a book →writing). In previous research, reading times have been measured at the object. However, the influence of the typicality of the subject–object combination on processing an aspectual verb such as begin has not been studied. Using a self-paced reading study, we manipulated semantic type and subject–object typicality, exploiting German word order to measure reading times at the aspectual verb. These variables interacted at the target verb. We conclude that both type and typicality probabilistically guide expectations about upcoming input. These results are compatible with an expectation-based view of complement coercion and language comprehension more generally in which there is rapid interaction between what is typically viewed as linguistic knowledge, and what is typically viewed as domain general knowledge about how the world works. PMID:29225585

On the Screen or Printed: A Case of EFL Learners' Online and Offline Reading the Press

ERIC Educational Resources Information Center

Rahimi, Ali; Behjat, Fatemeh

2011-01-01

A growing body of investigations on second language teaching and learning is now being devoted to the international use of network information and communication technology known as e-learning. Individualized self-paced e-learning offline and online are two of the common e-learning modalities used by language teachers and learners (Romiszowski…

Logical metonymy resolution in a words-as-cues framework: evidence from self-paced reading and probe recognition.

PubMed

Zarcone, Alessandra; Padó, Sebastian; Lenci, Alessandro

2014-06-01

Logical metonymy resolution (begin a book → begin reading a book or begin writing a book) has traditionally been explained either through complex lexical entries (qualia structures) or through the integration of the implicit event via post-lexical access to world knowledge. We propose that recent work within the words-as-cues paradigm can provide a more dynamic model of logical metonymy, accounting for early and dynamic integration of complex event information depending on previous contextual cues (agent and patient). We first present a self-paced reading experiment on German subordinate sentences, where metonymic sentences and their paraphrased version differ only in the presence or absence of the clause-final target verb (Der Konditor begann die Glasur → Der Konditor begann, die Glasur aufzutragen/The baker began the icing → The baker began spreading the icing). Longer reading times at the target verb position in a high-typicality condition (baker + icing → spread ) compared to a low-typicality (but still plausible) condition (child + icing → spread) suggest that we make use of knowledge activated by lexical cues to build expectations about events. The early and dynamic integration of event knowledge in metonymy interpretation is bolstered by further evidence from a second experiment using the probe recognition paradigm. Presenting covert events as probes following a high-typicality or a low-typicality metonymic sentence (Der Konditor begann die Glasur → AUFTRAGEN/The baker began the icing → SPREAD), we obtain an analogous effect of typicality at 100 ms interstimulus interval. © 2014 Cognitive Science Society, Inc.

Reading and listening in people with aphasia: effects of syntactic complexity.

PubMed

DeDe, Gayle

2013-11-01

The purpose of this study was to compare online effects of syntactic complexity in written and spoken sentence comprehension in people with aphasia (PWA) and adults with no brain damage (NBD). The participants in Experiment 1 were NBD older and younger adults (n = 20 per group). The participants in Experiment 2 were 10 PWA. In both experiments, the participants read and listened to sentences in self-paced reading and listening tasks. The experimental materials consisted of object cleft sentences (e.g., It was the girl who the boy hugged.) and subject cleft sentences (e.g., It was the boy who hugged the girl.). The predicted effects of syntactic complexity were observed in both Experiments 1 and 2: Reading and listening times were longer for the verb in sentences with object compared to subject relative clauses. The NBD controls showed exaggerated effects of syntactic complexity in reading compared to listening. The PWA did not show different modality effects from the NBD participants. Although effects of syntactic complexity were somewhat exaggerated in reading compared with listening, both the PWA and the NBD controls showed similar effects in both modalities.

Pacing, Pixels, and Paper: Flexibility in Learning Words from Flashcards

ERIC Educational Resources Information Center

Sage, Kara; Rausch, Joseph; Quirk, Abigail; Halladay, Lauren

2016-01-01

The present study focused on how self-control over pace might help learners successfully extract information from digital learning aids. Past research has indicated that too much control over pace can be overwhelming, but too little control over pace can be ineffective. Within the popular self-testing domain of flashcards, we sought to elucidate…

[Effects of punctuation on the processing of syntactically ambiguous Japanese sentences with a semantic bias].

PubMed

Niikuni, Keiyu; Muramoto, Toshiaki

2014-06-01

This study explored the effects of a comma on the processing of structurally ambiguous Japanese sentences with a semantic bias. A previous study has shown that a comma which is incompatible with an ambiguous sentence's semantic bias affects the processing of the sentence, but the effects of a comma that is compatible with the bias are unclear. In the present study, we examined the role of a comma compatible with the sentence's semantic bias using the self-paced reading method, which enabled us to determine the reading times for the region of the sentence where readers would be expected to solve the ambiguity using semantic information (the "target region"). The results show that a comma significantly increases the reading time of the punctuated word but decreases the reading time in the target region. We concluded that even if the semantic information provided might be sufficient for disambiguation, the insertion of a comma would affect the processing cost of the ambiguity, indicating that readers use both the comma and semantic information in parallel for sentence processing.

Self-pacing study of faces of different races: metacognitive control over study does not eliminate the cross-race recognition effect.

PubMed

Tullis, Jonathan G; Benjamin, Aaron S; Liu, Xiping

2014-08-01

People often recognize same-race faces better than other-race faces. This cross-race effect (CRE) has been proposed to arise in part because learners devote fewer cognitive resources to encode faces of social out-groups. In three experiments, we evaluated whether learners' other-race mnemonic deficits are due to "cognitive disregard" during study and whether this disregard is under metacognitive control. Learners studied each face either for as long as they wanted (the self-paced condition) or for the average time taken by a self-paced learner (the fixed-rate condition). Self-paced learners allocated equal amounts of study time to same-race and other-race faces, and having control over study time did not change the size of the CRE. In the second and third experiments, both self-paced and fixed-rate learners were given instructions to "individuate" other-race faces. Individuation instructions caused self-paced learners to allocate more study time to other-race faces, but this did not significantly reduce the size of the CRE, even for learners who reported extensive contact with other races. We propose that the differential processing that people apply to faces of different races and the subsequent other-race mnemonic deficit are not due to learners' strategic cognitive disregard of other-race faces.

Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences

ERIC Educational Resources Information Center

Rhode, Jason F.

2009-01-01

This mixed methods study explored the dynamics of interaction within a self-paced online learning environment. It used rich media and a mix of traditional and emerging asynchronous computer-mediated communication tools to determine what forms of interaction learners in a self-paced online course value most and what impact they perceive interaction…

The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses

ERIC Educational Resources Information Center

Lim, Janine M.

2016-01-01

A course design question for self-paced courses includes whether or not technological measures should be used in course design to force students to follow the sequence intended by the course author. This study examined learner behavior to understand whether the sequence of student assignment submissions in a self-paced distance course is related…

Agreement processing and attraction errors in aging: evidence from subject-verb agreement in German.

PubMed

Reifegerste, Jana; Hauer, Franziska; Felser, Claudia

2017-11-01

Effects of aging on lexical processing are well attested, but the picture is less clear for grammatical processing. Where age differences emerge, these are usually ascribed to working-memory (WM) decline. Previous studies on the influence of WM on agreement computation have yielded inconclusive results, and work on aging and subject-verb agreement processing is lacking. In two experiments (Experiment 1: timed grammaticality judgment, Experiment 2: self-paced reading + WM test), we investigated older (OA) and younger (YA) adults' susceptibility to agreement attraction errors. We found longer reading latencies and judgment reaction times (RTs) for OAs. Further, OAs, particularly those with low WM scores, were more accepting of sentences with attraction errors than YAs. OAs showed longer reading latencies for ungrammatical sentences, again modulated by WM, than YAs. Our results indicate that OAs have greater difficulty blocking intervening nouns from interfering with the computation of agreement dependencies. WM can modulate this effect.

Measuring Self-Regulation in Self-Paced Open and Distance Learning Environments

ERIC Educational Resources Information Center

Kocdar, Serpil; Karadeniz, Abdulkadir; Bozkurt, Aras; Buyuk, Koksal

2018-01-01

Previous studies have described many scales for measuring self-regulation; however, no scale has been developed specifically for self-paced open and distance learning environments. Therefore, the aim of this study is to develop a scale for determining the self-regulated learning skills of distance learners in selfpaced open and distance learning…

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

PubMed

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

2017-11-01

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

Online Sentence Reading in People With Aphasia: Evidence From Eye Tracking

PubMed Central

Knilans, Jessica

2015-01-01

Purpose There is a lot of evidence that people with aphasia have more difficulty understanding structurally complex sentences (e.g., object clefts) than simpler sentences (subject clefts). However, subject clefts also occur more frequently in English than object clefts. Thus, it is possible that both structural complexity and frequency affect how people with aphasia understand these structures. Method Nine people with aphasia and 8 age-matched controls participated in the study. The stimuli consisted of 24 object cleft and 24 subject cleft sentences. The task was eye tracking during reading, which permits a more fine-grained analysis of reading performance than measures such as self-paced reading. Results As expected, controls had longer reading times for critical regions in object cleft sentences compared with subject cleft sentences. People with aphasia showed the predicted effects of structural frequency. Effects of structural complexity in people with aphasia did not emerge on their first pass through the sentence but were observed when they were rereading critical regions of complex sentences. Conclusions People with aphasia are sensitive to both structural complexity and structural frequency when reading. However, people with aphasia may use different reading strategies than controls when confronted with relatively infrequent and complex sentence structures. PMID:26383779

Online Sentence Reading in People With Aphasia: Evidence From Eye Tracking.

PubMed

Knilans, Jessica; DeDe, Gayle

2015-11-01

There is a lot of evidence that people with aphasia have more difficulty understanding structurally complex sentences (e.g., object clefts) than simpler sentences (subject clefts). However, subject clefts also occur more frequently in English than object clefts. Thus, it is possible that both structural complexity and frequency affect how people with aphasia understand these structures. Nine people with aphasia and 8 age-matched controls participated in the study. The stimuli consisted of 24 object cleft and 24 subject cleft sentences. The task was eye tracking during reading, which permits a more fine-grained analysis of reading performance than measures such as self-paced reading. As expected, controls had longer reading times for critical regions in object cleft sentences compared with subject cleft sentences. People with aphasia showed the predicted effects of structural frequency. Effects of structural complexity in people with aphasia did not emerge on their first pass through the sentence but were observed when they were rereading critical regions of complex sentences. People with aphasia are sensitive to both structural complexity and structural frequency when reading. However, people with aphasia may use different reading strategies than controls when confronted with relatively infrequent and complex sentence structures.

The processing and comprehension of wh-questions among L2 German speakers

PubMed Central

Jackson, Carrie N.; Bobb, Susan C.

2009-01-01

Using the self-paced-reading paradigm, the present study examines whether highly proficient second language (L2) speakers of German (English L1) use case-marking information during the on-line comprehension of unambiguous wh-extractions, even when task demands do not draw explicit attention to this morphosyntactic feature in German. Results support previous findings, in that both the native and the L2 German speakers exhibited an immediate subject-preference in the matrix clause, suggesting they were sensitive to case-marking information. However, only among the native speakers did this subject-preference carry over to reading times in the complement clause. The results from the present study are discussed in light of current debates regarding the ability of L2 speakers to attain native-like processing strategies in their L2. PMID:20161006

The role of reading time complexity and reading speed in text comprehension.

PubMed

Wallot, Sebastian; O'Brien, Beth A; Haussmann, Anna; Kloos, Heidi; Lyby, Marlene S

2014-11-01

Reading speed is commonly used as an index of reading fluency. However, reading speed is not a consistent predictor of text comprehension, when speed and comprehension are measured on the same text within the same reader. This might be due to the somewhat ambiguous nature of reading speed, which is sometimes regarded as a feature of the reading process, and sometimes as a product of that process. We argue that both reading speed and comprehension should be seen as the result of the reading process, and that the process of fluent text reading can instead be described by complexity metrics that quantify aspects of the stability of the reading process. In this article, we introduce complexity metrics in the context of reading and apply them to data from a self-paced reading study. In this study, children and adults read a text silently or aloud and answered comprehension questions after reading. Our results show that recurrence metrics that quantify the degree of temporal structure in reading times yield better prediction of text comprehension compared to reading speed. However, the results for fractal metrics are less clear. Furthermore, prediction of text comprehension is generally strongest and most consistent across silent and oral reading when comprehension scores are normalized by reading speed. Analyses of word length and word frequency indicate that the observed complexity in reading times is not a simple function of the lexical properties of the text, suggesting that text reading might work differently compared to reading of isolated word or sentences. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Effects of event knowledge in processing verbal arguments

PubMed Central

Bicknell, Klinton; Elman, Jeffrey L.; Hare, Mary; McRae, Ken; Kutas, Marta

2010-01-01

This research tests whether comprehenders use their knowledge of typical events in real time to process verbal arguments. In self-paced reading and event-related brain potential (ERP) experiments, we used materials in which the likelihood of a specific patient noun (brakes or spelling) depended on the combination of an agent and verb (mechanic checked vs. journalist checked). Reading times were shorter at the word directly following the patient for the congruent than the incongruent items. Differential N400s were found earlier, immediately at the patient. Norming studies ruled out any account of these results based on direct relations between the agent and patient. Thus, comprehenders dynamically combine information about real-world events based on intrasentential agents and verbs, and this combination then rapidly influences online sentence interpretation. PMID:21076629

A Comparison of Piagetian Conservation Concepts with Reading Achievement.

ERIC Educational Resources Information Center

Caballero, Jane Alexis

This study involved a comparison of first and second grade students' performance on the Piagetian Task Administration Instrument (PTAI), the Metropolitan Readiness Test (MRT), and the Stanford Achievement Test (SAT) with actual reading achievement measured by placement on the Indiviudally Paced Instruction (IPI) Tracking Card in Reading, which was…

The neural basis of audiomotor entrainment: an ALE meta-analysis

PubMed Central

Chauvigné, Léa A. S.; Gitau, Kevin M.; Brown, Steven

2014-01-01

Synchronization of body movement to an acoustic rhythm is a major form of entrainment, such as occurs in dance. This is exemplified in experimental studies of finger tapping. Entrainment to a beat is contrasted with movement that is internally driven and is therefore self-paced. In order to examine brain areas important for entrainment to an acoustic beat, we meta-analyzed the functional neuroimaging literature on finger tapping (43 studies) using activation likelihood estimation (ALE) meta-analysis with a focus on the contrast between externally-paced and self-paced tapping. The results demonstrated a dissociation between two subcortical systems involved in timing, namely the cerebellum and the basal ganglia. Externally-paced tapping highlighted the importance of the spinocerebellum, most especially the vermis, which was not activated at all by self-paced tapping. In contrast, the basal ganglia, including the putamen and globus pallidus, were active during both types of tapping, but preferentially during self-paced tapping. These results suggest a central role for the spinocerebellum in audiomotor entrainment. We conclude with a theoretical discussion about the various forms of entrainment in humans and other animals. PMID:25324765

Increased cardiac output elicits higher V̇O2max in response to self-paced exercise.

PubMed

Astorino, Todd Anthony; McMillan, David William; Edmunds, Ross Montgomery; Sanchez, Eduardo

2015-03-01

Recently, a self-paced protocol demonstrated higher maximal oxygen uptake versus the traditional ramp protocol. The primary aim of the current study was to further explore potential differences in maximal oxygen uptake between the ramp and self-paced protocols using simultaneous measurement of cardiac output. Active men and women of various fitness levels (N = 30, mean age = 26.0 ± 5.0 years) completed 3 graded exercise tests separated by a minimum of 48 h. Participants initially completed progressive ramp exercise to exhaustion to determine maximal oxygen uptake followed by a verification test to confirm maximal oxygen uptake attainment. Over the next 2 sessions, they performed a self-paced and an additional ramp protocol. During exercise, gas exchange data were obtained using indirect calorimetry, and thoracic impedance was utilized to estimate hemodynamic function (stroke volume and cardiac output). One-way ANOVA with repeated measures was used to determine differences in maximal oxygen uptake and cardiac output between ramp and self-paced testing. Results demonstrated lower (p < 0.001) maximal oxygen uptake via the ramp (47.2 ± 10.2 mL·kg(-1)·min(-1)) versus the self-paced (50.2 ± 9.6 mL·kg(-1)·min(-1)) protocol, with no interaction (p = 0.06) seen for fitness level. Maximal heart rate and cardiac output (p = 0.02) were higher in the self-paced protocol versus ramp exercise. In conclusion, data show that the traditional ramp protocol may underestimate maximal oxygen uptake compared with a newly developed self-paced protocol, with a greater cardiac output potentially responsible for this outcome.

The syntactic complexity of Russian relative clauses

PubMed Central

Fedorenko, Evelina; Gibson, Edward

2012-01-01

Although syntactic complexity has been investigated across dozens of studies, the available data still greatly underdetermine relevant theories of processing difficulty. Memory-based and expectation-based theories make opposite predictions regarding fine-grained time course of processing difficulty in syntactically constrained contexts, and each class of theory receives support from results on some constructions in some languages. Here we report four self-paced reading experiments on the online comprehension of Russian relative clauses together with related corpus studies, taking advantage of Russian’s flexible word order to disentangle predictions of competing theories. We find support for key predictions of memory-based theories in reading times at RC verbs, and for key predictions of expectation-based theories in processing difficulty at RC-initial accusative noun phrase (NP) objects, which corpus data suggest should be highly unexpected. These results suggest that a complete theory of syntactic complexity must integrate insights from both expectation-based and memory-based theories. PMID:24711687

Predicting Successful Completion Using Student Delay Indicators in Undergraduate Self-Paced Online Courses

ERIC Educational Resources Information Center

Lim, Janine M.

2016-01-01

Self-paced online courses meet flexibility and learning needs of many students, but skepticism persists regarding the quality and the tendency for students to procrastinate in self-paced courses. Research is needed to understand procrastination and delay patterns of students in online self-paced courses to predict successful completion and…

Self-Paced Instruction in a Cognitively Oriented Skills Course: Supplyman, MOS 76Y10. Technical Report No. 75-20.

ERIC Educational Resources Information Center

Hungerland, Jacklyn E.; Taylor, John E.

As part of the Army's adoption of performance-oriented instruction in Army Training centers, a study was conducted to determine the feasibility of using sefl-paced instruction without programed texts in a clerical and computational skills course. Course organization, course management, and effective instructional techniques for self-paced training…

The Soft Start of the Danish Schools: Learning to Read--Slowly.

ERIC Educational Resources Information Center

Low, Anni

Although a recent study shows that school children in Denmark are acquiring initial reading proficiencies at a slower pace than in previous years, that there were more very good readers and more very poor readers in 1972-73 than in 1966, that the average reading performance was lower in 1972-73 than in 1966, and that children in 1972-73 read more…

Working memory differences in long-distance dependency resolution

PubMed Central

Nicenboim, Bruno; Vasishth, Shravan; Gattei, Carolina; Sigman, Mariano; Kliegl, Reinhold

2015-01-01

There is a wealth of evidence showing that increasing the distance between an argument and its head leads to more processing effort, namely, locality effects; these are usually associated with constraints in working memory (DLT: Gibson, 2000; activation-based model: Lewis and Vasishth, 2005). In SOV languages, however, the opposite effect has been found: antilocality (see discussion in Levy et al., 2013). Antilocality effects can be explained by the expectation-based approach as proposed by Levy (2008) or by the activation-based model of sentence processing as proposed by Lewis and Vasishth (2005). We report an eye-tracking and a self-paced reading study with sentences in Spanish together with measures of individual differences to examine the distinction between expectation- and memory-based accounts, and within memory-based accounts the further distinction between DLT and the activation-based model. The experiments show that (i) antilocality effects as predicted by the expectation account appear only for high-capacity readers; (ii) increasing dependency length by interposing material that modifies the head of the dependency (the verb) produces stronger facilitation than increasing dependency length with material that does not modify the head; this is in agreement with the activation-based model but not with the expectation account; and (iii) a possible outcome of memory load on low-capacity readers is the increase in regressive saccades (locality effects as predicted by memory-based accounts) or, surprisingly, a speedup in the self-paced reading task; the latter consistent with good-enough parsing (Ferreira et al., 2002). In sum, the study suggests that individual differences in working memory capacity play a role in dependency resolution, and that some of the aspects of dependency resolution can be best explained with the activation-based model together with a prediction component. PMID:25852623

Working memory differences in long-distance dependency resolution.

PubMed

Nicenboim, Bruno; Vasishth, Shravan; Gattei, Carolina; Sigman, Mariano; Kliegl, Reinhold

2015-01-01

There is a wealth of evidence showing that increasing the distance between an argument and its head leads to more processing effort, namely, locality effects; these are usually associated with constraints in working memory (DLT: Gibson, 2000; activation-based model: Lewis and Vasishth, 2005). In SOV languages, however, the opposite effect has been found: antilocality (see discussion in Levy et al., 2013). Antilocality effects can be explained by the expectation-based approach as proposed by Levy (2008) or by the activation-based model of sentence processing as proposed by Lewis and Vasishth (2005). We report an eye-tracking and a self-paced reading study with sentences in Spanish together with measures of individual differences to examine the distinction between expectation- and memory-based accounts, and within memory-based accounts the further distinction between DLT and the activation-based model. The experiments show that (i) antilocality effects as predicted by the expectation account appear only for high-capacity readers; (ii) increasing dependency length by interposing material that modifies the head of the dependency (the verb) produces stronger facilitation than increasing dependency length with material that does not modify the head; this is in agreement with the activation-based model but not with the expectation account; and (iii) a possible outcome of memory load on low-capacity readers is the increase in regressive saccades (locality effects as predicted by memory-based accounts) or, surprisingly, a speedup in the self-paced reading task; the latter consistent with good-enough parsing (Ferreira et al., 2002). In sum, the study suggests that individual differences in working memory capacity play a role in dependency resolution, and that some of the aspects of dependency resolution can be best explained with the activation-based model together with a prediction component.

How to Sync to the Beat of a Persistent Fractal Metronome without Falling Off the Treadmill?

PubMed Central

Roerdink, Melvyn; Daffertshofer, Andreas; Marmelat, Vivien; Beek, Peter J.

2015-01-01

In rehabilitation, rhythmic acoustic cues are often used to improve gait. However, stride-time fluctuations become anti-persistent with such pacing, thereby deviating from the characteristic persistent long-range correlations in stride times of self-paced walking healthy adults. Recent studies therefore experimented with metronomes with persistence in interbeat intervals and successfully evoked persistent stride-time fluctuations. The objective of this study was to examine how participants couple their gait to a persistent metronome, evoking persistently longer or shorter stride times over multiple consecutive strides, without wandering off the treadmill. Twelve healthy participants walked on a treadmill in self-paced, isochronously paced and non-isochronously paced conditions, the latter with anti-persistent, uncorrelated and persistent correlations in interbeat intervals. Stride-to-stride fluctuations of stride times, stride lengths and stride speeds were assessed with detrended fluctuation analysis, in conjunction with an examination of the coupling between stride times and stride lengths. Stride-speed fluctuations were anti-persistent for all conditions. Stride-time and stride-length fluctuations were persistent for self-paced walking and anti-persistent for isochronous pacing. Both stride times and stride lengths changed from anti-persistence to persistence over the four non-isochronous metronome conditions, accompanied by an increasingly stronger coupling between these gait parameters, with peak values for the persistent metronomes. These results revealed that participants were able to follow the beat of a persistent metronome without falling off the treadmill by strongly coupling stride-length fluctuations to the stride-time fluctuations elicited by persistent metronomes, so as to prevent large positional displacements along the treadmill. For self-paced walking, in contrast, this coupling was very weak. In combination, these results challenge the premise that persistent metronomes in gait rehabilitation would evoke stride-to-stride dynamics reminiscent of self-paced walking healthy adults. Future studies are recommended to include an analysis of the interrelation between stride times and stride lengths in addition to the correlational structure of either one in isolation. PMID:26230254

How to Sync to the Beat of a Persistent Fractal Metronome without Falling Off the Treadmill?

PubMed

Roerdink, Melvyn; Daffertshofer, Andreas; Marmelat, Vivien; Beek, Peter J

2015-01-01

In rehabilitation, rhythmic acoustic cues are often used to improve gait. However, stride-time fluctuations become anti-persistent with such pacing, thereby deviating from the characteristic persistent long-range correlations in stride times of self-paced walking healthy adults. Recent studies therefore experimented with metronomes with persistence in interbeat intervals and successfully evoked persistent stride-time fluctuations. The objective of this study was to examine how participants couple their gait to a persistent metronome, evoking persistently longer or shorter stride times over multiple consecutive strides, without wandering off the treadmill. Twelve healthy participants walked on a treadmill in self-paced, isochronously paced and non-isochronously paced conditions, the latter with anti-persistent, uncorrelated and persistent correlations in interbeat intervals. Stride-to-stride fluctuations of stride times, stride lengths and stride speeds were assessed with detrended fluctuation analysis, in conjunction with an examination of the coupling between stride times and stride lengths. Stride-speed fluctuations were anti-persistent for all conditions. Stride-time and stride-length fluctuations were persistent for self-paced walking and anti-persistent for isochronous pacing. Both stride times and stride lengths changed from anti-persistence to persistence over the four non-isochronous metronome conditions, accompanied by an increasingly stronger coupling between these gait parameters, with peak values for the persistent metronomes. These results revealed that participants were able to follow the beat of a persistent metronome without falling off the treadmill by strongly coupling stride-length fluctuations to the stride-time fluctuations elicited by persistent metronomes, so as to prevent large positional displacements along the treadmill. For self-paced walking, in contrast, this coupling was very weak. In combination, these results challenge the premise that persistent metronomes in gait rehabilitation would evoke stride-to-stride dynamics reminiscent of self-paced walking healthy adults. Future studies are recommended to include an analysis of the interrelation between stride times and stride lengths in addition to the correlational structure of either one in isolation.

Children's comprehension monitoring of multiple situational dimensions of a narrative.

PubMed

Wassenburg, Stephanie I; Beker, Katinka; van den Broek, Paul; van der Schoot, Menno

Narratives typically consist of information on multiple aspects of a situation. In order to successfully create a coherent representation of the described situation, readers are required to monitor all these situational dimensions during reading. However, little is known about whether these dimensions differ in the ease with which they can be monitored. In the present study, we examined whether children in Grades 4 and 6 monitor four different dimensions (i.e., emotion, causation, time, and space) during reading, using a self-paced reading task containing inconsistencies. Furthermore, to explore what causes failure in inconsistency detection, we differentiated between monitoring processes related to availability and validation of information by manipulating the distance between two pieces of conflicting information. The results indicated that the monitoring processes varied as a function of dimension. Children were able to validate emotional and causal information when it was still active in working memory, but this was not the case for temporal and spatial information. When context and target information were more distant from each other, only emotionally charged information remained available for further monitoring processes. These findings show that the influence of different situational dimensions should be taken into account when studying children's reading comprehension.

Self-Paced Physics, Segments 37-40.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

Four study segments of the Self-Paced Physics Course materials are presented in this eighth problems and solutions book used as a part of course assignments. The content is related to magnetic induction, Faraday's law, induced currents, Lenz's law, induced electromotive forces, time-varying magnetic fields, self-inductance, inductors,…

Representing number in the real-time processing of agreement: self-paced reading evidence from Arabic

PubMed Central

Tucker, Matthew A.; Idrissi, Ali; Almeida, Diogo

2015-01-01

In the processing of subject-verb agreement, non-subject plural nouns following a singular subject sometimes “attract” the agreement with the verb, despite not being grammatically licensed to do so. This phenomenon generates agreement errors in production and an increased tendency to fail to notice such errors in comprehension, thereby providing a window into the representation of grammatical number in working memory during sentence processing. Research in this topic, however, is primarily done in related languages with similar agreement systems. In order to increase the cross-linguistic coverage of the processing of agreement, we conducted a self-paced reading study in Modern Standard Arabic. We report robust agreement attraction errors in relative clauses, a configuration not particularly conducive to the generation of such errors for all possible lexicalizations. In particular, we examined the speed with which readers retrieve a subject controller for both grammatical and ungrammatical agreeing verbs in sentences where verbs are preceded by two NPs, one of which is a local non-subject NP that can act as a distractor for the successful resolution of subject-verb agreement. Our results suggest that the frequency of errors is modulated by the kind of plural formation strategy used on the attractor noun: nouns which form plurals by suffixation condition high rates of attraction, whereas nouns which form their plurals by internal vowel change (ablaut) generate lower rates of errors and reading-time attraction effects of smaller magnitudes. Furthermore, we show some evidence that these agreement attraction effects are mostly contained in the right tail of reaction time distributions. We also present modeling data in the ACT-R framework which supports a view of these ablauting patterns wherein they are differentially specified for number and evaluate the consequences of possible representations for theories of grammar and parsing. PMID:25914651

Differential effects of constraints in the processing of Russian cataphora.

PubMed

Kazanina, Nina; Phillips, Colin

2010-02-01

Anaphoric relations between pronouns and their antecedents are subject to a number of different linguistic constraints, which exclude the possibility of coreference in specific syntactic or discourse contexts. Constraints on anaphora may, in principle, impact online sentence processing in a couple of different ways. They may act as constraints on the generation of interpretations, preventing illicit anaphoric relations from ever being considered. Alternatively, they may act as later filters on interpretations, rejecting candidate interpretations after initial consideration. A number of previous studies have sought to determine which of these mechanisms accurately describes the online impact of constraints on anaphora. The current studies present evidence that there is no uniform answer to this question, and that the two mechanisms are both used, for different constraints. Evidence for this is drawn from studies on the processing of two constraints on backwards anaphora or cataphora in Russian that apply in superficially similar contexts but that differ in a number of respects. One self-paced reading study and two judgement studies are reported. The self-paced reading study manipulates the gender congruency between a pronoun and a following name in three pairs of conditions. In conditions where the pronoun-name configuration violates no constraints on anaphora a gender mismatch effect was observed following the name, as in previous studies, suggesting that comprehenders actively search for an antecedent following a cataphoric pronoun. In conditions where the pronoun-name configuration violates Principle C of the classical binding theory no effect of the gender manipulation was observed, suggesting that comprehenders do not even consider the possibility of interpretations that violate this constraint. In conditions where the pronoun-name configuration violates a Russian-specific constraint on cataphora a gender match effect was observed following the name, the reverse of the finding in the no-constraint conditions, suggesting that the constraint applies as a filter on candidate interpretations.

Optimizing Classroom Instruction through Self-Paced Learning Prototype

ERIC Educational Resources Information Center

Bautista, Romiro G.

2015-01-01

This study investigated the learning impact of self-paced learning prototype in optimizing classroom instruction towards students' learning in Chemistry. Two sections of 64 Laboratory High School students in Chemistry were used as subjects of the study. The Quasi-Experimental and Correlation Research Design was used in the study: a pre-test was…

The Print and Computer Enlargement System--PACE. Final Report.

ERIC Educational Resources Information Center

Morford, Ronald A.

The Print and Computer Enlargement (PACE) System is being designed as a portable computerized reading and writing system that enables a low-vision person to read regular print and then create and edit text using large-print computerized output. The design goal was to develop a system that: weighed no more than 12 pounds so it could be easily…

Effect of an 8-week practice of externally triggered speech on basal ganglia activity of stuttering and fluent speakers.

PubMed

Toyomura, Akira; Fujii, Tetsunoshin; Kuriki, Shinya

2015-04-01

The neural mechanisms underlying stuttering are not well understood. It is known that stuttering appears when persons who stutter speak in a self-paced manner, but speech fluency is temporarily increased when they speak in unison with external trigger such as a metronome. This phenomenon is very similar to the behavioral improvement by external pacing in patients with Parkinson's disease. Recent imaging studies have also suggested that the basal ganglia are involved in the etiology of stuttering. In addition, previous studies have shown that the basal ganglia are involved in self-paced movement. Then, the present study focused on the basal ganglia and explored whether long-term speech-practice using external triggers can induce modification of the basal ganglia activity of stuttering speakers. Our study of functional magnetic resonance imaging revealed that stuttering speakers possessed significantly lower activity in the basal ganglia than fluent speakers before practice, especially when their speech was self-paced. After an 8-week speech practice of externally triggered speech using a metronome, the significant difference in activity between the two groups disappeared. The cerebellar vermis of stuttering speakers showed significantly decreased activity during the self-paced speech in the second compared to the first experiment. The speech fluency and naturalness of the stuttering speakers were also improved. These results suggest that stuttering is associated with defective motor control during self-paced speech, and that the basal ganglia and the cerebellum are involved in an improvement of speech fluency of stuttering by the use of external trigger. Copyright © 2015 Elsevier Inc. All rights reserved.

Self-Paced Studies.

ERIC Educational Resources Information Center

Faust, Norma Jean

1995-01-01

Discusses the use of self-paced units. Development suggestions include determining the form of the units, including goals, responsibilities, and definitions of terms; keeping them short; including a variety of activities; and requiring that all lessons be completed at school. Contains sample units on climatology and meteorology, the sun, and…

The Examination of Exposures of Pleistocene Sediments in the Field: A Self-Paced Exercise.

ERIC Educational Resources Information Center

Keene, Peter

1982-01-01

Describes a self-paced field exercise which takes college geomorphology students through a step-by-step study of the origin and environment of pleistocene deposits. The exercise could also be adapted for use at the secondary level. (AM)

Nonword reading and Stroop interference: what differentiates attention-deficit/hyperactivity disorder and reading disability?

PubMed

Stubenrauch, Christa; Freund, Juliane; Alecu de Flers, Simone; DeFlers, Simone; Scharke, Wolfgang; Braun, Mario; Jacobs, Arthur M; Konrad, Kerstin

2014-01-01

Attention deficits and impaired reading performance co-occur more often than expected by chance; however, the underlying mechanism of this association still remains rather unexplored. In two consecutive studies, children aged 8 to 12 years with attention-deficit/hyperactivity disorder (ADHD) and children with reading disability (RD) were examined using a 2 (ADHD versus no ADHD) × 2 (RD versus no RD) factorial design. To further delineate deficient interference control from reading processes, we used a newly developed self-paced word/nonword reading task (Experiment 1, n = 68) and a modified computerized Stroop paradigm, including an orthographic phonological neighbor (OPN) condition (Experiment 2, n = 84). RD (compared to non-RD groups) was associated with impairments in both word and nonword reading, while children with ADHD also showed impaired nonword reading. In the Stroop task, RD, but not ADHD, had a significant impact on task performance. Interestingly, a significant interaction between ADHD, RD, and task condition emerged, which was due to particularly slower reaction times to nonwords in children with RD only, while task performance in children with comorbid ADHD and RD resembled that of ADHD only. Thus, our results demonstrate that impairments in nonword reading were not specific to RD but were also present in children with ADHD. In addition, RD and not ADHD was characterized by poor interference control in the Stroop task. These findings question whether unique cognitive deficits are specific to either ADHD or RD.

Is Self-Paced Instruction Really Worth It?

ERIC Educational Resources Information Center

Roberson, J. A.; Crowe, C. T.

1975-01-01

Describes a self-paced, learning-for-mastery course in undergraduate fluid mechanics. Includes the method of course assessment, method of student evaluation, and a description of the instructor's role and work load. Summarizes aspects of self-paced instruction considered favorable and unfavorable. (GS)

Self-Paced Physics, Segments 24-27.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

Four study segments of the Self-Paced Physics Course materials are presented in this fifth problems and solutions book used as a part of student course work. The subject matter is related to work in electric fields, potential differences, parallel plates, electric potential energies, potential gradients, capacitances, and capacitor circuits.…

Self-Paced Physics, Course Materials.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

Samples of the Self-Paced Physics Course materials are presented in this collection for dissemination purposes. Descriptions are included of course objectives, characteristics, structures, and content. As a two-semester course of study for science and engineering sophomores, most topics are on a level comparable to that of classical physics by…

Self-Paced Physics, Segments 28-31.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

Four study segments of the Self-Paced Physics Course materials are presented in this sixth problems and solutions book used as a part of student course work. The subject matter is related to electric currents, current densities, resistances, Ohm's law, voltages, Joule heating, electromotive forces, single loop circuits, series and parallel…

Self-Paced Physics, Segments 32-36.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

Five study segments of the Self-Paced Physics Course materials are presented in this seventh problems and solutions book used as a part of student course work. The content is related to magnetic fields, magnetic moments, forces on charged particles in magnetic fields, electron volts, cyclotron, electronic charge to mass ratio, current-carrying…

A self-paced brain-computer interface for controlling a robot simulator: an online event labelling paradigm and an extended Kalman filter based algorithm for online training.

PubMed

Tsui, Chun Sing Louis; Gan, John Q; Roberts, Stephen J

2009-03-01

Due to the non-stationarity of EEG signals, online training and adaptation are essential to EEG based brain-computer interface (BCI) systems. Self-paced BCIs offer more natural human-machine interaction than synchronous BCIs, but it is a great challenge to train and adapt a self-paced BCI online because the user's control intention and timing are usually unknown. This paper proposes a novel motor imagery based self-paced BCI paradigm for controlling a simulated robot in a specifically designed environment which is able to provide user's control intention and timing during online experiments, so that online training and adaptation of the motor imagery based self-paced BCI can be effectively investigated. We demonstrate the usefulness of the proposed paradigm with an extended Kalman filter based method to adapt the BCI classifier parameters, with experimental results of online self-paced BCI training with four subjects.

Noun-phrase anaphors and focus: the informational load hypothesis.

PubMed

Almor, A

1999-10-01

The processing of noun-phrase (NP) anaphors in discourse is argued to reflect constraints on the activation and processing of semantic information in working memory. The proposed theory views NP anaphor processing as an optimization process that is based on the principle that processing cost, defined in terms of activating semantic information, should serve some discourse function--identifying the antecedent, adding new information, or both. In a series of 5 self-paced reading experiments, anaphors' functionality was manipulated by changing the discourse focus, and their cost was manipulated by changing the semantic relation between the anaphors and their antecedents. The results show that reading times of NP anaphors reflect their functional justification: Anaphors were read faster when their cost had a better functional justification. These results are incompatible with any theory that treats NP anaphors as one homogeneous class regardless of discourse function and processing cost.

Self-Paced Economics Instruction: A Large-Scale Disaggregated Evaluation

ERIC Educational Resources Information Center

Soper, John C.; Thorton, Richard M.

1976-01-01

This paper reports on an evaluation of the Sterling Institute self-paced macroeconomics course at Northern Illinois University. Results show that a completely self-paced teaching format for macroeconomics is inferior to a well-directed, concept-oriented, graduate-student instructed, lecture-discussion taught course. (Author/RM)

Challenge of engaging all students via self-paced interactive electronic learning tutorials for introductory physics

NASA Astrophysics Data System (ADS)

DeVore, Seth; Marshman, Emily; Singh, Chandralekha

2017-06-01

As research-based, self-paced electronic learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we first discuss the effectiveness of electronic learning tutorials as self-paced learning tools in large enrollment brick and mortar introductory physics courses and then propose a framework for helping students engage effectively with the learning tools. The tutorials were developed via research in physics education and were found to be effective for a diverse group of introductory physics students in one-on-one implementation. Instructors encouraged the use of these tools in a self-paced learning environment by telling students that they would be helpful for solving the assigned homework problems and that the underlying physics principles in the tutorial problems would be similar to those in the in-class quizzes (which we call paired problems). We find that many students in the courses in which these interactive electronic learning tutorials were assigned as a self-study tool performed poorly on the paired problems. In contrast, a majority of student volunteers in one-on-one implementation greatly benefited from the tutorials and performed well on the paired problems. The significantly lower overall performance on paired problems administered as an in-class quiz compared to the performance of student volunteers who used the research-based tutorials in one-on-one implementation suggests that many students enrolled in introductory physics courses did not effectively engage with the tutorials outside of class and may have only used them superficially. The findings suggest that many students in need of out-of-class remediation via self-paced learning tools may have difficulty motivating themselves and may lack the self-regulation and time-management skills to engage effectively with tools specially designed to help them learn at their own pace. We conclude by proposing a theoretical framework to help students with diverse prior preparations engage effectively with self-paced learning tools.

Coronal View Ultrasound Imaging of Movement in Different Segments of the Tongue during Paced Recital: Findings from Four Normal Speakers and a Speaker with Partial Glossectomy

ERIC Educational Resources Information Center

Bressmann, Tim; Flowers, Heather; Wong, Willy; Irish, Jonathan C.

2010-01-01

The goal of this study was to quantitatively describe aspects of coronal tongue movement in different anatomical regions of the tongue. Four normal speakers and a speaker with partial glossectomy read four repetitions of a metronome-paced poem. Their tongue movement was recorded in four coronal planes using two-dimensional B-mode ultrasound…

A self-paced motor imagery based brain-computer interface for robotic wheelchair control.

PubMed

Tsui, Chun Sing Louis; Gan, John Q; Hu, Huosheng

2011-10-01

This paper presents a simple self-paced motor imagery based brain-computer interface (BCI) to control a robotic wheelchair. An innovative control protocol is proposed to enable a 2-class self-paced BCI for wheelchair control, in which the user makes path planning and fully controls the wheelchair except for the automatic obstacle avoidance based on a laser range finder when necessary. In order for the users to train their motor imagery control online safely and easily, simulated robot navigation in a specially designed environment was developed. This allowed the users to practice motor imagery control with the core self-paced BCI system in a simulated scenario before controlling the wheelchair. The self-paced BCI can then be applied to control a real robotic wheelchair using a protocol similar to that controlling the simulated robot. Our emphasis is on allowing more potential users to use the BCI controlled wheelchair with minimal training; a simple 2-class self paced system is adequate with the novel control protocol, resulting in a better transition from offline training to online control. Experimental results have demonstrated the usefulness of the online practice under the simulated scenario, and the effectiveness of the proposed self-paced BCI for robotic wheelchair control.

Self-Paced Physics, Segments 19-23.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

Five study segments of the Self-Paced Physics Course materials are presented in this fourth problems and solutions book used as a part of student course work. The subject matter is related to electric charges, insulators, Coulomb's law, electric fields, lines of force, solid angles, conductors, motion of charged particles, dipoles, electric flux,…

The Prediction of Achievement and Time Spent in Instruction in a Self-Paced Individualized Course.

ERIC Educational Resources Information Center

Franklin, Thomas E.

Multiple linear regressions were employed to determine the relative contributions of cognitive and affective variables accounting for variance in college students' achievement and amount of time taken to complete a self-paced, individualized course. Study habits and attitudes (SSHA) made greater relative contributions to explaining total course…

The Effects of Self-Paced Blended Learning of Mathematics

ERIC Educational Resources Information Center

Balentyne, Phoebe; Varga, Mary Alice

2016-01-01

As online and blended learning gain more popularity in education, it becomes more important to understand their effects on student learning. The purpose of this study was to explore the effects of self-paced blended learning of mathematics on the attitudes and achievement of 26 high ability middle school students, and investigate the relationship…

Interval timing in children: effects of auditory and visual pacing stimuli and relationships with reading and attention variables.

PubMed

Birkett, Emma E; Talcott, Joel B

2012-01-01

Motor timing tasks have been employed in studies of neurodevelopmental disorders such as developmental dyslexia and ADHD, where they provide an index of temporal processing ability. Investigations of these disorders have used different stimulus parameters within the motor timing tasks that are likely to affect performance measures. Here we assessed the effect of auditory and visual pacing stimuli on synchronised motor timing performance and its relationship with cognitive and behavioural predictors that are commonly used in the diagnosis of these highly prevalent developmental disorders. Twenty-one children (mean age 9.6 years) completed a finger tapping task in two stimulus conditions, together with additional psychometric measures. As anticipated, synchronisation to the beat (ISI 329 ms) was less accurate in the visually paced condition. Decomposition of timing variance indicated that this effect resulted from differences in the way that visual and auditory paced tasks are processed by central timekeeping and associated peripheral implementation systems. The ability to utilise an efficient processing strategy on the visual task correlated with both reading and sustained attention skills. Dissociations between these patterns of relationship across task modality suggest that not all timing tasks are equivalent.

The concomitant effects of phrase length and informational content in sentence comprehension.

PubMed

Thornton, R; MacDonald, M C; Arnold, J E

2000-03-01

Recent evidence suggests that phrase length plays a crucial role in modification ambiguities. Using a self-paced reading task, we extended these results by examining the additional pragmatic effects that length manipulations may exert. The results demonstrate that length not only modulates modification preferences directly, but that it also necessarily changes the informational content of a sentence, which itself affects modification preferences. Our findings suggest that the same length manipulation affects multiple sources of constraints, both structural and pragmatic, which can each exert differing effects on processing.

Superior Self-Paced Memorization of Digits in Spite of a Normal Digit Span: The Structure of a Memorist's Skill

ERIC Educational Resources Information Center

Hu, Yi; Ericsson, K. Anders; Yang, Dan; Lu, Chao

2009-01-01

Over the last century many individuals with exceptional memory have been studied and tested in the laboratory. This article studies Chao Lu, who set a Guinness World Record by memorizing 67,890 decimals of pi. Chao Lu's superior self-paced memorization of digits is shown through analyses of study times and verbal reports to be mediated by mnemonic…

77 FR 74197 - Neurological Devices Panel of the Medical Devices Advisory Committee; Notice of Meeting; Correction

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-13

... section entitled ``Agenda'', the product name ``NeuroPace Responsive Neurostimulation (RNS) System'' is corrected to read ``NeuroPace RNS System''. Dated: December 7, 2012. Jill Hartzler Warner, Acting Associate...

Altering Pace Control and Pace Regulation: Attentional Focus Effects during Running.

PubMed

Brick, Noel E; Campbell, Mark J; Metcalfe, Richard S; Mair, Jacqueline L; Macintyre, Tadhg E

2016-05-01

To date, there are no published studies directly comparing self-controlled (SC) and externally controlled (EC) pace endurance tasks. However, previous research suggests pace control may impact on cognitive strategy use and effort perceptions. The primary aim of this study was to investigate the effects of manipulating perception of pace control on attentional focus, physiological, and psychological outcomes during running. The secondary aim was to determine the reproducibility of self-paced running performance when regulated by effort perceptions. Twenty experienced endurance runners completed four 3-km time trials on a treadmill. Subjects completed two SC pace trials, one perceived exertion clamped (PE) trial, and one EC pace time trial. PE and EC were completed in a counterbalanced order. Pacing strategy for EC and perceived exertion instructions for PE replicated the subjects' fastest SC time trial. Subjects reported a greater focus on cognitive strategies such as relaxing and optimizing running action during EC than during SC. The mean HR was 2% lower during EC than that during SC despite an identical pacing strategy. Perceived exertion did not differ between the three conditions. However, increased internal sensory monitoring coincided with elevated effort perceptions in some subjects during EC and a 10% slower completion time for PE (13.0 ± 1.6 min) than that for SC (11.8 ± 1.2 min). Altering pace control and pace regulation impacted on attentional focus. External control over pacing may facilitate performance, particularly when runners engage attentional strategies conducive to improved running efficiency. However, regulating pace based on effort perceptions alone may result in excessive monitoring of bodily sensations and a slower running speed. Accordingly, attentional focus interventions may prove beneficial for some athletes to adopt task-appropriate attentional strategies to optimize performance.

Variability in Reading Ability Gains as a Function of Computer-Assisted Instruction Method of Presentation

ERIC Educational Resources Information Center

Johnson, Erin Phinney; Perry, Justin; Shamir, Haya

2010-01-01

This study examines the effects on early reading skills of three different methods of presenting material with computer-assisted instruction (CAI): (1) learner-controlled picture menu, which allows the student to choose activities, (2) linear sequencer, which progresses the students through lessons at a pre-specified pace, and (3) mastery-based…

Activation of the prefrontal cortex while performing a task at preferred slow pace and metronome slow pace: a functional near-infrared spectroscopy study.

PubMed

Shimoda, Kaori; Moriguchi, Yoshiya; Tsuchiya, Kenji; Katsuyama, Shiori; Tozato, Fusae

2014-01-01

Individuals have a preferred pace at which they perform voluntary repetitive movements. Previous studies have reported that greater activation of the prefrontal cortex was observed during self-initiated movements than during externally triggered movements. The purpose of the present study is to compare the activation of the prefrontal cortex induced when the subjects performed a peg-board task at their preferred slow pace (PSP, the self-initiated condition) with that induced when they performed the same task at metronome slow pace (MSP, the externally triggered condition) using functional near-infrared spectroscopy. Healthy subjects performed the task while sitting in a chair. By assessing the activated channels individually, we confirmed that all of the prefrontal regions of interest were activated by both tasks. In the second-level analyses, we found that the activation detected in the frontopolar cortex (FPPFC; Brodmann area 10) was higher during the PSP task than during the MSP task. The FPPFC is known to be at the top of prefrontal hierarchy, and specifically involved in evaluating self-generated information. In addition, the FPPFC plays a role in coordinating lateral prefrontal cortex. In the present study, the subjects evaluated and managed the internally generated PSP by coordinating the activity of other lower level prefrontal regions.

Pilot trial of an age-paced parenting newsletter.

PubMed

Keane, Brigid; Waterston, Tony; McConachie, Helen; Towner, Elizabeth; Cook, Margaret; Birks, Eileen

2005-10-01

Supporting parents in the first three years of a child's life has the potential to produce successful outcomes. Present government initiatives such as Sure Start focus on this age group. An American educational intervention, in the style of a monthly newsletter, was adapted for use in the UK for parents of young children. Topics were presented in an easy-to-read format and focused on infant emotional development, parent interaction and play. Newsletters, called Baby Express were posted at monthly intervals to the family home providing age-paced information which could meet the specific needs of parents at that stage of their child's life. The aim of the study was to determine the applicability of the newsletter to UK parents and evaluate their satisfaction. Sixty home-based interviews were conducted and 95 per cent of mothers reported reading all or part of the newsletter. Changes in parenting style were spontaneously reported by 28 per cent of mothers. This study found that an aged-paced parenting newsletter was an acceptable and useful method of supporting parents in the early months of a child's life and promotes positive changes in parenting behaviour.

Can SPOC (Self-Paced Online Course) Live Long and Prosper? A Comparison Study of a New Species of Online Course Delivery

ERIC Educational Resources Information Center

Southard, Sheryne; Meddaugh, Joshua; France-Harris, Antoinette

2015-01-01

Numerous formats exist for online course delivery: pure online, blended or hybrid, flipped and web-enhanced. The literature is replete with comparison studies on the efficacy of online, hybrid and traditional format courses. However, the self-paced online course, a relatively new and rare variation, has received very little coverage in the body of…

A delivery mode study: The effect of self-paced video learning on first-year college students' achievement in calculus

NASA Astrophysics Data System (ADS)

Oktaviyanthi, Rina; Herman, Tatang

2016-10-01

In this paper, the effect of two different modes of deliver are proposed. The use of self-paced video learning and conventional learning methods in mathematics are compared. The research design classified as a quasi-experiment. The participants were 80 students in the first-year college and divided into two groups. One group as an experiment class received self-paced video learning method and the other group as a control group taught by conventional learning method. Pre and posttest were employed to measure the students' achievement, while questionnaire and interviews were applied to support the pre and posttest data. Statistical analysis included the independent samples t-test showed differences (p < 0.05) in posttest between the experimental and control groups, it means that the use of self-paced video contributed on students' achievement and students' attitudes. In addition, related to corresponding to the students' answer, there are five positive gains in using self-paced video in learning Calculus, such as appropriate learning for both audio and visual of students' characteristics, useful to learn Calculus, assisting students to be more engaging and paying attention in learning, helping students in making the concepts of Calculus are visible, interesting media and motivating students to learn independently.

The influence of sense-contingent argument structure frequencies on ambiguity resolution in aphasia.

PubMed

Huck, Anneline; Thompson, Robin L; Cruice, Madeline; Marshall, Jane

2017-06-01

Verbs with multiple senses can show varying argument structure frequencies, depending on the underlying sense. When acknowledge is used to mean 'recognise', it takes a direct object (DO), but when it is used to mean 'admit' it prefers a sentence complement (SC). The purpose of this study was to investigate whether people with aphasia (PWA) can exploit such meaning-structure probabilities during the reading of temporarily ambiguous sentences, as demonstrated for neurologically healthy individuals (NHI) in a self-paced reading study (Hare et al., 2003). Eleven people with mild or moderate aphasia and eleven neurologically healthy control participants read sentences while their eyes were tracked. Using adapted materials from the study by Hare et al. target sentences containing an SC structure (e.g. He acknowledged (that) his friends would probably help him a lot) were presented following a context prime that biased either a direct object (DO-bias) or sentence complement (SC-bias) reading of the verbs. Half of the stimuli sentences did not contain that so made the post verbal noun phrase (his friends) structurally ambiguous. Both groups of participants were influenced by structural ambiguity as well as by the context bias, indicating that PWA can, like NHI, use their knowledge of a verb's sense-based argument structure frequency during online sentence reading. However, the individuals with aphasia showed delayed reading patterns and some individual differences in their sensitivity to context and ambiguity cues. These differences compared to the NHI may contribute to difficulties in sentence comprehension in aphasia. Copyright © 2017 Elsevier Ltd. All rights reserved.

Working Memory and the Revision of Syntactic and Discourse Ambiguities

PubMed Central

Evans, William S.; Caplan, David; Ostrowski, Adam; Michaud, Jennifer; Guarino, Anthony; Waters, Gloria

2015-01-01

Two hundred participants, 50 in each of four age ranges (19 – 29; 30 – 49, 50 – 69, 70 – 90) were tested for short term working memory, speed of processing and on-line processing of three types of sentences in which an initially assigned syntactic structure and/or semantic interpretation had to be revised. Self-paced reading times were longer for the segments which signaled the need for revision, and there were interactions of age and sentence type and of speed of processing and sentence type, but not of working memory and sentence type, on reading times for these segments. The results provide evidence that working memory does not support the processes that revise the structure and interpretation of sentences and discourse. PMID:25485458

An Evaluation of a Self-Paced Approach to Elementary Chemistry Instruction.

ERIC Educational Resources Information Center

Schaumburg, Gary F.

The objectives of this study were: (1) to compare retention rates between self-paced (SP) and classical lecture (CL) chemistry students as measured by the proportion of students who received a withdrawal or unofficial withdrawal grade; (2) as indicated by the distribution of final grades, to compare student achievement between SP and CL students;…

Comparative Analysis of Nursing Students' Perspectives toward Avatar Learning Modality: Gain Pre-Clinical Experience via Self-Paced Cognitive Tool

ERIC Educational Resources Information Center

Commendador, Kathleen; Chi, Robert

2013-01-01

This study was undertaken to better understand the nature of nursing students' perspectives toward simulative learning modality for gaining pre-clinical experience via self-paced cognitive tool--Avatar. Findings indicates that participants engaged in synchronous Avatar learning environment had higher levels of appreciation toward Avatar learning…

Developing Metacognitive Behaviour in Physical Education Classes: The Use of Task-Pertinent Learning Strategies

ERIC Educational Resources Information Center

Lidor, Ronnie

2004-01-01

Research in motor learning and sport pedagogy has shown that task-pertinent learning strategies enhance the learning and performance of self-paced motor tasks. Strategy research has typically been conducted under laboratory conditions in which artificial self-paced tasks were executed under well-controlled conditions. The purpose of this study was…

Self-paced exercise program for office workers: impact on productivity and health outcomes.

PubMed

Low, David; Gramlich, Martha; Engram, Barbara Wright

2007-03-01

The impact of a self-paced exercise program on productivity and health outcomes of 32 adult workers in a large federal office complex was investigated during 3 months. Walking was the sole form of exercise. The first month, during which no walking occurred, was the control period. The second and third months were the experimental period. Participants were divided into three levels based on initial weight and self-determined walking distance goals. Productivity (using the Endicott Work Productivity Scale), walking distance (using a pedometer), and health outcomes (blood pressure, weight, pulse rate, and body fat percentage) were measured weekly. Results from this study, based on a paired t test analysis, suggest that although the self-paced exercise program had no impact on productivity, it lowered blood pressure and promoted weight loss. Further study using a larger sample and a controlled experimental design is recommended to provide conclusive evidence.

Challenge of Engaging All Students via Self-Paced Interactive Electronic Learning Tutorials for Introductory Physics

ERIC Educational Resources Information Center

DeVore, Seth; Marshman, Emily; Singh, Chandralekha

2017-01-01

As research-based, self-paced electronic learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we first discuss the effectiveness of electronic learning tutorials as self-paced learning tools in large enrollment brick and mortar…

A Self-paced Course in Pharmaceutical Mathematics Using Web-based Databases

PubMed Central

Bourne, David W.A.; Davison, A. Machelle

2006-01-01

Objective To transform a pharmaceutical mathematics course to a self-paced instructional format using Web-accessed databases for student practice and examination preparation. Design The existing pharmaceutical mathematics course was modified from a lecture style with midsemester and final examinations to a self-paced format in which students had multiple opportunities to complete online, nongraded self-assessments as well as in-class module examinations. Assessment Grades and course evaluations were compared between students taking the class in lecture format with midsemester and final examinations and students taking the class in the self-paced instructional format. The number of times it took students to pass examinations was also analyzed. Conclusions Based on instructor assessment and student feedback, the course succeeded in giving students who were proficient in pharmaceutical mathematics a chance to progress quickly and students who were less skillful the opportunity to receive instruction at their own pace and develop mathematical competence. PMID:17149445

A self-paced course in pharmaceutical mathematics using web-based databases.

PubMed

Bourne, David W A; Davison, A Machelle

2006-10-15

To transform a pharmaceutical mathematics course to a self-paced instructional format using Web-accessed databases for student practice and examination preparation. The existing pharmaceutical mathematics course was modified from a lecture style with midsemester and final examinations to a self-paced format in which students had multiple opportunities to complete online, nongraded self-assessments as well as in-class module examinations. Grades and course evaluations were compared between students taking the class in lecture format with midsemester and final examinations and students taking the class in the self-paced instructional format. The number of times it took students to pass examinations was also analyzed. Based on instructor assessment and student feedback, the course succeeded in giving students who were proficient in pharmaceutical mathematics a chance to progress quickly and students who were less skillful the opportunity to receive instruction at their own pace and develop mathematical competence.

Interpreting Quantifier Scope Ambiguity: Evidence of Heuristic First, Algorithmic Second Processing

PubMed Central

Dwivedi, Veena D.

2013-01-01

The present work suggests that sentence processing requires both heuristic and algorithmic processing streams, where the heuristic processing strategy precedes the algorithmic phase. This conclusion is based on three self-paced reading experiments in which the processing of two-sentence discourses was investigated, where context sentences exhibited quantifier scope ambiguity. Experiment 1 demonstrates that such sentences are processed in a shallow manner. Experiment 2 uses the same stimuli as Experiment 1 but adds questions to ensure deeper processing. Results indicate that reading times are consistent with a lexical-pragmatic interpretation of number associated with context sentences, but responses to questions are consistent with the algorithmic computation of quantifier scope. Experiment 3 shows the same pattern of results as Experiment 2, despite using stimuli with different lexical-pragmatic biases. These effects suggest that language processing can be superficial, and that deeper processing, which is sensitive to structure, only occurs if required. Implications for recent studies of quantifier scope ambiguity are discussed. PMID:24278439

A Closer Look at Split Visual Attention in System- and Self-Paced Instruction in Multimedia Learning

ERIC Educational Resources Information Center

Schmidt-Weigand, Florian; Kohnert, Alfred; Glowalla, Ulrich

2010-01-01

Two experiments examined visual attention distribution in learning from text and pictures. Participants watched a 16-step multimedia instruction on the formation of lightning. In Experiment 1 (N=90) the instruction was system-paced (fast, medium, slow pace), while it was self-paced in Experiment 2 (N=31). In both experiments the text modality was…

What Pace Is Best? Assessing Adults' Learning from Slideshows and Video

ERIC Educational Resources Information Center

Sage, Kara

2014-01-01

When acquiring information from a 2D platform, self-control and/or optimal pacing may help reduce cognitive load and enhance learning outcomes. In the present research, adults viewed novel action sequences via one of four learning media: (1) self-paced slideshows, where viewers advanced through slides at their own pace by clicking a mouse, (2)…

A Multi-faceted Approach to Promote Comprehension of Online Health Information Among Older Adults.

PubMed

Chin, Jessie; Moeller, Darcie D; Johnson, Jessica; Duwe, Elise A G; Graumlich, James F; Murray, Michael D; Morrow, Daniel G

2017-03-10

Older adults' self-care often depends on understanding and utilizing health information. Inadequate health literacy among older adults poses a barrier to self-care because it hampers comprehension of this information, particularly when the information is not well-designed. Our goal was to improve comprehension of online health information among older adults with hypertension who varied in health literacy abilities. We identified passages about hypertension self-care from credible websites (typical passages). We used a multi-faceted approach to redesign these passages, revising their content, language, organization and format (revised passages). Older participants read both versions of the passages at their own pace. After each passage, they summarized the passage and then answered questions about the passage. Participants better remembered the revised than the typical passages, summarizing the passages more accurately and uptaking information more efficiently (less reading time needed per unit of information remembered). The benefits for reading efficiency were greater for older adults with more health knowledge, suggesting knowledge facilitated comprehension of information in the revised passages. A systematic, multi-faceted approach to designing health documents can promote online learning among older adults with diverse health literacy abilities. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Comparing the Effectiveness of Self-Paced and Collaborative Frame-of-Reference Training on Rater Accuracy in a Large-Scale Writing Assessment

ERIC Educational Resources Information Center

Raczynski, Kevin R.; Cohen, Allan S.; Engelhard, George, Jr.; Lu, Zhenqiu

2015-01-01

There is a large body of research on the effectiveness of rater training methods in the industrial and organizational psychology literature. Less has been reported in the measurement literature on large-scale writing assessments. This study compared the effectiveness of two widely used rater training methods--self-paced and collaborative…

Examining the Effectiveness of a Semi-Self-Paced Flipped Learning Format in a College General Chemistry Sequence

ERIC Educational Resources Information Center

Hibbard, Lisa; Sung, Shannon; Wells, Breche´

2016-01-01

Flipped learning has come to the forefront in education. It maximizes learning by moving content delivery online, where learning can be self-paced, allowing for class time to focus on student-centered active learning. This five-year cross-sectional study assessed student performance in a college general chemistry for majors sequence taught by a…

Self-paced cycling performance and recovery under a hot and highly humid environment after cooling.

PubMed

Gonzales, B R; Hagin, V; Guillot, R; Placet, V; Monnier-Benoit, P; Groslambert, A

2014-02-01

This study investigated the effects of pre- and post-cooling on self-paced time-trial cycling performance and recovery of cyclists exercising under a hot and highly humid environment (29.92 °C-78.52% RH). Ten male cyclists performed a self-paced 20-min time trial test (TT20) on a cyclo-ergometer while being cooled by a cooling vest and a refrigerating headband during the warm-up and the recovery period. Heart rate, power output, perceived exertion, thermal comfort, skin and rectal temperatures were recorded. Compared to control condition (222.78 ± 47 W), a significant increase (P<0.05) in the mean power output during the TT20 (239.07 ± 45 W; +7.31%) was recorded with a significant (P<0.05) decrease in skin temperature without affecting perceived exertion, heart rate, or rectal temperature at the end of the TT20. However, pace changes occurred independently of skin or rectal temperatures variations but a significant difference (P<0.05) in the body's heat storage was observed between both conditions. This result suggests that a central programmer using body's heat storage as an input may influence self-paced time-trial performance. During the recovery period, post-cooling significantly decreased heart rate, skin and rectal temperatures, and improved significantly (P<0.05) thermal comfort. Therefore, in hot and humid environments, wearing a cooling vest and a refrigerating headband during warm-up improves self-paced performance, and appears to be an effective mean of reaching skin rest temperatures more rapidly during recovery.

Activation of the Prefrontal Cortex While Performing a Task at Preferred Slow Pace and Metronome Slow Pace: A Functional Near-Infrared Spectroscopy Study

PubMed Central

Moriguchi, Yoshiya

2014-01-01

Individuals have a preferred pace at which they perform voluntary repetitive movements. Previous studies have reported that greater activation of the prefrontal cortex was observed during self-initiated movements than during externally triggered movements. The purpose of the present study is to compare the activation of the prefrontal cortex induced when the subjects performed a peg-board task at their preferred slow pace (PSP, the self-initiated condition) with that induced when they performed the same task at metronome slow pace (MSP, the externally triggered condition) using functional near-infrared spectroscopy. Healthy subjects performed the task while sitting in a chair. By assessing the activated channels individually, we confirmed that all of the prefrontal regions of interest were activated by both tasks. In the second-level analyses, we found that the activation detected in the frontopolar cortex (FPPFC; Brodmann area 10) was higher during the PSP task than during the MSP task. The FPPFC is known to be at the top of prefrontal hierarchy, and specifically involved in evaluating self-generated information. In addition, the FPPFC plays a role in coordinating lateral prefrontal cortex. In the present study, the subjects evaluated and managed the internally generated PSP by coordinating the activity of other lower level prefrontal regions. PMID:25436155

A hybrid NIRS-EEG system for self-paced brain computer interface with online motor imagery.

PubMed

Koo, Bonkon; Lee, Hwan-Gon; Nam, Yunjun; Kang, Hyohyeong; Koh, Chin Su; Shin, Hyung-Cheul; Choi, Seungjin

2015-04-15

For a self-paced motor imagery based brain-computer interface (BCI), the system should be able to recognize the occurrence of a motor imagery, as well as the type of the motor imagery. However, because of the difficulty of detecting the occurrence of a motor imagery, general motor imagery based BCI studies have been focusing on the cued motor imagery paradigm. In this paper, we present a novel hybrid BCI system that uses near infrared spectroscopy (NIRS) and electroencephalography (EEG) systems together to achieve online self-paced motor imagery based BCI. We designed a unique sensor frame that records NIRS and EEG simultaneously for the realization of our system. Based on this hybrid system, we proposed a novel analysis method that detects the occurrence of a motor imagery with the NIRS system, and classifies its type with the EEG system. An online experiment demonstrated that our hybrid system had a true positive rate of about 88%, a false positive rate of 7% with an average response time of 10.36 s. As far as we know, there is no report that explored hemodynamic brain switch for self-paced motor imagery based BCI with hybrid EEG and NIRS system. From our experimental results, our hybrid system showed enough reliability for using in a practical self-paced motor imagery based BCI. Copyright © 2014 Elsevier B.V. All rights reserved.

Syntactic Constraints and Individual Differences in Native and Non-Native Processing of Wh-Movement

PubMed Central

Johnson, Adrienne; Fiorentino, Robert; Gabriele, Alison

2016-01-01

There is a debate as to whether second language (L2) learners show qualitatively similar processing profiles as native speakers or whether L2 learners are restricted in their ability to use syntactic information during online processing. In the realm of wh-dependency resolution, research has examined whether learners, similar to native speakers, attempt to resolve wh-dependencies in grammatically licensed contexts but avoid positing gaps in illicit contexts such as islands. Also at issue is whether the avoidance of gap filling in islands is due to adherence to syntactic constraints or whether islands simply present processing bottlenecks. One approach has been to examine the relationship between processing abilities and the establishment of wh-dependencies in islands. Grammatical accounts of islands do not predict such a relationship as the parser should simply not predict gaps in illicit contexts. In contrast, a pattern of results showing that individuals with more processing resources are better able to establish wh-dependencies in islands could conceivably be compatible with certain processing accounts. In a self-paced reading experiment which examines the processing of wh-dependencies, we address both questions, examining whether native English speakers and Korean learners of English show qualitatively similar patterns and whether there is a relationship between working memory, as measured by counting span and reading span, and processing in both island and non-island contexts. The results of the self-paced reading experiment suggest that learners can use syntactic information on the same timecourse as native speakers, showing qualitative similarity between the two groups. Results of regression analyses did not reveal a significant relationship between working memory and the establishment of wh-dependencies in islands but we did observe significant relationships between working memory and the processing of licit wh-dependencies. As the contexts in which these relationships emerged differed for learners and native speakers, our results call for further research examining individual differences in dependency resolution in both populations. PMID:27148152

Syntactic Constraints and Individual Differences in Native and Non-Native Processing of Wh-Movement.

PubMed

Johnson, Adrienne; Fiorentino, Robert; Gabriele, Alison

2016-01-01

There is a debate as to whether second language (L2) learners show qualitatively similar processing profiles as native speakers or whether L2 learners are restricted in their ability to use syntactic information during online processing. In the realm of wh-dependency resolution, research has examined whether learners, similar to native speakers, attempt to resolve wh-dependencies in grammatically licensed contexts but avoid positing gaps in illicit contexts such as islands. Also at issue is whether the avoidance of gap filling in islands is due to adherence to syntactic constraints or whether islands simply present processing bottlenecks. One approach has been to examine the relationship between processing abilities and the establishment of wh-dependencies in islands. Grammatical accounts of islands do not predict such a relationship as the parser should simply not predict gaps in illicit contexts. In contrast, a pattern of results showing that individuals with more processing resources are better able to establish wh-dependencies in islands could conceivably be compatible with certain processing accounts. In a self-paced reading experiment which examines the processing of wh-dependencies, we address both questions, examining whether native English speakers and Korean learners of English show qualitatively similar patterns and whether there is a relationship between working memory, as measured by counting span and reading span, and processing in both island and non-island contexts. The results of the self-paced reading experiment suggest that learners can use syntactic information on the same timecourse as native speakers, showing qualitative similarity between the two groups. Results of regression analyses did not reveal a significant relationship between working memory and the establishment of wh-dependencies in islands but we did observe significant relationships between working memory and the processing of licit wh-dependencies. As the contexts in which these relationships emerged differed for learners and native speakers, our results call for further research examining individual differences in dependency resolution in both populations.

[Differences in anticipatory postural adjustments between self-generated and triggered gait initiation in 20 healthy subjects].

PubMed

Delval, A; Krystkowiak, P; Blatt, J-L; Labyt, E; Destée, A; Derambure, P; Defebvre, L

2005-01-01

Preparation of upper-limb movements differs between self-paced and triggered conditions. This study analyzed the anticipatory postural adjustments (APAs) of gait initiation in normal subjects in 2 conditions: self-generated and triggered by a "beep" sound. We recorded kinematic, spatiotemporal parameters of the first two steps by means of video motion analysis (6 infrared cameras), and kinetic parameters (using a force platform and the optoelectronic system) in 20 normal subjects. Two conditions: 1) self-generated initiation; and 2) initiation triggered by a "beep" sound were studied to evaluate the APA phase, by recording kinetic data (duration of the APAs, trajectory of the center of pressure, speed and trajectory of the center of mass). Kinematic data (first and second step speed, length and duration) were also recorded. First step speed and length were increased in self-paced gait initiation compared to triggered gait initiation in controls. We found no difference between the 2 conditions in terms of second step kinematic data. It was caused by a significant difference between the 2 conditions for the temporal characteristics of anticipatory postural adjustments (APAs) in the initiation of the first step, which was longer when normal subjects performed self-generated gait initiation. The trajectory of center of pressure and center of mass remained the same in the 2 conditions. APAs of gait initiation process are delayed under self-paced condition, although they do not differ qualitatively between reaction time and self-paced condition. Neuphysiological support of self-generated movement could explain these differences.

Pacing and Self-regulation: Important Skills for Talent Development in Endurance Sports.

PubMed

Elferink-Gemser, Marije T; Hettinga, Florentina J

2017-07-01

Pacing has been characterized as a multifaceted goal-directed process of decision making in which athletes need to decide how and when to invest their energy during the race, a process essential for optimal performance. Both physiological and psychological characteristics associated with adequate pacing and performance are known to develop with age. Consequently, the multifaceted skill of pacing might be under construction throughout adolescence, as well. Therefore, the authors propose that the complex skill of pacing is a potential important performance characteristic for talented youth athletes that needs to be developed throughout adolescence. To explore whether pacing is a marker for talent and how talented athletes develop this skill in middle-distance and endurance sports, they aim to bring together literature on pacing and literature on talent development and self-regulation of learning. Subsequently, by applying the cyclical process of self-regulation to pacing, they propose a practical model for the development of performance in endurance sports in youth athletes. Not only is self-regulation essential throughout the process of reaching the long-term goal of athletic excellence, but it also seems crucial for the development of pacing skills within a race and the development of a refined performance template based on previous experiences. Coaches and trainers are advised to incorporate pacing as a performance characteristic in their talent-development programs by stimulating their athletes to reflect, plan, monitor, and evaluate their races on a regular basis to build performance templates and, as such, improve their performance.

Thematic orders and the comprehension of subject-extracted relative clauses in Mandarin Chinese

PubMed Central

Lin, Chien-Jer Charles

2015-01-01

This study investigates the comprehension of three kinds of subject-extracted relative clauses (SRs) in Mandarin Chinese: standard SRs, relative clauses involving the disposal ba construction (“disposal SRs”), and relative clauses involving the long passive bei constructions (“passive SRs”). In a self-paced reading experiment, the regions before the relativizer (where the sentential fragments are temporarily ambiguous) showed reading patterns consistent with expectation-based incremental processing: standard SRs, with the highest constructional frequency and the least complex syntactic structure, were processed faster than the other two variants. However, in the regions after the relativizer and the head noun where the existence of a relative clause is unambiguously indicated, a top-down global effect of thematic ordering was observed: passive SRs, whose thematic role order conforms to the canonical thematic order of Chinese, were read faster than both the standard SRs and the disposal SRs. Taken together, these results suggest that two expectation-based processing factors are involved in the comprehension of Chinese relative clauses, including both the structural probabilities of pre-relativizer constituents and the overall surface thematic orders in the relative clauses. PMID:26441697

Differential effects of film on preschool children's behaviour dependent on editing pace.

PubMed

Kostyrka-Allchorne, Katarzyna; Cooper, Nicholas R; Gossmann, Anna Maria; Barber, Katy J; Simpson, Andrew

2017-05-01

Evidence on how the pace of television and film editing affects children's behaviour and attention is inconclusive. We examined whether a fast-paced film affected how preschool-aged children interacted with toys. The study comprised 70 children (36 girls) aged two to four-and-a-half years who attended preschools in Essex, United Kingdom. The children were paired up and tested with either a fast- or a slow-paced film of a narrator reading a children's story. The fast-paced version had 102 camera cuts and 16 still images, and the slow-paced version had 22 camera cuts and four still images. Each dyad took part in two video-recorded free-play sessions, before and after they watched one of the specially edited four-minute films. The number of toys the children played with before and after the film sessions was recorded. Before they watched the films, the children's behaviour did not differ between the groups. However, after watching the film, the children in the fast-paced group shifted their attention between toys more frequently than the children who watched the slow-paced film. Even a brief exposure to differently paced films had an immediate effect on how the children interacted with their toys. ©2017 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Effects of aging on control of timing and force of finger tapping.

PubMed

Sasaki, Hirokazu; Masumoto, Junya; Inui, Nobuyuki

2011-04-01

The present study examined whether the elderly produced a hastened or delayed tap with a negative or positive constant intertap interval error more frequently in self-paced tapping than in the stimulus-synchronized tapping for the 2 N target force at 2 or 4 Hz frequency. The analysis showed that, at both frequencies, the percentage of the delayed tap was larger in the self-paced tapping than in the stimulus-synchronized tapping, whereas the hastened tap showed the opposite result. At the 4 Hz frequency, all age groups had more variable intertap intervals during the self-paced tapping than during the stimulus-synchronized tapping, and the variability of the intertap intervals increased with age. Thus, although the increase in the frequency of delayed taps and variable intertap intervals in the self-paced tapping perhaps resulted from a dysfunction of movement timing in the basal ganglia with age, the decline in timing accuracy was somewhat improved by an auditory cue. The force variability of tapping at 4 Hz further increased with age, indicating an effect of aging on the control of force.

Situational Context Affects Definiteness Preferences: Accommodation of Presuppositions

PubMed Central

Clifton, Charles

2013-01-01

Four experiments used self-paced reading and eyetracking to demonstrate that readers are, under some conditions, sensitive to the presuppositions of definite vs. indefinite DPs (determiner phrases). Reading was faster when the context stereotypically provided a single possible referent for a definite DP or multiple possible referents for an indefinite DP than when context and DP definiteness were mismatched. This finding goes beyond previous evidence that definite DPs are processed more rapidly than indefinite DPs when there is a unique or familiar referent in the context, showing that readers are sensitive to the semantics and pragmatics of (in)definiteness. However, the finding was obtained only when readers had to perform a simple arithmetic task between reading a sentence and seeing a question about it. The intervening task may have encouraged them to process the sentence more deeply in order to form a representation that would persist while doing the arithmetic. The methodological implications of this observation are discussed. PMID:22732029

Self-Paced Segmentation of Written Words on a Touchscreen Tablet Promotes the Oral Production of Nonverbal and Minimally Verbal Children with Autism

ERIC Educational Resources Information Center

Vernay, Frédérique; Kahina, Harma; Thierry, Marrone; Jean-Yves, Roussey

2017-01-01

We investigated in a pilot study the effects of various types of visual mediation (photos, written words and self-paced syllabic segmentation of written words displayed on a touchscreen tablet) that are thought to facilitate the oral production of nonverbal and minimally verbal children with autism, according to the participants' level of oral…

The Role of Perceived User-Interface Design in Continued Usage Intention of Self-Paced E-Learning Tools

ERIC Educational Resources Information Center

Cho, Vincent; Cheng, T. C. Edwin; Lai, W. M. Jennifer

2009-01-01

While past studies on user-interface design focused on a particular system or application using the experimental approach, we propose a theoretical model to assess the impact of perceived user-interface design (PUID) on continued usage intention (CUI) of self-paced e-learning tools in general. We argue that the impact of PUID is mediated by two…

Exploring the Potential of the Massive, Open, Online Astronomy Course

NASA Astrophysics Data System (ADS)

Austin, Carmen; Impey, C. D.; Wenger, M.

2014-01-01

Astronomy: State of the Art is a massive, open, online course (MOOC) in astronomy. Course content was released weekly, over 7 weeks, in the spring of 2013. More than 10 hours of video lectures were produced and deployed along with supplementary readings, podcasts, and realtime Q&A sessions with professor Chris Impey. All content is still available online as a self-paced course. Over 5,000 students have enrolled in the course through the online course platform Udemy. This poster presents student engagement data, and a discussion of lessons learned and opportunities for future improvement.

PACE: Pharmacists use the power of communication in paediatric asthma.

PubMed

Elaro, Amanda; Shah, Smita; Pomare, Luca N; L Armour, Carol; Z Bosnic-Anticevich, Sinthia

2014-10-01

Paediatric asthma is a public health burden in Australia despite the availability of national asthma guidelines. Community pharmacy interventions focusing on paediatric asthma are scarce. Practitioner Asthma Communication and Education (PACE) is an evidence-based program, developed in the USA for general practice physicians, aimed at addressing the issues of poor clinician-patient communication in the management of paediatric asthma. This program has been shown to improve paediatric asthma management practices of general practitioners in the USA and Australia. The development of a PACE program for community pharmacists will fill a void in the current armamentarium for pharmacist-patient care. To adapt the educational program, PACE, to the community pharmacy setting. To test the feasibility of the new program for pharmacy and to explore its potential impact on pharmacists' communication skills and asthma related practices. Community pharmacies located within the Sydney metropolitan. The PACE framework was reviewed by the research team and amended in order to ensure its relevance within the pharmacy context, thereby developing PACE for Pharmacy. Forty-four pharmacists were recruited and trained in small groups in the PACE for Pharmacy workshops. Pharmacists' satisfaction and acceptability of the workshops, confidence in using communication strategies pre- and post-workshop and self-reported behaviour change post workshop were evaluated. Pharmacist self-reported changes in communication and teaching behaviours during a paediatric asthma consultation. All 44 pharmacists attended both workshops, completed pre- and post-workshop questionnaires and provided feedback on the workshops (100 % retention). The participants reported a high level of satisfaction and valued the interactive nature of the workshops. Following the PACE for Pharmacy program, pharmacists reported significantly higher levels in using the communication strategies, confidence in their application and their helpfulness. Pharmacists checked for written asthma self-management plan possession and inhaler device technique more regularly, and provided verbal instructions more frequently to paediatric asthma patients/carers at the initiation of a new medication. This study provides preliminary evidence that the PACE program can be translated into community pharmacy. PACE for Pharmacy positively affected self-reported communication and education behaviours of pharmacists. The high response rate shows that pharmacists are eager to expand on their clinical role in primary healthcare.

Integrating self-management and exercise for people living with arthritis.

PubMed

Mendelson, A D; McCullough, C; Chan, A

2011-02-01

The Program for Arthritis Control through Education and Exercise, PACE-Ex™, is an arthritis self-management program incorporating principles and practice of self-management, goal setting and warm water exercise. The purpose of this program review is to examine the impact of PACE-Ex on participants' self-efficacy for condition management, self-management behaviors, goal achievement levels and self-reported disability, pain and health status. A retrospective review was conducted on participants who completed PACE-Ex from 1998 to 2006. A total of 347 participants completed 24 PACE-Ex programs [mean age 69.9 (±12.2) years, living with arthritis mean of 14.1 (±13.2) years]. Participants showed statistically significant improvements in their self-efficacy to manage their condition (Program for Rheumatic Independent Self-Management Questionnaire) (P < 0.001) and performance of self-management behaviors (Self-Management Behavior Questionnaire) (P < 0.01). Self-reported health status, disability and pain levels improved post-program (P < 0.01) despite reporting statistically significant increase in the total swollen and tender joint counts (Health Assessment Questionnaire) (P < 0.05). Sixty-eight percent of participants achieved or exceeded their long-term goal as measured by Goal Attainment Scaling. These findings remain to be proven with a more rigorous method yet they suggest that PACE-Ex is a promising intervention that supports healthy living for individuals with arthritis.

Visual aided pacing in respiratory maneuvers

NASA Astrophysics Data System (ADS)

Rambaudi, L. R.; Rossi, E.; Mántaras, M. C.; Perrone, M. S.; Siri, L. Nicola

2007-11-01

A visual aid to pace self-controlled respiratory cycles in humans is presented. Respiratory manoeuvres need to be accomplished in several clinic and research procedures, among others, the studies on Heart Rate Variability. Free running respiration turns to be difficult to correlate with other physiologic variables. Because of this fact, voluntary self-control is asked from the individuals under study. Currently, an acoustic metronome is used to pace respiratory frequency, its main limitation being the impossibility to induce predetermined timing in the stages within the respiratory cycle. In the present work, visual driven self-control was provided, with separate timing for the four stages of a normal respiratory cycle. This visual metronome (ViMet) was based on a microcontroller which power-ON and -OFF an eight-LED bar, in a four-stage respiratory cycle time series handset by the operator. The precise timing is also exhibited on an alphanumeric display.

The Relationship between Reading Self-Efficacy Beliefs, Reading Strategy Use and Reading Comprehension Level of Iranian EFL Learners

ERIC Educational Resources Information Center

Naseri, Mahdieh; Zaferanieh, Elaheh

2012-01-01

This co-relational study explored the relationship between reading self-efficacy beliefs, reading strategies use and reading comprehension level of Iranian EFL learners. In this study, Michigan reading comprehension test, a self-reported Reading Strategy Use Questionnaire, and a Reading Self-efficacy Questionnaire were administered to eighty…

Forms of work organization and associations with shoulder disorders: Results from a French working population.

PubMed

Bodin, Julie; Garlantézec, Ronan; Costet, Nathalie; Descatha, Alexis; Fouquet, Natacha; Caroly, Sandrine; Roquelaure, Yves

2017-03-01

The aim of this study was to identify forms of work organization in a French region and to study associations with the occurrence of symptomatic and clinically diagnosed shoulder disorders in workers. Workers were randomly included in this cross-sectional study from 2002 to 2005. Sixteen organizational variables were assessed by a self-administered questionnaire: i.e. shift work, job rotation, repetitiveness of tasks, paced work/automatic rate, work pace dependent on quantified targets, permanent controls or surveillance, colleagues' work and customer demand, and eight variables measuring decision latitude. Five forms of work organization were identified using hierarchical cluster analysis (HCA) of variables and HCA of workers: low decision latitude with pace constraints, medium decision latitude with pace constraints, low decision latitude with low pace constraints, high decision latitude with pace constraints and high decision latitude with low pace constraints. There were significant associations between forms of work organization and symptomatic and clinically-diagnosed shoulder disorders. Copyright © 2016 Elsevier Ltd. All rights reserved.

Paced respiration with end-expiration technique offers superior BOLD signal repeatability for breath-hold studies.

PubMed

Scouten, A; Schwarzbauer, C

2008-11-01

As a simple, non-invasive method of blood oxygenation level-dependent (BOLD) signal calibration, the breath-hold task offers considerable potential for the quantification of neuronal activity from functional magnetic resonance imaging (fMRI) measurements. With an aim to improve the precision of this calibration method, the impact of respiratory rate control on the BOLD signal achieved with the breath-hold task was investigated. In addition to self-paced breathing, three different computer-paced breathing rates were imposed during the periods between end-expiration breath-hold blocks. The resulting BOLD signal timecourses and statistical activation maps were compared in eleven healthy human subjects. Results indicate that computer-paced respiration produces a larger peak BOLD signal increase with breath-hold than self-paced breathing, in addition to lower variability between trials. This is due to the more significant post-breath-hold signal undershoot present in self-paced runs, a characteristic which confounds the definition of baseline and is difficult to accurately model. Interestingly, the specific respiratory rate imposed between breath-hold periods generally does not have a statistically significant impact on the BOLD signal change. This result can be explained by previous reports of humans adjusting their inhalation depth to compensate for changes in rate, with the end-goal of maintaining homeostatic ventilation. The advantage of using end-expiration relative to end-inspiration breath-hold is apparent in view of the high repeatability of the BOLD signal in the present study, which does not suffer from the previously reported high variability associated with uncontrolled inspiration depth when using the end-inspiration technique.

Integrating Self-Management and Exercise for People Living with Arthritis

ERIC Educational Resources Information Center

Mendelson, A. D.; McCullough, C.; Chan, A.

2011-01-01

The Program for Arthritis Control through Education and Exercise, PACE-Ex[TM}, is an arthritis self-management program incorporating principles and practice of self-management, goal setting and warm water exercise. The purpose of this program review is to examine the impact of PACE-Ex on participants' self-efficacy for condition management,…

Effects of word frequency and modality on sentence comprehension impairments in people with aphasia.

PubMed

DeDe, Gayle

2012-05-01

It is well known that people with aphasia have sentence comprehension impairments. The present study investigated whether lexical factors contribute to sentence comprehension impairments in both the auditory and written modalities using online measures of sentence processing. People with aphasia and non brain-damaged controls participated in the experiment (n = 8 per group). Twenty-one sentence pairs containing high- and low-frequency words were presented in self-paced listening and reading tasks. The sentences were syntactically simple and differed only in the critical words. The dependent variables were response times for critical segments of the sentence and accuracy on the comprehension questions. The results showed that word frequency influences performance on measures of sentence comprehension in people with aphasia. The accuracy data on the comprehension questions suggested that people with aphasia have more difficulty understanding sentences containing low-frequency words in the written compared to auditory modality. Both group and single-case analyses of the response time data also indicated that people with aphasia experience more difficulty with reading than listening. Sentence comprehension in people with aphasia is influenced by word frequency and presentation modality.

Pacing: a concept analysis of the chronic pain intervention.

PubMed

Jamieson-Lega, Kathryn; Berry, Robyn; Brown, Cary A

2013-01-01

The intervention of pacing is regularly recommended for chronic pain patients. However, pacing is poorly defined and appears to be interpreted in varying, potentially contradictory manners within the field of chronic pain. This conceptual lack of clarity has implications for effective service delivery and for researchers' ability to conduct rigorous study. An examination of the background literature demonstrates that while pacing is often one part of a multidisciplinary pain management program, outcome research is hindered by a lack of a clear and shared definition of this currently ill-defined construct. To conduct a formal concept analysis of the term 'pacing'. A standardized concept analysis process (including literature scoping to identify all uses of the concept, analysis to determine defining attributes of the concept and identification of model, borderline and contrary cases) was used to determine what the concept of pacing does and does not represent within the current evidence base. A conceptual model including the core attributes of action, time, balance, learning and self-management emerged. From these attributes, an evidence-based definition for pacing was composed and distributed to stakeholders for review. After consideration of stakeholder feedback, the emergent definition of pacing was finalized as follows: "Pacing is an active self-management strategy whereby individuals learn to balance time spent on activity and rest for the purpose of achieving increased function and participation in meaningful activities". The findings of the present concept analysis will help to standardize the use and definition of the term pacing across disciplines for the purposes of both pain management and research.

Filling the Silence: Reactivation, not Reconstruction

PubMed Central

Paape, Dario L. J. F.

2016-01-01

In a self-paced reading experiment, we investigated the processing of sluicing constructions (“sluices”) whose antecedent contained a known garden-path structure in German. Results showed decreased processing times for sluices with garden-path antecedents as well as a disadvantage for antecedents with non-canonical word order downstream from the ellipsis site. A post-hoc analysis showed the garden-path advantage also to be present in the region right before the ellipsis site. While no existing account of ellipsis processing explicitly predicted the results, we argue that they are best captured by combining a local antecedent mismatch effect with memory trace reactivation through reanalysis. PMID:26858674

Manic thinking: independent effects of thought speed and thought content on mood.

PubMed

Pronin, Emily; Wegner, Daniel M

2006-09-01

This experiment found that the speed of thought affects mood. Thought speed was manipulated via participants' paced reading of statements designed to induce either an elated or a depressed mood. Participants not only experienced more positive mood in response to elation than in response to depression statements, but also experienced an independent increase in positive mood when they had been thinking fast rather than slow--for both elation and depression statements. This effect of thought speed extended beyond mood to other experiences often associated with mania (i.e., feelings of power, feelings of creativity, a heightened sense of energy, and inflated self-esteem or grandiosity).

The Repeated Name Penalty, the Overt Pronoun Penalty, and Topic in Japanese.

PubMed

Shoji, Shinichi; Dubinsky, Stanley; Almor, Amit

2017-02-01

When reading sentences with an anaphoric reference to a subject antecedent, repeated-name anaphors result in slower reading times relative to pronouns (the Repeated Name Penalty: RNP), and overt pronouns are read slower than null pronouns (the Overt Pronoun Penalty: OPP). Because in most languages previously tested, the grammatical subject is typically also the discourse topic it remains unclear whether these effects reflect anaphors' subject-hood or their topic-hood. To address this question we conducted a self-paced reading experiment in Japanese, a language which morphologically marks both subjects and topics overtly. Our results show that both repeated-name topic-subject anaphors and repeated-name non-topic-subject anaphors exhibit the RNP and that both overt-pronoun topic-subject and overt-pronoun non-topic-subject anaphors show the OPP. However, a detailed examination of performance revealed an interaction between the anaphor topic marking, reference form, and the antecedent's grammatical status, indicating that the effect of the antecedent's grammatical status is strongest for null pronoun and repeated name subject anaphors and that the overt form most similar to null pronouns is the repeated name topic anaphor. We discuss the implications of these findings for theories of anaphor processing.

Computer-Assisted Instruction and Its Application to Air Force Civil Engineering.

DTIC Science & Technology

1987-09-01

train the student. The student’s respesees my cause the ceeputot to preseet the previous material In a different =mus if these resposes indicaed that the...presented by Schlechter. He reports study results that indicate that CAI time savings may be due to self - pacing, a characteristic of other less-expenLve...lesson developer must ask: Is this instruc- tional requirement suited for Individual self -paced inter- active instruction? If the answer is no, then

Design Recommendations for Self-Paced Online Faculty Development Courses

ERIC Educational Resources Information Center

Rizzuto, Melissa

2017-01-01

An increased need for self-paced, online professional development opportunities in higher education has emerged from a variety of factors including dispersed geographic locations of faculty, full teaching loads, and institutional evaluation requirements. This article is a report of the examination of the design and evaluation of a self-paced…

A Flexible Self-Paced Course in Process Control.

ERIC Educational Resources Information Center

King, Franklin G.

1979-01-01

Describes an undergraduate chemical engineering course which has been taught by a self-paced instructional method at Howard University, Washington, D.C. The instructional method, course description, and students' grades are also discussed. (HM)

Welcome to Lotus 1-2-3 Advanced. Learning Activity Packets.

ERIC Educational Resources Information Center

Mills, Steven; And Others

This learning activity packet (LAP) contains five self-paced study lessons that allow students to study advanced concepts of Lotus 1-2-3 at their own pace. The lessons used in the LAP are organized in the following way: lesson name, lesson number, objectives, completion standard, performance standard, required materials, unit test, and exercises.…

Welcome to Lotus 1-2-3. Learning Activity Packets.

ERIC Educational Resources Information Center

Mills, Steven; And Others

This learning activity packet (LAP) contains 11 self-paced study lessons that allow students to proceed along a 36-hour course of study for Lotus 1-2-3 at their own pace. The lessons are organized in the following way: objectives, completion and performance standards, a list of required materials, unit test, and exercises (applications of the…

Welcome to dBase III Plus. Learning Activity Packets.

ERIC Educational Resources Information Center

Mills, Steven; And Others

This learning activity packet (LAP) contains nine self-paced study lessons that allow students to proceed along a a 43-hour course of study for dBase III Plus at their own pace. The lessons are organized in the following way: objectives, completion standard, performance standard, a list of required materials, unit test, and exercises (applications…

Rhythm production at school entry as a predictor of poor reading and spelling at the end of first grade.

PubMed

Lundetræ, Kjersti; Thomson, Jenny M

2018-01-01

Rhythm plays an organisational role in the prosody and phonology of language, and children with literacy difficulties have been found to demonstrate poor rhythmic perception. This study explored whether students' performance on a simple rhythm task at school entry could serve as a predictor of whether they would face difficulties in word reading and spelling at the end of grade 1. The participants were 479 Norwegian 6-year-old first graders randomized as controls in the longitudinal RCT on track (n = 1171). Rhythmic timing and pre-reading skills were tested individually at school entry on a digital tablet. On the rhythm task, the students were told to tap a drum appearing on the screen to two different rhythms (2 Hz paced and 1.5 Hz paced). Children's responses were recorded as they tapped on the screen with their index finger. Significant group differences were found in rhythm tapping ability measured at school entry, when groups were defined upon whether children went on to score above or below the 20th percentile reading and spelling thresholds in national assessment tests at the end of grade one. Inclusion of the school-entry rhythmic tapping measure into a model of classification accuracy for above or below threshold reading and spelling improved accuracy of classification by 6.2 and 9.2% respectively.

Are Individual Differences in Reading Speed Related to Extrafoveal Visual Acuity and Crowding?

PubMed Central

Frömer, Romy; Dimigen, Olaf; Niefind, Florian; Krause, Niels; Kliegl, Reinhold; Sommer, Werner

2015-01-01

Readers differ considerably in their speed of self-paced reading. One factor known to influence fixation durations in reading is the preprocessing of words in parafoveal vision. Here we investigated whether individual differences in reading speed or the amount of information extracted from upcoming words (the preview benefit) can be explained by basic differences in extrafoveal vision—i.e., the ability to recognize peripheral letters with or without the presence of flanking letters. Forty participants were given an adaptive test to determine their eccentricity thresholds for the identification of letters presented either in isolation (extrafoveal acuity) or flanked by other letters (crowded letter recognition). In a separate eye-tracking experiment, the same participants read lists of words from left to right, while the preview of the upcoming words was manipulated with the gaze-contingent moving window technique. Relationships between dependent measures were analyzed on the observational level and with linear mixed models. We obtained highly reliable estimates both for extrafoveal letter identification (acuity and crowding) and measures of reading speed (overall reading speed, size of preview benefit). Reading speed was higher in participants with larger uncrowded windows. However, the strength of this relationship was moderate and it was only observed if other sources of variance in reading speed (e.g., the occurrence of regressive saccades) were eliminated. Moreover, the size of the preview benefit—an important factor in normal reading—was larger in participants with better extrafoveal acuity. Together, these results indicate a significant albeit moderate contribution of extrafoveal vision to individual differences in reading speed. PMID:25789812

Adult age differences in wrap-up during sentence comprehension: evidence from ex-Gaussian distributional analyses of reading time.

PubMed

Payne, Brennan R; Stine-Morrow, Elizabeth A L

2014-06-01

We report a secondary data analysis investigating age differences in the effects of clause and sentence wrap-up on reading time distributions during sentence comprehension. Residual word-by-word self-paced reading times were fit to the ex-Gaussian distribution to examine age differences in the effects of clause and sentence wrap-up on both the location and shape of participants' reaction time (RT) distributions. The ex-Gaussian distribution showed good fit to the data in both younger and older adults. Sentence wrap-up increased the central tendency, the variability, and the tail of the distribution, and these effects were exaggerated among the old. In contrast, clause wrap-up influenced the tail of the distribution only, and did so differentially for older adults. Effects were confirmed via nonparametric vincentile plots. Individual differences in visual acuity, working memory, speed of processing, and verbal ability were differentially related to ex-Gaussian parameters reflecting wrap-up effects on underlying reading time distributions. These findings argue against simple pause mechanisms to explain end-of-clause and end-of-sentence reading time patterns; rather, the findings are consistent with a cognitively effortful view of wrap-up and suggest that age and individual differences in attentional allocation to semantic integration during reading, as revealed by RT distribution analyses, play an important role in sentence understanding. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Self-Paced Instruction: Hello, Education

ERIC Educational Resources Information Center

Leuba, Richard J.; Flammer, Gordon H.

1975-01-01

Answers criticisms of self-paced instruction (SPI) by citing advantages of SPI over lecture methods. Concludes that criticisms of SPI are useful since they indicate in which areas further research should be conducted to improve this method of instruction. (MLH)

Pacing: A concept analysis of a chronic pain intervention

PubMed Central

Jamieson-Lega, Kathryn; Berry, Robyn; Brown, Cary A

2013-01-01

BACKGROUND: The intervention of pacing is regularly recommended for chronic pain patients. However, pacing is poorly defined and appears to be interpreted in varying, potentially contradictory manners within the field of chronic pain. This conceptual lack of clarity has implications for effective service delivery and for researchers’ ability to conduct rigorous study. An examination of the background literature demonstrates that while pacing is often one part of a multidisciplinary pain management program, outcome research is hindered by a lack of a clear and shared definition of this currently ill-defined construct. OBJECTIVES: To conduct a formal concept analysis of the term ‘pacing’. METHODS: A standardized concept analysis process (including literature scoping to identify all uses of the concept, analysis to determine defining attributes of the concept and identification of model, borderline and contrary cases) was used to determine what the concept of pacing does and does not represent within the current evidence base. RESULTS: A conceptual model including the core attributes of action, time, balance, learning and self-management emerged. From these attributes, an evidence-based definition for pacing was composed and distributed to stakeholders for review. After consideration of stakeholder feedback, the emergent definition of pacing was finalized as follows: “Pacing is an active self-management strategy whereby individuals learn to balance time spent on activity and rest for the purpose of achieving increased function and participation in meaningful activities”. CONCLUSION: The findings of the present concept analysis will help to standardize the use and definition of the term pacing across disciplines for the purposes of both pain management and research. PMID:23717825

Can Pacing Be Regulated by Post-Activation Potentiation? Insights from a Self-Paced 30 km Trial in Half-Marathon Runners

PubMed Central

Del Rosso, Sebastián; Barros, Edilberto; Tonello, Laís; Oliveira-Silva, Iransé; Behm, David G.; Foster, Carl; Boullosa, Daniel A.

2016-01-01

Purpose Given the co-existence of post-activation potentiation (PAP) and fatigue within muscle, it is not known whether PAP could influence performance and pacing during distance running by moderating fatigue. The aim of this study was to assess the influence of PAP on pacing, jumping and other physiological measures during a self-paced 30 km trial. Methods Eleven male endurance-trained runners (half-marathon runners) volunteered to participate in this study. Runners participated in a multi-stage 30 km trial. Before the trial started, determination of baseline blood lactate (bLa) and countermovement jump (CMJ) height was performed. The self-paced 30 km trial consisted of 6 × 5 km splits. At the end of each 5 km split (60 s break), data on time to complete the split, CMJ height, Rating of Perceived Exertion (RPE) and blood lactate were collected while heart rate was continuously monitored. Results There was a significant decrease in speed (e.g. positive pacing strategy after the 4th split, p<0.05) with a progressive increase in RPE throughout the trial. Compared with baseline, CMJ height was significantly (p<0.05) greater than baseline and was maintained until the end of the trial with an increase after the 5th split, concomitant with a significant reduction in speed and an increase in RPE. Significant correlations were found between ΔCMJ and ΔSPEED (r = 0.77 to 0.87, p<0.05) at different time points as well as between RPE and speed (r = -0.61 to -0.82, p<0.05). Conclusion Our results indicates that fatigue and potentiation co-exist during long lasting endurance events, and that the observed increase in jump performance towards the end of the trial could be reflecting a greater potentiation potentially perhaps counteracting the effects of fatigue and preventing further reductions in speed. PMID:26934357

Poorer positive affect in response to self-paced exercise among the obese.

PubMed

Elsangedy, Hassan M; Nascimento, Paulo H D; Machado, Daniel G S; Krinski, Kleverton; Hardcastle, Sarah J; DaSilva, Sérgio G

2018-05-15

We aimed to investigate the association between body mass index (BMI) and affective response, ratings of perceived exertion (RPE), and physiological responses during self-paced exercise. Sixty-six women were divided into three groups accordingly with the BMI: obese (n = 22: 33.5 ± 8.5 yr; 34.9 ± 4.1 kg∙m -2 ), overweight (n = 22: 34.8 ± 8.6 yr; 26.4 ± 1.3 kg∙m -2 ), and normal-weight (n = 22: 30.8 ± 9.3 yr; 22.0 ± 1.6 kg∙m -2 ). They underwent a graded exercise test and a 20-min self-paced walking session on a treadmill. Affective responses, RPE, heart rate (HR), and oxygen uptake (VO 2 ) were recorded every 5 min. The women with obesity experienced the lowest affective rates (p < .001), despite similar RPE, HR, and VO 2 to the other normal weight and overweight groups. In addition, a multiple regression model indicated that BMI was a significant predictor of affective responses (p < .001). In conclusion, the results of the present study suggest that obesity is associated with poorer affective responses to exercise even at self-paced intensity, with the same physiological responses and perceived exertion. Therefore, techniques that aim directly to increase pleasure and/or reduce attentional focus and perception of effort in this population are required, such as affect-regulated prescription, shorter bouts of self-paced exercise throughout the day, distraction away from internal cues (e.g. music, group exercise), etc. Copyright © 2018 Elsevier Inc. All rights reserved.

Effects of wind application on thermal perception and self-paced performance.

PubMed

Teunissen, L P J; de Haan, A; de Koning, J J; Daanen, H A M

2013-07-01

Physiological and perceptual effects of wind cooling are often intertwined and have scarcely been studied in self-paced exercise. Therefore, we aimed to investigate (1) the independent perceptual effect of wind cooling and its impact on performance and (2) the responses to temporary wind cooling during self-paced exercise. Ten male subjects completed four trials involving 15 min standardized incremental intensity cycling, followed by a 15-km self-paced cycling time trial. Three trials were performed in different climates inducing equivalent thermal strain: hot humid with wind (WIND) and warm humid (HUMID) and hot dry (DRY) without wind. The fourth trial (W3-12) was equal to HUMID, except that wind cooling was unexpectedly provided during kilometers 3-12. Physiological, perceptual and performance parameters were measured. Subjects felt generally cooler during the WIND than the HUMID and DRY trials, despite similar heart rate, rectal and skin temperatures and a WBGT of ~4 °C higher. The cooler thermal sensation was not reflected in differences in thermal comfort or performance. Comparing W3-12 to HUMID, skin temperature was 1.47 ± 0.43 °C lower during the wind interval, leading to more favorable ratings of perceived exertion, thermal sensation and thermal comfort. Overall, power output was higher in the W3-12 than the HUMID-trial (256 ± 29 vs. 246 ± 22 W), leading to a 67 ± 48 s faster finish time. In conclusion, during self-paced exercise in the heat, wind provides immediate and constant benefits in physiological strain, thermal perception and performance. Independent of physiological changes, wind still provides a greater sensation of coolness, but does not impact thermal comfort or performance.

Introduction to Physics (Mechanics): A Semi-Self Paced Approach.

ERIC Educational Resources Information Center

Schlenker, Richard M.

Presented is a guide for an introductory college level physics course in mechanics. The course is contract graded and allows students to proceed at their own pace; however, lectures, problem solving sessions, and laboratory sessions are included. Students on an independent basis review video tapes, film loops, library study, and conduct an…

Effects of Degree of Segmentation and Learner Disposition on Multimedia Learning

ERIC Educational Resources Information Center

Doolittle, Peter E.; Bryant, Lauren H.; Chittum, Jessica R.

2015-01-01

The construction of asynchronous learning environments often involves the creation of self-paced multimedia instructional episodes that provide the learner with control over the pacing of instruction (segmentation); however, does the amount of segmentation impact learning? This study explored the effects of the degree of segmentation on recall and…

Why Johnny Can Be Average Today.

ERIC Educational Resources Information Center

Sturrock, Alan

1997-01-01

During a (hypothetical) phone interview with a university researcher, an elementary principal reminisced about a lifetime of reading groups with unmemorable names, medium-paced math problems, patchworked social studies/science lessons, and totally "average" IQ and batting scores. The researcher hung up at the mention of bell-curved assembly lines…

Influence of music on maximal self-paced running performance and passive post-exercise recovery rate.

PubMed

Lee, Sam; Kimmerly, Derek S

2016-01-01

The purpose of this study was to examine the influence of fast tempo music (FM) on self-paced running performance (heart rate, running speed, ratings of perceived exertion), and slow tempo music (SM) on post-exercise heart rate and blood lactate recovery rates. Twelve participants (5 women) completed three randomly assigned conditions: static noise (control), FM and SM. Each condition consisted of self-paced treadmill running, and supine postexercise recovery periods (20 min each). Average running speed, heart rate (HR) and ratings of perceived exertion (RPE) were measured during the treadmill running period, while HR and blood lactate were measured during the recovery period. Listening to FM during exercise resulted in a faster self-selected running speed (10.8±1.7 vs. 9.9±1.4 km•hour-1, P<0.001) and higher peak HR (184±12 vs. 177±17 beats•min-1, P<0.01) without a corresponding difference in peak RPE (FM, 16.8±1.8 vs. SM 15.7±1.9, P=0.10). Listening to SM during the post-exercise period resulted in faster HR recovery throughout (main effect P<0.001) and blood lactate at the end of recovery (2.8±0.4 vs. 4.7±0.8 mmol•L-1, P<0.05). Listening to FM during exercise can increase self-paced intensity without altering perceived exertion levels while listening to SM after exercise can accelerate the recovery rate back to resting levels.

Influence of music on maximal self-paced running performance and passive post-exercise recovery rate.

PubMed

Lee, S; Kimmerly, D

2014-10-30

The purpose of this study was to examine the influence of fast tempo music (FM) on self--paced running performance (heart rate, running speed, ratings of perceived exertion), and slow tempo music (SM) on post--exercise heart rate and blood lactate recovery rates. Twelve participants (5 Women) completed three randomly assigned conditions: static noise (control), FM and SM. Each condition consisted of self--paced treadmill running, and supine post--exercise recovery periods (20 min each). Average running speed, heart rate (HR) and ratings of perceived exertion (RPE) were measured during the treadmill running period, while HR and blood lactate were measured during the recovery period. Listening to FM during exercise resulted in a faster self--selected running speed (10.8 ± 1.7 vs. 9.9 ± 1.4 km•hour--1, p<0.001) and higher peak HR (184 ± 12 vs. 177 ± 17 beats•min--1, p< 0.01) without a corresponding difference in peak RPE (FM, 16.8 ± 1.8 vs. SM 15.7 ± 1.9, p= 0.10). Listening to SM during the post--exercise period reduced HR throughout (main effect p<0.001) and blood lactate at the end of recovery (2.8 ± 0.4 vs. 4.7 ± 0.8 mmol•L--1, p<0.05). Listening to FM during exercise can increase self--paced intensity without altering perceived exertion levels while listening to SM after exercise can accelerate the recovery rate back to resting levels.

Towards Development of a 3-State Self-Paced Brain-Computer Interface

PubMed Central

Bashashati, Ali; Ward, Rabab K.; Birch, Gary E.

2007-01-01

Most existing brain-computer interfaces (BCIs) detect specific mental activity in a so-called synchronous paradigm. Unlike synchronous systems which are operational at specific system-defined periods, self-paced (asynchronous) interfaces have the advantage of being operational at all times. The low-frequency asynchronous switch design (LF-ASD) is a 2-state self-paced BCI that detects the presence of a specific finger movement in the ongoing EEG. Recent evaluations of the 2-state LF-ASD show an average true positive rate of 41% at the fixed false positive rate of 1%. This paper proposes two designs for a 3-state self-paced BCI that is capable of handling idle brain state. The two proposed designs aim at detecting right- and left-hand extensions from the ongoing EEG. They are formed of two consecutive detectors. The first detects the presence of a right- or a left-hand movement and the second classifies the detected movement as a right or a left one. In an offline analysis of the EEG data collected from four able-bodied individuals, the 3-state brain-computer interface shows a comparable performance with a 2-state system and significant performance improvement if used as a 2-state BCI, that is, in detecting the presence of a right- or a left-hand movement (regardless of the type of movement). It has an average true positive rate of 37.5% and 42.8% (at false positives rate of 1%) in detecting right- and left-hand extensions, respectively, in the context of a 3-state self-paced BCI and average detection rate of 58.1% (at false positive rate of 1%) in the context of a 2-state self-paced BCI. PMID:18288260

Evaluating the Efficacy of Remediation for Struggling Readers in High School

ERIC Educational Resources Information Center

Lovett, Maureen W.; Lacerenza, Lea; De Palma, Maria; Frijters, Jan C.

2012-01-01

Preliminary efficacy data are reported for a research-based reading intervention designed for struggling readers in high school. PHAST PACES teaches (a) word identification strategies, (b) knowledge of text structures, and (c) reading comprehension strategies. In a quasi-experimental design, 268 intervention and 83 waiting list control students…

Self-regulated learning of important information under sequential and simultaneous encoding conditions.

PubMed

Middlebrooks, Catherine D; Castel, Alan D

2018-05-01

Learners make a number of decisions when attempting to study efficiently: they must choose which information to study, for how long to study it, and whether to restudy it later. The current experiments examine whether documented impairments to self-regulated learning when studying information sequentially, as opposed to simultaneously, extend to the learning of and memory for valuable information. In Experiment 1, participants studied lists of words ranging in value from 1-10 points sequentially or simultaneously at a preset presentation rate; in Experiment 2, study was self-paced and participants could choose to restudy. Although participants prioritized high-value over low-value information, irrespective of presentation, those who studied the items simultaneously demonstrated superior value-based prioritization with respect to recall, study selections, and self-pacing. The results of the present experiments support the theory that devising, maintaining, and executing efficient study agendas is inherently different under sequential formatting than simultaneous. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The Effects of Extensive Reading and Reading Strategies on Reading Self-Efficacy

ERIC Educational Resources Information Center

Burrows, Lance

2012-01-01

This study is a quasi-experimental, longitudinal investigation into the role that extensive reading and reading strategies play in the cultivation of reading self-efficacy. Conducted over the course of one academic year, how changes in reading self-efficacy translate into changes in reading comprehension was examined. In addition, the…

A Self-Paced Physical Geology Laboratory.

ERIC Educational Resources Information Center

Watson, Donald W.

1983-01-01

Describes a self-paced geology course utilizing a diversity of instructional techniques, including maps, models, samples, audio-visual materials, and a locally developed laboratory manual. Mechanical features are laboratory exercises, followed by unit quizzes; quizzes are repeated until the desired level of competence is attained. (Author/JN)

Children's Use of Self-Paced Slideshows: An Extension of the Video Deficit Effect?

ERIC Educational Resources Information Center

Sage, Kara D.; Baldwin, Dare

2015-01-01

Past research has established that children typically learn better from live demonstrations than from two-dimensional (2D) media. In the present set of experiments, we investigated the efficacy of a new 2D learning medium-the self-paced slideshow. A primary goal was to determine whether the "video deficit effect" extended to self-paced…

Reading Self-Efficacy Predicts Word Reading But Not Comprehension in Both Girls and Boys.

PubMed

Carroll, Julia M; Fox, Amy C

2016-01-01

The relationship between cognitive skills and reading has been well-established. However, the role of motivational factors such as self-efficacy in reading progress is less clear. In particular, it is not clear how self-efficacy relates to word level reading versus comprehension, and whether this differs in boys and girls. This study examines the relationship between self-efficacy, word reading and reading comprehension across the range of reading abilities after controlling for reading-related cognitive factors. One hundred and seventy nine children (86 males and 93 females) between 8 and 11 years old completed a self-report measure of reading self-efficacy together with measures of reading comprehension and word reading, working memory, auditory short-term memory, phonological awareness, and vocabulary. Boys and girls showed similar levels of attainment and reading self-efficacy. Reading self-efficacy was associated with word reading, but not with reading comprehension in either boys or girls. It is argued that this may reflect important differences between reading self-efficacy and more general measures of reading motivation and engagement. Reading self-efficacy is an element of reading motivation that is closely associated with a child's perceived attainments in reading and is less susceptible to the gender differences seen in broader measures.

Reading Self-Efficacy Predicts Word Reading But Not Comprehension in Both Girls and Boys

PubMed Central

Carroll, Julia M.; Fox, Amy C.

2017-01-01

The relationship between cognitive skills and reading has been well-established. However, the role of motivational factors such as self-efficacy in reading progress is less clear. In particular, it is not clear how self-efficacy relates to word level reading versus comprehension, and whether this differs in boys and girls. This study examines the relationship between self-efficacy, word reading and reading comprehension across the range of reading abilities after controlling for reading-related cognitive factors. One hundred and seventy nine children (86 males and 93 females) between 8 and 11 years old completed a self-report measure of reading self-efficacy together with measures of reading comprehension and word reading, working memory, auditory short-term memory, phonological awareness, and vocabulary. Boys and girls showed similar levels of attainment and reading self-efficacy. Reading self-efficacy was associated with word reading, but not with reading comprehension in either boys or girls. It is argued that this may reflect important differences between reading self-efficacy and more general measures of reading motivation and engagement. Reading self-efficacy is an element of reading motivation that is closely associated with a child’s perceived attainments in reading and is less susceptible to the gender differences seen in broader measures. PMID:28144223

Retrieval and Encoding Interference: Cross-Linguistic Evidence from Anaphor Processing

PubMed Central

Laurinavichyute, Anna; Jäger, Lena A.; Akinina, Yulia; Roß, Jennifer; Dragoy, Olga

2017-01-01

The main goal of this paper was to disentangle encoding and retrieval interference effects in anaphor processing and thus to evaluate the hypothesis predicting that structurally inaccessible nouns (distractors) are not considered to be potential anaphor antecedents during language processing (Nicol and Swinney, 1989). Three self-paced reading experiments were conducted: one in German, comparing gender-unmarked reflexives and gender-marked pronouns, and two in Russian, comparing gender-marked and -unmarked reflexives. In the German experiment, no interference effects were found. In the first experiment in Russian, an unexpected reading times pattern emerged: in the condition where the distractor matched the gender of the reflexive's antecedent, reading of the gender-unmarked, but not the gender-marked reflexives was slowed down. The same reading times pattern was replicated in a second experiment in Russian where the order of the reflexive and the main verb was inverted. We conclude that the results of the two experiments in Russian are inconsistent with the retrieval interference account, but can be explained by encoding interference and additional semantic processing efforts associated with the processing of gender-marked reflexives. In sum, we found no evidence that would allow us to reject the syntax as an early filer account (Nicol and Swinney, 1989). PMID:28649216

Deficit-Lesion Correlations in Syntactic Comprehension in Aphasia

PubMed Central

Caplan, David; Michaud, Jennifer; Hufford, Rebecca; Makris, Nikos

2015-01-01

The effects of lesions on syntactic comprehension were studied in thirty one people with aphasia (PWA). Participants were tested for the ability to parse and interpret four types of syntactic structures and elements -- passives, object extracted relative clauses, reflexives and pronouns – in three tasks – object manipulation, sentence picture matching with full sentence presentation and sentence picture matching with self-paced listening presentation. Accuracy, end-of-sentence RT and self-paced listening times for each word were measured. MR scans were obtained and analyzed for total lesion volume and for lesion size in 48 cortical areas. Lesion size in several areas of the left hemisphere was related to accuracy in particular sentence types in particular tasks and to self-paced listening times for critical words in particular sentence types. The results support a model of brain organization that includes areas that are specialized for the combination of particular syntactic and interpretive operations and the use of the meanings produced by those operations to accomplish task-related operations. PMID:26688433

Deficit-lesion correlations in syntactic comprehension in aphasia.

PubMed

Caplan, David; Michaud, Jennifer; Hufford, Rebecca; Makris, Nikos

2016-01-01

The effects of lesions on syntactic comprehension were studied in thirty-one people with aphasia (PWA). Participants were tested for the ability to parse and interpret four types of syntactic structures and elements - passives, object extracted relative clauses, reflexives and pronouns - in three tasks - object manipulation, sentence picture matching with full sentence presentation and sentence picture matching with self-paced listening presentation. Accuracy, end-of-sentence RT and self-paced listening times for each word were measured. MR scans were obtained and analyzed for total lesion volume and for lesion size in 48 cortical areas. Lesion size in several areas of the left hemisphere was related to accuracy in particular sentence types in particular tasks and to self-paced listening times for critical words in particular sentence types. The results support a model of brain organization that includes areas that are specialized for the combination of particular syntactic and interpretive operations and the use of the meanings produced by those operations to accomplish task-related operations. Copyright © 2015 Elsevier Inc. All rights reserved.

Effects of Word Frequency and Modality on Sentence Comprehension Impairments in People with Aphasia

PubMed Central

DeDe, Gayle

2014-01-01

Purpose It is well known that people with aphasia have sentence comprehension impairments. The present study investigated whether lexical factors contribute to sentence comprehension impairments in both the auditory and written modalities using on-line measures of sentence processing. Methods People with aphasia and non-brain-damaged controls participated in the experiment (n=8 per group). Twenty-one sentence pairs containing high and low frequency words were presented in self-paced listening and reading tasks. The sentences were syntactically simple and differed only in the critical words. The dependent variables were response times for critical segments of the sentence and accuracy on the comprehension questions. Results The results showed that word frequency influences performance on measures of sentence comprehension in people with aphasia. The accuracy data on the comprehension questions suggested that people with aphasia have more difficulty understanding sentences containing low frequency words in the written compared to auditory modality. Both group and single case analyses of the response time data also pointed to more difficulty with reading than listening. Conclusions The results show that sentence comprehension in people with aphasia is influenced by word frequency and presentation modality. PMID:22294411

The Interaction of Contextual and Syntactic Information in the Processing of Turkish Anaphors.

PubMed

Gračanin-Yuksek, Martina; Lago, Sol; Şafak, Duygu Fatma; Demir, Orhan; Kırkıcı, Bilal

2017-12-01

In contrast with languages where anaphors can be classified into pronouns and reflexives, Turkish has a tripartite system that consists of the anaphors o, kendi, and kendisi. The syntactic literature on these anaphors has proposed that whereas o behaves like a pronoun and kendi behaves like a reflexive, kendisi has a more flexible behavior and it can function as both a pronoun and a reflexive. Using acceptability judgments and a self-paced reading task, we examined how Turkish anaphors are processed in isolated sentences and within larger discourse contexts. We manipulated contextual information by creating passages where the context favored a local, long-distance or extra-sentential referent prior to the appearance of the anaphor. We measured the effect of the context on participants' reading times and their end-of-trial coreference assignments. Our results suggest that contextual information affects the interpretive possibilities associated with an anaphor, but that the influence of context depends on the degree to which the anaphor is syntactically constrained.

Conservation law for self-paced movements.

PubMed

Huh, Dongsung; Sejnowski, Terrence J

2016-08-02

Optimal control models of biological movements introduce external task factors to specify the pace of movements. Here, we present the dual to the principle of optimality based on a conserved quantity, called "drive," that represents the influence of internal motivation level on movement pace. Optimal control and drive conservation provide equivalent descriptions for the regularities observed within individual movements. For regularities across movements, drive conservation predicts a previously unidentified scaling law between the overall size and speed of various self-paced hand movements in the absence of any external tasks, which we confirmed with psychophysical experiments. Drive can be interpreted as a high-level control variable that sets the overall pace of movements and may be represented in the brain as the tonic levels of neuromodulators that control the level of internal motivation, thus providing insights into how internal states affect biological motor control.

Self-Paced Physics, Segments 6-10.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

Five segments of the Self-Paced Physics Course materials are presented in this problems and solutions book for use as the second part of student course work. The subject-matter topics are related to circular motion, work, power, kinetic energy, potential energy, conservative forces, conservation of energy, spring problems, center of mass, and…

Basic Library Skills: A Self-Paced Workbook.

ERIC Educational Resources Information Center

Tierney, Judith

This self-paced workbook is designed to introduce college students to the resources and facilities of the library and to providing the knowledge and skills necessary to do basic library research. Two introductory chapters include a library-specific tour with floor plans (the D. Leonard Corgan Library, Wilkes-Barre, Pennsylvania) and information…

Self-Paced Physics, Segments 11-14.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

Four segments of the Self-Paced Physics Course materials are presented in this problems and solutions book for use as the third part of student course work. The subject-matter topics are related to impulses, inelastic and elastic collisions, two-dimensional collision problems, universal constant of gravitation, gravitational acceleration and…

Microcomputers in Education: A Self-Paced Orientation.

ERIC Educational Resources Information Center

Carey, Doris; Carey, Regan

Designed to serve as a self-paced computer course for education students with no experience using microcomputers, this manual contains instructions for operating an Apple IIe microcomputer, its introductory software, and Bank Street Writer, using the DOS 3.3 System Master. The lessons, which contain illustrations and sample screens, include…

Older Adults' Comprehension of Transformational and Deactivation Negation

ERIC Educational Resources Information Center

Margolin, Sara J.

2015-01-01

The present research aimed to examine young and older adults' comprehension of negated text to determine the locus of older adults' difficulty in understanding this text construction. Participants were asked to read short passages at their own pace, complete a lexical decision task, and answer a comprehension question about what they had read.…

On Beyond Veatch.

ERIC Educational Resources Information Center

Blatt, Gloria T.

This paper discusses the thematic unit as a series of activities including reading, discussions, drama sessions, art workshops, games, writing, and movies, all revolving around a single topic. Students are free to seek and select their own books or stories within the topic and to read at their own pace. The thematic unit also includes a heightened…

Lack of endogenous pain inhibition during exercise in people with chronic whiplash associated disorders: an experimental study.

PubMed

Van Oosterwijck, Jessica; Nijs, Jo; Meeus, Mira; Van Loo, Michel; Paul, Lorna

2012-03-01

A controlled experimental study was performed to examine the efficacy of the endogenous pain inhibitory systems and whether this (mal)functioning is associated with symptom increases following exercise in patients with chronic whiplash-associated disorders (WAD). In addition, 2 types of exercise were compared. Twenty-two women with chronic WAD and 22 healthy controls performed a submaximal and a self-paced, physiologically limited exercise test on a cycle ergometer with cardiorespiratory monitoring on 2 separate occasions. Pain pressure thresholds (PPT), health status, and activity levels were assessed in response to the 2 exercise bouts. In chronic WAD, PPT decreased following submaximal exercise, whereas they increased in healthy subjects. The same effect was established in response to the self-paced, physiologically limited exercise, with exception of the PPT at the calf which increased. A worsening of the chronic WAD symptom complex was reported post-exercise. Fewer symptoms were reported in response to the self-paced, physiologically limited exercise. These observations suggest abnormal central pain processing during exercise in patients with chronic WAD. Submaximal exercise triggers post-exertional malaise, while a self-paced and physiologically limited exercise will trigger less severe symptoms, and therefore seems more appropriate for chronic WAD patients. The results from this exercise study suggest impaired endogenous pain inhibition during exercise in people with chronic WAD. This finding highlights the fact that one should be cautious when evaluating and recommending exercise in people with chronic WAD, and that the use of more individual, targeted exercise therapies is recommended. Copyright © 2012 American Pain Society. Published by Elsevier Inc. All rights reserved.

Emotion Self-Regulation: A Mixed-Methods Intervention Study of Socioemotional and Reading Outcomes of High School Students with Reading Difficulties

ERIC Educational Resources Information Center

Novosel, Leslie C.

2012-01-01

Employing multiple methods, including a comparison group pre/posttest design and student interviews and self-reflections, this study represents an initial attempt to investigate the efficacy of a social and emotional learning self-regulation strategy relative to the general reading ability, reading self-concept, and social and emotional well-being…

Rapid automatized naming (RAN) in children with ADHD: An ex-Gaussian analysis.

PubMed

Ryan, Matthew; Jacobson, Lisa A; Hague, Cole; Bellows, Alison; Denckla, Martha B; Mahone, E Mark

2017-07-01

Children with ADHD demonstrate increased frequent "lapses" in performance on tasks in which the stimulus presentation rate is externally controlled, leading to increased variability in response times. It is less clear whether these lapses are also evident during performance on self-paced tasks, e.g., rapid automatized naming (RAN), or whether RAN inter-item pause time variability uniquely predicts reading performance. A total of 80 children aged 9 to 14 years-45 children with attention-deficit/hyperactivity disorder (ADHD) and 35 typically developing (TD) children-completed RAN and reading fluency measures. RAN responses were digitally recorded for analyses. Inter-stimulus pause time distributions (excluding between-row pauses) were analyzed using traditional (mean, standard deviation [SD], coefficient of variation [CV]) and ex-Gaussian (mu, sigma, tau) methods. Children with ADHD were found to be significantly slower than TD children (p < .05) on RAN letter naming mean response time as well as on oral and silent reading fluency. RAN response time distributions were also significantly more variable (SD, tau) in children with ADHD. Hierarchical regression revealed that the exponential component (tau) of the letter-naming response time distribution uniquely predicted reading fluency in children with ADHD (p < .001, ΔR 2  = .16), even after controlling for IQ, basic reading, ADHD symptom severity and age. The findings suggest that children with ADHD (without word-level reading difficulties) manifest slowed performance on tasks of reading fluency; however, this "slowing" may be due in part to lapses from ongoing performance that can be assessed directly using ex-Gaussian methods that capture excessively long response times.

A Co-Adaptive Brain-Computer Interface for End Users with Severe Motor Impairment

PubMed Central

Faller, Josef; Scherer, Reinhold; Costa, Ursula; Opisso, Eloy; Medina, Josep; Müller-Putz, Gernot R.

2014-01-01

Co-adaptive training paradigms for event-related desynchronization (ERD) based brain-computer interfaces (BCI) have proven effective for healthy users. As of yet, it is not clear whether co-adaptive training paradigms can also benefit users with severe motor impairment. The primary goal of our paper was to evaluate a novel cue-guided, co-adaptive BCI training paradigm with severely impaired volunteers. The co-adaptive BCI supports a non-control state, which is an important step toward intuitive, self-paced control. A secondary aim was to have the same participants operate a specifically designed self-paced BCI training paradigm based on the auto-calibrated classifier. The co-adaptive BCI analyzed the electroencephalogram from three bipolar derivations (C3, Cz, and C4) online, while the 22 end users alternately performed right hand movement imagery (MI), left hand MI and relax with eyes open (non-control state). After less than five minutes, the BCI auto-calibrated and proceeded to provide visual feedback for the MI task that could be classified better against the non-control state. The BCI continued to regularly recalibrate. In every calibration step, the system performed trial-based outlier rejection and trained a linear discriminant analysis classifier based on one auto-selected logarithmic band-power feature. In 24 minutes of training, the co-adaptive BCI worked significantly (p = 0.01) better than chance for 18 of 22 end users. The self-paced BCI training paradigm worked significantly (p = 0.01) better than chance in 11 of 20 end users. The presented co-adaptive BCI complements existing approaches in that it supports a non-control state, requires very little setup time, requires no BCI expert and works online based on only two electrodes. The preliminary results from the self-paced BCI paradigm compare favorably to previous studies and the collected data will allow to further improve self-paced BCI systems for disabled users. PMID:25014055

Can Reading Self-Efficacy Be Modified? A Meta-Analysis of the Impact of Interventions on Reading Self-Efficacy

ERIC Educational Resources Information Center

Unrau, Norman J.; Rueda, Robert; Son, Elena; Polanin, Joshua R.; Lundeen, Rebecca J.; Muraszewski, Alison K.

2018-01-01

Studies of interventions' impact on reading self-efficacy have been conducted since the 1980s. The purpose of this project was to conduct a systematic review of these studies because the primary studies often yielded divergent results. Included studies entailed an intervention, addressed reading specifically, and reported explicit pre- and…

SERT: Self-Explanation Reading Training

ERIC Educational Resources Information Center

McNamara, Danielle S.

2004-01-01

This study examined the effects of providing reading strategy instruction to improve the effectiveness of self-explanation (i.e., explaining the meaning of information to oneself while reading). The effects of the reading strategy instruction, called Self-Explanation Reading Training (SERT), were examined both in terms of comprehension scores and…

Attendance at Lectures and Films in Self-Paced Courses.

ERIC Educational Resources Information Center

Edwards, K. Anthony

Attendance at guest lectures, instructor lectures, and films in self-paced introductory psychology courses was examined in two experiments with 180 students in an introductory psychology class at Utah State University. In the first experiment, students were given no points, one point credit toward interviews, or one point credit toward the final…

Health Information System Simulation. Curriculum Improvement Project. Region II.

ERIC Educational Resources Information Center

Anderson, Beth H.; Lacobie, Kevin

This volume is one of three in a self-paced computer literacy course that gives allied health students a firm base of knowledge concerning computer usage in the hospital environment. It also develops skill in several applications software packages. This volume contains five self-paced modules that allow students to interact with a health…

Tools and Trends in Self-Paced Language Instruction

ERIC Educational Resources Information Center

Godwin-Jones, Robert

2007-01-01

Ever since the PLATO system of the 1960's, CALL (computer assisted language learning) has had a major focus on providing self-paced, auto-correcting exercises for language learners to practice their skills and improve their knowledge of discrete areas of language learning. The computer has been recognized from the beginning as a patient and…

Self-Paced Tutorial Courses for Mineral Science - Metallurgy Departments. Final Progress Report (July 1975-August 1980).

ERIC Educational Resources Information Center

Twidwell, L. G.

Four courses in extractive metallurgy (Pyrometallurgy, Hydrometallurgy, Electrometallurgy; and Physical Chemistry of Iron and Steel) were prepared in a modular, self-paced format. Development of the course materials included: (1) preparation of course outlines by unit coordinators and advisory committees; (2) approval of course outlines (included…

Library Skills for Teachers: A Self-Paced Workbook.

ERIC Educational Resources Information Center

Mech, Terrence

Designed to introduce education students to the basic library resources in the field, this self-paced workbook assumes a basic knowledge of the library and its resources. Each section in the eight-chapter workbook discusses a particular type of reference material and sample entries are provided when appropriate. Eleven assignments (two multiple…

Investigation of Interactive Online Visual Tools for the Learning of Mathematics

ERIC Educational Resources Information Center

Jacobs, K. L.

2005-01-01

For many years, educators have been discussing benefits of educational practices such as the use of real-world examples, visualisation, interactivity, constructivism, self-paced learning and self-paced testing. Macromedia Flash MX has been used to develop online modules for the course Differential Equations offered at the University of South…

The Concept of the Directed Program.

ERIC Educational Resources Information Center

Ellert, Ernest E.

The author discusses the testing of the validity of self-pacing in a two-year programed German course at Colorado State University. Two teaching situations were set up for the programed materials. The first group, 24 students who met in a room "equipped somewhat like a language laboratory," were "self-paced," using books, tapes, and a tape…

Understanding the Cranial Nerves: Evaluation of a Self-Paced Online Module in Optometric Education

ERIC Educational Resources Information Center

Taylor, Daniel Arnett

2016-01-01

Among the faculty of Southern College of Optometry in Memphis, Tennessee, it is perceived that optometry students often enter their clinical assignments with poor clinical judgment. To address this, "Understanding the Cranial Nerves"--an online-self paced instructional intervention of approximately two hours' duration--was developed. In…

Self-Paced Prioritized Curriculum Learning With Coverage Penalty in Deep Reinforcement Learning.

PubMed

Ren, Zhipeng; Dong, Daoyi; Li, Huaxiong; Chen, Chunlin; Zhipeng Ren; Daoyi Dong; Huaxiong Li; Chunlin Chen; Dong, Daoyi; Li, Huaxiong; Chen, Chunlin; Ren, Zhipeng

2018-06-01

In this paper, a new training paradigm is proposed for deep reinforcement learning using self-paced prioritized curriculum learning with coverage penalty. The proposed deep curriculum reinforcement learning (DCRL) takes the most advantage of experience replay by adaptively selecting appropriate transitions from replay memory based on the complexity of each transition. The criteria of complexity in DCRL consist of self-paced priority as well as coverage penalty. The self-paced priority reflects the relationship between the temporal-difference error and the difficulty of the current curriculum for sample efficiency. The coverage penalty is taken into account for sample diversity. With comparison to deep Q network (DQN) and prioritized experience replay (PER) methods, the DCRL algorithm is evaluated on Atari 2600 games, and the experimental results show that DCRL outperforms DQN and PER on most of these games. More results further show that the proposed curriculum training paradigm of DCRL is also applicable and effective for other memory-based deep reinforcement learning approaches, such as double DQN and dueling network. All the experimental results demonstrate that DCRL can achieve improved training efficiency and robustness for deep reinforcement learning.

Spontaneous Velocity Effect of Musical Expression on Self-Paced Walking.

PubMed

Buhmann, Jeska; Desmet, Frank; Moens, Bart; Van Dyck, Edith; Leman, Marc

2016-01-01

The expressive features of music can influence the velocity of walking. So far, studies used instructed (and intended) synchronization. But is this velocity effect still present with non-instructed (spontaneous) synchronization? To figure that out, participants were instructed to walk in their own comfort tempo on an indoor track, first in silence and then with tempo-matched music. We compared velocities of silence and music conditions. The results show that some music has an activating influence, increasing velocity and motivation, while other music has a relaxing influence, decreasing velocity and motivation. The influence of musical expression on the velocity of self-paced walking can be predicted with a regression model using only three sonic features explaining 56% of the variance. Phase-coherence between footfall and beat did not contribute to the velocity effect, due to its implied fixed pacing. The findings suggest that the velocity effect depends on vigor entrainment that influences both stride length and pacing. Our findings are relevant for preventing injuries, for gait improvement in walking rehabilitation, and for improving performance in sports activities.

Spontaneous Velocity Effect of Musical Expression on Self-Paced Walking

PubMed Central

Buhmann, Jeska; Desmet, Frank; Moens, Bart; Van Dyck, Edith; Leman, Marc

2016-01-01

The expressive features of music can influence the velocity of walking. So far, studies used instructed (and intended) synchronization. But is this velocity effect still present with non-instructed (spontaneous) synchronization? To figure that out, participants were instructed to walk in their own comfort tempo on an indoor track, first in silence and then with tempo-matched music. We compared velocities of silence and music conditions. The results show that some music has an activating influence, increasing velocity and motivation, while other music has a relaxing influence, decreasing velocity and motivation. The influence of musical expression on the velocity of self-paced walking can be predicted with a regression model using only three sonic features explaining 56% of the variance. Phase-coherence between footfall and beat did not contribute to the velocity effect, due to its implied fixed pacing. The findings suggest that the velocity effect depends on vigor entrainment that influences both stride length and pacing. Our findings are relevant for preventing injuries, for gait improvement in walking rehabilitation, and for improving performance in sports activities. PMID:27167064

Major League Baseball pace-of-play rules and their influence on predicted muscle fatigue during simulated baseball games.

PubMed

Sonne, Michael W L; Keir, Peter J

2016-11-01

Major League Baseball (MLB) has proposed rule changes to speed up baseball games. Reducing the time between pitches may impair recovery from fatigue. Fatigue is a known precursor to injury and may jeopardise joint stability. This study examined how fatigue accumulated during baseball games and how different pace of play initiatives may influence fatigue. Pitcher data were retrieved from a public database. A predictive model of muscle fatigue estimated muscle fatigue in 8 arm muscles. A self-selected pace (22.7 s), 12 s pace (Rule 8.04 from the MLB) and a 20 s rest (a pitch clock examined in the 2014 Arizona Fall League (AFL)) were examined. Significantly more muscle fatigue existed in both the AFL and Rule 8.04 conditions, when compared to the self-selected pace condition (5.01 ± 1.73%, 3.95 ± 1.20% and 3.70 ± 1.10% MVC force lost, respectively). Elevated levels of muscle fatigue are predicted in the flexor-pronator mass, which is responsible for providing elbow stability. Reduced effectiveness of the flexor-pronator mass may reduce the active contributions to joint rotational stiffness, increasing strain on the ulnar collateral ligament (UCL) and possibly increasing injury risk.

Digital Games and Libraries

ERIC Educational Resources Information Center

Gee, James Paul

2012-01-01

People live in the midst of high-risk complex systems like global warming, a global economy, and global conflicts among civilizations and religions. The pace of change is faster than it has ever been. To succeed in this world children need 21st-century skills. Reading is most certainly one of these. But today reading keeps new company as it sits…

Effects of Immediate Feedback and Pacing of Item Presentation on Ability Test Performance and Psychological Reactions to Testing.

DTIC Science & Technology

1981-02-01

3 Design ..................................................................... 3 Independent Variables...Prestwood & Weiss, 1978), which were designed to assess the effects of KR, the provision of "KR wa ; onf.,tidod with paring of item presentation...ach Item. -3- The present study was designed to separately examine the effects of KR and of computer- versus self-pacing of item presentation in order

Gait performance is not influenced by working memory when walking at a self-selected pace.

PubMed

Grubaugh, Jordan; Rhea, Christopher K

2014-02-01

Gait performance exhibits patterns within the stride-to-stride variability that can be indexed using detrended fluctuation analysis (DFA). Previous work employing DFA has shown that gait patterns can be influenced by constraints, such as natural aging or disease, and they are informative regarding a person's functional ability. Many activities of daily living require concurrent performance in the cognitive and gait domains; specifically working memory is commonly engaged while walking, which is considered dual-tasking. It is unknown if taxing working memory while walking influences gait performance as assessed by DFA. This study used a dual-tasking paradigm to determine if performance decrements are observed in gait or working memory when performed concurrently. Healthy young participants (N = 16) performed a working memory task (automated operation span task) and a gait task (walking at a self-selected speed on a treadmill) in single- and dual-task conditions. A second dual-task condition (reading while walking) was included to control for visual attention, but also introduced a task that taxed working memory over the long term. All trials involving gait lasted at least 10 min. Performance in the working memory task was indexed using five dependent variables (absolute score, partial score, speed error, accuracy error, and math error), while gait performance was indexed by quantifying the mean, standard deviation, and DFA α of the stride interval time series. Two multivariate analyses of variance (one for gait and one for working memory) were used to examine performance in the single- and dual-task conditions. No differences were observed in any of the gait or working memory dependent variables as a function of task condition. The results suggest the locomotor system is adaptive enough to complete a working memory task without compromising gait performance when walking at a self-selected pace.

Patterns of Self-Efficacy among College Students in Developmental Reading

ERIC Educational Resources Information Center

Cantrell, Susan Chambers; Correll, Pamela; Clouse, Jane; Creech, Kimberly; Bridges, Sharon; Owens, Danielle

2013-01-01

In this study, we investigated the self-efficacy beliefs and sources of self-efficacy among first-year college students placed in developmental reading courses. Students enrolled in developmental reading were compared to students who were not placed in developmental reading courses in terms of self-efficacy in various contexts and sources of…

Recommendations for reducing ambiguity in written procedures.

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

Matzen, Laura E.

Previous studies in the nuclear weapons complex have shown that ambiguous work instructions (WIs) and operating procedures (OPs) can lead to human error, which is a major cause for concern. This report outlines some of the sources of ambiguity in written English and describes three recommendations for reducing ambiguity in WIs and OPs. The recommendations are based on commonly used research techniques in the fields of linguistics and cognitive psychology. The first recommendation is to gather empirical data that can be used to improve the recommended word lists that are provided to technical writers. The second recommendation is to havemore » a review in which new WIs and OPs and checked for ambiguities and clarity. The third recommendation is to use self-paced reading time studies to identify any remaining ambiguities before the new WIs and OPs are put into use. If these three steps are followed for new WIs and OPs, the likelihood of human errors related to ambiguity could be greatly reduced.« less

Preserving Musicality through Pictures: A Linguistic Pathway to Conventional Notation

ERIC Educational Resources Information Center

Nordquist, Alice L.

2016-01-01

The natural musicality so often present in children's singing can begin to fade as the focus of a lesson shifts to the process of reading and writing conventional notation symbols. Approaching the study of music from a linguistic perspective preserves the pace and flow that is inherent in spoken language and song. SongWorks teaching practices…

The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats

ERIC Educational Resources Information Center

Solheim, Oddny Judith

2011-01-01

It has been hypothesized that students with low self-efficacy will struggle with complex reading tasks in assessment situations. In this study we examined whether perceived reading self-efficacy and reading task value uniquely predicted reading comprehension scores in two different item formats in a sample of fifth-grade students. Results showed…

Technical Writing: Library Resources for Engineers. A Self-Paced Workbook for the University of Arkansas Libraries. Revised.

ERIC Educational Resources Information Center

Dew, Stephen H.

This self-paced library workbook is a course requirement of all "technical writing" freshman English classes at the University of Arkansas. The technical writing course is required of all engineering students, and its major focus is on writing a term paper containing a bibliography produced through library research. The workbook…

Library Resources: A Self-Paced Workbook for the University of Arkansas Libraries. [Revised].

ERIC Educational Resources Information Center

Dew, Stephen H.

Successful completion of this self-paced library workbook is a course requirement of all second semester freshman English students at the University of Arkansas. The workbook contains 18 chapters. A brief introduction and instructions for using the workbook precede the library tour in Chapter 1, and the remaining 17 chapters discuss specific…

Introduction to Industry Services. Self-Paced Instructional Module. Module Number I-A.

ERIC Educational Resources Information Center

Brooks, Kent

One of 33 self-paced instructional modules categorized under 13 major headings, which have been prepared for training industry services leaders to provide guidance in the performance of industry service tasks, this module is an introduction for those who need basic information about the concepts and activities of industry services programs.…

Adapting the Training Site to Training Needs. Self-Paced Instructional Module. Module Number VII-A.

ERIC Educational Resources Information Center

King, Sylvester; Brooks, Kent

One of 33 self-paced instructional modules for training industry services leaders to provide guidance in the performance of manpower services by public agencies to new and expanding private industry, this module contains three sequential learning activities on adapting the training site to training needs. The first learning activity is designed to…

Leveraging Technology to Alleviate Student Bottlenecks: The Self-Paced Online Tutorial--Writing (SPOT)

ERIC Educational Resources Information Center

Moore, Scott D.; Sanchez, Rudolph J.; Inoue, Asao B.; Statham, Russel D.; Zelezny, Lynnette; Covino, William A.

2014-01-01

The Self-Paced Online Tutorial (SPOT) represents the best kind of innovation because it uses digital technologies wisely and because it is based on well-established theory, research, and practice. Extended education plays a pivotal role in the attainment of the California State University's (CSU) vision of providing a high-quality, affordable, and…

Marijuana alters the human cerebellar clock.

PubMed

O'Leary, Daniel S; Block, Robert I; Turner, Beth M; Koeppel, Julie; Magnotta, Vincent A; Ponto, Laura Boles; Watkins, G Leonard; Hichwa, Richard D; Andreasen, Nancy C

2003-06-11

The effects of marijuana on brain perfusion and internal timing were assessed using [15O] water PET in occasional and chronic users. Twelve volunteers who smoked marijuana recreationally about once weekly, and 12 volunteers who smoked daily for a number of years performed a self-paced counting task during PET imaging, before and after smoking marijuana and placebo cigarettes. Smoking marijuana increased rCBF in the ventral forebrain and cerebellar cortex in both groups, but resulted in significantly less frontal lobe activation in chronic users. Counting rate increased after smoking marijuana in both groups, as did a behavioral measure of self-paced tapping, and both increases correlated with rCBF in the cerebellum. Smoking marijuana appears to accelerate a cerebellar clock altering self-paced behaviors.

Experience with an Independent Study Program in Pathophysiology for Doctor of Pharmacy Students.

ERIC Educational Resources Information Center

Nahata, Milap C.

1986-01-01

A pharmacy doctoral program's independent-study component in pathophysiology, supported by computer-assisted instruction and self-evaluation, has the advantages of self-pacing, reduced faculty time commitment, and increased ability to work effectively with physicians. Disadvantages include student feeling of isolation, imbalanced content, and…

PACE Act

THOMAS, 113th Congress

Sen. Murray, Patty [D-WA

2014-09-18

Senate - 09/18/2014 Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Keeping PACE Act

THOMAS, 111th Congress

Sen. Kennedy, Edward M. [D-MA

2009-07-08

Senate - 07/08/2009 Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

The Effects of Program Embedded Learning Strategies, Using an Imagery Cue Strategy and an Attention Directing Strategy, to Improve Learning from Micro Computer Based Instruction (MCBI).

ERIC Educational Resources Information Center

Taylor, William; And Others

The effects of the Attention Directing Strategy and Imagery Cue Strategy as program embedded learning strategies for microcomputer-based instruction (MCBI) were examined in this study. Eight learning conditions with identical instructional content on the parts and operation of the human heart were designed: either self-paced or externally-paced,…

Influence of Reading Material Characteristics on Study Time for Pre-Class Quizzes in a Flipped Classroom

PubMed Central

Hogg, Abigail

2017-01-01

Objective. To examine how instructor-developed reading material relates to pre-class time spent preparing for the readiness assurance process (RAP) in a team-based learning (TBL) course. Methods. Students within pharmacokinetics and physiology were asked to self-report the amount of time spent studying for the RAP. Correlation analysis and multilevel linear regression techniques were used to identify factors within the pre-class reading material that contribute to self-reported study time. Results. On average students spent 3.2 hours preparing for a section of material in the TBL format. The ratio of predicted reading time, based on reading speed and word count, and self-reported study time was greater than 1:3. Self-reported study time was positively correlated with word count, number of tables and figures, and overall page length. For predictors of self-reported study time, topic difficulty and number of figures were negative predictors whereas word count and number of self-assessments were positive predictors. Conclusion. Factors related to reading material are moderate predictors of self-reported student study time for an accountability assessment. A more significant finding is student self-reported study time is much greater than the time predicted by simple word count. PMID:28970604

Influence of Reading Material Characteristics on Study Time for Pre-Class Quizzes in a Flipped Classroom.

PubMed

Persky, Adam M; Hogg, Abigail

2017-08-01

Objective. To examine how instructor-developed reading material relates to pre-class time spent preparing for the readiness assurance process (RAP) in a team-based learning (TBL) course. Methods. Students within pharmacokinetics and physiology were asked to self-report the amount of time spent studying for the RAP. Correlation analysis and multilevel linear regression techniques were used to identify factors within the pre-class reading material that contribute to self-reported study time. Results. On average students spent 3.2 hours preparing for a section of material in the TBL format. The ratio of predicted reading time, based on reading speed and word count, and self-reported study time was greater than 1:3. Self-reported study time was positively correlated with word count, number of tables and figures, and overall page length. For predictors of self-reported study time, topic difficulty and number of figures were negative predictors whereas word count and number of self-assessments were positive predictors. Conclusion. Factors related to reading material are moderate predictors of self-reported student study time for an accountability assessment. A more significant finding is student self-reported study time is much greater than the time predicted by simple word count.

The effect of pacing strategy on physiological, kinetic and performance variables during simulated rowing ergometer.

PubMed

Dimakopoulou, Eleni; Zacharogiannis, Elias; Chairopoulou, Chrysoula; Kaloupsis, Socratis; Platanou, Theodoros

2017-02-21

This study compared the effects of self selected (SSP), negative (NPS) and even (EPS) pacing strategy on performance time, kinetic and physiological variables in overall 2km rowing and in first and second 1km. Fifteen male rowers (15.37 ± 1.34 yrs) realized four tests: an incremental test on a rowing ergometer to determine their VO2peak and three experimental 2 km rowing race, where first 1km was manipulated. From SSP a negative pacing strategy, 4% slower than the mean velocity of SSP, and an even pacing strategy (EPS) with mean velocity of SSP, were developed. High stroke rate and better performance time was observed in SSP. Fstr and Fpeak decreased, whereas performance time increased, in SSP and EPS from first to second 1km.Unlike, performance time, stroke rate and Pst in NPS presented better values (p=0.001) with the exception of decreased stroke length (p=0.03). There was an increase in physiological responses in all pacing strategies from first to second 1km (p=0.001). Performance time, stroke rate and Fstr were better in SSP and EPS compared to NPS in first 1km (p=0.001). VE, VE/VO2, VCO2 were better in SSP and EPS compared to NPS (p=0.001) in both first and second 1km. Stroke length was smaller in SSP compared to NPS and EPS in second 1km (p=0.001). Self selected pacing (parabolic-shaped profile) allowed rowers to cover the 2 km distance in higher stroke rate and in shorter performance time compared to negative and even pacing strategies presenting same physiological responses.

Multimedia Approach to Self-Paced Individualized Instruction in Air Conditioning, Refrigeration and Heating and Other Vocational Programs. Final Report.

ERIC Educational Resources Information Center

Oil Belt Vocational Technical School, El Dorado, AR.

A multimedia, self-paced, individualized instructional program was designed to meet the needs of students in air conditioning, refrigeration, and heating programs at Oil Belt Vocational Technical School (Arkansas). The multimedia approach provided for video-based presentations to meet the needs for visual contact with the classroom and for…

Strategies for Searching. A Self-Paced Workbook for Basic Library Skills. Second Edition.

ERIC Educational Resources Information Center

Hales, Celia; And Others

This self-paced workbook is designed to help students at the University of North Carolina-Charlotte acquire basic skills in using a university library. The workbook, which is used in conjuction with course assignments, is divided into six sections: (l) Introduction; (2) How to Locate Background Information; (3) How to Locate Books; (4) How to…

Self-Paced Exercise, Affective Response, and Exercise Adherence: A Preliminary Investigation Using Ecological Momentary Assessment.

PubMed

Williams, David M; Dunsiger, Shira; Emerson, Jessica A; Gwaltney, Chad J; Monti, Peter M; Miranda, Robert

2016-06-01

Affective response to exercise may mediate the effects of self-paced exercise on exercise adherence. Fiftynine low-active (exercise <60 min/week), overweight (body mass index: 25.0-39.9) adults (ages 18-65) were randomly assigned to self-paced (but not to exceed 76% maximum heart rate) or prescribed moderate intensity exercise (64-76% maximum heart rate) in the context of otherwise identical 6-month print-based exercise promotion programs. Frequency and duration of exercise sessions and affective responses (good/bad) to exercise were assessed via ecological momentary assessment throughout the 6-month program. A regression-based mediation model was used to estimate (a) effects of experimental condition on affective response to exercise (path a = 0.20, SE = 0.28, f 2 = 0.02); (b) effects of affective response on duration/latency of the next exercise session (path b = 0.47, SE = 0.25, f 2 = 0.04); and (c) indirect effects of experimental condition on exercise outcomes via affective response (path ab = 0.11, SE = 0.06, f 2 = 0.10). Results provide modest preliminary support for a mediational pathway linking self-paced exercise, affective response, and exercise adherence.

[The role of animacy in European Portuguese relative clause attachment: evidence from production and comprehension tasks].

PubMed

Soares, Ana Paula; Fraga, Isabel; Comesaña, Montserrat; Piñeiro, Ana

2010-11-01

This work presents an analysis of the role of animacy in attachment preferences of relative clauses to complex noun phrases in European Portuguese (EP). The study of how the human parser solves this kind of syntactic ambiguities has been focus of extensive research. However, what is known about EP is both limited and puzzling. Additionally, as recent studies have stressed the importance of extra-syntactic variables in this process, two experiments were carried out to assess EP attachment preferences considering four animacy conditions: Study 1 used a sentence-completion-task, and Study 2 a self-paced reading task. Both studies indicate a significant preference for high attachment in EP. Furthermore, they showed that this preference was modulated by the animacy of the host NP: if the first host was inanimate and the second one was animate, the parser's preference changed to low attachment preference. These findings shed light on previous results regarding EP and strengthen the idea that, even in early stages of processing, the parser seems to be sensitive to extra-syntactic information.

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Development of a Student-Paced Course in General Pathology Utilizing a Computer Managed Evaluation System.

ERIC Educational Resources Information Center

Kent, Thomas H.; And Others

The advantages, feasibility and problems associated with a student-paced course were investigated, and a computer managed evaluation system compared to paper and pencil testing mode. The development of a self-paced course was facilitated by explicit behavior objectives, a variety of learning materials referenced to the objectives and a large pool…

Effects of Peer Tutoring on Reading Self-Concept

ERIC Educational Resources Information Center

Flores, Marta; Duran, David

2013-01-01

This study investigates the development of the Reading Self-Concept and of the mechanisms underlying it, within a framework of a reading programme based on peer tutoring. The multiple methodological design adopted allowed for a quantitative approach which showed statistically significant changes in the Reading Self-Concept of those students who…

Hyper-active gap filling

PubMed Central

Omaki, Akira; Lau, Ellen F.; Davidson White, Imogen; Dakan, Myles L.; Apple, Aaron; Phillips, Colin

2015-01-01

Much work has demonstrated that speakers of verb-final languages are able to construct rich syntactic representations in advance of verb information. This may reflect general architectural properties of the language processor, or it may only reflect a language-specific adaptation to the demands of verb-finality. The present study addresses this issue by examining whether speakers of a verb-medial language (English) wait to consult verb transitivity information before constructing filler-gap dependencies, where internal arguments are fronted and hence precede the verb. This configuration makes it possible to investigate whether the parser actively makes representational commitments on the gap position before verb transitivity information becomes available. A key prediction of the view that rich pre-verbal structure building is a general architectural property is that speakers of verb-medial languages should predictively construct dependencies in advance of verb transitivity information, and therefore that disruption should be observed when the verb has intransitive subcategorization frames that are incompatible with the predicted structure. In three reading experiments (self-paced and eye-tracking) that manipulated verb transitivity, we found evidence for reading disruption when the verb was intransitive, although no such reading difficulty was observed when the critical verb was embedded inside a syntactic island structure, which blocks filler-gap dependency completion. These results are consistent with the hypothesis that in English, as in verb-final languages, information from preverbal noun phrases is sufficient to trigger active dependency completion without having access to verb transitivity information. PMID:25914658

Hyper-active gap filling.

PubMed

Omaki, Akira; Lau, Ellen F; Davidson White, Imogen; Dakan, Myles L; Apple, Aaron; Phillips, Colin

2015-01-01

Much work has demonstrated that speakers of verb-final languages are able to construct rich syntactic representations in advance of verb information. This may reflect general architectural properties of the language processor, or it may only reflect a language-specific adaptation to the demands of verb-finality. The present study addresses this issue by examining whether speakers of a verb-medial language (English) wait to consult verb transitivity information before constructing filler-gap dependencies, where internal arguments are fronted and hence precede the verb. This configuration makes it possible to investigate whether the parser actively makes representational commitments on the gap position before verb transitivity information becomes available. A key prediction of the view that rich pre-verbal structure building is a general architectural property is that speakers of verb-medial languages should predictively construct dependencies in advance of verb transitivity information, and therefore that disruption should be observed when the verb has intransitive subcategorization frames that are incompatible with the predicted structure. In three reading experiments (self-paced and eye-tracking) that manipulated verb transitivity, we found evidence for reading disruption when the verb was intransitive, although no such reading difficulty was observed when the critical verb was embedded inside a syntactic island structure, which blocks filler-gap dependency completion. These results are consistent with the hypothesis that in English, as in verb-final languages, information from preverbal noun phrases is sufficient to trigger active dependency completion without having access to verb transitivity information.

Exercise, Affect, and Adherence: An Integrated Model and a Case for Self-Paced Exercise

PubMed Central

Williams, David M.

2014-01-01

This paper reviews research relevant to a proposed conceptual model of exercise adherence that integrates the dual mode model and hedonic theory. Exercise intensity is posited to influence affective response to exercise via interoceptive (e.g., ventilatory drive) and cognitive (e.g., perceived autonomy) pathways; affective response to exercise is posited to influence exercise adherence via anticipated affective response to future exercise. The potential for self-paced exercise to enhance exercise adherence is examined in the context of the proposed model and suggestions are given for future research. Further evidence in support of self-paced exercise could have implications for exercise prescription, especially among overweight, sedentary adults, who are most in need of interventions that enhance adherence to exercise programs. PMID:18971508

Native Language Self-Concept and Reading Self-Concept: Same or Different?

ERIC Educational Resources Information Center

Arens, A. Katrin; Yeung, Alexander Seeshing; Hasselhorn, Marcus

2014-01-01

In assessing verbal academic self-concept with preadolescents, researchers have used scales for students' self-concepts in reading and in their native language interchangeably. The authors conducted 3 studies with German students to test whether reading and German (i.e., native language) self-concepts can be treated as the same or different…

Readers generalize adaptation to newly-encountered dialectal structures to other unfamiliar structures

PubMed Central

Fraundorf, Scott H.; Jaeger, T. Florian

2016-01-01

Growing evidence suggests that syntactic processing may be guided in part by expectations about the statistics of the input that comprehenders have encountered; however, these statistics and even the syntactic structures themselves vary from situation to situation. Some recent work suggests that readers can adapt to variability in the frequencies of known, but infrequent syntactic structures. But, the relation between adaptation to altered frequencies of familiar structures and learning to process unfamiliar, never-before-seen structures is under-explored. In two self-paced reading experiments, we investigated readers’ adaptation to an unfamiliar structure used in some regional dialects of American English: the needs+past participle structure, such as using The car needs washed to mean The car needs to be washed. Study 1 used a novel Web-based recruitment method to target regions where participants were likely to be familiar (Ohio, western Pennsylvania) or unfamiliar (Colorado) with the needs+past participle structure. Participants unfamiliar with the structure initially read the structure more slowly, but over the course of the experiment came to read it more like the familiar participants. Study 2 further demonstrated that participants who have adapted to needs+past participle generalize this adaptation to a different, but related structure. These results suggest (a) that readers adapt to unfamiliar syntactic structures, (b) that, in doing so, they become more like existing users of those structures, and (c) that they can generalize this other structures that they may also be more likely to encounter. We discuss these results in the context of implicit learning accounts of exposure effects on syntactic processing. PMID:28377640

The impact of the perception of rhythmic music on self-paced oscillatory movements

PubMed Central

Peckel, Mathieu; Pozzo, Thierry; Bigand, Emmanuel

2014-01-01

Inspired by theories of perception-action coupling and embodied music cognition, we investigated how rhythmic music perception impacts self-paced oscillatory movements. In a pilot study, we examined the kinematic parameters of self-paced oscillatory movements, walking and finger tapping using optical motion capture. In accordance with biomechanical constraints accounts of motion, we found that movements followed a hierarchical organization depending on the proximal/distal characteristic of the limb used. Based on these findings, we were interested in knowing how and when the perception of rhythmic music could resonate with the motor system in the context of these constrained oscillatory movements. In order to test this, we conducted an experiment where participants performed four different effector-specific movements (lower leg, whole arm and forearm oscillation and finger tapping) while rhythmic music was playing in the background. Musical stimuli consisted of computer-generated MIDI musical pieces with a 4/4 metrical structure. The musical tempo of each song increased from 60 BPM to 120 BPM by 6 BPM increments. A specific tempo was maintained for 20 s before a 2 s transition to the higher tempo. The task of the participant was to maintain a comfortable pace for the four movements (self-paced) while not paying attention to the music. No instruction on whether to synchronize with the music was given. Results showed that participants were distinctively influenced by the background music depending on the movement used with the tapping task being consistently the most influenced. Furthermore, eight strategies put in place by participants to cope with the task were unveiled. Despite not instructed to do so, participants also occasionally synchronized with music. Results are discussed in terms of the link between perception and action (i.e., motor/perceptual resonance). In general, our results give support to the notion that rhythmic music is processed in a motoric fashion. PMID:25278924

Online Learning Self-Efficacy in Students with and without Online Learning Experience

ERIC Educational Resources Information Center

Zimmerman, Whitney Alicia; Kulikowich, Jonna M.

2016-01-01

A need was identified for an instrument to measure online learning self-efficacy, which encompassed the wide variety of tasks required of successful online students. The Online Learning Self-Efficacy Scale (OLSES) was designed to include tasks required of students enrolled in paced online courses at one university. In the present study, the…

Event-based Plausibility Immediately Influences On-line Language Comprehension

PubMed Central

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

2011-01-01

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

"The Down-Trodden Slaves of the Needle," or, The Study of American Women, 1840-1910, through the Writing of a Dime Novel.

ERIC Educational Resources Information Center

Chilcoat, George W.

Arranged into four parts, the paper offers practical and motivating techniques for using the dime novel in high school classrooms, particularly in the study of women's history. The first part of the paper describes the historical background of the dime novel that was originally intended to entertain the reading public with fast-paced action, high…

Program Characteristics and Enrollees' Outcomes in the Program of All-Inclusive Care for the Elderly (PACE)

PubMed Central

Mukamel, Dana B; Peterson, Derick R; Temkin-Greener, Helena; Delavan, Rachel; Gross, Diane; Kunitz, Stephen J; Williams, T Franklin

2007-01-01

The Program of All-Inclusive Care for the Elderly (PACE) is a unique program providing a full spectrum of health care services, from primary to acute to long-term care for frail elderly individuals certified to require nursing home care. The objective of this article is to identify program characteristics associated with better risk-adjusted health outcomes: mortality, functional status, and self-assessed health. The article examines statistical analyses of information combining DataPACE (individual-level clinical data), a survey of direct care staff about team performance, and interviews with management in twenty-three PACE programs. Several program characteristics were associated with better functional outcomes. Fewer were associated with long-term self-assessed health, and only one with mortality. These findings offer strategies that may lead to better care. PMID:17718666

Longitudinal assessment of reflexive and volitional saccades in Niemann-Pick Type C disease during treatment with miglustat.

PubMed

Abel, Larry A; Walterfang, Mark; Stainer, Matthew J; Bowman, Elizabeth A; Velakoulis, Dennis

2015-12-21

Niemann-Pick Type C disease (NPC), is an autosomal recessive neurovisceral disorder of lipid metabolism. One characteristic feature of NPC is a vertical supranuclear gaze palsy particularly affecting saccades. However, horizontal saccades are also impaired and as a consequence a parameter related to horizontal peak saccadic velocity was used as an outcome measure in the clinical trial of miglustat, the first drug approved in several jurisdictions for the treatment of NPC. As NPC-related neuropathology is widespread in the brain we examined a wider range of horizontal saccade parameters and to determine whether these showed treatment-related improvement and, if so, if this was maintained over time. Nine adult NPC patients participated in the study; 8 were treated with miglustat for periods between 33 and 61 months. Data were available for 2 patients before their treatment commenced and 1 patient was untreated. Tasks included reflexive saccades, antisaccades and self-paced saccades, with eye movements recorded by an infrared reflectance eye tracker. Parameters analysed were reflexive saccade gain and latency, asymptotic peak saccadic velocity, HSEM-α (the slope of the peak duration-amplitude regression line), antisaccade error percentage, self-paced saccade count and time between refixations on the self-paced task. Data were analysed by plotting the change from baseline as a proportion of the baseline value at each test time and, where multiple data values were available at each session, by linear mixed effects (LME) analysis. Examination of change plots suggested some modest sustained improvement in gain, no consistent changes in asymptotic peak velocity or HSEM-α, deterioration in the already poor antisaccade error rate and sustained improvement in self-paced saccade rate. LME analysis showed statistically significant improvement in gain and the interval between self-paced saccades, with differences over time between treated and untreated patients. Both qualitative examination of change scores and statistical evaluation with LME analysis support the idea that some saccadic parameters are robust indicators of efficacy, and that the variability observed across measures may indicate locally different effects of neurodegeneration and of drug actions.

Ice slurry ingestion does not enhance self-paced intermittent exercise in the heat.

PubMed

Gerrett, N; Jackson, S; Yates, J; Thomas, G

2017-11-01

This study aimed to determine if ice slurry ingestion improved self-paced intermittent exercise in the heat. After a familiarisation session, 12 moderately trained males (30.4 ± 3.4 year, 1.8 ± 0.1 cm, 73.5 ± 14.3 kg, V˙O 2max 58.5 ± 8.1 mL/kg/min) completed two separate 31 min self-paced intermittent protocols on a non-motorised treadmill in 30.9 ± 0.9 °C, 41.1 ± 4.0% RH. Thirty minutes prior to exercise, participants consumed either 7.5 g/kg ice slurry (0.1 ± 0.1 °C) (ICE) or 7.5 g/kg water (23.4 ± 0.9 °C) (CONTROL). Despite reductions in T c (ΔT c : -0.51 ± 0.3 °C, P < 0.05) and thermal sensation prior to exercise, ICE did not enhance self-paced intermittent exercise compared to CONTROL. The average speed during the walk (CONTROL: 5.90 ± 1.0 km, ICE: 5.90 ± 1.0 km), jog (CONTROL: 8.89 ± 1.7 km, ICE: 9.11 ± 1.5 km), run (CONTROL: 12.15 ± 1.7 km, ICE: 12.54 ± 1.5 km) and sprint (CONTROL: 17.32 ± 1.3 km, ICE: 17.18 ± 1.4 km) was similar between conditions (P > 0.05). Mean T sk , T b , blood lactate, heart rate and RPE were similar between conditions (P > 0.05). The findings suggest that lowering T c prior to self-paced intermittent exercise does not translate into an improved performance. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

PACE Assessment Protection Act of 2010

THOMAS, 111th Congress

Sen. Boxer, Barbara [D-CA

2010-07-22

Senate - 07/22/2010 Read twice and referred to the Committee on Banking, Housing, and Urban Affairs. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

On the Nature of Clitics and Their Sensitivity to Number Attraction Effects

PubMed Central

Santesteban, Mikel; Zawiszewski, Adam; Erdocia, Kepa; Laka, Itziar

2017-01-01

Pronominal dependencies have been shown to be more resilient to attraction effects than subject-verb agreement. We use this phenomenon to investigate whether antecedent-clitic dependencies in Spanish are computed like agreement or like pronominal dependencies. In Experiment 1, an acceptability judgment self-paced reading task was used. Accuracy data yielded reliable attraction effects in both grammatical and ungrammatical sentences, only in singular (but not plural) clitics. Reading times did not show reliable attraction effects. In Experiment 2, we measured electrophysiological responses to violations, which elicited a biphasic frontal negativity-P600 pattern. Number attraction modulated the frontal negativity but not the amplitude of the P600 component. This differs from ERP findings on subject-verb agreement, since when the baseline matching condition obtained a biphasic pattern, attraction effects only modulated the P600, not the preceding negativity. We argue that these findings support cue-retrieval accounts of dependency resolution and further suggest that the sensitivity to attraction effects shown by clitics resembles more the computation of pronominal dependencies than that of agreement. PMID:28928686

On the Nature of Clitics and Their Sensitivity to Number Attraction Effects.

PubMed

Santesteban, Mikel; Zawiszewski, Adam; Erdocia, Kepa; Laka, Itziar

2017-01-01

Pronominal dependencies have been shown to be more resilient to attraction effects than subject-verb agreement. We use this phenomenon to investigate whether antecedent-clitic dependencies in Spanish are computed like agreement or like pronominal dependencies. In Experiment 1, an acceptability judgment self-paced reading task was used. Accuracy data yielded reliable attraction effects in both grammatical and ungrammatical sentences, only in singular (but not plural) clitics. Reading times did not show reliable attraction effects. In Experiment 2, we measured electrophysiological responses to violations, which elicited a biphasic frontal negativity-P600 pattern. Number attraction modulated the frontal negativity but not the amplitude of the P600 component. This differs from ERP findings on subject-verb agreement, since when the baseline matching condition obtained a biphasic pattern, attraction effects only modulated the P600, not the preceding negativity. We argue that these findings support cue-retrieval accounts of dependency resolution and further suggest that the sensitivity to attraction effects shown by clitics resembles more the computation of pronominal dependencies than that of agreement.

Differential Effects of Male and Female Reading Tutors Based on Boys' Gendered Views of Reading

ERIC Educational Resources Information Center

Sokal, Laura; Thiem, Cassandra; Crampton, Amanda; Katz, Herb

2009-01-01

This study examined the effects of the gender of reading tutors on 173 third and fourth grade mainly inner-city boys identified as struggling readers. Reading achievement ("Alberta Diagnostic Reading Program") and reader self-perceptions ("Readers' Self-Perception Scale") were monitored over a 22-week reading intervention.…

Effects of the Wisconsin Reading Design Comprehension Program on Reading Achievement and Self-Concept of Sixth Grade Students.

ERIC Educational Resources Information Center

Negley, Sandra Anne

The main purpose of this study was to determine and describe the effects of the comprehension component of the criterion-referenced reading program, Wisconsin Design for Reading Skills Development (WDRSD), on reading achievement and self-concept of sixth-grade students. Parametric techniques were employed in a quasi-experimental study involving 44…

Types and Sequences of Self-Regulated Reading of Low-Achieving Adolescents in Relation to Reading Task Achievement

ERIC Educational Resources Information Center

de Milliano, Ilona; van Gelderen, Amos; Sleegers, Peter

2016-01-01

This study examines the relationship between types and sequences of self-regulated reading activities in task-oriented reading with quality of task achievement of 51 low-achieving adolescents (Grade 8). The study used think aloud combined with video observations to analyse the students' approach of a content-area reading task in the stages of…

A Meta-Analysis of Self-Monitoring on Reading Performance of K-12 Students

ERIC Educational Resources Information Center

Guzman, Guadalupe; Goldberg, Taryn S.; Swanson, H. Lee

2018-01-01

The published single-case design (SCD) research (N = 19 articles) on self-monitoring and reading performance was synthesized. The following inclusion criteria were used: (a) the study must have been peer-reviewed, (b) implemented an intervention targeting student self-monitoring of reading skills, (c) included data on at least 1 reading outcome,…

What Is the Basis for Self-Assessment of Comprehension When Reading Mathematical Expository Texts?

ERIC Educational Resources Information Center

Österholm, Magnus

2015-01-01

The purpose of this study was to characterize students' self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text, they performed a self-assessment of their comprehension and…

The interplay between motivation, self-efficacy, and approaches to studying.

PubMed

Prat-Sala, Mercè; Redford, Paul

2010-06-01

The strategies students adopt in their study are influenced by a number of social-cognitive factors and impact upon their academic performance. The present study examined the interrelationships between motivation orientation (intrinsic and extrinsic), self-efficacy (in reading academic texts and essay writing), and approaches to studying (deep, strategic, and surface). The study also examined changes in approaches to studying over time. A total of 163 first-year undergraduate students in psychology at a UK university took part in the study. Participants completed the Work Preference Inventory motivation questionnaire, self-efficacy in reading and writing questionnaires and the short version of the Revised Approaches to Study Inventory. The results showed that both intrinsic and extrinsic motivation orientations were correlated with approaches to studying. The results also showed that students classified as high in self-efficacy (reading and writing) were more likely to adopt a deep or strategic approach to studying, while students classified as low in self-efficacy (reading and writing) were more likely to adopt a surface approach. More importantly, changes in students' approaches to studying over time were related to their self-efficacy beliefs, where students with low levels of self-efficacy decreased in their deep approach and increased their surface approach across time. Students with high levels of self-efficacy (both reading and writing) demonstrated no such change in approaches to studying. Our results demonstrate the important role of self-efficacy in understanding both motivation and learning approaches in undergraduate students. Furthermore, given that reading academic text and writing essays are essential aspects of many undergraduate degrees, our results provide some indication that focusing on self-efficacy beliefs amongst students may be beneficial to improving their approaches to study.

Keep it local (and final): Remnant preferences in "let alone" ellipsis.

PubMed

Harris, Jesse A; Carlson, Katy

2016-01-01

The let alone construction (John can't run a mile, let alone a marathon) differs from standard coordination structures (with and or but) by requiring ellipsis of the second conjunct--for example, a marathon is the remnant of an elided clause [[see text] a marathon]. In support of an ellipsis account, a corpus study of British and American English finds that let alone exhibits a Locality bias, as the second conjunct preferentially contrasts with the nearest lexical item of the same syntactic type. Two self-paced reading studies show that the Locality bias is active during online processing, but must be reconciled with indicators of semantic contrast and discourse information. Further, a sentence-rating study shows that the Locality bias interacts with a Finality bias that favours placing the let alone phrase at the end of a clause, which sometimes necessitates a nonlocal contrast. Together, the results show how a general bias in ellipsis for local contrasts is affected by discourse demands, such as the need for scalar contrast imposed by let alone, thereby offering a window into how possibly divergent syntactic and discourse constraints impact sentence processing.

Collecting Psycholinguistic Response Time Data Using Amazon Mechanical Turk

PubMed Central

Enochson, Kelly; Culbertson, Jennifer

2015-01-01

Researchers in linguistics and related fields have recently begun exploiting online crowd-sourcing tools, like Amazon Mechanical Turk (AMT), to gather behavioral data. While this method has been successfully validated for various offline measures—grammaticality judgment or other forced-choice tasks—its use for mainstream psycholinguistic research remains limited. This is because psycholinguistic effects are often dependent on relatively small differences in response times, and there remains some doubt as to whether precise timing measurements can be gathered over the web. Here we show that three classic psycholinguistic effects can in fact be replicated using AMT in combination with open-source software for gathering response times client-side. Specifically, we find reliable effects of subject definiteness, filler-gap dependency processing, and agreement attraction in self-paced reading tasks using approximately the same numbers of participants and/or trials as similar laboratory studies. Our results suggest that psycholinguists can and should be taking advantage of AMT and similar online crowd-sourcing marketplaces as a fast, low-resource alternative to traditional laboratory research. PMID:25822348

Evoked potentials in final epoch of self-initiated hand movement: A study in patients with depth electrodes.

PubMed

Kukleta, Miloslav; Damborská, Alena; Turak, Baris; Louvel, Jacques

2017-07-01

Comparison between the intended and performed motor action can be expected to occur in the final epoch of a voluntary movement. In search for electrophysiological correlates of this mental process the purpose of the current study was to identify intracerebral sites activated in final epoch of self-paced voluntary movement. Intracerebral EEG was recorded from 235 brain regions of 42 epileptic patients who performed self-paced voluntary movement task. Evoked potentials starting at 0 to 243ms after the peak of averaged, rectified electromyogram were identified in 21 regions of 13 subjects. The mean amplitude value of these late movement potentials (LMP) was 56.4±27.5μV. LMPs were observed in remote regions of mesiotemporal structures, cingulate, frontal, temporal, parietal, and occipital cortices. Closely before the LMP onset, a significant increase of phase synchronization was observed in all EEG record pairs in 9 of 10 examined subjects; p<0.001, Mann-Whitney U test. In conclusion, mesiotemporal structures, cingulate, frontal, temporal, parietal, and occipital cortices seem to represent integral functionally linked parts of network activated in final epoch of self-paced voluntary movement. Activation of this large-scale neuronal network was suggested to reflect a comparison process between the intended and actually performed motor action. Our results contribute to better understanding of neural mechanisms underlying goal-directed behavior crucial for creation of agentive experience. Copyright © 2017 Elsevier B.V. All rights reserved.

Corticosterone and pace of life in two life-history ecotypes of the garter snake Thamnophis elegans.

PubMed

Palacios, Maria G; Sparkman, Amanda M; Bronikowski, Anne M

2012-02-01

Glucocorticoids are main candidates for mediating life-history trade-offs by regulating the balance between current reproduction and survival. It has been proposed that slow-living organisms should show higher stress-induced glucocorticoid levels that favor self-maintenance rather than current reproduction when compared to fast-living organisms. We tested this hypothesis in replicate populations of two ecotypes of the garter snake (Thamnophis elegans) that exhibit slow and fast pace of life strategies. We subjected free-ranging snakes to a capture-restraint protocol and compared the stress-induced corticosterone levels between slow- and fast-living snakes. We also used a five-year dataset to assess whether baseline corticosterone levels followed the same pattern as stress-induced levels in relation to pace of life. In accordance with the hypothesis, slow-living snakes showed higher stress-induced corticosterone levels than fast-living snakes. Baseline corticosterone levels showed a similar pattern with ecotype, although differences depended on the year of study. Overall, however, levels of glucocorticoids are higher in slow-living than fast-living snakes, which should favor self-maintenance and survival at the expense of current reproduction. The results of the present study are the first to relate glucocorticoid levels and pace of life in a reptilian system and contribute to our understanding of the physiological mechanisms involved in life-history evolution. Copyright © 2011 Elsevier Inc. All rights reserved.

Let's Walk Outdoors! Self-Paced Walking Outdoors Improves Future Intention to Exercise in Women With Obesity.

PubMed

Krinski, Kleverton; Machado, Daniel G S; Lirani, Luciana S; DaSilva, Sergio G; Costa, Eduardo C; Hardcastle, Sarah J; Elsangedy, Hassan M

2017-04-01

In order to examine whether environmental settings influence psychological and physiological responses of women with obesity during self-paced walking, 38 women performed two exercise sessions (treadmill and outdoors) for 30 min, where oxygen uptake, heart rate, ratings of perceived exertion, affect, attentional focus, enjoyment, and future intentions to walk were analyzed. Physiological responses were similar during both sessions. However, during outdoor exercise, participants displayed higher externally focused attention, positive affect, and lower ratings of perceived exertion, followed by greater enjoyment and future intention to participate in outdoor walking. The more externally focused attention predicted greater future intentions to participate in walking. Therefore, women with obesity self-selected an appropriate exercise intensity to improve fitness and health in both environmental settings. Also, self-paced outdoor walking presented improved psychological responses. Health care professionals should consider promoting outdoor forms of exercise to maximize psychological benefits and promote long-term adherence to a physically active lifestyle.

Reading Development in Typically Developing Children and Children with Prenatal or Perinatal Brain Lesions: Differential School Year and Summer Growth

ERIC Educational Resources Information Center

Demir-Lira, Özlem Ece; Levine, Susan C.

2016-01-01

Summer slide, uneven growth of academic skills during the calendar year, captures the fact that the learning gains children make during the school year do not continue at the same pace over the summer, when children are typically not in school. We compared growth of reading skills during the school year and during the summer months in children…

Using Prompt Fading to Teach Self-Questioning to Fifth Graders with LD: Effects on Reading Comprehension

ERIC Educational Resources Information Center

Rouse, Christina A.; Alber-Morgan, Sheila R.; Cullen, Jennifer M.; Sawyer, Mary

2014-01-01

Students with LD who struggle with reading comprehension can benefit from instruction on how to read strategically. One strategy that has been demonstrated to increase reading comprehension is self-questioning. In this study, two fifth graders with LD were taught to self-generate questions using a prompt fading procedure. The participants were…

Use of ratings of perceived exertion in sports.

PubMed

Eston, Roger

2012-06-01

The rating of perceived exertion (RPE) is a recognized marker of intensity and of homeostatic disturbance during exercise. It is typically monitored during exercise tests to complement other measures of intensity. The purpose of this commentary is to highlight the remarkable value of RPE as a psychophysiological integrator in adults. It can be used in such diverse fashions as to predict exercise capacity, assess changes in training status, and explain changes in pace and pacing strategy. In addition to using RPE to self-regulate exercise, a novel application of the intensity:RPE relationship is to clamp RPE at various levels to produce self-paced bouts of exercise, which can be used to assess maximal functional capacity. Research also shows that the rate of increase in RPE during self-paced competitive events of varying distance, or constant-load tasks where the participant exercises until volitional exhaustion, is proportional to the duration that remains. These findings suggest that the brain regulates RPE and performance in an anticipatory manner based on awareness of metabolic reserves at the start of an event and certainty of the anticipated end point. Changes in pace may be explained by a continuous internal negotiation of momentary RPE compared with a preplanned "ideal rate of RPE progression" template, which takes into account the portion of distance covered and the anticipated end point. These observations have led to the development of new techniques to analyze the complex relationship of RPE and pacing. The use of techniques to assess frontal-cortex activity will lead to further advances in understanding.

EFL Learners' Use of Online Metacognitive Reading Strategies and Its Relation to Their Self-Efficacy in Reading

ERIC Educational Resources Information Center

Ahmadian, Moussa; Pasand, Parastou Gholami

2017-01-01

This study explores Iranian EFL learners' online reading metacognitive strategy use and its relation to their self-efficacy in reading comprehension. It further examines the effect of gender in this respect. To these ends, the Online Survey of Reading Strategies (OSORS) and reading selfefficacy questionnaire were adopted and administered to 63…

BCI Competition IV – Data Set I: Learning Discriminative Patterns for Self-Paced EEG-Based Motor Imagery Detection

PubMed Central

Zhang, Haihong; Guan, Cuntai; Ang, Kai Keng; Wang, Chuanchu

2012-01-01

Detecting motor imagery activities versus non-control in brain signals is the basis of self-paced brain-computer interfaces (BCIs), but also poses a considerable challenge to signal processing due to the complex and non-stationary characteristics of motor imagery as well as non-control. This paper presents a self-paced BCI based on a robust learning mechanism that extracts and selects spatio-spectral features for differentiating multiple EEG classes. It also employs a non-linear regression and post-processing technique for predicting the time-series of class labels from the spatio-spectral features. The method was validated in the BCI Competition IV on Dataset I where it produced the lowest prediction error of class labels continuously. This report also presents and discusses analysis of the method using the competition data set. PMID:22347153

A neural network for recognizing movement patterns during repetitive self-paced movements of the fingers in opposition to the thumb.

PubMed

Van Vaerenbergh, J; Vranken, R; Briers, L; Briers, H

2001-11-01

A data glove is a typical input device to control a virtual environment. At the same time it measures movements of wrist and fingers. The purposes of this investigation were to assess the ability of BrainMaker, a neural network, to recognize movement patterns during an opposition task that consisted of repetitive self-paced movements of the fingers in opposition to the thumb. The neural network contained 56 inputs, 3 hidden layers of 20 neurons, and one output. The 5th glove '95 (5DT), a commercial glove especially designed for virtual reality games, was used for finger motion capture. The training of the neural network was successful for recognizing the thumb, the index finger and the ring finger movements during the repetitive self-paced movements and neural network performed well during testing.

The Effectiveness of a Self Regulated Learning-Based Training Program on Improving Cognitive and Metacognitive EFL Reading Comprehension of 9th Graders with Reading Disabilities

ERIC Educational Resources Information Center

Eissa, Mourad Ali

2015-01-01

The purpose of this study was to explore the effect of a self regulated learning intervention program on cognitive and metacognitive EFL reading comprehension of 9th graders with reading disabilities. The participants in this study were 40 9th Graders with reading disabilities, selected from two schools located in Baltim Educational Edara. A…

Agricultural Science I. Supplementary Units. Instructor Information.

ERIC Educational Resources Information Center

Martin, Donna; And Others

These supplementary units are designed to help students with special needs learn and apply agricultural skills in the areas of animal breeding, animal nutrition, leadership, and power tools. Specific competencies are listed as study questions at the beginning of each of the 10 self-paced and self-contained units. Skill sheets, activity sheets, and…

Slow-Learner, Average, and Gifted Third Graders: Strategy Analysis and Training for Learning

ERIC Educational Resources Information Center

Friedrich, Douglas

1974-01-01

Experimentally induced rehearsal and clustering strategies facilitated the performance of slow-learner, average, and gifted third graders on a visual short-term memory task. Self-pacing was superior to experimenter pacing of successive object presentation. (Author)

Self-paced versus fixed speed walking and the effect of virtual reality in children with cerebral palsy.

PubMed

Sloot, Lizeth H; Harlaar, Jaap; van der Krogt, Marjolein M

2015-10-01

While feedback-controlled treadmills with a virtual reality could potentially offer advantages for clinical gait analysis and training, the effect of self-paced walking and the virtual environment on the gait pattern of children and different patient groups remains unknown. This study examined the effect of self-paced (SP) versus fixed speed (FS) walking and of walking with and without a virtual reality (VR) in 11 typically developing (TD) children and nine children with cerebral palsy (CP). We found that subjects walked in SP mode with twice as much between-stride walking speed variability (p<0.01), fluctuating over multiple strides. There was no main effect of SP on kinematics or kinetics, but small interaction effects between SP and group (TD versus CP) were found for five out of 33 parameters. This suggests that children with CP might need more time to familiarize to SP walking, however, these differences were generally too small to be clinically relevant. The VR environment did not affect the kinematic or kinetic parameters, but walking with VR was rated as more similar to overground walking by both groups (p=0.02). The results of this study indicate that both SP and FS walking, with and without VR, can be used interchangeably for treadmill-based clinical gait analysis in children with and without CP. Copyright © 2015 Elsevier B.V. All rights reserved.

Self-Efficacy of Teacher Candidates for Teaching First Reading and Writing

ERIC Educational Resources Information Center

Gündogmus, Hatice Degirmenci

2018-01-01

The purpose of this study is to determine by different variables the self-efficacy of a teacher candidate for teaching first reading and writing in their 3rd and 4th year in the department of primary school teaching. In line with the purpose of the study, the self-efficacy levels of teacher candidates for teaching first reading and writing were…

Effects of Reduced Strength on Self-Selected Pacing for Long-Duration Activities

NASA Technical Reports Server (NTRS)

Buxton, Roxanne E.; Ryder, Jeffrey W.; English, Kirk E.; Guined, Jamie R.; Ploutz-Snyder, Lori L.

2015-01-01

Strength and aerobic capacity are predictors of astronaut performance for extravehicular activities (EVA) during exploration missions. It is expected that astronauts will self-select a pace below their ventilatory threshold (VT). PURPOSE: To determine the percentage of VT that subjects self-select for prolonged occupational tasks. METHODS: Maximal aerobic capacity and a variety of lower-body strength and power variables were assessed in 17 subjects who climbed 480 rungs on a ladder ergometer and then completed 10 km on a treadmill as quickly as possible using a self-selected pace. The tasks were performed on 4 days, with a weighted suit providing 0% (suit fabric only), 40%, 60%, and 80% of additional bodyweight (BW), thereby altering the strength to BW ratio. Oxygen consumption and heart rate were continuously measured. Repeated measures ANOVA and post-hoc comparisons were performed on the percent of VT values under each suited condition. RESULTS: Subjects consistently self-paced at or below VT for both tasks and the pace was related to suit weight. At the midpoint for the ladder climb the 80% BW condition elicited the lowest metabolic cost (-19+/-14% below VT), significantly different than the 0% BW (-3+/-16%, P=0.002) and the 40% BW conditions (-5+/-22%, P=0.023). The 60% BW condition (-13+/-19%) was different than the 40% BW condition (P=0.034). Upon completion of the ladder task there were no differences among the conditions (0%BW: 3+/-18%; 40%BW: 3+/-21%; 60%BW: - 8+/-25%; 80%BW: -10+/-18%). All subjects failed to complete 5km at 80%BW. At the midpoint of the treadmill test the three remaining conditions were all significantly different (0%BW: -20+/-15%; 40%BW: - 33+/-15%; 60%BW: -41+/-19%). Upon completion of the treadmill test the 60% BW condition (-38+/-12%) was significantly different than the 40% BW (-28+/-15%, P=0.024). CONCLUSIONS: Decreasing relative strength results in progressive and disproportionate decreases (relative to VT) in self-selected pacing during long-duration activities. Thus, during prolonged, endurance-type activities, large reductions in strength cause notable performance decrements despite no changes in aerobic capacity. These data highlight the importance of both aerobic capacity and muscle strength to the performance of prolonged EVA in exploration mission scenarios.

Reading Self-Perceived Ability, Enjoyment and Achievement: A Genetically Informative Study of Their Reciprocal Links Over Time

PubMed Central

2017-01-01

Extant literature has established a consistent association between aspects of reading motivation, such as enjoyment and self-perceived ability, and reading achievement, in that more motivated readers are generally more skilled readers. However, the developmental etiology of this relation is yet to be investigated. The present study explores the development of the motivation–achievement association and its genetic and environmental underpinnings. Applying cross-lagged design in a sample of 13,825 twins, we examined the relative contribution of genetic and environmental factors to the association between reading enjoyment and self-perceived ability and reading achievement. Children completed a reading comprehension task and self-reported their reading enjoyment and perceived ability twice in middle childhood: when they were 9–10 and 12 years old. Results showed a modest reciprocal association over time between reading motivation (enjoyment and perceived ability) and reading achievement. Reading motivation at age 9–10 statistically predicted the development of later achievement, and similarly, reading achievement at age 9–10 predicted the development of later motivation. This reciprocal association was observed beyond the stability of the variables and their contemporaneous correlation and was largely explained by genetic factors. PMID:28333527

Experimental Evaluation of Computer Assisted Self-Assessment of Reading Comprehension: Effects on Reading Achievement and Attitude.

ERIC Educational Resources Information Center

Vollands, Stacy R.; And Others

A study evaluated the effect software for self-assessment and management of reading practice had on reading achievement and motivation in two primary schools in Aberdeen, Scotland. The program utilized was The Accelerated Reader (AR) which was designed to enable curriculum based assessment of reading comprehension within the classroom. Students…

Relating Adolescents' Second Language Reading Attitudes, Self Efficacy for Reading, and Reading Ability in a Non-Supportive ESL Setting

ERIC Educational Resources Information Center

Sani, Azlina Murad; Zain, Zaizati

2011-01-01

The aim of this study was to investigate the relationships among second language reading attitudes, reading self-efficacy, and reading ability, as well as gender differences across the variables among adolescents in a setting that does not foster English as second language (ESL). Two hundred sixteen-year olds completed a translated version of the…

Time for prediction? The effect of presentation rate on predictive sentence comprehension during word-by-word reading

PubMed Central

Wlotko, Edward W.; Federmeier, Kara D.

2015-01-01

Predictive processing is a core component of normal language comprehension, but the brain may not engage in prediction to the same extent in all circumstances. This study investigates the effects of timing on anticipatory comprehension mechanisms. Event-related brain potentials (ERPs) were recorded while participants read two-sentence mini-scenarios previously shown to elicit prediction-related effects for implausible items that are categorically related to expected items (‘They wanted to make the hotel look more like a tropical resort. So along the driveway they planted rows of PALMS/PINES/TULIPS.’). The first sentence of every pair was presented in its entirety and was self-paced. The second sentence was presented word-by-word with a fixed stimulus onset asynchrony (SOA) of either 500 ms or 250 ms that was manipulated in a within-subjects blocked design. Amplitudes of the N400 ERP component are taken as a neural index of demands on semantic processing. At 500 ms SOA, implausible words related to predictable words elicited reduced N400 amplitudes compared to unrelated words (PINES vs. TULIPS), replicating past studies. At 250 ms SOA this prediction-related semantic facilitation was diminished. Thus, timing is a factor in determining the extent to which anticipatory mechanisms are engaged. However, we found evidence that prediction can sometimes be engaged even under speeded presentation rates. Participants who first read sentences in the 250 ms SOA block showed no effect of semantic similarity for this SOA, although these same participants showed the effect in the second block with 500 ms SOA. However, participants who first read sentences in the 500 ms SOA block continued to show the N400 semantic similarity effect in the 250 ms SOA block. These findings add to results showing that the brain flexibly allocates resources to most effectively achieve comprehension goals given the current processing environment. PMID:25987437

Study protocol for improving asthma outcomes through cross-cultural communication training for physicians: a randomized trial of physician training.

PubMed

Patel, Minal R; Thomas, Lara J; Hafeez, Kausar; Shankin, Matthew; Wilkin, Margaret; Brown, Randall W

2014-06-16

Massive resources are expended every year on cross-cultural communication training for physicians. Such training is a focus of continuing medical education nationwide and is part of the curriculum of virtually every medical school in America. There is a pressing need for evidence regarding the effects on patients of cross-cultural communication training for physicians. There is a need to understand the added benefit of such training compared to more general communication. We know of no rigorous study that has assessed whether cross-cultural communication training for physicians results in better health outcomes for their patients. The current study aims to answer this question by enhancing the Physician Asthma Care Education (PACE) program to cross cultural communication (PACE Plus), and comparing the effect of the enhanced program to PACE on the health outcomes of African American and Latino/Hispanic children with asthma. A three-arm randomized control trial is used to compare PACE Plus, PACE, and usual care. Both PACE and PACE Plus are delivered in two, two-hour sessions over a period of two weeks to 5-10 primary care physicians who treat African American and Latino/Hispanic children with asthma. One hundred twelve physicians and 1060 of their pediatric patients were recruited who self-identify as African American or Latino/Hispanic and experience persistent asthma. Physicians were randomized into receiving either the PACE Plus or PACE intervention or into the control group. The comparative effectiveness of PACE and PACE Plus on clinician's therapeutic and communication practices with the family/patient, children's urgent care use for asthma, asthma control, and quality of life, and parent/caretaker satisfaction with physician performance will be assessed. Data are collected via telephone survey and medical record review at baseline, 9 months following the intervention, and 21 months following the intervention. This study aims to reduce disparities in asthma outcomes among African American and Latino/Hispanic children through cross-cultural communication training of their physicians and assessing the added value of this training compared to general communication. The results of this study will provide important information about the value of cross-cultural training in helping to address persistent racial disparities in outcomes. ClinicalTrials.gov: NCT01251523 December 1, 2010.

Degradation of cognitive timing mechanisms in behavioural variant frontotemporal dementia

PubMed Central

Henley, Susie M.D.; Downey, Laura E.; Nicholas, Jennifer M.; Kinnunen, Kirsi M.; Golden, Hannah L.; Buckley, Aisling; Mahoney, Colin J.; Crutch, Sebastian J.

2014-01-01

The current study examined motor timing in frontotemporal dementia (FTD), which manifests as progressive deterioration in social, behavioural and cognitive functions. Twenty-patients fulfilling consensus clinical criteria for behavioural variant FTD (bvFTD), 11 patients fulfilling consensus clinical criteria for semantic-variant primary progressive aphasia (svPPA), four patients fulfilling criteria for nonfluent/agrammatic primary progressive aphasia (naPPA), eight patients fulfilling criteria for Alzheimer׳s disease (AD), and 31 controls were assessed on both an externally- and self-paced finger-tapping task requiring maintenance of a regular, 1500 ms beat over 50 taps. Grey and white matter correlates of deficits in motor timing were examined using voxel-based morphometry (VBM) and diffusion tensor imaging (DTI). bvFTD patients exhibited significant deficits in aspects of both externally- and self-paced tapping. Increased mean inter-response interval (faster than target tap time) in the self-paced task was associated with reduced grey matter volume in the cerebellum bilaterally, right middle temporal gyrus, and with increased axial diffusivity in the right superior longitudinal fasciculus, regions and tracts which have been suggested to be involved in a subcortical–cortical network of structures underlying timing abilities. This suggests that such structures can be affected in bvFTD, and that impaired motor timing may underlie some characteristics of the bvFTD phenotype. PMID:25447066

The hidden effect of hearing acuity on speech recall, and compensatory effects of self-paced listening

PubMed Central

Piquado, Tepring; Benichov, Jonathan I.; Brownell, Hiram; Wingfield, Arthur

2013-01-01

Objective The purpose of this research was to determine whether negative effects of hearing loss on recall accuracy for spoken narratives can be mitigated by allowing listeners to control the rate of speech input. Design Paragraph-length narratives were presented for recall under two listening conditions in a within-participants design: presentation without interruption (continuous) at an average speech-rate of 150 words per minute; and presentation interrupted at periodic intervals at which participants were allowed to pause before initiating the next segment (self-paced). Study sample Participants were 24 adults ranging from 21 to 33 years of age. Half had age-normal hearing acuity and half had mild-to-moderate hearing loss. The two groups were comparable for age, years of formal education, and vocabulary. Results When narrative passages were presented continuously, without interruption, participants with hearing loss recalled significantly fewer story elements, both main ideas and narrative details, than those with age-normal hearing. The recall difference was eliminated when the two groups were allowed to self-pace the speech input. Conclusion Results support the hypothesis that the listening effort associated with reduced hearing acuity can slow processing operations and increase demands on working memory, with consequent negative effects on accuracy of narrative recall. PMID:22731919

Gender, Self-Concept, and Reading Disabilities.

ERIC Educational Resources Information Center

Fink, Rosalie P.

2000-01-01

A study of highly successful men and women with reading disabilities used a developmental approach to investigate how, and under what conditions, males and females with reading disabilities develop high literacy levels and resilient self-concepts. The 60 participants in the study included a Nobel laureate, a member of the National Academy of…

The Role of RAN and Reading Rate in Predicting Reading Self-Concept

ERIC Educational Resources Information Center

Kasperski, Ronen; Shany, Michal; Katzir, Tami

2016-01-01

Social identity theory states that a person's self-concept is created from comparison with others (Walsh & Gordon, 2008). In the case of reading, oral reading is a salient feature young children have to compare themselves on to their classroom peer group. The current study was set to explore the ability of oral reading tasks such as rapid…

The Influence of Peer Tutors and Technology-Actuated Reading Instruction Process on Third-Grade Students' Self-Perceptions as Readers: A Multiple Case Study

ERIC Educational Resources Information Center

Daw, Brenda Shill

2011-01-01

Driven by Lev Vygotsky's Sociocultural Theory (1986), my study investigated the self-perceptions and interactions of seven underperforming, third-grade readers while using Technology-Actuated Reading Instruction (TARI). Partnered with same-age peer tutors, readers used digital tools to listen to, read/record, and playback oral reading passages.…

Interactive Video, Tablets and Self-Paced Learning in the Classroom: Preservice Teachers Perceptions

ERIC Educational Resources Information Center

Papadopoulou, Anthia; Palaigeorgiou, George

2016-01-01

In recent years, a lot of focus has been given to the study of interactive video. However, interactive video has not been examined as a tool for self-directed learning in the classroom and has not been exploited together with tablets. This study tries to assess the value of an e-learning environment which is based primarily on interactive learning…

The influence of a 12% carbohydrate-electrolyte beverage on self-paced soccer-specific exercise performance.

PubMed

Harper, Liam D; Stevenson, Emma J; Rollo, Ian; Russell, Mark

2017-12-01

To assess the physiological and performance effects of a 12% carbohydrate-electrolyte beverage consumed at practically applicable time-points (i.e., before each half) throughout simulated soccer match-play. Randomised, counterbalanced, crossover. Fed players (n=15) performed 90-min of soccer-specific exercise (including self-paced exercise at the end of each half). Players consumed carbohydrate-electrolyte (CHO; 60g×500ml -1 , Na + 205mg×500ml -1 ), placebo-electrolyte (PL) or water (Wat) beverages at the end of the warm-up (250ml) and half-time (250ml plus ad-libitum water). Blood was drawn before each half and every 15-min during exercise. Physical (15-m sprinting, countermovement jumps, self-paced distance, acceleration/deceleration count), technical (dribbling) and cognitive (memory, attention, decision-making) performance was assessed. Ratings of perceived exertion (RPE) and abdominal discomfort were measured. Against Wat and PL, CHO increased (all p<0.05) mean accelerations >1.5m·s -2 during self-paced exercise (>+25%) and dribbling speed from 60-min onwards (>+3%). Mean sprinting speed improved (+2.7%) in CHO versus Wat. Blood glucose increased before and during each half in CHO versus PL and Wat (all p<0.05). A 27% decline in glycaemia occurred at 60-min in CHO. RPE was comparable between trials. Cognition reduced post-exercise (p<0.05); this decline was not attenuated by CHO. Abdominal discomfort increased during exercise but was similar between trials. Using more realistic fluid ingestion timings than have been examined previously, consuming a 12% carbohydrate-electrolyte beverage increased blood glucose, self-paced exercise performance, and improved dribbling speed in the final 30-min of exercise compared to water and placebo. Carbohydrates did not attenuate post-exercise reductions in cognition. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Developing the Self-Directed Learning Instructional Model to Enhance English Reading Ability and Self-Directed Learning of Undergraduate Students

ERIC Educational Resources Information Center

Wichadee, Saovapa

2011-01-01

The purposes of this study were to develop the instructional model for enhancing self-directed learning skills of Bangkok University students, study the impacts of the model on their English reading comprehension and self-directed learning ability as well as explore their opinion towards self-directed learning. The model development process…

Assessing parental empathy: a role for empathy in child attachment.

PubMed

Stern, Jessica A; Borelli, Jessica L; Smiley, Patricia A

2015-01-01

Although empathy has been associated with helping behavior and relationship quality, little research has evaluated the role of parental empathy in the development of parent-child relationships. The current study (1) establishes preliminary validity of the Parental Affective and Cognitive Empathy Scale (PACES), a method for coding empathy from parents' narrative responses to the Parent Development Interview - Revised for School-Aged Children (PDI-R-SC), and (2) tests a theoretical model of empathy and attachment. Sixty caregivers and their children completed a battery of questionnaire and interview measures, including the PDI-R-SC and the Child Attachment Interview (CAI). Caregivers' interview narratives were scored for empathy using PACES. PACES showed good interrater reliability and good convergent validity with a self-report empathy measure. Parent empathy was positively related to child attachment security (using a continuous score for narrative coherence) and emotional openness on the CAI, as well as to child perceptions of parental warmth. Moreover, parent empathy mediated the relation between parents' self-reported attachment style and their children's attachment security. Implications for attachment theory and future directions for establishing scale validity are discussed.

Peak fat oxidation during self-paced activities of daily life: influence of sex and body composition.

PubMed

Grams, Lena; Kück, Momme; Haufe, Sven; Tegtbur, Uwe; Nelius, Anne-Katrin; Kerling, Arno

2017-05-01

Increasing physical activity is a cornerstone in the treatment of overweight individuals and self-selected exercise intensity leads to higher adherence to physical activity. However, information on differences in energy expenditure and fat oxidation between sexes regarding common self-paced activities of daily living are rare. We divided 33 subjects into normal weight (NW, N.=21) and overweight (OW, N.=12). Energy expenditure and substrate oxidation was measured during six self-paced physical activities of daily living using a portable spirometric system. We also determined maximum aerobic capacity (VO2max) and estimated free-living physical activity with a multi-sensor device. For all six activities, total energy expenditure was not different between NW and OW subjects in both sexes. The peak fat oxidation during physical activities was reached at higher intensities for women (NW 57±15%; OW 53±8% of VO2max) compared to men (NW 41±8%; OW 42±9% of VO2max) with no differences between NW and OW subjects. The majority of OW (92%) but not NW (42%) subjects reached their highest fat oxidation during walking. The self-selected walking speed was not significantly different between NW and OW men (NW 5.25±0.48 km/h, OW 5.52±0.42 km/h) and NW and OW women (NW 5.16±0.89 km/h, OW 5.01±0.42 km/h). When physical activity aims to maximizing fat oxidation, women should exercise at higher relative intensities than men, regardless of being normal weight or overweight. Self-paced walking is a suitable activity for overweight subjects to achieve high rates of both total energy expenditure and fat oxidation.

A Review of the Effects of Self-Monitoring on Reading Performance of Students with Disabilities

ERIC Educational Resources Information Center

Joseph, Laurice M.; Eveleigh, Elisha L.

2011-01-01

The purpose of this review was to synthesize the effects of self-monitoring methods on reading achievement for students with disabilities. Studies examining the self-monitoring of reading behaviors that were published in peer-reviewed journals from 1987 to 2008 were synthesized with regard to types of participants, settings, research designs,…

A research project to develop and evaluate a technical education component on materials technology for orientation to space-age technology

NASA Technical Reports Server (NTRS)

Jacobs, J. A.

1976-01-01

A project was initiated to develop, implement, and evaluate a prototype component for self-pacing, individualized instruction on basic materials science. Results of this project indicate that systematically developed, self-paced instruction provides an effective means for orienting nontraditional college students and secondary students, especially minorities, to both engineering technology and basic materials science. In addition, students using such a system gain greater chances for mastering subject matter than with conventional modes of instruction.

Culturally Familiar Tasks on Reading Performance and Self-Efficacy of Culturally and Linguistically Diverse Students

ERIC Educational Resources Information Center

Kelley, Heather M.; Siwatu, Kamau Oginga; Tost, Jeremy R.; Martinez, James

2015-01-01

Grounded in the theoretical frameworks of constructivism and social cognitive theory, this study examined utilising culturally responsive pedagogy through a Latino themed reading task with the intention of increasing reading achievement and reading self-efficacy beliefs for culturally and linguistically diverse students. The research was conducted…

The Effects of Self-Questioning on Reading Comprehension: A Literature Review

ERIC Educational Resources Information Center

Joseph, Laurice M.; Alber-Morgan, Sheila; Cullen, Jennifer; Rouse, Christina

2016-01-01

The ability to monitor one's own reading comprehension is a critical skill for deriving meaning from text. Self-questioning during reading is a strategy that enables students to monitor their reading comprehension and increases their ability to learn independently. The purpose of this article was to review experimental research studies that…

Pacing strategies during the swim, cycle and run disciplines of sprint, Olympic and half-Ironman triathlons.

PubMed

Wu, Sam Shi Xuan; Peiffer, Jeremiah J; Brisswalter, Jeanick; Nosaka, Kazunori; Lau, Wing Yin; Abbiss, Chris R

2015-05-01

This study investigated the influence of distance on self-selected pacing during the swim, cycle and run disciplines of sprint, Olympic and half-Ironman (HIM) distance triathlon races. Eight trained male triathletes performed the three individual races in <2 months. Participants' bikes were fitted with Schoberer Rad Meßtechnik to monitor speed, power output and heart rate during the cycle discipline. Global positioning system was worn to determine speed and heart rate during the swim and run disciplines. An even swim pacing strategy was adopted across all distances. A more stochastic pacing was observed during the HIM cycle [standard deviation of exposure variation analysis (EVASD) = 3.21 ± 0.61] when compared with the sprint cycle discipline (EVASD = 3.84 ± 0.44, p = 0.018). Only 20.9 ± 4.1 % of the cycling time was spent more than 10 % above the mean power output in the HIM, compared with 43.8 ± 2.9 % (p = 0.002) and 37.7 ± 11.1 % (p = 0.039) during the sprint and Olympic distance triathlons, respectively. Conversely, 13.6 ± 5.1 % of the cycling time was spent 5-10 % below the mean power output during the HIM, compared with 5.9 ± 1.2 % (p = 0.034) and 8.0 ± 5.1 % (p = 0.045) during the sprint and Olympic distance triathlons, respectively. A negative pacing strategy was adopted during the sprint distance run, compared with positive pacing strategy during the Olympic and HIM. Results of this study suggest that pacing strategies during triathlon are highly influenced by distance and discipline, and highlight the importance of developing pacing strategies based on distance, strengths and individual fitness.

Optimal pacing strategy: from theoretical modelling to reality in 1500-m speed skating.

PubMed

Hettinga, F J; De Koning, J J; Schmidt, L J I; Wind, N A C; Macintosh, B R; Foster, C

2011-01-01

Athletes are trained to choose the pace which is perceived to be correct during a specific effort, such as the 1500-m speed skating competition. The purpose of the present study was to "override" self-paced (SP) performance by instructing athletes to execute a theoretically optimal pacing profile. Seven national-level speed-skaters performed a SP 1500-m which was analysed by obtaining velocity (every 100 m) and body position (every 200 m) with video to calculate total mechanical power output. Together with gross efficiency and aerobic kinetics, obtained in separate trials, data were used to calculate aerobic and anaerobic power output profiles. An energy flow model was applied to SP, simulating a range of pacing strategies, and a theoretically optimal pacing profile was imposed in a second race (IM). Final time for IM was ∼2 s slower than SP. Total power distribution per lap differed, with a higher power over the first 300 m for IM (637.0 (49.4) vs 612.5 (50.0) W). Anaerobic parameters did not differ. The faster first lap resulted in a higher aerodynamic drag coefficient and perhaps a less effective push-off. Experienced athletes have a well-developed performance template, and changing pacing strategy towards a theoretically optimal fast start protocol had negative consequences on speed-skating technique and did not result in better performance.

Predictors and Outcomes of Early vs. Later English Language Proficiency Among English Language Learners

PubMed Central

Halle, Tamara; Hair, Elizabeth; Wandner, Laura; McNamara, Michelle; Chien, Nina

2011-01-01

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children’s growth and development. PMID:22389551

The Effect of College Students' Self-Generated Computerized Mind Mapping on Their Reading Achievement

ERIC Educational Resources Information Center

Sabbah, Sabah Salman

2015-01-01

This study explored the potential effect of college students' self-generated computerized mind maps on their reading comprehension. It also investigated the subjects' attitudes toward generating computerized mind maps for reading comprehension. The study was conducted in response to the inability of the foundation-level students, who were learning…

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

ERIC Educational Resources Information Center

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

2017-01-01

The goal of this study was to evaluate the extent to which training that emphasizes the process of executive function (EF) and self-regulated learning (SRL) would result in increased reading comprehension; we also evaluated interrelationships of EF, SRL, and reading. We report an experiment (N = 75 fourth graders) that contrasted two…

Classroom Teacher Candidates' Perceptions of Teacher Self-Efficacy in Developing Students' Reading, Writing and Verbal Skills: Scale Development Study

ERIC Educational Resources Information Center

Canbulat, Ayse Nur Kutluca

2017-01-01

This work uses exploratory and confirmatory factor analyses to study Verbal Skills Development Teacher Self-Efficacy Scale (VSDTS), Reading Skills Development Teacher Self-Efficacy Scale (RSDTS) and Writing Skills Development Teacher Self-Efficacy Scale (WSDTS) developed to identify classroom teacher candidates' perceptions of teacher…

Comparison of long-term results of computer-assisted anti-stigma education and reading anti-stigma educational materials.

PubMed

Finkelstein, Joseph; Lapshin, Oleg; Wasserman, Evgeny

2007-10-11

Professionals working with psychiatric patients very often have negative beliefs and attitudes about their clients. We designed our study to investigate the effectiveness of anti-stigma interventions among university students who are trained to provide special education. The objective of our study was to compare sustainability of the effect of two anti-stigma education programs. We enrolled 91 college students from the School of Special Education at the Herzen Russian State Pedagogic University (St Petersburg, Russia). Of those, 36 read two articles and World Health Organization brochure (reading group, RG) devoted to the problem of psychiatric stigma, and 32 studied an anti-stigma web-based program (program group, PG). Twenty-three students were in a control group (CG) and received no intervention. The second study visit in six months was completed by 65 students. To measure the level of stigma we used the Community Attitudes toward the Mentally Ill (CAMI) questionnaire. The web-based program was based on the Computer-assisted Education system (CO-ED) which we described previously. The CO-ED system provides self-paced interactive education driven by adult learning theories. At the time of their first visit the age of the study participants was 19.0+/-1.2 years; of them, 99% were females. After the intervention in PG, the level of stigma assessed by CAMI decreased from 24.0+/-5.0 to 15.8+/- 4.6 points (p<0.0001). In RG the level of stigma dropped from 24.1+/-6.1 to 20.3+/-6.4 points (p<0.0001). In six months after the intervention the analysis of CAMI scores showed that the level of stigma in PG was significantly lower than in CG and RG (20.2+/-6.2 in CG, 21.3+/-6.5 in RG, and 18.7+/-4.9 in PG, p<0.01). Web-based education or reading anti-stigma materials could be effective in reducing psychiatric stigma among university students. The effect of interactive web-based education based on adult learning theories was more stable as assessed in six months.

On the asynchronously continuous control of mobile robot movement by motor cortical spiking activity.

PubMed

Xu, Zhiming; So, Rosa Q; Toe, Kyaw Kyar; Ang, Kai Keng; Guan, Cuntai

2014-01-01

This paper presents an asynchronously intracortical brain-computer interface (BCI) which allows the subject to continuously drive a mobile robot. This system has a great implication for disabled patients to move around. By carefully designing a multiclass support vector machine (SVM), the subject's self-paced instantaneous movement intents are continuously decoded to control the mobile robot. In particular, we studied the stability of the neural representation of the movement directions. Experimental results on the nonhuman primate showed that the overt movement directions were stably represented in ensemble of recorded units, and our SVM classifier could successfully decode such movements continuously along the desired movement path. However, the neural representation of the stop state for the self-paced control was not stably represented and could drift.

The Self-Paced Graz Brain-Computer Interface: Methods and Applications

PubMed Central

Scherer, Reinhold; Schloegl, Alois; Lee, Felix; Bischof, Horst; Janša, Janez; Pfurtscheller, Gert

2007-01-01

We present the self-paced 3-class Graz brain-computer interface (BCI) which is based on the detection of sensorimotor electroencephalogram (EEG) rhythms induced by motor imagery. Self-paced operation means that the BCI is able to determine whether the ongoing brain activity is intended as control signal (intentional control) or not (non-control state). The presented system is able to automatically reduce electrooculogram (EOG) artifacts, to detect electromyographic (EMG) activity, and uses only three bipolar EEG channels. Two applications are presented: the freeSpace virtual environment (VE) and the Brainloop interface. The freeSpace is a computer-game-like application where subjects have to navigate through the environment and collect coins by autonomously selecting navigation commands. Three subjects participated in these feedback experiments and each learned to navigate through the VE and collect coins. Two out of the three succeeded in collecting all three coins. The Brainloop interface provides an interface between the Graz-BCI and Google Earth. PMID:18350133

An Analysis of the Effectiveness of Individualized Reading Instruction Upon Self-Concept of Disadvantaged Students with Reading Disabilities.

ERIC Educational Resources Information Center

Marble, James Marion

The major purpose of this study was to investigate the possibility that individualized instruction could improve the self-image of children with reading problems. Subjects for the experimental and control groups were selected from five classes of fifth grade students from a predominantly rural, isolated area in Mississippi. The Sears Self-Concept…

Effects of Online Reciprocal Teaching on Reading Strategies, Comprehension, Self-Efficacy, and Motivation

ERIC Educational Resources Information Center

Huang, Ching-Ting; Yang, Shu Ching

2015-01-01

This study examines the effects of two types of online remedial reading interventions on the reading strategy and comprehension, motivational beliefs, and self-efficacy of 36 low-achieving students (explicit teaching before reciprocal teaching [ET-RT] vs. direct instruction [DI]). We designed a 10-unit online remedial English reading program based…

Self-Esteem and Reading Achievement.

ERIC Educational Resources Information Center

Sweet, Anne E.; Burbach, Harold J.

This study investigated the directionality of the relationship between self-esteem and reading achievement in 286 students in Lynchburg, Virginia. During the first year of the three-year study, subjects were fourth, fifth, and sixth graders. The Coopersmith Self-Esteem Inventory and the SRA Achievement Series subscales were administered; sex and…

Speed-Dependent Contribution of Callosal Pathways to Ipsilateral Movements

PubMed Central

Tazoe, Toshiki

2013-01-01

Transcallosal inhibitory interactions between primary motor cortices are important to suppress unintended movements in a resting limb during voluntary activation of the contralateral limb. The functional contribution of transcallosal inhibition targeting the voluntary active limb remains unknown. Using transcranial magnetic stimulation, we examined transcallosal inhibition [by measuring interhemispheric inhibition (IHI) and the ipsilateral silent period (iSP)] in the preparatory and execution phases of isotonic slower self-paced and ballistic movements performed by the ipsilateral index finger into abduction and the elbow into flexion in intact humans. We demonstrate decreased IHI in the preparatory phase of self-paced and ballistic index finger and elbow movements compared to rest; the decrease in IHI was larger during ballistic than self-paced movements. In contrast, in the execution phase, IHI and the iSP increased during ballistic compared to self-paced movements. Transcallosal inhibition was negatively correlated with reaction times in the preparatory phase and positively correlated with movement amplitude in the execution phase. Together, our results demonstrate a widespread contribution of transcallosal inhibition to ipsilateral movements of different speeds with a functional role during rapid movements; at faster speeds, decreased transcallosal inhibition in the preparatory phase may contribute to start movements rapidly, while the increase in the execution phase may contribute to stop the movement. We argue that transcallosal pathways enable signaling of the time of discrete behavioral events during ipsilateral movements, which is amplified by the speed of a movement. PMID:24107950

Neural representation of cost-benefit selections in rat anterior cingulate cortex in self-paced decision making.

PubMed

Wang, Shuai; Shi, Yi; Li, Bao-Ming

2017-03-01

The anterior cingulate cortex (ACC) is crucial for decision making which involves the processing of cost-benefit information. Our previous study has shown that ACC is essential for self-paced decision making. However, it is unclear how ACC neurons represent cost-benefit selections during the decision-making process. In the present study, we trained rats on the same "Do More Get More" (DMGM) task as in our previous work. In each trial, the animals stand upright and perform a sustained nosepoke of their own will to earn a water reward, with the amount of reward positively correlated to the duration of the nosepoke (i.e., longer nosepokes earn larger rewards). We then recorded ACC neuronal activity on well-trained rats while they were performing the DMGM task. Our results show that (1) approximately 3/5 ACC neurons (296/496, 59.7%) exhibited changes in firing frequency that were temporally locked with the main events of the DMGM task; (2) about 1/5 ACC neurons (101/496, 20.4%) or 1/3 of the event-modulated neurons (101/296, 34.1%) showed differential firing rate changes for different cost-benefit selections; and (3) many ACC neurons exhibited linear encoding of the cost-benefit selections in the DMGM task events. These results suggest that ACC neurons are engaged in encoding cost-benefit information, thus represent the selections in self-paced decision making. Copyright © 2016 Elsevier Inc. All rights reserved.

The Influence of Self-Efficacy on Reading Achievement of General Educational Development (GED) and High School Graduates Enrolled in Developmental Reading Skills Courses in an Urban Community College System

ERIC Educational Resources Information Center

Barnes, Martha J.

2010-01-01

This study was undertaken to investigate the effects of self-efficacy on the performance of General Educational Development (GED) and high school graduates enrolled in developmental reading skills courses. The sample for the study consisted of 100 high school and 31 GED graduates enrolled in developmental reading courses in a midwestern community…

The self-paced VO2max test to assess maximal oxygen uptake in highly trained runners.

PubMed

Hogg, James S; Hopker, James G; Mauger, Alexis R

2015-03-01

The novel self-paced maximal-oxygen-uptake (VO2max) test (SPV) may be a more suitable alternative to traditional maximal tests for elite athletes due to the ability to self-regulate pace. This study aimed to examine whether the SPV can be administered on a motorized treadmill. Fourteen highly trained male distance runners performed a standard graded exercise test (GXT), an incline-based SPV (SPVincline), and a speed-based SPV (SPVspeed). The GXT included a plateau-verification stage. Both SPV protocols included 5×2-min stages (and a plateau-verification stage) and allowed for self-pacing based on fixed increments of rating of perceived exertion: 11, 13, 15, 17, and 20. The participants varied their speed and incline on the treadmill by moving between different marked zones in which the tester would then adjust the intensity. There was no significant difference (P=.319, ES=0.21) in the VO2max achieved in the SPVspeed (67.6±3.6 mL·kg(-1)·min(-1), 95%CI=65.6-69.7 mL·kg(-1)·min(-1)) compared with that achieved in the GXT (68.6±6.0 mL·kg(-1)·min(-1), 95%CI=65.1-72.1 mL·kg(-1)·min(-1)). Participants achieved a significantly higher VO2max in the SPVincline (70.6±4.3 mL·kg(-1)·min(-1), 95%CI=68.1-73.0 mL·kg(-1)·min(-1)) than in either the GXT (P=.027, ES=0.39) or SPVspeed (P=.001, ES=0.76). The SPVspeed protocol produces VO2max values similar to those obtained in the GXT and may represent a more appropriate and athlete-friendly test that is more oriented toward the variable speed found in competitive sport.

Sex-Related Differences in Self-Paced All Out High-Intensity Intermittent Cycling: Mechanical and Physiological Responses

PubMed Central

Panissa, Valéria L. G.; Julio, Ursula F.; França, Vanessa; Lira, Fabio S.; Hofmann, Peter; Takito, Monica Y.; Franchini, Emerson

2016-01-01

The purpose of this study was to compare sex-related responses to a self-paced all out high-intensity intermittent exercise (HIIE). 9 women and 10 men were submitted to a maximal incremental test (to determine maximum aerobic power - MAP and VO2peak), and an HIIE cycling (60x8s:12s, effort:pause). During the protocol the mean value of V̇O2 and heart rate for the entire exercise (VO2total and HRtotal) as well as the values only in the effort or pause (V̇O2effort, VO2pause and HReffort and HRpause) relative to VO2peak were measured. Anaerobic power reserve (APR), blood lactate [La] and the respiratory exchange ratio (RER) were also measured. These variables were compared between men and women using the unpaired t test. Men used greater APR (109 ± 12%MAP vs 92 ± 6%MAP) with similar V̇O2total (74 ± 7 vs 78 ± 8% VO2peak), however, when effort and pause were analysed separately, V̇O2effort (80 ± 9 vs 80 ± 5%VO2peak) was similar between sexes, while V̇O2pause was lower in men (69 ± 6% vs 77 ± 11% VO2peak, respectively). Women presented lower power decrement (30 ± 11 vs 11 ± 3%), RER (1.04 ± 0.03 vs 1.00 ± 0.02) and [La]peak (8.6 ± 0.9 vs 5.9 ± 2.3 mmol.L-1). Thus, we can conclude that men self-paced HIIE at higher APR but with the same cardiovascular/aerobic solicitation as women. Key points Men self-paced high-intensity intermittent exercise at higher intensities than women. Men utilized greater anaerobic power reserve than women. Men and women had same cardiovascular solicitation. PMID:27274678

Summer Reading Camp Self-Study Guide. REL 2015-070

ERIC Educational Resources Information Center

Smith, Kevin G.; Foorman, Barbara R.

2015-01-01

This guide is designed to facilitate self-studies of planning and implementation of state-required summer reading camp programs for grade 3 students who scored at the lowest level on the state reading assessment. It provides a template for data collection and guiding questions for discussion that may improve instruction and increase the number of…

A Sense of Urgency: Transforming the Literate Identities of Students Who Struggle with Learning to Read

ERIC Educational Resources Information Center

Harmon, Melinda R.

2013-01-01

This Grounded Theory study explored the identity development of four current and two former Reading Recovery students. The study focused on the interactions between self-efficacy, self-regulation and identity as students participated in the Reading Recovery intervention to capture change over time in the identity development of students who…

The Effects of Self-Regulation Strategies on Reading Comprehension, Motivation for Learning, and Self-Efficacy with Struggling Readers

ERIC Educational Resources Information Center

Cosentino, Cassandra L.

2017-01-01

The purpose of this quasi-experimental study was to investigate the effect of a self-regulation treatment on sixth grade students' reading comprehension, motivation for learning, and self-efficacy perceptions. The research took place in three urban schools in the northeast United States in the winter of 2016. The study's quasi-experimental design…

Metacognitive Reading Strategies in Learning Disability: Relations between Usage Level, Academic Self-Efficacy and Self-Concept

ERIC Educational Resources Information Center

Girli, Alev; Öztürk, Halil

2017-01-01

The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD), academic self-efficacy and the concept of self, in comparison to their typically developing (TD) peers. The data to be used in the study were collected using the…

Validation of suicide and self-harm records in the Clinical Practice Research Datalink

PubMed Central

Thomas, Kyla H; Davies, Neil; Metcalfe, Chris; Windmeijer, Frank; Martin, Richard M; Gunnell, David

2013-01-01

Aims The UK Clinical Practice Research Datalink (CPRD) is increasingly being used to investigate suicide-related adverse drug reactions. No studies have comprehensively validated the recording of suicide and nonfatal self-harm in the CPRD. We validated general practitioners' recording of these outcomes using linked Office for National Statistics (ONS) mortality and Hospital Episode Statistics (HES) admission data. Methods We identified cases of suicide and self-harm recorded using appropriate Read codes in the CPRD between 1998 and 2010 in patients aged ≥15 years. Suicides were defined as patients with Read codes for suicide recorded within 95 days of their death. International Classification of Diseases codes were used to identify suicides/hospital admissions for self-harm in the linked ONS and HES data sets. We compared CPRD-derived cases/incidence of suicide and self-harm with those identified from linked ONS mortality and HES data, national suicide incidence rates and published self-harm incidence data. Results Only 26.1% (n = 590) of the ‘true’ (ONS-confirmed) suicides were identified using Read codes. Furthermore, only 55.5% of Read code-identified suicides were confirmed as suicide by the ONS data. Of the HES-identified cases of self-harm, 68.4% were identified in the CPRD using Read codes. The CPRD self-harm rates based on Read codes had similar age and sex distributions to rates observed in self-harm hospital registers, although rates were underestimated in all age groups. Conclusions The CPRD recording of suicide using Read codes is unreliable, with significant inaccuracy (over- and under-reporting). Future CPRD suicide studies should use linked ONS mortality data. The under-reporting of self-harm appears to be less marked. PMID:23216533

Computerization in industry causes problems for people with reading and writing difficulties (dyslexia).

PubMed

Knutsson, A

1986-01-01

For 10 years computerization in industry has advanced at a rapid pace. A problem which has not received attention is that of people with reading and writing difficulties who experience severe problems when they have to communicate with a computer monitor screen. These individuals are often embarrassed by their difficulties and conceal them from their fellow workers. A number of case studies are described which show the form the problems can take. In one case, an employee was compelled to move from department to department as each was computerized in turn. Computers transform a large number of manual tasks in industry into jobs which call for reading and writing skills. Better education at elementary school and at the workplace in connection with computerization are the most important means of overcoming this problem. Moreover, computer programs could be written in a more human way.

Self-Paced and Temporally Constrained Throwing Performance by Team-Handball Experts and Novices without Foreknowledge of Target Position

PubMed Central

Rousanoglou, Elissavet N.; Noutsos, Konstantinos S.; Bayios, Ioannis A.; Boudolos, Konstantinos D.

2015-01-01

The fixed duration of a team-handball game and its continuously changing situations incorporate an inherent temporal pressure. Also, the target’s position is not foreknown but online determined by the player’s interceptive processing of visual information. These ecological limitations do not favour throwing performance, particularly in novice players, and are not reflected in previous experimental settings of self-paced throws with foreknowledge of target position. The study investigated the self-paced and temporally constrained throwing performance without foreknowledge of target position, in team-handball experts and novices in three shot types (Standing Shot, 3Step Shot, Jump Shot). The target position was randomly illuminated on a tabloid surface before (self-paced condition) and after (temporally constrained condition) shot initiation. Response time, throwing velocity and throwing accuracy were measured. A mixed 2 (experience) X 2 (temporal constraint condition) ANOVA was applied. The novices performed with significantly lower throwing velocity and worse throwing accuracy in all shot types (p = 0.000) and, longer response time only in the 3Step Shot (p = 0.013). The temporal constraint (significantly shorter response times in all shot types at p = 0.000) had a shot specific effect with lower throwing velocity only in the 3Step Shot (p = 0.001) and an unexpected greater throwing accuracy only in the Standing Shot (p = 0.002). The significant interaction between experience and temporal constraint condition in throwing accuracy (p = 0.003) revealed a significant temporal constraint effect in the novices (p = 0.002) but not in the experts (p = 0.798). The main findings of the study are the shot specificity of the temporal constraint effect, as well as that, depending on the shot, the novices’ throwing accuracy may benefit rather than worsen under temporal pressure. Key points The temporal constraint induced a shot specific significant difference in throwing velocity in both the experts and the novices. The temporal constraint induced a shot specific significant difference in throwing accuracy only in the novices. Depending on the shot demands, the throwing accuracy of the novices may benefit under temporally constrained situations. PMID:25729288

Self and External Monitoring of Reading Comprehension

ERIC Educational Resources Information Center

Shiu, Ling-po; Chen, Qishan

2013-01-01

The present study compared the effectiveness of 2 approaches to remedy the inaccuracy of self-monitoring of reading comprehension. The first approach attempts to enhance self-monitoring by strengthening the cues utilized in monitoring. The second approach replaces self-monitoring with external regulation based on objective evaluative information.…

The Relationship between Multimodal Literacy of Pre-Service Teachers and Their Perception of Self-Efficacy in Critical Reading

ERIC Educational Resources Information Center

Ulu, Hacer; Avsar-Tuncay, Aysegül; Bas, Özlem

2017-01-01

The aim of this study is to investigate the relationship between the multimodal literacy of pre-service teachers and their perception of self-efficacy in critical reading. At the same time, it is to what extent their multimodal literacy levels predict their perception of self-efficacy in critical reading. 337 students were chosen via convenience…

Keep it local (and final): Remnant preferences in ‘let alone’ ellipsis

PubMed Central

Harris, Jesse A.; Carlson, Katy

2015-01-01

The let alone construction (John can't run a mile, let alone a marathon) differs from standard coordination structures (with and or but) by requiring ellipsis of the second conjunct, e.g., a marathon is the remnant of an elided clause [John run a marathon]. In support of an ellipsis account, a corpus study of British and American English finds that let alone exhibits a Locality bias, as the second conjunct preferentially contrasts with the nearest lexical item of the same syntactic type. Two self-paced reading studies show that the Locality bias is active during online processing, but must be reconciled with indicators of semantic contrast and discourse information. Further, a sentence-rating study shows that the Locality bias interacts with a Finality bias that favors placing the let alone phrase at the end of a clause, which sometimes necessitates a non-local contrast. Together, the results show how a general bias in ellipsis for local contrasts is affected by discourse demands, such as the need for scalar contrast imposed by let alone, thereby offering a window into how possibly divergent syntactic and discourse constraints impact sentence processing. PMID:26085004

Abstract knowledge versus direct experience in processing of binomial expressions

PubMed Central

Morgan, Emily; Levy, Roger

2016-01-01

We ask whether word order preferences for binomial expressions of the form A and B (e.g. bread and butter) are driven by abstract linguistic knowledge of ordering constraints referencing the semantic, phonological, and lexical properties of the constituent words, or by prior direct experience with the specific items in questions. Using forced-choice and self-paced reading tasks, we demonstrate that online processing of never-before-seen binomials is influenced by abstract knowledge of ordering constraints, which we estimate with a probabilistic model. In contrast, online processing of highly frequent binomials is primarily driven by direct experience, which we estimate from corpus frequency counts. We propose a trade-off wherein processing of novel expressions relies upon abstract knowledge, while reliance upon direct experience increases with increased exposure to an expression. Our findings support theories of language processing in which both compositional generation and direct, holistic reuse of multi-word expressions play crucial roles. PMID:27776281

Late Bilinguals Are Sensitive to Unique Aspects of Second Language Processing: Evidence from Clitic Pronouns Word-Order

PubMed Central

Rossi, Eleonora; Diaz, Michele; Kroll, Judith F.; Dussias, Paola E.

2017-01-01

In two self-paced reading experiments we asked whether late, highly proficient, English–Spanish bilinguals are able to process language-specific morpho-syntactic information in their second language (L2). The processing of Spanish clitic pronouns’ word order was tested in two sentential constructions. Experiment 1 showed that English–Spanish bilinguals performed similarly to Spanish–English bilinguals and revealed sensitivity to word order violations for a grammatical structure unique to the L2. Experiment 2 replicated the pattern observed for native speakers in Experiment 1 with a group of monolingual Spanish speakers, demonstrating the stability of processing clitic pronouns in the native language. Taken together, the results show that late bilinguals can process aspects of grammar that are encoded in L2-specific linguistic constructions even when the structure is relatively subtle and not affected for native speakers by the presence of a second language. PMID:28367130

Shallow processing of ambiguous pronouns: evidence for delay.

PubMed

Stewart, Andrew J; Holler, Judith; Kidd, Evan

2007-12-01

Two self-paced reading-time experiments examined how ambiguous pronouns are interpreted under conditions that encourage shallow processing. In Experiment 1 we show that sentences containing ambiguous pronouns are processed at the same speed as those containing unambiguous pronouns under shallow processing, but more slowly under deep processing. We outline three possible models to account for the shallow processing of ambiguous pronouns. Two involve an initial commitment followed by possible revision, and the other involves a delay in interpretation. In Experiment 2 we provide evidence that supports the delayed model of ambiguous pronoun resolution under shallow processing. We found no evidence to support a processing system that makes an initial commitment to an interpretation of the pronoun when it is encountered. We extend the account of pronoun resolution proposed by Rigalleau, Caplan, and Baudiffier (2004) to include the treatment of ambiguous pronouns under shallow processing.

Body image and self-esteem among adolescents undergoing an intervention targeting dietary and physical activity behaviors.

PubMed

Huang, Jeannie S; Norman, Gregory J; Zabinski, Marion F; Calfas, Karen; Patrick, Kevin

2007-03-01

To determine the effect of a one-year intervention targeting physical activity, sedentary, and diet behaviors among adolescents on self-reported body image and self-esteem. Health promotion interventions can lead to awareness of health risk and subsequent adoption of beneficial changes in behavior. However, it is possible that interventions targeting behaviors associated with childhood obesity may also increase the likelihood of unhealthy eating and physical activity obsessions and behaviors. Body image and self-esteem were assessed for adolescents participating in the PACE+ study, a randomized controlled trial of a 1-year behavioral intervention targeting physical activity, sedentary, and dietary behaviors. The Body Dissatisfaction subscale of the Eating Disorder Inventory and Rosenberg Self-Esteem scale were used to assess body image and self-esteem, respectively, and measurements were performed at baseline, and at 6 and 12 months. Demographic characteristics and weight status of participants were also ascertained. Analysis of responses was performed via both between-group and within-group repeated measure analyses. There were 657 adolescents who completed all measurements. Body image differences were found for age, gender, and weight status at baseline, whereas self-esteem differences were demonstrated for gender, ethnicity, and weight status. There were no intervention effects on body image or self-esteem for either girls or boys. Self-esteem and body satisfaction did not worsen as a result of participating in the PACE+ intervention for either boys or girls whether or not they lost or maintained their weight or gained weight. Girls assigned to the PACE intervention who experienced weight reduction or weight maintenance at either 6 or 12 months reported improvements in body image satisfaction (p = .02) over time compared with subjects who had experienced weight gain during the 12-month study period. Adverse effects on body satisfaction and self-esteem were not observed among adolescents undergoing this behavioral intervention. These results suggest that a behavioral intervention directed at improving physical activity and diet habits may be safely undertaken by adolescents, including those who are overweight and at risk for overweight, without adverse psychological consequences. Inclusion of specific elements in the intervention that directly addressed body image and self-esteem issues may have reduced the risk for negative psychological effects.

Body Image and Self-Esteem among Adolescents undergoing an Intervention Targeting Dietary and Physical Activity Behaviors

PubMed Central

Huang, Jeannie S.; Norman, Gregory J.; Zabinski, Marion F.; Calfas, Karen; Patrick, Kevin

2007-01-01

Background Health promotion interventions can lead to awareness of health risk and subsequent adoption of beneficial changes in behavior. However, it is possible that interventions targeting behaviors associated with childhood obesity may also increase the likelihood of unhealthy eating and physical activity obsessions and behaviors. Objective To determine the effect of a one-year intervention targeting physical activity, sedentary and diet behaviors among adolescents on self-reported body image and self-esteem. Methods Body image and self-esteem were assessed for adolescents participating in the PACE+ study, a randomized controlled trial of a one-year behavioral intervention targeting physical activity, sedentary, and dietary behaviors. The Body Dissatisfaction subscale of the Eating Disorder Inventory and Rosenberg Self-Esteem scale were used to assess body image and self-esteem respectively, and measurements were performed at baseline, 6 and 12 months. Demographic characteristics and weight status of participants were also ascertained. Analysis of responses was performed via both between-group and within-group repeated measure analyses. Results 657 adolescents completed all measurements. Body image differences were found for age, sex and weight status at baseline, while self-esteem differences were demonstrated for sex, ethnicity and weight status. There were no intervention effects on body image or self-esteem for either girls or boys. Self-esteem and body satisfaction did not worsen as a result of participating in the PACE+ intervention for either boys or girls whether or not they lost or maintained their weight or gained weight. Girls assigned to the PACE intervention who experienced weight reduction or weight maintenance at either 6 or 12-months reported improvements in body image satisfaction (p=0.02) over time compared to subjects who had experienced weight gain during the 12-month study period. Conclusions Adverse effects on body satisfaction and self-esteem were not observed among adolescents undergoing this behavioral intervention. These results suggest that a behavioral intervention directed at improving physical activity and diet habits may be safely undertaken by adolescents, including those who are at risk for overweight and overweight, without adverse psychological consequences. Inclusion of specific elements in the intervention that directly addressed body image and self-esteem issues may have reduced the risk for negative psychological effects. PMID:17321425

Prescribed and self-reported seasonal training of distance runners.

PubMed

Hewson, D J; Hopkins, W G

1995-12-01

A survey of 123 distance-running coaches and their best runners was undertaken to describe prescribed seasonal training and its relationship to the performance and self-reported training of the runners. The runners were 43 females and 80 males, aged 24 +/- 8 years (mean +/- S.D.), training for events from 800 m to the marathon, with seasonal best paces of 86 +/- 6% of sex- and age-group world records. The coaches and runners completed a questionnaire on typical weekly volumes of interval and strength training, and typical weekly volumes and paces of moderate and hard continuous running, for build-up, pre-competition, competition and post-competition phases of a season. Prescribed training decreased in volume and increased in intensity from the build-up through to the competition phase, and had similarities with 'long slow distance' training. Coaches of the faster runners prescribed longer build-ups, greater volumes of moderate continuous running and slower relative paces of continuous running (r = 0.19-0.36, P < 0.05), suggesting beneficial effects of not training close to competition pace. The mean training volumes and paces prescribed by the coaches were similar to those reported by the runners, but the correlations between prescribed and reported training were poor (r = 0.2-0.6). Coaches may therefore need to monitor their runners' training more closely.

Whole-body pre-cooling and heat storage during self-paced cycling performance in warm humid conditions.

PubMed

Kay, D; Taaffe, D R; Marino, F E

1999-12-01

The aim of this study was to establish the effect that pre-cooling the skin without a concomitant reduction in core temperature has on subsequent self-paced cycling performance under warm humid (31 degrees C and 60% relative humidity) conditions. Seven moderately trained males performed a 30 min self-paced cycling trial on two separate occasions. The conditions were counterbalanced as control or whole-body pre-cooling by water immersion so that resting skin temperature was reduced by approximately 5-6 degrees C. After pre-cooling, mean skin temperature was lower throughout exercise and rectal temperature was lower (P < 0.05) between 15 and 25 min of exercise. Consequently, heat storage increased (P < 0.003) from 84.0+/-8.8 W x m(-2) to 153+/-13.1 W x m(-2) (mean +/- s(mean)) after pre-cooling, while total body sweat fell from 1.7+/-0.1 l x h(-1) to 1.2+/-0.1 l h(-1) (P < 0.05). The distance cycled increased from 14.9+/-0.8 to 15.8+/-0.7 km (P < 0.05) after pre-cooling. The results indicate that skin pre-cooling in the absence of a reduced rectal temperature is effective in reducing thermal strain and increasing the distance cycled in 30 min under warm humid conditions.

Cross-linguistic evidence for memory storage costs in filler-gap dependencies with wh-adjuncts

PubMed Central

Stepanov, Arthur; Stateva, Penka

2015-01-01

This study investigates processing of interrogative filler-gap dependencies in which the filler integration site or gap is not directly subcategorized by the verb. This is the case when the wh-filler is a structural adjunct such as how or when rather than subject or object. Two self-paced reading experiments in English and Slovenian provide converging cross-linguistic evidence that wh-adjuncts elicit a kind of memory storage cost similar to that previously shown in the literature for wh-arguments. Experiment 1 investigates the storage costs elicited by the adjunct when in Slovenian, and Experiment 2 the storage costs elicited by how quickly and why in English. The results support the class of theories of storage costs based on the metric in terms of incomplete phrase structure rules or incomplete syntactic head predictions. We also demonstrate that the endpoint of the storage cost for a wh-adjunct filler provides valuable processing evidence for its base structural position, the identification of which remains a rather murky issue in current grammatical research. PMID:26388806

Improvement of 10-km time-trial cycling with motivational self-talk compared with neutral self-talk.

PubMed

Barwood, Martin J; Corbett, Jo; Wagstaff, Christopher R D; McVeigh, Dan; Thelwell, Richard C

2015-03-01

Unpleasant physical sensations during maximal exercise may manifest themselves as negative cognitions that impair performance, alter pacing, and are linked to increased rating of perceived exertion (RPE). This study examined whether motivational self-talk (M-ST) could reduce RPE and change pacing strategy, thereby enhancing 10-km time-trial (TT) cycling performance in contrast to neutral self-talk (N-ST). Fourteen men undertook 4 TTs, TT1-TT4. After TT2, participants were matched into groups based on TT2 completion time and underwent M-ST (n=7) or N-ST (n=7) after TT3. Performance, power output, RPE, and oxygen uptake (VO2) were compared across 1-km segments using ANOVA. Confidence intervals (95%CI) were calculated for performance data. After TT3 (ie, before intervention), completion times were not different between groups (M-ST, 1120±113 s; N-ST, 1150±110 s). After M-ST, TT4 completion time was faster (1078±96 s); the N-ST remained similar (1165±111 s). The M-ST group achieved this through a higher power output and VO2 in TT4 (6th-10th km). RPE was unchanged. CI data indicated the likely true performance effect lay between 13- and 71-s improvement (TT4 vs TT3). M-ST improved endurance performance and enabled a higher power output, whereas N-ST induced no change. The VO2 response matched the increase in power output, yet RPE was unchanged, thereby inferring a perceptual benefit through M-ST. The valence and content of self-talk are important determinants of the efficacy of this intervention. These findings are primarily discussed in the context of the psychobiological model of pacing.

Central endoscopy reads in inflammatory bowel disease clinical trials: The role of the imaging core lab

PubMed Central

Ahmad, Harris; Berzin, Tyler M.; Yu, Hui Jing; Huang, Christopher S.; Mishkin, Daniel S.

2014-01-01

Clinical trials in inflammatory bowel disease (IBD) are evolving at a rapid pace by employing central reading for endoscopic mucosal assessment in a field that was, historically, largely based on assessments by local physicians. This transition from local to central reading carries with it numerous technical, operational, and scientific challenges, many of which can be resolved by imaging core laboratories (ICLs), a concept that has a longer history in clinical trials in a number of diseases outside the realm of gastroenterology. For IBD trials, ICLs have the dual goals of providing objective, consistent assessments of endoscopic findings using central-reading paradigms whilst providing important expertise with regard to operational issues and regulatory expectations. This review focuses on current approaches to using ICLs for central endoscopic reading in IBD trials. PMID:24994835

[Effects of reading difficulties on scholastic self-evaluation and mental health in elementary school children].

PubMed

Yamashita, Toshiya; Hayashi, Takashi

2014-05-01

We aimed to examine the effects of reading difficulties on scholastic self-evaluation and mental health in elementary school students. Following guidelines for diagnosing reading disorders in elementary school students, we administered reading test batteries consisting of single sounds, single words, and single sentences to 41 fifth-grade elementary school students in Japan. The students' levels of scholastic self-evaluation, self-esteem, and depressive symptoms were assessed using self-rating questionnaires. By evaluating students' reading speed and the number of reading errors they made, we found that six students (14.6%) had reading difficulties (RD group) as per the guidelines for diagnosing reading disorders. The scholastic self-evaluation scores of this RD group were significantly lower than that of the non-RD group. No significant differences were found between the groups on self-esteem or depressive symptoms scores, which we considered to be indicators of mental health, Speed in reading single sounds and single words, and the number of reading errors in reading single sounds had significant negative correlations with scholastic self-evaluation scores. We found that reading difficulties might result in decreased scholastic self-evaluation in elementary school students; however, reading difficulties did not directly influence self-esteem or depression.

Training EFL Learners in Self-Regulation of Reading: Implementing an SRL Model

ERIC Educational Resources Information Center

Morshedian, Mahboobeh; Hemmati, Fatemeh; Sotoudehnama, Elaheh

2017-01-01

This study examined whether training English as a foreign language (EFL) learners in a self-regulated learning (SRL) model could help them develop the ability to self-regulate their reading in English and whether their proficiency level could moderate the efficacy of self-regulation training. Two experimental groups received instruction in…

Field Test Report of the Self-Directed, Interpretive, and Creative Reading Elements of the Wisconsin Design for Reading Skill Development. Technical Report No. 330.

ERIC Educational Resources Information Center

Chester, Robert; And Others

This study of the self-directed, interpretive, and creative reading elements of the Wisconsin Design for Reading Skill Development was conducted to gather descriptive data about implementation strategies being developed and practiced by field test teachers and to gather evaluative information about the usability of various management and…

Reading Speed as a Constraint of Accuracy of Self-Perception of Reading Skill

ERIC Educational Resources Information Center

Kwon, Heekyung; Linderholm, Tracy

2015-01-01

We hypothesised that college students take reading speed into consideration when evaluating their own reading skill, even if reading speed does not reliably predict actual reading skill. To test this hypothesis, we measured self-perception of reading skill, self-perception of reading speed, actual reading skill and actual reading speed to…

Library Survival. Workbook in Library Skills: A Self-Directed Course in the Use of the Marriott Library. General Studies 101.

ERIC Educational Resources Information Center

Gittins, Gwen; Dusenbury, Carolyn

Designed to acquaint undergraduate students at the University of Utah with basic library resources and materials, the program of instruction presented can be used as a self-paced tool either in course related instruction or as an independent offering. A section containing floor plans of the University's Marriott Library illustrates the location of…

Fast thought speed induces risk taking.

PubMed

Chandler, Jesse J; Pronin, Emily

2012-04-01

In two experiments, we tested for a causal link between thought speed and risk taking. In Experiment 1, we manipulated thought speed by presenting neutral-content text at either a fast or a slow pace and having participants read the text aloud. In Experiment 2, we manipulated thought speed by presenting fast-, medium-, or slow-paced movie clips that contained similar content. Participants who were induced to think more quickly took more risks with actual money in Experiment 1 and reported greater intentions to engage in real-world risky behaviors, such as unprotected sex and illegal drug use, in Experiment 2. These experiments provide evidence that faster thinking induces greater risk taking.

Visualizing the Tactical Ground Battlefield in the Year 2050: Workshop Report

DTIC Science & Technology

2015-06-01

one that brought reality more in line with the science fiction and fantasy the public is accustomed to viewing in the cinema and reading about. A...and Shocks Demographics; Economics; Energy and Environments; Identity , Culture & Governance; Nature of CunOict; S&T Pace of tech change: if

Reading instruction in science: Teachers' practices, beliefs, & self-efficacy

NASA Astrophysics Data System (ADS)

Morales, Christina M.

The Common Core State Standards (CCSS, 2010) and the Next Generation Science Standards (NGSS, 2013) call on science teachers to play a stronger role in helping students learn from informational science texts. Curriculum implementation efforts aimed at addressing these new standards should build on what teachers are already doing to help students with reading in their classrooms and the pedagogical issues that they feel are important to science learning. However, few current studies have gathered these important insights from science teachers. Aiming to fill this gap in the literature, this study attempted to describe middle school science teachers' current practices, beliefs, and self-efficacy regarding reading and reading instruction in their classrooms. A conceptual model hypothesizing that self-efficacy mediates the relationship between teachers' beliefs about how important reading instruction is to science learning and how often they provide reading instruction in their science classes was also tested. Participants (N = 247) reported that students regularly engaged in reading-related tasks in science class. Somer's D correlation analyses highlighted positive associations between the frequency with which teachers reported that students engaged in various reading-related tasks and the frequency with which they reported providing reading instruction for those tasks, suggesting that students tended to receive explicit instruction or coaching for the reading-related tasks they engaged in most often. Middle school science teachers also expressed positive beliefs about the importance of reading-related tasks and explicit instruction or coaching for reading in science and tended to take on responsibility for helping students become better readers of science texts. Last, a path analysis confirmed that the association between teachers' beliefs and practices was mediated through teachers' self-efficacy (beta = .07, p < .001). This suggests that self-efficacy can influence teacher practice: even if teachers believe that reading instruction is important or even essential to science learning, they might avoid or resist providing reading instruction if they do not feel efficacious in helping students become stronger readers of science texts.

Blood pressure self-monitoring in pregnancy: examining feasibility in a prospective cohort study.

PubMed

Tucker, Katherine L; Taylor, Kathryn S; Crawford, Carole; Hodgkinson, James A; Bankhead, Clare; Carver, Tricia; Ewers, Elizabeth; Glogowska, Margaret; Greenfield, Sheila M; Ingram, Lucy; Hinton, Lisa; Khan, Khalid S; Locock, Louise; Mackillop, Lucy; McCourt, Christine; Pirie, Alexander M; Stevens, Richard; McManus, Richard J

2017-12-28

Raised blood pressure (BP) affects approximately 10% of pregnancies worldwide, and a high proportion of affected women develop pre-eclampsia. This study aimed to evaluate the feasibility of self-monitoring of BP in pregnancy in women at higher risk of pre-eclampsia. This prospective cohort study of self-monitoring BP in pregnancy was carried out in two hospital trusts in Birmingham and Oxford and thirteen primary care practices in Oxfordshire. Eligible women were those defined by the UK National Institute for Health and Care Excellence (NICE) guidelines as at higher risk of pre-eclampsia. A total of 201 participants were recruited between 12 and 16 weeks of pregnancy and were asked to take two BP readings twice daily three times a week through their pregnancy. Primary outcomes were recruitment, retention and persistence of self-monitoring. Study recruitment and retention were analysed with descriptive statistics. Survival analysis was used to evaluate the persistence of self-monitoring and the performance of self-monitoring in the early detection of gestational hypertension, compared to clinic BP monitoring. Secondary outcomes were the mean clinic and self-monitored BP readings and the performance of self-monitoring in the detection of gestational hypertension and pre-eclampsia compared to clinic BP. Of 201 women recruited, 161 (80%) remained in the study at 36 weeks or to the end of their pregnancy, 162 (81%) provided any home readings suitable for analysis, 148 (74%) continued to self-monitor at 20 weeks and 107 (66%) at 36 weeks. Self-monitored readings were similar in value to contemporaneous matched clinic readings for both systolic and diastolic BP. Of the 23 who developed gestational hypertension or pre-eclampsia and self-monitored, 9 (39%) had a raised home BP prior to a raised clinic BP. Self-monitoring of BP in pregnancy is feasible and has potential to be useful in the early detection of gestational hypertensive disorders but maintaining self-monitoring throughout pregnancy requires support and probably enhanced training.

Graduate Statistics: Student Attitudes

ERIC Educational Resources Information Center

Kennedy, Robert L.; Broadston, Pamela M.

2004-01-01

This study investigated the attitudes toward statistics of graduate students who used a computer program as part of the instruction, which allowed for an individualized, self-paced, student-centered, activity-based course. The twelve sections involved in this study were offered in the spring and fall 2001, spring and fall 2002, spring and fall…

A meta-analysis of self-monitoring on reading performance of K-12 students.

PubMed

Guzman, Guadalupe; Goldberg, Taryn S; Swanson, H Lee

2018-03-01

The published single-case design (SCD) research (N = 19 articles) on self-monitoring and reading performance was synthesized. The following inclusion criteria were used: (a) the study must have been peer-reviewed, (b) implemented an intervention targeting student self-monitoring of reading skills, (c) included data on at least 1 reading outcome, (d) included visual representation of the data, and (f) the study must have used an SCD to assess the topic of interest. A total of 67 participants, 45 males and 22 females, ranging in age from 7:8 -18:7 were included in the current meta-analysis. Ethnicity was reported for 42 students: 23 were Caucasian, 12 were African American, and 7 were Latino/Hispanic. Studies were compared with those meeting What Works Clearinghouse (WWC) standards and those not meeting standards. The Tau-U effect size (ES) method was the main calculation method used; however, Phi ES estimates are included for comparison purposes. Results indicated that self-monitoring had an overall significant large positive effect on the reading performance of K-12 students, Tau-U = 0.79, 95% confidence interval (CI) [0.64, 0.93], p < .0001. However, self-monitoring for studies that met WWC criteria yielded a larger overall positive ES, Tau-U = 0.93, 95% CI [0.79, 1.07], p < .0001. Although the current meta-analysis is limited to peer-reviewed SCD studies, the findings provide support for self-monitoring as an evidence-based reading intervention for students in Grades K-12. Furthermore, findings indicate that larger ES values were identified when consolidating studies based on WWC guidelines as compared with consolidating across all studies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Building Self-Efficacy, Strategy Use, and Motivation to Support Extensive Reading in Multilingual University Students

ERIC Educational Resources Information Center

Lipp, Ellen

2017-01-01

This pilot study examined multilingual university students' willingness to engage in voluntary extensive reading (ER) of books after they received training. The research questions were whether training appeared to promote self-efficacy, motivation for the task, use of metacognitive strategies, and independent reading. University freshmen in an ESL…

Measuring Literary Reading Motivation: Questionnaires Design and Pilot Testing

ERIC Educational Resources Information Center

Chrysos, Michail

2017-01-01

This study aims to present the design and pilot testing procedures of the two specific self-report questionnaires were used to measure the two key aspects of reading motivation, self-efficacy and intrinsic motivation in the field of literary (narrative) reading, and the partial factors that jointly shape them. These instruments were outlined in…

Setting the Pace: Experiments with Keller's PSI

ERIC Educational Resources Information Center

Purao, Sandeep; Sein, Maung; Nilsen, Hallgeir; Larsen, Even Åby

2017-01-01

The ideal of self-paced learning, which was introduced nearly 50 years ago by Keller in his Personalized System of Instruction (PSI), has not yet been widely adopted. In spite of its perceived promise of helping students to learn at the speed aligned to their individual backgrounds, motivation, and skills, PSI has been challenging to implement.…

Patterns of Word Reading Skill, Interest and Self-Concept of Ability

ERIC Educational Resources Information Center

Viljaranta, Jaana; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Silinskas, Gintautas; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

2017-01-01

The majority of previous research on academic skills, self-concept of ability and interest has deployed the variable-oriented approach and focused on self-concept, or ability, or interest only. This study examined the patterns and dynamics of pattern change in Finnish children's word reading skill, self-concept of ability and interest from…

Investigation of Readers' Self-Concept: The Influence of Reading Proficiency on Self-Concept

ERIC Educational Resources Information Center

Chiappelli-LaSalle, Deborah

2011-01-01

The purpose of this quantitative correlation study was to research the influence of reading proficiency on global self-concept (TOT) for sixth-grade proficient readers and below proficiency readers, as well as the self-concept domains of Behavioral Adjustment (BEH), Intellectual and School Status (INT), Physical Appearance and Attributes (PHY),…

Strong expectations cancel locality effects: evidence from Hindi.

PubMed

Husain, Samar; Vasishth, Shravan; Srinivasan, Narayanan

2014-01-01

Expectation-driven facilitation (Hale, 2001; Levy, 2008) and locality-driven retrieval difficulty (Gibson, 1998, 2000; Lewis & Vasishth, 2005) are widely recognized to be two critical factors in incremental sentence processing; there is accumulating evidence that both can influence processing difficulty. However, it is unclear whether and how expectations and memory interact. We first confirm a key prediction of the expectation account: a Hindi self-paced reading study shows that when an expectation for an upcoming part of speech is dashed, building a rarer structure consumes more processing time than building a less rare structure. This is a strong validation of the expectation-based account. In a second study, we show that when expectation is strong, i.e., when a particular verb is predicted, strong facilitation effects are seen when the appearance of the verb is delayed; however, when expectation is weak, i.e., when only the part of speech "verb" is predicted but a particular verb is not predicted, the facilitation disappears and a tendency towards a locality effect is seen. The interaction seen between expectation strength and distance shows that strong expectations cancel locality effects, and that weak expectations allow locality effects to emerge.

Strong Expectations Cancel Locality Effects: Evidence from Hindi

PubMed Central

Husain, Samar; Vasishth, Shravan; Srinivasan, Narayanan

2014-01-01

Expectation-driven facilitation (Hale, 2001; Levy, 2008) and locality-driven retrieval difficulty (Gibson, 1998, 2000; Lewis & Vasishth, 2005) are widely recognized to be two critical factors in incremental sentence processing; there is accumulating evidence that both can influence processing difficulty. However, it is unclear whether and how expectations and memory interact. We first confirm a key prediction of the expectation account: a Hindi self-paced reading study shows that when an expectation for an upcoming part of speech is dashed, building a rarer structure consumes more processing time than building a less rare structure. This is a strong validation of the expectation-based account. In a second study, we show that when expectation is strong, i.e., when a particular verb is predicted, strong facilitation effects are seen when the appearance of the verb is delayed; however, when expectation is weak, i.e., when only the part of speech “verb” is predicted but a particular verb is not predicted, the facilitation disappears and a tendency towards a locality effect is seen. The interaction seen between expectation strength and distance shows that strong expectations cancel locality effects, and that weak expectations allow locality effects to emerge. PMID:25010700

Faster Self-paced Rate of Drinking for Alcohol Mixed with Energy Drinks versus Alcohol Alone

PubMed Central

Marczinski, Cecile A.; Fillmore, Mark T.; Maloney, Sarah F.; Stamates, Amy L.

2016-01-01

The consumption of alcohol mixed with energy drinks (AmED) has been associated with higher rates of binge drinking and impaired driving when compared to alcohol alone. However, it remains unclear why the risks of use of AmED are heightened compared to alcohol alone even when the doses of alcohol consumed are similar. Therefore, the purpose of this laboratory study was to investigate if the rate of self-paced beverage consumption was faster for a dose of AmED versus alcohol alone using a double-blind, within-subjects, placebo-controlled study design. Participants (n = 16) of equal gender who were social drinkers attended 4 separate test sessions that involved consumption of alcohol (1.97 ml/kg vodka) and energy drinks, alone and in combination. On each test day, the dose assigned was divided into 10 cups. Participants were informed that they would have a two hour period to consume the 10 drinks. After the self-paced drinking period, participants completed a cued go/no-go reaction time task and subjective ratings of stimulation and sedation. The results indicated that participants consumed the AmED dose significantly faster (by approximately 16 minutes) than the alcohol dose. For the performance task, participants’ mean reaction times were slower in the alcohol conditions and faster in the energy drink conditions. In conclusion, alcohol consumers should be made aware that rapid drinking might occur for AmED beverages thus heightening alcohol-related safety risks. The fast rate of drinking may be related to the generalized speeding of responses following energy drink consumption. PMID:27819431

Computer-Assisted Programmed Instruction in Textiles.

ERIC Educational Resources Information Center

Kean, Rita C.; Laughlin, Joan

Students in an introductory textiles course at the University of Nebraska's College of Home Economics actively participate in the learning experience through a self-paced instructional technique. Specific learning packets were developed adapting programmed instructional learning materials to computer assisted instruction (CAI). A study booklet…

Early performance of a miniaturized leadless cardiac pacemaker: the Micra Transcatheter Pacing Study.

PubMed

Ritter, Philippe; Duray, Gabor Z; Steinwender, Clemens; Soejima, Kyoko; Omar, Razali; Mont, Lluís; Boersma, Lucas V A; Knops, Reinoud E; Chinitz, Larry; Zhang, Shu; Narasimhan, Calambur; Hummel, John; Lloyd, Michael; Simmers, Timothy Alexander; Voigt, Andrew; Laager, Verla; Stromberg, Kurt; Bonner, Matthew D; Sheldon, Todd J; Reynolds, Dwight

2015-10-01

Permanent cardiac pacing is the only effective treatment for symptomatic bradycardia, but complications associated with conventional transvenous pacing systems are commonly related to the pacing lead and pocket. We describe the early performance of a novel self-contained miniaturized pacemaker. Patients having Class I or II indication for VVI pacing underwent implantation of a Micra transcatheter pacing system, from the femoral vein and fixated in the right ventricle using four protractible nitinol tines. Prespecified objectives were >85% freedom from unanticipated serious adverse device events (safety) and <2 V 3-month mean pacing capture threshold at 0.24 ms pulse width (efficacy). Patients were implanted (n = 140) from 23 centres in 11 countries (61% male, age 77.0 ± 10.2 years) for atrioventricular block (66%) or sinus node dysfunction (29%) indications. During mean follow-up of 1.9 ± 1.8 months, the safety endpoint was met with no unanticipated serious adverse device events. Thirty adverse events related to the system or procedure occurred, mostly due to transient dysrhythmias or femoral access complications. One pericardial effusion without tamponade occurred after 18 device deployments. In 60 patients followed to 3 months, mean pacing threshold was 0.51 ± 0.22 V, and no threshold was ≥2 V, meeting the efficacy endpoint (P < 0.001). Average R-wave was 16.1 ± 5.2 mV and impedance was 650.7 ± 130 ohms. Early assessment shows the transcatheter pacemaker can safely and effectively be applied. Long-term safety and benefit of the pacemaker will further be evaluated in the trial. ClinicalTrials.gov ID NCT02004873. © The Author 2015. Published by Oxford University Press on behalf of the European Society of Cardiology.

Deviation from goal pace, body temperature and body mass loss as predictors of road race performance.

PubMed

Adams, William M; Hosokawa, Yuri; Belval, Luke N; Huggins, Robert A; Stearns, Rebecca L; Casa, Douglas J

2017-03-01

The purpose of this study was to examine the relationship between pacing, gastrointestinal temperature (T GI ), and percent body mass loss (%BML) on relative race performance during a warm weather 11.3km road race. Observational study of a sample of active runners competing in the 2014 Falmouth Road Race. Participants ingested a T GI pill and donned a GPS enabled watch with heart rate monitoring capabilities prior to the start of the race. Percent off predicted pace (% OFF ) was calculated for seven segments of the race. Separate linear regression analyses were used to assess the relationship between pace, T ​GI , and %BML on relative race performance. One-way ANOVA was used to analyse post race T GI (≥40°C vs <40°C) on pace and % OFF . Larger %BML was associated with faster finish times (R 2 =0.19, p=0.018), faster average pace (R 2 =0.29, p=0.012), and a greater % OFF (R 2 =0.15, p=0.033). % OFF during the first mile (1.61km) significantly predicted overall finish time (R 2 =0.64, p<0.001) while % OFF during the second mile (3.22km) (R 2 change=0.18, p<0.001) further added to the model (R 2 =0.82, p<0.001). Body temperature (pre race T GI and post race T GI ) was not predictive of overall finish time (p>0.05). There was a trend in a slower pace (p=0.055) and greater % OFF (p=0.056) in runners finishing the race with a T GI >40°C. Overall, finish time was influenced by greater variations in pace during the first two miles of the race. In addition, runners who minimized fluid losses and had lower T GI were associated with meeting self-predicted goals. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Effects of EFL Individual Learner Variables on Foreign Language Reading Anxiety and Metacognitive Reading Strategy Use.

PubMed

Lien, Hsin-Yi

2016-08-01

Past research has shown an association between foreign language reading anxiety and reading strategy. However, individual variables tend to affect foreign language anxiety and strategy use. The present study examined a hypothesized model that specified direct and indirect effects among English and foreign languages readers' distinct variables, including academic level; self-perceived English level; and satisfaction with reading proficiency, reading anxiety, and metacognitive awareness of reading strategies. A total of 523 volunteer Taiwanese college students provided 372 valid responses to a written questionnaire (281 women and 91 men; M age = 19.7 years, SD = 1.1) containing the translated versions of Foreign Language Reading Anxiety Scale, Survey of Reading Strategies Inventory, and self-assessment background questionnaire. The results showed that self-evaluation of reading proficiency did not correlate with academic level and readers' perceptions. Satisfaction had a direct effect on foreign language reading anxiety but not on metacognitive awareness of reading strategies. Results of path analysis demonstrated that the perception learners who had their own reading proficiency predicted their foreign language reading anxiety and was a mediating variable for metacognitive reading strategy use. © The Author(s) 2016.

Central endoscopy reads in inflammatory bowel disease clinical trials: The role of the imaging core lab.

PubMed

Ahmad, Harris; Berzin, Tyler M; Yu, Hui Jing; Huang, Christopher S; Mishkin, Daniel S

2014-08-01

Clinical trials in inflammatory bowel disease (IBD) are evolving at a rapid pace by employing central reading for endoscopic mucosal assessment in a field that was, historically, largely based on assessments by local physicians. This transition from local to central reading carries with it numerous technical, operational, and scientific challenges, many of which can be resolved by imaging core laboratories (ICLs), a concept that has a longer history in clinical trials in a number of diseases outside the realm of gastroenterology. For IBD trials, ICLs have the dual goals of providing objective, consistent assessments of endoscopic findings using central-reading paradigms whilst providing important expertise with regard to operational issues and regulatory expectations. This review focuses on current approaches to using ICLs for central endoscopic reading in IBD trials. © The Author(s) 2014. Published by Oxford University Press and the Digestive Science Publishing Co. Limited.

Motivated Strategies for Learning in Accelerated Second-Degree Nursing Students.

PubMed

El-Banna, Majeda M; Tebbenhoff, Billinda; Whitlow, Malinda; Wyche, Karen Fraser

Students in a second-degree accelerated BSN program experience a rigorous curriculum and fast-paced introduction to the nursing profession. This study examined the relationships among self-esteem, motivation, learning strategies, demographic characteristics, and academic achievement. The results indicated that all of the students had good self-esteem; some demographic characteristics influenced the type of motivation and learning strategies they endorsed but did not influence their current academic performance.

The interplay of gender and social background: A longitudinal study of interaction effects in reading attitudes and behaviour.

PubMed

Becker, Michael; McElvany, Nele

2017-11-15

Researchers often report and discuss gender differences. However, recent research has drawn attention to interaction effects between gender and other social categories. This study analysed the development of disparities in students' reading-related self-concept, intrinsic motivation, and behaviour, as they relate to differences in gender and socio-economic family background. Drawing on expectancy-value theory, we regarded reading-related self-concept, motivation, and behaviour as key to explaining the growing differences between boys and girls in adolescence. Specifically, we focused on the interaction between gender and socio-economic background in children, which has been discussed in the context of moderating gender differences but not in the context of reading-related attitudes and behaviour. The investigation is based on a longitudinal sample of N = 717 German students between third and sixth grades. We used questionnaire data from both students and parents. To compare students' development across time, we applied multigroup latent growth curve models. We found evidence of increasing gender differences, which were also moderated by the socio-economic status (SES) of parents: a gender gap either already existed (intrinsic motivation and reading behaviour) or intensified (reading self-concept and reading behaviour) between third and sixth grades. The interaction of gender and SES seemed particularly important for reading self-concept, with the gender gap growing less substantially for higher-SES children. Moreover, this pattern persisted for reading self-concept, even when controlling for achievement differences. The results provide evidence that gender, social background, and the interaction of the two are relevant for development in the domain of reading, even in young children. © 2017 The British Psychological Society.

Examining Associations between Reading Motivation and Inference Generation beyond Reading Comprehension Skill

ERIC Educational Resources Information Center

Clinton, Virginia

2015-01-01

The purpose of this study was to examine the associations between reading motivation and inference generation while reading. Undergraduate participants (N = 69) read two science articles while thinking aloud, completed a standardized reading comprehension assessment, and self reported their habitual reading motivation. Findings indicate that…

Identifying high-functioning dyslexics: is self-report of early reading problems enough?

PubMed

Deacon, S Hélène; Cook, Kathryn; Parrila, Rauno

2012-07-01

We used a questionnaire to identify university students with self-reported difficulties in reading acquisition during elementary school (self-report; n=31). The performance of the self-report group on standardized measures of word and non-word reading and fluency, passage comprehension and reading rate, and phonological awareness was compared to that of two other groups of university students: one with a recent diagnosis (diagnosed; n=20) and one with no self-reported reading acquisition problems (comparison group; n=33). The comparison group outperformed both groups with a history of reading difficulties (self-report and diagnosed) on almost all measures. The self-report and diagnosed groups performed similarly on most tasks, with the exception of untimed reading comprehension (better performance for diagnosed) and reading rate (better performance for self-report). The two recruitment methods likely sample from the same underlying population but identify individuals with different adaptive strategies.

Self-Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading.

PubMed

Susperreguy, Maria Ines; Davis-Kean, Pamela E; Duckworth, Kathryn; Chen, Meichu

2017-09-18

This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development-Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics-Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high). © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

New Directions in Apprentice Selection: Self-Perceived "On the Job" Literacy (Reading) Demands of Apprentices.

ERIC Educational Resources Information Center

Edwards, Peter; Gould, Warren

A study investigated the self-perceived, on-the-job literacy tasks of electrical mechanic apprentices in Victoria, Australia. A random sample of 401 apprentices from 19 locations representing all levels of apprenticeship training were questioned about their reading needs and the consequences of making a reading error in their work. Data were…

Decreased Number of Self-Paced Saccades in Post-Concussion Syndrome Associated with Higher Symptom Burden and Reduced White Matter Integrity.

PubMed

Taghdiri, Foad; Chung, Jonathan; Irwin, Samantha; Multani, Namita; Tarazi, Apameh; Ebraheem, Ahmed; Khodadadi, Mozghan; Goswami, Ruma; Wennberg, Richard; Mikulis, David; Green, Robin; Davis, Karen; Tator, Charles; Eizenman, Moshe; Tartaglia, Maria Carmela

2018-03-01

The aim of this study was to examine the potential utility of a self-paced saccadic eye movement as a marker of post-concussion syndrome (PCS) and monitoring the recovery from PCS. Fifty-nine persistently symptomatic participants with at least two concussions performed the self-paced saccade (SPS) task. We evaluated the relationships between the number of SPSs and 1) number of self-reported concussion symptoms, and 2) integrity of major white matter (WM) tracts (as measured by fractional anisotropy [FA] and mean diffusivity) that are directly or indirectly involved in saccadic eye movements and often affected by concussion. These tracts included the uncinate fasciculus (UF), cingulum (Cg) and its three subcomponents (subgenual, retrosplenial, and parahippocampal), superior longitudinal fasciculus, and corpus callosum. Mediation analyses were carried out to examine whether specific WM tracts (left UF and left subgenual Cg) mediated the relationship between the number of SPSs and 1) interval from last concussion or 2) total number of self-reported symptoms. The number of SPSs was negatively correlated with the total number of self-reported symptoms (r = -0.419, p = 0.026). The number of SPSs were positively correlated with FA of left UF and left Cg (r = 0.421, p = 0.013 and r = 0.452, p = 0.008; respectively). FA of the subgenual subcomponent of the left Cg partially mediated the relationship between the total number of symptoms and the number of SPSs, while FA of the left UF mediated the relationship between interval from last concussion and the number of SPSs. In conclusion, SPS testing as a fast and objective assessment may reflect symptom burden in patients with PCS. In addition, since the number of SPSs is associated with the integrity of some WM tracts, it may be useful as a diagnostic biomarker in patients with PCS.

The Impact of Explicit, Self-Regulatory Reading Comprehension Strategy Instruction on the Reading-Specific Self-Efficacy, Attributions, and Affect of Students with Reading Disabilities

ERIC Educational Resources Information Center

Nelson, Jason M.; Manset-Williamson, Genevieve

2006-01-01

We compared a reading intervention that consisted of explicit, self-regulatory strategy instruction to a strategy intervention that was less explicit to determine the impact on the reading-specific self-efficacy, attributions, and affect of students with reading disabilities (RD). Participants included 20 students with RD who were entering grades…

The Differential Impact of Video-Stimulated Recall and Concurrent Questioning Methods on Beginning Readers' Verbalization about Self-Monitoring during Oral Reading

ERIC Educational Resources Information Center

Pratt, Sharon M.; Martin, Anita M.

2017-01-01

This pilot study explored two methods of eliciting beginning readers' verbalizations of their thinking when self-monitoring oral reading: video-stimulated recall and concurrent questioning. First and second graders (N = 11) were asked to explain their thinking about repetitions, attempts to self-correct, and successful self-corrects, in order to…

The Study Skills Questionnaire (SSQUES): Preliminary Validation of a Measure for Assessing Students' Perceived Areas of Weakness.

ERIC Educational Resources Information Center

McCombs, Barbara L.; Dobrovolny, Jacqueline L.

The potential reliability and construct and predictive validity of a 30-item Study Skills Questionnaire (SSQUES) was evaluated for its ability to: (1) predict student performance in a self-paced, individualized, or computer-managed instructional environment, and (2) identify students needing some type of study skills remediation. The study was…

Hyperthermic-induced hyperventilation and associated respiratory alkalosis in humans.

PubMed

Abbiss, Chris R; Nosaka, Kazunori; Laursen, Paul B

2007-05-01

The purpose of this study was to determine if increased environmental heat leads to hyperthermic-induced hypocapnia and associated alkalosis during prolonged self-paced cycling. Nine male cyclists completed three 100 km stochastic time trials in hot (34 degrees C), neutral (22 degrees C) and cold (10 degrees C) environments. Intermittent measurements of rectal and skin temperature, expired gases, blood pH, PaCO(2), PaO(2), and bicarbonate were made throughout. Rectal temperature increased significantly throughout all trials (P < 0.001) and was significantly correlated with increases in the ventilatory equivalent for carbon dioxide (Ve/ VCo2; r = 0.77; P < 0.001) and blood pH (r = 0.69; P < 0.05). Rectal temperature was also negatively correlated with a reduction in PaCO(2) (r = -0.80; P < 0.001). PaO(2) and bicarbonate concentration remained constant throughout all trials. This study has shown that prolonged self-paced cycling is associated with a hyperthermic-induced hyperventilation, causing a decrease in arterialized carbon dioxide tension and consequential respiratory alkalosis.

Pre-Service EFL Teachers' Motivational Profiles for Recreational Reading in English

ERIC Educational Resources Information Center

Demiroz, Hakan; Yesilyurt, Savas

2015-01-01

Limited studies have been conducted on the effects of reading motivation on recreational reading with a self-determination theory perspective. Thus, the present study aims to explore the motivational profiles of Turkish pre-service English teachers for recreational reading in English and the relationship between amount of reading, gender, grade,…

Young children pause on phrase boundaries in self-paced music listening: The role of harmonic cues.

PubMed

Kragness, Haley E; Trainor, Laurel J

2018-05-01

Proper segmentation of auditory streams is essential for understanding music. Many cues, including meter, melodic contour, and harmony, influence adults' perception of musical phrase boundaries. To date, no studies have examined young children's musical grouping in a production task. We used a musical self-pacing method to investigate (1) whether dwell times index young children's musical phrase grouping and, if so, (2) whether children dwell longer on phrase boundaries defined by harmonic cues specifically. In Experiment 1, we asked 3-year-old children to self-pace through chord progressions from Bach chorales (sequences in which metrical, harmonic, and melodic contour grouping cues aligned) by pressing a computer key to present each chord in the sequence. Participants dwelled longer on chords in the 8th position, which corresponded to phrase endings. In Experiment 2, we tested 3-, 4-, and 7-year-old children's sensitivity to harmonic cues to phrase grouping when metrical regularity cues and melodic contour cues were misaligned with the harmonic phrase boundaries. In this case, 7 and 4 year olds but not 3 year olds dwelled longer on harmonic phrase boundaries, suggesting that the influence of harmonic cues on phrase boundary perception develops substantially between 3 and 4 years of age in Western children. Overall, we show that the musical dwell time method is child-friendly and can be used to investigate various aspects of young children's musical understanding, including phrase grouping and harmonic knowledge. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Relationship between reading and long-term storage and retrieval (Glr) in college students.

PubMed

Avitia, Maria Jesus; Kaufman, Alan S; Bray, Melissa; Kaufman, James C

2017-09-21

The purpose of this study was to (a) identify the relationship between specific types of reading ability, different forms of learning, and long-term memory and retrieval (Glr); and then (b) to determine the degree to which self-assessed reading ability and a Glr measure could predict objective reading ability. College students were administered three different reading assessments from the Kaufman Test of Educational Achievement, Second Edition (KTEA-II): word reading, reading comprehension, and nonsense word decoding. They were also given two pairs of Glr subtests that consisted of immediate and delayed versions from the Kaufman Assessment Battery for Children, Second Edition (KABC-II). One set was embedded within context, whereas the other was not. Results showed that although overall reading ability and reading comprehension correlated the highest with Glr measures that were embedded in context, word reading, and nonsense word decoding were correlated the highest with delayed measures of Glr. Second, the self-assessment accounted for 23% of the variability in overall reading ability. Not only do these results show the strength of the relationship between Glr and reading, but also the ability to use these measures along with self-assessment to screen for reading disabilities.

Doors Open

ERIC Educational Resources Information Center

Melia, Ed

2008-01-01

Not all of crime writer Ian Rankin's inspiration comes from Edinburgh's mean streets. When it came to writing a Quick Read--one of the short, fast-paced books for reluctant, returning or emergent readers--the Beach Boys provided the unlikely germ for an idea. Despite his success and obvious delight and energy for writing, Rankin admits to being a…

Preparing Teachers to Remediate Reading Disabilities in High School: What Is Needed for Effective Professional Development?

ERIC Educational Resources Information Center

Lovett, Maureen W.; Lacerenza, Lea; De Palma, Maria; Benson, Nancy J.; Steinbach, Karen A.; Frijters, Jan C.

2008-01-01

In this paper, we ask what constitutes effective professional development for teachers faced with struggling readers in high school. Metacognitive teacher training, instructional coaching, mentorship, and collaborative learning are considered. We describe a professional development model preparing high school teachers to teach PHAST PACES, a…

How Reading Is Being Reimagined

ERIC Educational Resources Information Center

Kirschenbaum, Matthew

2007-01-01

Google, in cooperation with several dozen research libraries worldwide, is digitizing books at the rate of 3,000 a day. The noncommercial Open Content Alliance is scanning at a more modest pace but gaining ground, especially among institutions who chafe at some of the restrictions imposed by Google and its competitors. LibraryThing, an online book…

A Group Contingency Plus Self-Management Intervention Targeting At-Risk Secondary Students’ Class-Work and Active Engagement

PubMed Central

Trevino-Maack, Sylvia I.; Kamps, Debra; Wills, Howard

2015-01-01

The purpose of the present study is to show that an independent group contingency (GC) combined with self-management strategies and randomized-reinforcer components can increase the amount of written work and active classroom responding in high school students. Three remedial reading classes and a total of 15 students participated in this study. Students used self-management strategies during independent reading time to increase the amount of writing in their reading logs. They used self-monitoring strategies to record whether or not they performed expected behaviors in class. A token economy using points and tickets was included in the GC to provide positive reinforcement for target responses. The results were analyzed through visual inspection of graphs and effect size computations and showed that the intervention increased the total amount of written words in the students’ reading logs and overall classroom and individual student academic engagement. PMID:26617432

Independent Study in High School Chemistry: A Progress Report.

ERIC Educational Resources Information Center

DeRose, James V.

This is a progress report of an independent study program in chemistry at a senior high school. Currently in its fourth year of operation, the program is designed to provide students with individualized, self-paced instruction in college-preparatory chemistry. The author discusses the rationale for the program, the initial phases, the problems…

Students' Attitudes in a Graduate Statistics Class.

ERIC Educational Resources Information Center

Kennedy, Robert L.; Broadston, Pamela M.

This study investigated the attitudes toward statistics of graduate students who used a computer program as part of the instructional effort, which allowed for an individualized, self-paced, student-centered activity-based course. The 9 sections involved in the study were offered in 2001 through 2003, and there were 75 participants for whom there…

Methods of Teaching Vocational Education. 199-605. Two Credits. Student Study Guide.

ERIC Educational Resources Information Center

Wisconsin Univ.-Stout, Menomonie. Dept. of Industrial and Marketing Education.

This self-paced study guide is designed to meet certification requirements for new Wisconsin teachers in the Wisconsin Vocational, Technical, and Adult Education system. The format is individualized and competency based. The guide must be used with the Performance-Based Teacher Education Modules published by the American Association for Vocational…

Self-Determination Knowledge Instruction and Incarcerated Students.

ERIC Educational Resources Information Center

Houchins, David E.

2002-01-01

A study examined the self-determination knowledge of incarcerated students with (n=20) and without (n=25) disabilities. A relationship was found between self-determination knowledge and gender, reading level, math level, and disability. Students who were male, had a disability, and/or had low academic abilities in math and/or reading had lower…

A comparative analysis between the effects of galactose and glucose supplementation on endurance performance.

PubMed

Macdermid, Paul W; Stannard, Stephen; Rankin, Dean; Shillington, David

2012-02-01

To determine beneficial effects of short-term galactose (GAL) supplementation over a 50:50 glucose-maltodextrin (GLUC) equivalent on self-paced endurance cycling performance. On 2 separate occasions, subjects performed a 100-km self-paced time trial (randomized and balanced order). This was interspersed with four 1-km and four 4-km maximal efforts reflecting the physical requirements of racing. Before each trial 38±3 g of GAL or GLUC was ingested in a 6% concentrate fluid form 1 hr preexercise and then during exercise at a rate of 37±3 g/hr. Performance variables were recorded for all 1- and 4-km efforts, all interspersed intervals, and the total 100-km distance. Noninvasive indicators of work intensity (heart rate [HR] and rating of perceived exertion) were also recorded. Times taken to complete the 100-km performance trial were 8,298±502 and 8,509±578 s (p=.132), with mean power outputs of 271±37 and 256±45 W (p=.200), for GAL and GLUC, respectively. Mean HR did not differ (GAL 157±7 and GLUC 157±7 beats/min, p=.886). A main effect of carbohydrate (CHO) type on time to complete 4-km efforts occurred, with no CHO Type×Effort Order interaction observed. No main effect of CHO type or interaction of CHO Type×Sequential Order occurred for 1-km efforts. A 6% GAL drink does not enhance performance time during a self-paced cycling performance trial in highly trained endurance cyclists compared with a formula typically used by endurance athletes but may improve the ability to produce intermediate self-paced efforts.

Predicting Critical Power in Elite Cyclists: Questioning the Validity of the 3-Minute All-Out Test.

PubMed

Bartram, Jason C; Thewlis, Dominic; Martin, David T; Norton, Kevin I

2017-07-01

New applications of the critical-power concept, such as the modeling of intermittent-work capabilities, are exciting prospects for elite cycling. However, accurate calculation of the required parameters is traditionally time invasive and somewhat impractical. An alternative single-test protocol (3-min all-out) has recently been proposed, but validation in an elite population is lacking. The traditional approach for parameter establishment, but with fewer tests, could also prove an acceptable compromise. Six senior Australian endurance track-cycling representatives completed 6 efforts to exhaustion on 2 separate days over a 3-wk period. These included 1-, 4-, 6-, 8-, and 10-min self-paced efforts, plus the 3-min all-out protocol. Traditional work-vs-time calculations of CP and anaerobic energy contribution (W') using the 5 self-paced efforts were compared with calculations from the 3-min all-out protocol. The impact of using just 2 or 3 self-paced efforts for traditional CP and W' estimation was also explored using thresholds of agreement (8 W, 2.0 kJ, respectively). CP estimated from the 3-min all-out approach was significantly higher than from the traditional approach (402 ± 33, 351 ± 27 W, P < .001), while W' was lower (15.5 ± 3.0, 24.3 ± 4.0 kJ, P = .02). Five different combinations of 2 or 3 self-paced efforts led to CP estimates within the threshold of agreement, with only 1 combination deemed accurate for W'. In elite cyclists the 3-min all-out approach is not suitable to estimate CP when compared with the traditional method. However, reducing the number of tests used in the traditional method lessens testing burden while maintaining appropriate parameter accuracy.

Self-paced exercise in hot and cool conditions is associated with the maintenance of %V̇O2peak within a narrow range.

PubMed

Périard, Julien D; Racinais, Sébastien

2015-05-15

This study examined the time course and extent of decrease in peak oxygen uptake (V̇O2peak) during self-paced exercise in HOT (35°C and 60% relative humidity) and COOL (18°C and 40% relative humidity) laboratory conditions. Ten well-trained cyclists completed four consecutive 16.5-min time trials (15-min self-paced effort with 1.5-min maximal end-spurt to determine V̇O2peak) interspersed by 5 min of recovery on a cycle ergometer in each condition. Rectal temperature increased significantly more in HOT (39.4 ± 0.7°C) than COOL (38.6 ± 0.3°C; P < 0.001). Power output was lower throughout HOT compared with COOL (P < 0.001). The decrease in power output from trial 1 to 4 was ∼16% greater in HOT (P < 0.001). Oxygen uptake (V̇o2) was lower throughout HOT than COOL (P < 0.05), except at 5 min and during the end-spurt in trial 1. In HOT, V̇O2peak reached 97, 89, 85, and 85% of predetermined maximal V̇o2, whereas in COOL 97, 94, 93, and 92% were attained. Relative exercise intensity (%V̇O2peak) during trials 1 and 2 was lower in HOT (∼84%) than COOL (∼86%; P < 0.05), decreasing slightly during trials 3 and 4 (∼80 and ∼85%, respectively; P < 0.05). However, heart rate was higher throughout HOT (P = 0.002), and ratings of perceived exertion greater during trials 3 and 4 in HOT (P < 0.05). Consequently, the regulation of self-paced exercise appears to occur in conjunction with the maintenance of %V̇O2peak within a narrow range (80-85% V̇O2peak). This range widens under heat stress, however, when exercise becomes protracted and a disassociation develops between relative exercise intensity, heart rate, and ratings of perceived exertion. Copyright © 2015 the American Physiological Society.

Relationships between Spontaneous Note-Taking, Self-Reported Strategies and Comprehension When Reading Multiple Texts in Different Task Conditions

ERIC Educational Resources Information Center

Hagen, Åste M.; Braasch, Jason L. G.; Bråten, Ivar

2014-01-01

This study investigated note-taking during multiple-text reading across two different task conditions in relation to comprehension performance and self-reports of strategy use. Forty-four undergraduates read multiple texts about climate change to write an argument or a summary. Analysis of students' spontaneous note-taking during reading…

Peer Tutoring in Reading: The Effects of Role and Organization on Two Dimensions of Self-Esteem

ERIC Educational Resources Information Center

Miller, David; Topping, Keith; Thurston, Allen

2010-01-01

Background: Paired reading (PR) is an application of peer tutoring. It has been extensively researched, and its efficacy across a range of outcomes has been established. Benefits include improvements in key reading skills, and also in affective aspects of learning. Several studies have shown gains in self-esteem, although measurement methods have…

Implications of Overlapping Difficulties in Mathematics and Reading on Self-Concept and Academic Achievement

ERIC Educational Resources Information Center

Holopainen, Leena; Taipale, Airi; Savolainen, Hannu

2017-01-01

In this study, the relationship between adolescents' difficulty in mathematics and reading and the influence on academic self-concept and school grades was examined. The participants (N = 585; 299 girls, 286 boys) were one age group of ninth-graders whose mathematics and reading skills were assessed at the end of comprehensive school at age…

Do Teachers' Perceptions of Children's Math and Reading Related Ability and Effort Predict Children's Self-Concept of Ability in Math and Reading?

ERIC Educational Resources Information Center

Upadyaya, Katja; Eccles, Jacquelynne

2015-01-01

This study investigated to what extent primary school teachers' perceptions of their students' ability and effort predict developmental changes in children's self-concepts of ability in math and reading after controlling for students' academic performance and general intelligence. Three cohorts (N?=?849) of elementary school children and their…

Effects of Cross-Age Tutoring on Self-Esteem and Reading Achievement of Low Self-Esteem Fifth-Grade Males.

ERIC Educational Resources Information Center

Diamond, Barbara

This study investigated the effects of a cross-age tutorial experience on the self-esteem of the tutors and the reading achievement of the pupils. Ninety-two fifth-grade males selected from four parochial schools in Nassau County, New York, were tested on a self-esteem inventory. Those scoring lowest were randomly assigned to tutoring groups and…

Even between-lap pacing despite high within-lap variation during mountain biking.

PubMed

Martin, Louise; Lambeth-Mansell, Anneliese; Beretta-Azevedo, Liane; Holmes, Lucy A; Wright, Rachel; St Clair Gibson, Alan

2012-09-01

Given the paucity of research on pacing strategies during competitive events, this study examined changes in dynamic high-resolution performance parameters to analyze pacing profiles during a multiple-lap mountain-bike race over variable terrain. A global-positioning-system (GPS) unit (Garmin, Edge 305, USA) recorded velocity (m/s), distance (m), elevation (m), and heart rate at 1 Hz from 6 mountain-bike riders (mean±SD age=27.2±5.0 y, stature=176.8±8.1 cm, mass=76.3±11.7 kg, VO2max=55.1±6.0 mL·kg(-1)·min1) competing in a multilap race. Lap-by-lap (interlap) pacing was analyzed using a 1-way ANOVA for mean time and mean velocity. Velocity data were averaged every 100 m and plotted against race distance and elevation to observe the presence of intralap variation. There was no significant difference in lap times (P=.99) or lap velocity (P=.65) across the 5 laps. Within each lap, a high degree of oscillation in velocity was observed, which broadly reflected changes in terrain, but high-resolution data demonstrated additional nonmonotonic variation not related to terrain. Participants adopted an even pace strategy across the 5 laps despite rapid adjustments in velocity during each lap. While topographical and technical variations of the course accounted for some of the variability in velocity, the additional rapid adjustments in velocity may be associated with dynamic regulation of self-paced exercise.

A 'slow pace of life' in Australian old-endemic passerine birds is not accompanied by low basal metabolic rates.

PubMed

Bech, Claus; Chappell, Mark A; Astheimer, Lee B; Londoño, Gustavo A; Buttemer, William A

2016-05-01

Life history theory suggests that species experiencing high extrinsic mortality rates allocate more resources toward reproduction relative to self-maintenance and reach maturity earlier ('fast pace of life') than those having greater life expectancy and reproducing at a lower rate ('slow pace of life'). Among birds, many studies have shown that tropical species have a slower pace of life than temperate-breeding species. The pace of life has been hypothesized to affect metabolism and, as predicted, tropical birds have lower basal metabolic rates (BMR) than temperate-breeding birds. However, many temperate-breeding Australian passerines belong to lineages that evolved in Australia and share 'slow' life-history traits that are typical of tropical birds. We obtained BMR from 30 of these 'old-endemics' and ten sympatric species of more recently arrived passerine lineages (derived from Afro-Asian origins or introduced by Europeans) with 'faster' life histories. The BMR of 'slow' temperate-breeding old-endemics was indistinguishable from that of new-arrivals and was not lower than the BMR of 'fast' temperate-breeding non-Australian passerines. Old-endemics had substantially smaller clutches and longer maximal life spans in the wild than new arrivals, but neither clutch size nor maximum life span was correlated with BMR. Our results suggest that low BMR in tropical birds is not functionally linked to their 'slow pace of life' and instead may be a consequence of differences in annual thermal conditions experienced by tropical versus temperate species.

Self-Paced Physics, Segment 18.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

Eighty-seven problems are included in this volume which is arranged to match study segments 2 through 14. The subject matter is related to projectiles, simple harmonic motion, kinetic friction, multiple pulley arrangements, motion on inclined planes, circular motion, potential energy, kinetic energy, center of mass, Newton's laws, elastic and…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

How Motivational Constructs Interact to Predict Elementary Students' Reading Performance: Examples from Attitudes and Self-Concept in Reading

ERIC Educational Resources Information Center

Park, Yonghan

2011-01-01

This study explored the factors underlying reading motivation measured in the Progress in International Reading Literacy Study (PIRLS) and investigated the relations between those motivational factors and reading performance using U.S. data from PIRLS 2006. A special focus was given to interacting relations between different motivational facets in…

Integrating palliative care in long-term care facilities across Europe (PACE): protocol of a cluster randomized controlled trial of the 'PACE Steps to Success' intervention in seven countries.

PubMed

Smets, Tinne; Onwuteaka-Philipsen, Bregje B D; Miranda, Rose; Pivodic, Lara; Tanghe, Marc; van Hout, Hein; Pasman, Roeline H R W; Oosterveld-Vlug, Mariska; Piers, Ruth; Van Den Noortgate, Nele; Wichmann, Anne B; Engels, Yvonne; Vernooij-Dassen, Myrra; Hockley, Jo; Froggatt, Katherine; Payne, Sheila; Szczerbińska, Katarzyna; Kylänen, Marika; Leppäaho, Suvi; Barańska, Ilona; Gambassi, Giovanni; Pautex, Sophie; Bassal, Catherine; Deliens, Luc; Van den Block, Lieve

2018-03-12

Several studies have highlighted the need for improvement in palliative care delivered to older people long-term care facilities. However, the available evidence on how to improve palliative care in these settings is weak, especially in Europe. We describe the protocol of the PACE trial aimed to 1) evaluate the effectiveness and cost-effectiveness of the 'PACE Steps to Success' palliative care intervention for older people in long-term care facilities, and 2) assess the implementation process and identify facilitators and barriers for implementation in different countries. We will conduct a multi-facility cluster randomised controlled trial in Belgium, Finland, Italy, the Netherlands, Poland, Switzerland and England. In total, 72 facilities will be randomized to receive the 'Pace Steps to Success intervention' or to 'care as usual'. Primary outcome at resident level: quality of dying (CAD-EOLD); and at staff level: staff knowledge of palliative care (Palliative Care Survey). resident's quality of end-of-life care, staff self-efficacy, self-perceived educational needs, and opinions on palliative care. Economic outcomes: direct costs and quality-adjusted life years (QALYs). Measurements are performed at baseline and after the intervention. For the resident-level outcomes, facilities report all deaths of residents in and outside the facilities over a previous four-month period and structured questionnaires are sent to (1) the administrator, (2) staff member most involved in care (3) treating general practitioner, and (4) a relative. For the staff-level outcomes, all staff who are working in the facilities are asked to complete a structured questionnaire. A process evaluation will run alongside the effectiveness evaluation in the intervention group using the RE-AIM framework. The lack of high quality trials in palliative care has been recognized throughout the field of palliative care research. This cross-national cluster RCT designed to evaluate the impact of the palliative care intervention for long-term care facilities 'PACE Steps to Success' in seven countries, will provide important evidence concerning the effectiveness as well as the preconditions for optimal implementation of palliative care in nursing homes, and this within different health care systems. The study is registered at www.isrctn.com - ISRCTN14741671 (FP7-HEALTH-2013-INNOVATION-1 603111) Registration date: July 30, 2015.

Reading Ella: using literary patients to enhance nursing students' reflective thinking in the classroom.

PubMed

Pohlman, Shawn

2013-11-23

This action research study was designed to explore, in-depth, how 70 senior nursing students experienced an assignment that involved reading and reflecting on a short story, Ella, and the educator's experience during the process. Four sources of data were collected: student reflections, field notes, a classroom process recording by an expert educator/observer, and a focus group interview. Four themes emerged: (1) student reflections revealed their inner, often hidden landscapes; (2) Ella prompted clarification of the past and/or triggered future projective thinking; (3) Ella clarified difficult-to-teach concepts; and (4) the interface between students' thoughts and teacher responses provided a platform of connectivity. I propose that reading well-written stories may enhance students' clinical reasoning skills and ethical comportment within the confines of a classroom. In addition, when students are introduced to literary patients like Ella, they can dwell with the characters at a more peaceful pace which, in itself, may encourage reflectivity.

Integrating Skills and Wills Instruction in Self-Regulated Science Text Reading for Secondary Students

NASA Astrophysics Data System (ADS)

Michalsky, Tova

2013-07-01

This study investigated the effectiveness of cognitive-metacognitive versus motivational components of the IMPROVE self-regulatory model, used while reading scientific texts, for 10th graders' scientific literacy and self-regulated learning (SRL). Three treatment groups (N = 198) received one type of self-addressable questions while reading scientific texts: cognitive-metacognitive (CogMet), motivational (Mot), or combined (CogMetMot). Control group received no self-addressed questions (noSRL). One measure assessed scientific literacy, and two measures assessed SRL: (a) as an aptitude-pre/post questionnaires assessing self-perceived SRL, and (b) as an event-audiotaping participants' thinking-aloud SRL behaviors in real-time learning experiences and data coding illustrating SRL changes. Findings indicated that treatment groups significantly outperformed the non-treatment group. No differences emerged between CogMet and Mot, whereas fully combined SRL support (CogMetMot) was most effective. Theoretical and practical implications of this preliminary study are discussed.

Trace-Based Microanalytic Measurement of Self-Regulated Learning Processes

ERIC Educational Resources Information Center

Siadaty, Melody; Gaševic, Dragan; Hatala, Marek

2016-01-01

To keep pace with today's rapidly growing knowledge-driven society, productive self-regulation of one's learning processes are essential. We introduce and discuss a trace-based measurement protocol to measure the effects of scaffolding interventions on self-regulated learning (SRL) processes. It guides tracing of learners' actions in a learning…

Reading anxiety, classroom anxiety, language motivation, reader self-perception, and arabic achievement of Arab-American students learning arabic as a second language.

PubMed

Alkhateeb, Haitham M

2014-12-01

The present study assessed the relations between reading anxiety, classroom anxiety, language motivation, and readers' self-perception for a sample of Arab-American students in Arabic classes. The effects of sex, grade, and years studying Arabic on academic achievement were examined as well. Measures were administered to 118 middle school students (56 boys, 62 girls; M age = 13.0 yr., SD = 0.8), and teachers reported academic grades in Arabic. Reading anxiety was significantly correlated with classroom anxiety and reader self-perception. Classroom anxiety scores were significantly correlated with motivation and reader self-perception. Significant positive correlations were found between language motivation and reader self-perception scores, and between years studying Arabic and reader self-perception scores. Boys in the second year of Arabic had significantly lower classroom anxiety than girls, and students in Grade 7 had higher reader self-perception than those in Grade 8. Classroom anxiety, language motivation, and reader self-perception significantly predicted Arabic achievement. Pedagogical implications are discussed.

Aircraft Environmental System Mechanic, 2-9. Block IV--Utility Systems and Flight Line Maintenance. Military Curriculum Materials for Vocational and Technical Education.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This publication contains a teaching guide and student instructional materials for conducting a high school or adult vocational education course to train persons to perform duties as an aircraft environmental systems mechanic. The instructional design for this course is self-paced and/or small group-paced. Instructor materials contained in the…

Operational Evaluation of Self-Paced Instruction in U.S. Army Training.

DTIC Science & Technology

1979-01-01

one iteration of each course, and the on -going refinement and adjustment of managerial techniques. Research Approach A quasi - experimental approach was...research design employed experimental and control groups , posttest only with non-random groups . The design dealt with the six major areas identified as...course on Interpersonal Communications were conducted in the conventional, group -paced manner. Experimental course materials. Wherever possible, existing

ELL High School Students' Metacognitive Awareness of Reading Strategy Use and Reading Proficiency

ERIC Educational Resources Information Center

Hong-Nam, Kay

2014-01-01

This study investigated the metacognitive awareness and reading strategies use of high school-­aged English language learners (ELLs) and the relationship between ELL reading strategy use and reading proficiency as measured by a standardized reading test and self-­rated reading proficiency. Results reveal that participants reported moderate use of…

Self-paced model learning for robust visual tracking

NASA Astrophysics Data System (ADS)

Huang, Wenhui; Gu, Jason; Ma, Xin; Li, Yibin

2017-01-01

In visual tracking, learning a robust and efficient appearance model is a challenging task. Model learning determines both the strategy and the frequency of model updating, which contains many details that could affect the tracking results. Self-paced learning (SPL) has recently been attracting considerable interest in the fields of machine learning and computer vision. SPL is inspired by the learning principle underlying the cognitive process of humans, whose learning process is generally from easier samples to more complex aspects of a task. We propose a tracking method that integrates the learning paradigm of SPL into visual tracking, so reliable samples can be automatically selected for model learning. In contrast to many existing model learning strategies in visual tracking, we discover the missing link between sample selection and model learning, which are combined into a single objective function in our approach. Sample weights and model parameters can be learned by minimizing this single objective function. Additionally, to solve the real-valued learning weight of samples, an error-tolerant self-paced function that considers the characteristics of visual tracking is proposed. We demonstrate the robustness and efficiency of our tracker on a recent tracking benchmark data set with 50 video sequences.

Using Self-Regulated Learning Strategies in Enhancing Language Proficiency with a Focus on Reading Comprehension

ERIC Educational Resources Information Center

Abbasian, Gholam-Reza; Hartoonian, Anahid

2014-01-01

Self-regulated learning strategies have recently received a remarkable attention by researchers. The aim of this study was to explore the relationship between self-regulated learning strategies and students' language proficiency as well as their reading comprehension. To do so, 115 Iranian EFL university students were selected. First, a TOEFL test…

Faster self-paced rate of drinking for alcohol mixed with energy drinks versus alcohol alone.

PubMed

Marczinski, Cecile A; Fillmore, Mark T; Maloney, Sarah F; Stamates, Amy L

2017-03-01

The consumption of alcohol mixed with energy drinks (AmED) has been associated with higher rates of binge drinking and impaired driving when compared with alcohol alone. However, it remains unclear why the risks of use of AmED are heightened compared with alcohol alone even when the doses of alcohol consumed are similar. Therefore, the purpose of this laboratory study was to investigate if the rate of self-paced beverage consumption was faster for a dose of AmED versus alcohol alone using a double-blind, within-subjects, placebo-controlled study design. Participants (n = 16) of equal gender who were social drinkers attended 4 separate test sessions that involved consumption of alcohol (1.97 ml/kg vodka) and energy drinks, alone and in combination. On each test day, the dose assigned was divided into 10 cups. Participants were informed that they would have a 2-h period to consume the 10 drinks. After the self-paced drinking period, participants completed a cued go/no-go reaction time (RT) task and subjective ratings of stimulation and sedation. The results indicated that participants consumed the AmED dose significantly faster (by ∼16 min) than the alcohol dose. For the performance task, participants' mean RTs were slower in the alcohol conditions and faster in the energy-drink conditions. In conclusion, alcohol consumers should be made aware that rapid drinking might occur for AmED beverages, thus heightening alcohol-related safety risks. The fast rate of drinking may be related to the generalized speeding of responses after energy-drink consumption. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Action verbs are processed differently in metaphorical and literal sentences depending on the semantic match of visual primes

PubMed Central

Troyer, Melissa; Curley, Lauren B.; Miller, Luke E.; Saygin, Ayse P.; Bergen, Benjamin K.

2014-01-01

Language comprehension requires rapid and flexible access to information stored in long-term memory, likely influenced by activation of rich world knowledge and by brain systems that support the processing of sensorimotor content. We hypothesized that while literal language about biological motion might rely on neurocognitive representations of biological motion specific to the details of the actions described, metaphors rely on more generic representations of motion. In a priming and self-paced reading paradigm, participants saw video clips or images of (a) an intact point-light walker or (b) a scrambled control and read sentences containing literal or metaphoric uses of biological motion verbs either closely or distantly related to the depicted action (walking). We predicted that reading times for literal and metaphorical sentences would show differential sensitivity to the match between the verb and the visual prime. In Experiment 1, we observed interactions between the prime type (walker or scrambled video) and the verb type (close or distant match) for both literal and metaphorical sentences, but with strikingly different patterns. We found no difference in the verb region of literal sentences for Close-Match verbs after walker or scrambled motion primes, but Distant-Match verbs were read more quickly following walker primes. For metaphorical sentences, the results were roughly reversed, with Distant-Match verbs being read more slowly following a walker compared to scrambled motion. In Experiment 2, we observed a similar pattern following still image primes, though critical interactions emerged later in the sentence. We interpret these findings as evidence for shared recruitment of cognitive and neural mechanisms for processing visual and verbal biological motion information. Metaphoric language using biological motion verbs may recruit neurocognitive mechanisms similar to those used in processing literal language but be represented in a less-specific way. PMID:25538604

The Influence of Personality Characteristics on Children's Intrinsic Reading Motivation

ERIC Educational Resources Information Center

Medford, Emma; McGeown, Sarah P.

2012-01-01

Research suggests that children's motivation to read is influenced by their level of reading skill and reading self-concept. However, it is possible that characteristics unrelated to reading, such as underlying personality characteristics, may also influence children's motivation to read. The current study examined the extent to which children's…

Reading and Teaching in an Urban Middle School: Preservice Teachers' Self-Efficacy Beliefs and Field-Based Experiences

ERIC Educational Resources Information Center

Rogers-Haverback, Heather; Mee, Molly

2015-01-01

The purpose of this study was to investigate middle level preservice teacher self-efficacy beliefs in general, as well as in the domain of reading. The participants were 8 middle school preservice teachers enrolled in a state-mandated reading methods course and student teaching over the course of a year. As part of the yearlong internship, the…

The Role of Metacognitive Reading Strategies, Metacognitive Study and Learning Strategies, and Behavioral Study and Learning Strategies in Predicting Academic Success in Students With and Without a History of Reading Difficulties.

PubMed

Chevalier, Thérèse M; Parrila, Rauno; Ritchie, Krista C; Deacon, S Hélène

2017-01-01

We examined the self-reported use of reading, study, and learning strategies in university students with a history of reading difficulties (HRD; n = 77) and with no history of reading difficulties (NRD; n = 295). We examined both between-groups differences in strategy use and strategy use as a predictive measure of academic success. Participants completed online questionnaires regarding reading history and strategy use. GPA and frequency of use of academic support services were also obtained for all students. University students with HRD reported a different profile of strategy use than their NRD peers, and self-reported strategy use was differentially predictive of GPA for students with HRD and NRD. For students with HRD, the use of metacognitive reading strategies and the use of study aids predicted academic success. Implications for university student services providers are discussed. © Hammill Institute on Disabilities 2015.

A GIS-Interface Web Site: Exploratory Learning for Geography Curriculum

ERIC Educational Resources Information Center

Huang, Kuo Hung

2011-01-01

Although Web-based instruction provides learners with sufficient resources for self-paced learning, previous studies have confirmed that browsing navigation-oriented Web sites possibly hampers users' comprehension of information. Web sites designed as "categories of materials" for navigation demand more cognitive effort from users to orient their…

Inference and Discovery in an Exploratory Laboratory. Technical Report No. 10.

ERIC Educational Resources Information Center

Shute, Valerie; And Others

This paper describes the results of a study done as part of a research program investigating the use of computer-based laboratories to support self-paced discovery learning in related to microeconomics, electricity, and light refraction. Program objectives include maximizing the laboratories' effectiveness in helping students learn content…

Teaching People to Manage Constraints: Effects on Creative Problem-Solving

ERIC Educational Resources Information Center

Peterson, David R.; Barrett, Jamie D.; Hester, Kimberly S.; Robledo, Issac C.; Hougen, Dean F.; Day, Eric A.; Mumford, Michael D.

2013-01-01

Constraints often inhibit creative problem-solving. This study examined the impact of training strategies for managing constraints on creative problem-solving. Undergraduates, 218 in all, were asked to work through 1 to 4 self-paced instructional programs focused on constraint management strategies. The quality, originality, and elegance of…

Self-Paced Calculus: A Case Study.

ERIC Educational Resources Information Center

Johnson, Guy, Jr.; Pascarella, Ernest T.

Increasingly higher education is confronted with the task of educating a population of students whose entry aptitudes and skills have grown more heterogeneous. Perhaps nowhere is this diversity of abilities more apparent, and at the same time more difficult to deal with, than in courses in introductory calculus. This paper outlines an experimental…

Developmental Mathematics and the Lansing Community College Math Lab.

ERIC Educational Resources Information Center

Rotman, Jack W.

Based on an extensive literature search, this paper reviews recent research and theoretical studies and discusses their applicability to Lansing Community College's (LCC's) Mathematics Laboratory. After noting the steps taken in data collection, part I describes LCC and its Math Lab, which offers developmental courses in a self-paced, mastery…

A Suggested Model for a Working Cyberschool.

ERIC Educational Resources Information Center

Javid, Mahnaz A.

2000-01-01

Suggests a model for a working cyberschool based on a case study of Kamiak Cyberschool (Washington), a technology-driven public high school. Topics include flexible hours; one-to-one interaction with teachers; a supportive school environment; use of computers, interactive media, and online resources; and self-paced, project-based learning.…

A Monetary Reward Alters Pacing but Not Performance in Competitive Cyclists.

PubMed

Skorski, Sabrina; Thompson, Kevin G; Keegan, Richard J; Meyer, Tim; Abbiss, Chris R

2017-01-01

Money has frequently been used as an extrinsic motivator since it is assumed that humans are willing to invest more effort for financial reward. However, the influence of a monetary reward on pacing and performance in trained athletes is not well-understood. Therefore, the aim of this study was to analyse the influence of a monetary reward in well-trained cyclists on their pacing and performance during short and long cycling time trials (TT). Twentythree cyclists (6 ♀, 17 ♂) completed 4 self-paced time trials (TTs, 2 short: 4 km and 6 min; 2 long: 20 km and 30 min); in a randomized order. Participants were separated into parallel, non-randomized "rewarded" and "non-rewarded" groups. Cyclists in the rewarded group received a monetary reward based on highest mean power output across all TTs. Cyclists in the non-rewarded group did not receive a monetary reward. Overall performance was not significantly different between groups in short or long TTs ( p > 0.48). Power output showed moderatly lower effect sizes at comencement of the short TTs ( P meandiff = 36.6 W; d > 0.44) and the 20 km TT ( P meandiff = 22.6 W; d = 0.44) in the rewarded group. No difference was observed in pacing during the 30 min TT ( p = 0.95). An external reward seems to have influenced pacing at the commencement of time trials. Participants in the non-rewarded group adopted a typical parabolic shaped pattern, whereas participants in the rewarded group started trials more conservatively. Results raise the possibility that using money as an extrinsic reward may interfere with regulatory processes required for effective pacing.

Pedometer Readings and Self-Reported Walking Distances in a Rural Hutterite Population

ERIC Educational Resources Information Center

Samra, Haifa Abou; Beare, Tianna; Specker, Bonny

2008-01-01

Purpose: This study assessed the accuracy with which a rural population reported daily walking distances using a 7-day activity recall questionnaire obtained quarterly compared to pedometer readings. Methods: Study participants were 48 Hutterite men and women aged 11-66 years. Findings: Pedometer-miles quartiles were associated with self-reported…

Fostering Self-Regulation of Students with Learning Disabilities: Insights from 30 Years of Reading Comprehension Intervention Research

ERIC Educational Resources Information Center

Berkeley, Sheri; Larsen, Anna

2018-01-01

Thirty years of intervention research on the effects of reading comprehension strategies for students with learning disabilities was reviewed in this quantitative synthesis. Specifically, researchers targeted studies that contained self-regulated learning components. A systematic search yielded 18 studies from nine research journals that met…

Production of Reading Materials. Self Study and Evaluation Guide, 1982 Edition. Section D-7. Revised.

ERIC Educational Resources Information Center

National Accreditation Council for Agencies Serving the Blind and Visually Handicapped, New York, NY.

The guide provides accreditation standards for programs which transcribe printed matter into alternate media for blind and visually handicapped persons. Presented in a self study format, the booklet touches upon six aspects of the production of reading materials (sample subtopics in parentheses): planning and organization (administration,…

Effects of generation mode in fMRI adaptations of semantic fluency: Paced production and overt speech

PubMed Central

Basho, Surina; Palmer, Erica D.; Rubio, Miguel A.; Wulfeck, Beverly; Müller, Ralph-Axel

2007-01-01

Verbal fluency is a widely used neuropsychological paradigm. In fMRI implementations, conventional unpaced (self-paced) versions are suboptimal due to uncontrolled timing of responses, and overt responses carry the risk of motion artifact. We investigated the behavioral and neurofunctional effects of response pacing and overt speech in semantic category-driven word generation. Twelve right-handed adults (8 female) ages 21–37 were scanned in four conditions each: Paced-Overt, Paced-Covert, Unpaced-Overt, and Unpaced-Covert. There was no significant difference in the number of exemplars generated between overt versions of the paced and unpaced conditions. Imaging results for category-driven word generation overall showed left-hemispheric activation in inferior frontal cortex, premotor cortex, cingulate gyrus, thalamus, and basal ganglia. Direct comparison of generation modes revealed significantly greater activation for the paced compared to unpaced conditions in right superior temporal, bilateral middle frontal, and bilateral anterior cingulate cortex, including regions associated with sustained attention, motor planning, and response inhibition. Covert (compared to overt) conditions showed significantly greater effects in right parietal and anterior cingulate, as well as left middle temporal and superior frontal regions. We conclude that paced overt paradigms are useful adaptations of conventional semantic fluency in fMRI, given their superiority with regard to control over and monitoring of behavioral responses. However, response pacing is associated with additional non-linguistic effects related to response inhibition, motor preparation, and sustained attention. PMID:17292926

Computer-mediated communication and time pressure induce higher cardiovascular responses in the preparatory and execution phases of cooperative tasks.

PubMed

Costa Ferrer, Raquel; Serrano Rosa, Miguel Ángel; Zornoza Abad, Ana; Salvador Fernández-Montejo, Alicia

2010-11-01

The cardiovascular (CV) response to social challenge and stress is associated with the etiology of cardiovascular diseases. New ways of communication, time pressure and different types of information are common in our society. In this study, the cardiovascular response to two different tasks (open vs. closed information) was examined employing different communication channels (computer-mediated vs. face-to-face) and with different pace control (self vs. external). Our results indicate that there was a higher CV response in the computer-mediated condition, on the closed information task and in the externally paced condition. These role of these factors should be considered when studying the consequences of social stress and their underlying mechanisms.

[Beeckman's medical learning by reading].

PubMed

Honma, Eio

2008-01-01

Isaac Beeckman (1588-1637) is a self-learning man. He learned medicine by his reading medical books (contemporary and classic). In this paper I study how Beeckman read and understood them. He did not merely memorize them. But he gave some supplementary explanations to their (he thought) insufficient passages, sometimes criticized them and gave mechanical explanation that was based on atomism with hydrostatics. We can find similar ways of reading in the works of Lucretius and Cardano which young Beeckman read repeatedly. Beeckman learned the way of explaining natural phenomena with atomism from Lucretius' De rerum natura, and the way of explaining mechanics with natural philosophy and of demonstrating the principles of natural philosophy with machines from Cardano's De subtilitate. Beeckman's interactive reading is a good style of self-learning, but to avoid some bad effects of self-learning, he had to talk actually to a good respondent such as young Descartes.

Literacy in Social Studies: The Influence of Cognitive and Motivational Practices on the Reading Comprehension of English Learners and Non-English Learners

ERIC Educational Resources Information Center

Taboada Barber, Ana; Buehl, Michelle M.; Beck, Jori S.; Ramirez, Erin M.; Gallagher, Melissa; Richey Nuland, Leila N.; Archer, Casey J.

2018-01-01

We examined the impact of cognitive and motivation practices within a social studies literacy intervention (United States History for Engaged Reading [USHER]) on Grade 6 English learners' (ELs) and non-ELs' history reading comprehension, cognitive strategy use, reading self-efficacy, and reading engagement. We used a switching replications…

Tag Clouds in the Blogosphere: Electronic Literacy and Social Networking

ERIC Educational Resources Information Center

Godwin-Jones, Robert

2006-01-01

Electronic literacy today is a moving target. How and why people read and write online are evolving at the fast pace of Internet time. One of the most striking developments in the past few years has been how new social networking phenomena on the Web like community tagging, shared bookmarking, and blogs have created convergences between consumers…

A Nongraded Phase Elective Senior High English Curriculum.

ERIC Educational Resources Information Center

South Bend Community School Corp., IN.

The course content in this nongraded phase elective curriculum is classified into Phase 1, designed for students who find reading, writing, and speaking difficult, Phase 2 for students who need to improve and refine basic skills at a somewhat slower pace, Phase 3 for those who have an average command of basic language skills and want to advance at…

The Effects of Blogging on Reading Engagement in the Upper Elementary Grades

ERIC Educational Resources Information Center

Ray, Holly Wilson

2013-01-01

With children growing up as digital natives, they have become accustomed to a fast paced, multitasking environment. In this digital landscape, children's brains learn in a parallel format, with instant information, as opposed to the traditional linear format with one skill being introduced at a time. Today's education methods used to…

Teaching, as Healing, at Ground Zero

ERIC Educational Resources Information Center

Jay, Karla

2004-01-01

Though Pace University's Civic Center campus is just two blocks from where the Twin Towers stood, they have never thought of themselves as the epicenter of anything. They are usually a footnote to New York University or Columbia. To read the media after September 11, 2001, one might have thought that New York University was the closest school to…

Reinforcement Schedules in Pacing Reading Rate. Final Report.

ERIC Educational Resources Information Center

Schutz, Richard E.; And Others

Responses of individual fourth-grade children were monitored in daily 30-minute sessions for 10 consecutive school days. Individual subjects were used as their own controls. The child sat before a small table with a surface-mounted button and a wall-mounted screen upon which visual stimuli were rear-view projected, using a filmstrip projector with…

Parents Sharing Books: Self-Esteem and Reading.

ERIC Educational Resources Information Center

Shermis, Michael, Ed.

This booklet focuses on self-esteem, especially as to how reading at home can affect reading and school performance and how poor reading attainment can affect self-esteem. Specific steps to help middle school children gain self-esteem are discussed. Practical questions from parents are answered and activities are described which can be used at…

Factors Predicting READ 180 18-Week Grades among Middle School Students: The Role of Self-Efficacy, Ethnicity, Reading and Language Skills and Socioeconomic Indicators

ERIC Educational Resources Information Center

Brown, Rhonda M.

2014-01-01

Middle school students who struggle in reading are likely to also experience difficulty in their other subjects in school. A variety of reading intervention programs exist for schools to utilize to increase reading comprehension. The Scholastic READ 180 program is used as part of this study. This small, focused study of 160 students examined the…

Graduate Students' Attitudes in an Activity-Based Statistics Course.

ERIC Educational Resources Information Center

Kennedy, Robert L.; McCallister, Corliss Jean

This study investigated graduate students' attitudes toward statistics in a class in which the focus of instruction was the use of a computer program that made possible an individualized, self-paced student-centered, activity-based course. The six sections involved in the study were offered in 2001 and 2002. There were 43 participants for whom…

Attitudes toward Advanced and Multivariate Statistics When Using Computers.

ERIC Educational Resources Information Center

Kennedy, Robert L.; McCallister, Corliss Jean

This study investigated the attitudes toward statistics of graduate students who studied advanced statistics in a course in which the focus of instruction was the use of a computer program in class. The use of the program made it possible to provide an individualized, self-paced, student-centered, and activity-based course. The three sections…

Feasibility Study: Library Instruction in Specific Science Disciplines Using the Self-Paced Workbook Adapted to Departmental Needs, Mitchell Memorial Library, Fall 1981.

ERIC Educational Resources Information Center

Ellsbury, Susan H.; And Others

Student library assistants and undergraduate and graduate students from agricultural and biological engineering, biological sciences, and entomology participated in a study to determine the effectiveness of instructional materials adapted to specific science disciplines for developing practical skills in the use of library resources. All students…

Reading Comprehension Improvement with Individualized Cognitive Profiles and Metacognition

ERIC Educational Resources Information Center

Allen, Kathleen D.; Hancock, Thomas E.

2008-01-01

This study models improving classroom reading instruction through valid assessment and individualized metacomprehension. Individualized cognitive profiles of Woodcock-Johnson III cognitive abilities correlated with reading comprehension were used during classroom independent reading for judgments of learning, feedback, self-reflection, and…

Assessment of self-reporting reading of medicine's labels and the resources of information about medicines in general public in Malaysia.

PubMed

Dawood, Omar T; Hassali, Mohamed A; Saleem, Fahad; Ibrahim, Inas R

2018-04-01

This study was undertaken to assess the people's self-reported reading of medicine labels and its associated factors and to assess the sources of information about medicines among general public. A cross-sectional study was carried out among general public in the State of Penang, Malaysia. A total of 888 participants were conveniently selected and completed the survey. A self-administered questionnaire was used to obtain the data from all the participants. Most of the participants (74.2%) reported that they have adequate information about medicines provided on their medicine labels. In addition, 86.9% of them reported that they read their medicine's label for the directions of usage and 84.3% for the dosage instruction. However, 42.1% of the participants do not read their medicine's label for the active ingredients, and 33% of them do not read their medicine's label for the safety information. In addition, 36.5% of the respondents did not read the label of medicine for the symptoms which can be used for. However, females, Malay respondents, and higher education level (college/university) were more likely to self-reported the reading medicine's label. Females were more likely to read the labels of medicines compared with males (OR = 1.6, 95% CI 1.20-2.13, P  = .001). The reading of medicine labels was predicted by females, Malay respondents, and higher educated people. Health educational programs are needed to clarify label's information that can help in concept of patient safety.

Juvenile Psychopathic Personality Traits are Associated with Poor Reading Achievement

PubMed Central

DeLisi, Matt; Beaver, Kevin M.; Wexler, Jade; Barth, Amy; Fletcher, Jack

2011-01-01

The current study sought to further the understanding of the linkage between maladaptive behavior and cognitive problems by examining the relations between psychopathic personality traits and reading comprehension performance. Data were derived from a study of 432 predominately African-American and Hispanic middle-school students. Dependent variables consisted of three measures of reading comprehension. Psychopathy measures included the Inventory of Callous-Unemotional traits (ICU—teacher rated) and the self-reported Youth Psychopathic traits Inventory (YPI). Findings from regression models indicated that self-report and teacher ratings of psychopathy were statistically significant inverse predictors of reading performance. Specifically, affective facets of psychopathy were potent predictors of reading comprehension over and above ADHD, IQ, and an impulsivity component of psychopathy. Study results extend the utility of psychopathy construct generally and affective traits specifically to reading achievement, which has broad implications. Findings are discussed with respect to future research and prevention. PMID:20957434

Impact of early personal-history characteristics on the Pace of Aging: implications for clinical trials of therapies to slow aging and extend healthspan.

PubMed

Belsky, Daniel W; Caspi, Avshalom; Cohen, Harvey J; Kraus, William E; Ramrakha, Sandhya; Poulton, Richie; Moffitt, Terrie E

2017-08-01

Therapies to extend healthspan are poised to move from laboratory animal models to human clinical trials. Translation from mouse to human will entail challenges, among them the multifactorial heterogeneity of human aging. To inform clinical trials about this heterogeneity, we report how humans' pace of biological aging relates to personal-history characteristics. Because geroprotective therapies must be delivered by midlife to prevent age-related disease onset, we studied young-adult members of the Dunedin Study 1972-73 birth cohort (n = 954). Cohort members' Pace of Aging was measured as coordinated decline in the integrity of multiple organ systems, by quantifying rate of decline across repeated measurements of 18 biomarkers assayed when cohort members were ages 26, 32, and 38 years. The childhood personal-history characteristics studied were known predictors of age-related disease and mortality, and were measured prospectively during childhood. Personal-history characteristics of familial longevity, childhood social class, adverse childhood experiences, and childhood health, intelligence, and self-control all predicted differences in cohort members' adulthood Pace of Aging. Accumulation of more personal-history risks predicted faster Pace of Aging. Because trials of anti-aging therapies will need to ascertain personal histories retrospectively, we replicated results using cohort members' retrospective personal-history reports made in adulthood. Because many trials recruit participants from clinical settings, we replicated results in the cohort subset who had recent health system contact according to electronic medical records. Quick, inexpensive measures of trial participants' early personal histories can enable clinical trials to study who volunteers for trials, who adheres to treatment, and who responds to anti-aging therapies. © 2017 The Authors. Aging Cell published by the Anatomical Society and John Wiley & Sons Ltd.

Self-Concepts and Psychological Well-Being Assessed by Beck Youth Inventory among Pupils with Reading Difficulties

ERIC Educational Resources Information Center

Lindeblad, Emma; Svensson, Idor; Gustafson, Stefan

2016-01-01

This study investigated the self-image and psychological well-being in 67 children and adolescents age 10-16 years with severe reading difficulties and/or dyslexia. The participants were assessed with Beck Youth Inventory regarding symptoms of depression, anxiety, and negative self-image. The results showed that the participants do not depict…

The Effect of Student-Directed Transition Planning with a Computer-Based Reading Support Program on the Self-Determination of Students with Disabilities

ERIC Educational Resources Information Center

Lee, Youngsun; Wehmeyer, Michael L.; Palmer, Susan B.; Williams-Diehm, Kendra; Davies, Daniel K.; Stock, Steven E.

2011-01-01

The purpose of this study was to investigate the impact of student-directed transition planning instruction ("Whose Future Is It Anyway?" curriculum) with a computer-based reading support program ("Rocket Reader") on the self-determination, self-efficacy and outcome expectancy, and transition planning knowledge of students with disabilities. This…

Examination of the Self-Efficacy of Primary School Teacher Candidates towards First Reading-Writing Education

ERIC Educational Resources Information Center

Bayraktar, Hatice Vatansever

2016-01-01

The aim of this study is to examine the levels of the self-efficacy of primary school teacher candidates towards first reading-writing education and whether they differentiate by various variables. The study is prepared in accordance with the screening model. The universe of this study consists of the primary school teacher candidates who receive…

Content Analysis of 1998-2012 Empirical Studies in Science Reading Using a Self-Regulated Learning Lens

ERIC Educational Resources Information Center

Hsu, Ying-Shao; Yen, Miao-Hsuan; Chang, Wen-Hua; Wang, Chia-Yu; Chen, Sufen

2016-01-01

There is an increasing interest in conducting reading-related studies in science education using a self-regulated learning (SRL) lens. This exploration involved a content analysis of 34 articles (38 studies in total) in highly regarded journals from 1998 to 2012 using an SRL interpretative framework to reveal critical features and relationships in…

The Impact of Structured Daily Independent Self-Selected Reading on Second Grade Students

ERIC Educational Resources Information Center

Culmo, Jill R.

2009-01-01

The purpose of this study was to determine the perceptions of second grade students about reading, themselves as readers, their motivation to read, and their subsequent reading achievement. Allowing students time to read independently during the school day and providing various reading materials in the classroom are options that some school…

The Association of Attitude to Reading and Reading Achievement among a Representative Sample of Nine Year Olds in Ireland

ERIC Educational Resources Information Center

Fives, Allyn

2016-01-01

This study explored the association between reading self-belief and reading achievement among a representative sample of nine year old children in the Republic of Ireland. Results from analysis of variance and simple effects analysis showed a positive linear association between reading achievement and "attitude to reading." The…

An Analysis of the Effectiveness of the Early Reading Intervention for Self-Efficacy (E-RISE) on First, Second, and Third Grade Students in an At-Risk School Setting

ERIC Educational Resources Information Center

Nolan, Jeanne

2012-01-01

This research study investigated the effectiveness of an early reading intervention for self-efficacy (E-RISE) on struggling readers' efficacy and reading achievement in an at-risk elementary school setting. A total of 117 first, second, and third graders participated. The intervention group contained 39 students, and the comparison group…

The Relationship between Mastery Orientation Goals, Student Self-Efficacy for Reading and Reading Achievement in Intermediate Level Learners in a Rural School District

ERIC Educational Resources Information Center

Waleff, Marci Lyn

2010-01-01

Some fourth, fifth and sixth grade students in a rural Pennsylvania school district are not achieving at a proficient level and have low self-efficacy in reading. The purpose of this study was to determine the relationship between teacher implemented mastery orientation goals, students' judgment of their ability to perform the task of reading…

The Changes in Students' Self-Concepts as Readers and Values Placed on Reading from Sixth Grade to Eleventh Grade

ERIC Educational Resources Information Center

Swinehart, Alexis Fitzgerald

2011-01-01

This study extended the research of Aiken (2006), which originally examined the reading motivation, attitudes, and habits for a cohort of 6th grade readers from an affluent suburban community. The purpose of this research was to investigate if the students' self-concepts as readers and values of reading have changed from their 6th grade year…

The Effects of a Growth Mindset Intervention on the Beliefs about Intelligence, Effort Beliefs, Achievement Goal Orientations, and Academic Self-Efficacy of LD Students with Reading Difficulties

ERIC Educational Resources Information Center

Baldridge, Mary Caufield

2010-01-01

The overall purpose of this study was to examine the effects of a "growth mindset" intervention on the beliefs about intelligence, effort beliefs, achievement goals, and academic self-efficacy of learning disabled (LD) students with reading difficulties. The treatment group consisted of 12 high school LD students with reading difficulties. This…

An Examination of an Early Intervention Reading Program Focusing on the Progress Monitoring of Literacy Skills and the Reading Self-Concepts of Struggling Readers

ERIC Educational Resources Information Center

Samuelson, Teresa C.

2010-01-01

The purpose of this study was to examine progress monitoring, reading self-concept, and the literacy skills of first and second grade struggling readers. Progress monitoring is an instructional process used by teachers to assess students' academic performance on a regular basis, typically weekly or monthly. When based on the skill level of the…

An automated behavioral measure of mind wandering during computerized reading.

PubMed

Faber, Myrthe; Bixler, Robert; D'Mello, Sidney K

2018-02-01

Mind wandering is a ubiquitous phenomenon in which attention shifts from task-related to task-unrelated thoughts. The last decade has witnessed an explosion of interest in mind wandering, but research has been stymied by a lack of objective measures, leading to a near-exclusive reliance on self-reports. We addressed this issue by developing an eye-gaze-based, machine-learned model of mind wandering during computerized reading. Data were collected in a study in which 132 participants reported self-caught mind wandering while reading excerpts from a book on a computer screen. A remote Tobii TX300 or T60 eyetracker recorded their gaze during reading. The data were used to train supervised classification models to discriminate between mind wandering and normal reading in a manner that would generalize to new participants. We found that at the point of maximal agreement between the model-based and self-reported mind-wandering means (smallest difference between the group-level means: M model = .310, M self = .319), the participant-level mind-wandering proportional distributions were similar and were significantly correlated (r = .400). The model-based estimates were internally consistent (r = .751) and predicted text comprehension more strongly than did self-reported mind wandering (r model = -.374, r self = -.208). Our results also indicate that a robust strategy of probabilistically predicting mind wandering in cases with poor or missing gaze data led to improved performance on all metrics, as compared to simply discarding these data. Our findings demonstrate that an automated objective measure might be available for laboratory studies of mind wandering during reading, providing an appealing alternative or complement to self-reports.

The Relationship between Transformational Leadership and Knowledge Workers' Self-Directed Learning Readiness

ERIC Educational Resources Information Center

Aparicio, Ricardo Antonio

2013-01-01

The rapid pace of change for knowledge workers competing globally necessitates ongoing continuous learning. Increasingly, knowledge workers will need to be ready--willing and able--to engage in self-directed learning. This makes it important to understand what factors in the work environment might be related to the self-directed learning…

A Self-Instructional System in Electricity.

ERIC Educational Resources Information Center

Greene, Mark M.; And Others

A self-instructional system is presented designed to teach high school students fundamental concepts of electricity and how they are applied in daily life. In six lessons, the student attends to a self-paced slide and tape presentation and makes written responses in the workbooks. A supplementary application problem, requiring the assembly of some…

Deconnable self-reading pocket dosimeter containment with self-contained light

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

Stevens, R.L.; Arnold, G.N.; McBride, R.G.

1996-10-22

A container for a self-reading pocket dosimeter includes a transparent tube for receiving the self-reading pocket dosimeter, a light source mounted at one end of the transparent tube, and an eyepiece mounted on an opposite end of the transparent tube for viewing a read-out of the self-reading pocket dosimeter. The container may further include an activation device for selectively supplying power to the light source. The container both protects the dosimeter from being contaminated and provides a light source for viewing the dosimeter. 4 figs.

Deconnable self-reading pocket dosimeter containment with self-contained light

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

Stevens, R.L.; Arnold, G.N.; McBride, R.G.

1995-12-31

A container for a self-reading pocket dosimeter includes a transparent tube for receiving the self-reading pocket dosimeter, a light source mounted at one end of the transparent tube, and an eyepiece mounted on an opposite end of the transparent tube for viewing a read-out of the self-reading pocket dosimeter. The container may further include an activation device for selectively supplying power to the light source. The container both protects the dosimeter from being contaminated and provides a light source for viewing the dosimeter.

Deconnable self-reading pocket dosimeter containment with self-contained light

DOEpatents

Stevens, Robyn L.; Arnold, Greg N.; McBride, Ryan G.

1996-01-01

A container for a self-reading pocket dosimeter includes a transparent tube for receiving the self-reading pocket dosimeter, a light source mounted at one end of the transparent tube, and an eyepiece mounted on an opposite end of the transparent tube for viewing a read-out of the self-reading pocket dosimeter. The container may further include an activation device for selectively supplying power to the light source. The container both protects the dosimeter from being contaminated and provides a light source for viewing the dosimeter.

Readability and Comprehension of Self-Report Binge Eating Measures

PubMed Central

Richards, Lauren K.; McHugh, R. Kathryn; Pratt, Elizabeth M.; Thompson-Brenner, Heather

2013-01-01

The validity of self-report binge eating instruments among individuals with limited literacy is uncertain. This study aims to evaluate reading grade level and multiple domains of comprehension of 13 commonly used self-report assessments of binge eating for use in low-literacy populations. We evaluated self-report binge eating measures with respect to reading grade levels, measure length, formatting and linguistic problems. Results: All measures were written at a reading grade level higher than is recommended for patient materials (above the 5th to 6th grade level), and contained several challenging elements related to comprehension. Correlational analyses suggested that readability and comprehension elements were distinct contributors to measure difficulty. Individuals with binge eating who have low levels of educational attainment or limited literacy are often underrepresented in measure validation studies. Validity of measures and accurate assessment of symptoms depends on an individual's ability to read and comprehend instructions and items, and these may be compromised in populations with lower levels of literacy. PMID:23557814

Readability and comprehension of self-report binge eating measures.

PubMed

Richards, Lauren K; McHugh, R Kathryn; Pratt, Elizabeth M; Thompson-Brenner, Heather

2013-04-01

The validity of self-report binge eating instruments among individuals with limited literacy is uncertain. This study aims to evaluate reading grade level and multiple domains of comprehension of 13 commonly used self-report assessments of binge eating for use in low-literacy populations. We evaluated self-report binge eating measures with respect to reading grade levels, measure length, formatting and linguistic problems. All measures were written at a reading grade level higher than is recommended for patient materials (above the 5th to 6th grade level), and contained several challenging elements related to comprehension. Correlational analyses suggested that readability and comprehension elements were distinct contributors to measure difficulty. Individuals with binge eating who have low levels of educational attainment or limited literacy are often underrepresented in measure validation studies. Validity of measures and accurate assessment of symptoms depend on an individual's ability to read and comprehend instructions and items, and these may be compromised in populations with lower levels of literacy. Copyright © 2013 Elsevier Ltd. All rights reserved.

Prolonged self-paced exercise in the heat – environmental factors affecting performance

PubMed Central

Junge, Nicklas; Jørgensen, Rasmus; Flouris, Andreas D.; Nybo, Lars

2016-01-01

ABSTRACT In this review we examine how self-paced performance is affected by environmental heat stress factors during cycling time trial performance as well as considering the effects of exercise mode and heat acclimatization. Mean power output during prolonged cycling time trials in the heat (≥30°C) was on average reduced by 15% in the 14 studies that fulfilled the inclusion criteria. Ambient temperature per se was a poor predictor of the integrated environmental heat stress and 2 of the prevailing heat stress indices (WBGT and UTCI) failed to predict the environmental influence on performance. The weighing of wind speed appears to be too low for predicting the effect for cycling in trained acclimatized subjects, where performance may be maintained in outdoor time trials at ambient temperatures as high as 36°C (36°C UTCI; 28°C WBGT). Power output during indoor trials may also be maintained with temperatures up to at least 27°C when humidity is modest and wind speed matches the movement speed generated during outdoor cycling, whereas marked reductions are observed when air movement is minimal. For running, representing an exercise mode with lower movement speed and higher heat production for a given metabolic rate, it appears that endurance is affected even at much lower ambient temperatures. On this basis we conclude that environmental heat stress impacts self-paced endurance performance. However, the effect is markedly modified by acclimatization status and exercise mode, as the wind generated by the exercise (movement speed) or the environment (natural or fan air movement) exerts a strong influence. PMID:28090557

Utah FORGE Gravity Data Shapefile

DOE Data Explorer

Joe Moore

2016-03-13

This is a zipped GIS compatible shapefile of gravity data points used in the Milford, Utah FORGE project as of March 21st, 2016. The shapefile is native to ArcGIS, but can be used with many GIS software packages. Additionally, there is a .dbf (dBase) file that contains the dataset which can be read with Microsoft Excel. The Data was downloaded from the PACES (Pan American Center for Earth and Environmental Studies) hosted by University of Texas El Paso (http://research.utep.edu/Default.aspx?alias=research.utep.edu/paces) Explanation:Source: data source code if available LatNAD83: latitude in NAD83 [decimal degrees] LonNAD83: longitude in NAD83 [decimal degrees]zWGS84: elevation in WGS84 (ellipsoidal) [m]OBSless976: observed gravity minus 976000 mGalIZTC: inner zone terrain correction [mGal]OZTC: outer zone terrain correction [mGal]FA: Free Air anomaly value [mGal]CBGA: Complete Bouguer gravity anomaly value [mGal

Low self-concept in poor readers: prevalence, heterogeneity, and risk.

PubMed

McArthur, Genevieve; Castles, Anne; Kohnen, Saskia; Banales, Erin

2016-01-01

There is evidence that poor readers are at increased risk for various types of low self-concept-particularly academic self-concept. However, this evidence ignores the heterogeneous nature of poor readers, and hence the likelihood that not all poor readers have low self-concept. The aim of this study was to better understand which types of poor readers have low self-concept. We tested 77 children with poor reading for their age for four types of self-concept, four types of reading, three types of spoken language, and two types of attention. We found that poor readers with poor attention had low academic self-concept, while poor readers with poor spoken language had low general self-concept in addition to low academic self-concept. In contrast, poor readers with typical spoken language and attention did not have low self-concept of any type. We also discovered that academic self-concept was reliably associated with reading and receptive spoken vocabulary, and that general self-concept was reliably associated with spoken vocabulary. These outcomes suggest that poor readers with multiple impairments in reading, language, and attention are at higher risk for low academic and general self-concept, and hence need to be assessed for self-concept in clinical practice. Our results also highlight the need for further investigation into the heterogeneous nature of self-concept in poor readers.

Low self-concept in poor readers: prevalence, heterogeneity, and risk

PubMed Central

Castles, Anne; Kohnen, Saskia; Banales, Erin

2016-01-01

There is evidence that poor readers are at increased risk for various types of low self-concept—particularly academic self-concept. However, this evidence ignores the heterogeneous nature of poor readers, and hence the likelihood that not all poor readers have low self-concept. The aim of this study was to better understand which types of poor readers have low self-concept. We tested 77 children with poor reading for their age for four types of self-concept, four types of reading, three types of spoken language, and two types of attention. We found that poor readers with poor attention had low academic self-concept, while poor readers with poor spoken language had low general self-concept in addition to low academic self-concept. In contrast, poor readers with typical spoken language and attention did not have low self-concept of any type. We also discovered that academic self-concept was reliably associated with reading and receptive spoken vocabulary, and that general self-concept was reliably associated with spoken vocabulary. These outcomes suggest that poor readers with multiple impairments in reading, language, and attention are at higher risk for low academic and general self-concept, and hence need to be assessed for self-concept in clinical practice. Our results also highlight the need for further investigation into the heterogeneous nature of self-concept in poor readers. PMID:27867764

The Effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students

ERIC Educational Resources Information Center

McCown, Margaret Averill

2013-01-01

This study examined the effects of Collaborative Strategic Reading (CSR) on informational text comprehension and metacognitive awareness of fifth grade students. This study tested the theories of metacognition and social cognition with a focus on self-regulation and self-efficacy. Participating students included a heterogeneous mix of regular…

Clustering of reads with alignment-free measures and quality values.

PubMed

Comin, Matteo; Leoni, Andrea; Schimd, Michele

2015-01-01

The data volume generated by Next-Generation Sequencing (NGS) technologies is growing at a pace that is now challenging the storage and data processing capacities of modern computer systems. In this context an important aspect is the reduction of data complexity by collapsing redundant reads in a single cluster to improve the run time, memory requirements, and quality of post-processing steps like assembly and error correction. Several alignment-free measures, based on k-mers counts, have been used to cluster reads. Quality scores produced by NGS platforms are fundamental for various analysis of NGS data like reads mapping and error detection. Moreover future-generation sequencing platforms will produce long reads but with a large number of erroneous bases (up to 15 %). In this scenario it will be fundamental to exploit quality value information within the alignment-free framework. To the best of our knowledge this is the first study that incorporates quality value information and k-mers counts, in the context of alignment-free measures, for the comparison of reads data. Based on this principles, in this paper we present a family of alignment-free measures called D (q) -type. A set of experiments on simulated and real reads data confirms that the new measures are superior to other classical alignment-free statistics, especially when erroneous reads are considered. Also results on de novo assembly and metagenomic reads classification show that the introduction of quality values improves over standard alignment-free measures. These statistics are implemented in a software called QCluster (http://www.dei.unipd.it/~ciompin/main/qcluster.html).

Braille in the Sighted: Teaching Tactile Reading to Sighted Adults.

PubMed

Bola, Łukasz; Siuda-Krzywicka, Katarzyna; Paplińska, Małgorzata; Sumera, Ewa; Hańczur, Paweł; Szwed, Marcin

2016-01-01

Blind people are known to have superior perceptual abilities in their remaining senses. Several studies suggest that these enhancements are dependent on the specific experience of blind individuals, who use those remaining senses more than sighted subjects. In line with this view, sighted subjects, when trained, are able to significantly progress in relatively simple tactile tasks. However, the case of complex tactile tasks is less obvious, as some studies suggest that visual deprivation itself could confer large advantages in learning them. It remains unclear to what extent those complex skills, such as braille reading, can be learnt by sighted subjects. Here we enrolled twenty-nine sighted adults, mostly braille teachers and educators, in a 9-month braille reading course. At the beginning of the course, all subjects were naive in tactile braille reading. After the course, almost all were able to read whole braille words at a mean speed of 6 words-per-minute. Subjects with low tactile acuity did not differ significantly in braille reading speed from the rest of the group, indicating that low tactile acuity is not a limiting factor for learning braille, at least at this early stage of learning. Our study shows that most sighted adults can learn whole-word braille reading, given the right method and a considerable amount of motivation. The adult sensorimotor system can thus adapt, to some level, to very complex tactile tasks without visual deprivation. The pace of learning in our group was comparable to congenitally and early blind children learning braille in primary school, which suggests that the blind's mastery of complex tactile tasks can, to a large extent, be explained by experience-dependent mechanisms.

Braille in the Sighted: Teaching Tactile Reading to Sighted Adults

PubMed Central

Bola, Łukasz; Siuda-Krzywicka, Katarzyna; Paplińska, Małgorzata; Sumera, Ewa; Hańczur, Paweł; Szwed, Marcin

2016-01-01

Blind people are known to have superior perceptual abilities in their remaining senses. Several studies suggest that these enhancements are dependent on the specific experience of blind individuals, who use those remaining senses more than sighted subjects. In line with this view, sighted subjects, when trained, are able to significantly progress in relatively simple tactile tasks. However, the case of complex tactile tasks is less obvious, as some studies suggest that visual deprivation itself could confer large advantages in learning them. It remains unclear to what extent those complex skills, such as braille reading, can be learnt by sighted subjects. Here we enrolled twenty-nine sighted adults, mostly braille teachers and educators, in a 9-month braille reading course. At the beginning of the course, all subjects were naive in tactile braille reading. After the course, almost all were able to read whole braille words at a mean speed of 6 words-per-minute. Subjects with low tactile acuity did not differ significantly in braille reading speed from the rest of the group, indicating that low tactile acuity is not a limiting factor for learning braille, at least at this early stage of learning. Our study shows that most sighted adults can learn whole-word braille reading, given the right method and a considerable amount of motivation. The adult sensorimotor system can thus adapt, to some level, to very complex tactile tasks without visual deprivation. The pace of learning in our group was comparable to congenitally and early blind children learning braille in primary school, which suggests that the blind’s mastery of complex tactile tasks can, to a large extent, be explained by experience-dependent mechanisms. PMID:27187496

Can I get me out of my head? Exploring strategies for controlling the self-referential aspects of the mind-wandering state during reading.

PubMed

Sanders, Jet G; Wang, Hao-Ting; Schooler, Jonathan; Smallwood, Jonathan

2017-06-01

Trying to focus on a piece of text and keep unrelated thoughts at bay can be a surprisingly futile experience. The current study explored the effects of different instructions on participants' capacity to control their mind-wandering and maximize reading comprehension, while reading. Participants were instructed to (a) enhance focus on what was read (external) or (b) enhance meta-awareness of mind-wandering (internal). To understand when these strategies were important, we induced a state of self-focus in half of our participants at the beginning of the experiment. Results replicated the negative association between mind-wandering and comprehension and demonstrated that both internal and external instructions impacted on the efficiency of reading following a period of induced self-focus. Techniques that foster meta-awareness improved task focus but did so at the detriment of reading comprehension, while promoting a deeper engagement while reading improved comprehension with no changes in reported mind-wandering. These data provide insight into how we can control mind-wandering and improve comprehension, and they underline that a state of self-focus is a condition under which they should be employed. Furthermore, these data support component process models that propose that the self-referent mental contents that arise during mind-wandering are distinguishable from those processes that interfere with comprehension.

Self-esteem at school and self-handicapping in childhood: comparison of groups with learning disabilities.

PubMed

Alesi, Marianna; Rappo, Gaetano; Pepi, Annamaria

2012-12-01

Recent research has focused on the role of self-esteem and self-handicapping strategies in the school domain. Self-handicapping refers to maladaptive strategies employed by adults and children for protection and maintenance of positive school self esteem. In this study the self-esteem and the self-handicapping strategies of children with dyslexia, reading comprehension disabilities, and mathematical disabilities were compared to a control group with normal learning. There were 56 children whose mean age was 8 (23 girls, 33 boys), attending Grade 3 of primary school. These pupils were selected by scores on a battery of learning tests commonly used in Italy for assessment of learning disabilities. Analyses suggested these children with dyslexia, reading comprehension disabilities, and mathematical disabilities had lower ratings of self-esteem at school and employed more self-handicapping strategies than did children whose learning was normal. More research is required to identify and examine in depth the factors that promote adaptive strategies to cope with children's reading difficulties.