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…

Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association with Language, Literacy, and Math Skills

ERIC Educational Resources Information Center

Lonigan, Christopher J.; Allan, Darcey M.; Goodrich, J. Marc; Farrington, Amber L.; Phillips, Beth M.

2017-01-01

Children's self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children's reading and math abilities. Although several recent studies have examined links between preschool children's self-regulation or executive function and their academic skill…

Flipped Classroom with Problem Based Activities: Exploring Self-Regulated Learning in a Programming Language Course

ERIC Educational Resources Information Center

Çakiroglu, Ünal; Öztürk, Mücahit

2017-01-01

This study intended to explore the development of self-regulation in a flipped classroom setting. Problem based learning activities were carried out in flipped classrooms to promote self-regulation. A total of 30 undergraduate students from Mechatronic department participated in the study. Self-regulation skills were discussed through students'…

Self-Regulated Learning in Learning Environments with Pedagogical Agents that Interact in Natural Language

ERIC Educational Resources Information Center

Graesser, Arthur; McNamara, Danielle

2010-01-01

This article discusses the occurrence and measurement of self-regulated learning (SRL) both in human tutoring and in computer tutors with agents that hold conversations with students in natural language and help them learn at deeper levels. One challenge in building these computer tutors is to accommodate, encourage, and scaffold SRL because these…

An Early Years Toolbox for Assessing Early Executive Function, Language, Self-Regulation, and Social Development: Validity, Reliability, and Preliminary Norms

ERIC Educational Resources Information Center

Howard, Steven J.; Melhuish, Edward

2017-01-01

Several methods of assessing executive function (EF), self-regulation, language development, and social development in young children have been developed over previous decades. Yet new technologies make available methods of assessment not previously considered. In resolving conceptual and pragmatic limitations of existing tools, the Early Years…

Learning English as a Second Language at the University Level in Jordan: Motivation, Self-Regulation and Learning Environment Perceptions

ERIC Educational Resources Information Center

Alzubaidi, Eman; Aldridge, Jill M.; Khine, Myint Swe

2016-01-01

The overarching aim of this study was to investigate students' perceptions of the learning environment and whether these influenced their motivation and self-regulation in learning English as a second language at the university level in Jordan. Our sample involved 994 students, drawn from 13 schools, within three faculties (humanities, health…

Associations between Private Speech, Behavioral Self-Regulation, and Cognitive Abilities

ERIC Educational Resources Information Center

Aro, Tuija; Poikkeus, Anna-Maija; Laakso, Marja-Leena; Tolvanen, Asko; Ahonen, Timo

2015-01-01

We examined the associations between 5-year-old children's private speech, behavioural self-regulation, and cognitive abilities. Behavioural self-regulation was assessed using parental and preschool teacher questionnaires. Cognitive abilities (i.e., language, inhibition, planning and fluency, and memory) were assessed with neurocognitive tests,…

Natural language indicators of differential gene regulation in the human immune system.

PubMed

Mehl, Matthias R; Raison, Charles L; Pace, Thaddeus W W; Arevalo, Jesusa M G; Cole, Steve W

2017-11-21

Adverse social conditions have been linked to a conserved transcriptional response to adversity (CTRA) in circulating leukocytes that may contribute to social gradients in disease. However, the CNS mechanisms involved remain obscure, in part because CTRA gene-expression profiles often track external social-environmental variables more closely than they do self-reported internal affective states such as stress, depression, or anxiety. This study examined the possibility that variations in patterns of natural language use might provide more sensitive indicators of the automatic threat-detection and -response systems that proximally regulate autonomic induction of the CTRA. In 22,627 audio samples of natural speech sampled from the daily interactions of 143 healthy adults, both total language output and patterns of function-word use covaried with CTRA gene expression. These language features predicted CTRA gene expression substantially better than did conventional self-report measures of stress, depression, and anxiety and did so independently of demographic and behavioral factors (age, sex, race, smoking, body mass index) and leukocyte subset distributions. This predictive relationship held when language and gene expression were sampled more than a week apart, suggesting that associations reflect stable individual differences or chronic life circumstances. Given the observed relationship between personal expression and gene expression, patterns of natural language use may provide a useful behavioral indicator of nonconsciously evaluated well-being (implicit safety vs. threat) that is distinct from conscious affective experience and more closely tracks the neurobiological processes involved in peripheral gene regulation. Copyright © 2017 the Author(s). Published by PNAS.

On Norbert Wiener on language

NASA Astrophysics Data System (ADS)

Julià, Pere

2001-06-01

Norbert Wiener (1948, 1950) subscribed to the traditional outlook on language as a formal object (L)—a system of forms and rules that can presumably be described in abstraction from speakers, listeners, and their interaction with the world and with themselves. Information and communication theories, which Wiener also pioneered, similarly reify the object of study in lieu of treating it as the natural phenomenon it obviously is. Terms like `input,' `output,' `message,' `transmission,' `processing,' etc. implicitly legitimize older views as to the use of language as a "tool" or "instrument" for expressing feelings, thoughts, ideas, etc.; more important yet, they stand in the way of a satisfactory account of self-referentiality, which finds its natural place within the broader context of self-regulation. Cybernetics may be said to have lost sight of the "kybernetes," which gave it its name. The ways in which language participates in—or even helps to integrate—the behavior of the total human individual in his/her adaptation to their milieu casts a new light on questions about self-organization, meaning, experience, and creativity.

A Cluster Randomized-Controlled Trial of the Impact of the Tools of the Mind Curriculum on Self-Regulation in Canadian Preschoolers.

PubMed

Solomon, Tracy; Plamondon, Andre; O'Hara, Arland; Finch, Heather; Goco, Geraldine; Chaban, Peter; Huggins, Lorrie; Ferguson, Bruce; Tannock, Rosemary

2017-01-01

Early self-regulation predicts school readiness, academic success, and quality of life in adulthood. Its development in the preschool years is rapid and also malleable. Thus, preschool curricula that promote the development of self-regulation may help set children on a more positive developmental trajectory. We conducted a cluster-randomized controlled trial of the Tools of the Mind preschool curriculum, a program that targets self-regulation through imaginative play and self-regulatory language (Tools; clinical trials identifier NCT02462733). Previous research with Tools is limited, with mixed evidence of its effectiveness. Moreover, it is unclear whether it would benefit all preschoolers or primarily those with poorly developed cognitive capacities (e.g., language, executive function, attention). The study goals were to ascertain whether the Tools program leads to greater gains in self-regulation compared to Playing to Learn (YMCA PTL), another play based program that does not target self-regulation specifically, and whether the effects were moderated by children's initial language and hyperactivity/inattention. Two hundred and sixty 3- to 4-year-olds attending 20 largely urban daycares were randomly assigned, at the site level, to receive either Tools or YMCA PTL (the business-as-usual curriculum) for 15 months. We assessed self-regulation at pre-, mid and post intervention, using two executive function tasks, and two questionnaires regarding behavior at home and at school, to capture development in cognitive as well as socio-emotional aspects of self-regulation. Fidelity data showed that only the teachers at the Tools sites implemented Tools, and did so with reasonable success. We found that children who received Tools made greater gains on a behavioral measure of executive function than their YMCA PTL peers, but the difference was significant only for those children whose parents rated them high in hyperactivity/inattention initially. The effect of Tools did not vary with children's initial language skills. We suggest that, as both programs promote quality play and that the two groups fared similarly well overall, Tools and YMCA PTL may be effective curricula choices for a diverse preschool classroom. However, Tools may be advantageous in classrooms with children experiencing greater challenges with self-regulation, at no apparent cost to those less challenged in this regard.

A Cluster Randomized-Controlled Trial of the Impact of the Tools of the Mind Curriculum on Self-Regulation in Canadian Preschoolers

PubMed Central

Solomon, Tracy; Plamondon, Andre; O’Hara, Arland; Finch, Heather; Goco, Geraldine; Chaban, Peter; Huggins, Lorrie; Ferguson, Bruce; Tannock, Rosemary

2018-01-01

Early self-regulation predicts school readiness, academic success, and quality of life in adulthood. Its development in the preschool years is rapid and also malleable. Thus, preschool curricula that promote the development of self-regulation may help set children on a more positive developmental trajectory. We conducted a cluster-randomized controlled trial of the Tools of the Mind preschool curriculum, a program that targets self-regulation through imaginative play and self-regulatory language (Tools; clinical trials identifier NCT02462733). Previous research with Tools is limited, with mixed evidence of its effectiveness. Moreover, it is unclear whether it would benefit all preschoolers or primarily those with poorly developed cognitive capacities (e.g., language, executive function, attention). The study goals were to ascertain whether the Tools program leads to greater gains in self-regulation compared to Playing to Learn (YMCA PTL), another play based program that does not target self-regulation specifically, and whether the effects were moderated by children’s initial language and hyperactivity/inattention. Two hundred and sixty 3- to 4-year-olds attending 20 largely urban daycares were randomly assigned, at the site level, to receive either Tools or YMCA PTL (the business-as-usual curriculum) for 15 months. We assessed self-regulation at pre-, mid and post intervention, using two executive function tasks, and two questionnaires regarding behavior at home and at school, to capture development in cognitive as well as socio-emotional aspects of self-regulation. Fidelity data showed that only the teachers at the Tools sites implemented Tools, and did so with reasonable success. We found that children who received Tools made greater gains on a behavioral measure of executive function than their YMCA PTL peers, but the difference was significant only for those children whose parents rated them high in hyperactivity/inattention initially. The effect of Tools did not vary with children’s initial language skills. We suggest that, as both programs promote quality play and that the two groups fared similarly well overall, Tools and YMCA PTL may be effective curricula choices for a diverse preschool classroom. However, Tools may be advantageous in classrooms with children experiencing greater challenges with self-regulation, at no apparent cost to those less challenged in this regard. PMID:29403411

How Toddlers Think with Their Hands: Social and Private Gestures as Evidence of Cognitive Self-Regulation in Guided Play with Objects

ERIC Educational Resources Information Center

Basilio, Marisol; Rodríguez, Cintia

2017-01-01

The role of language as a tool to support the self-regulation has been widely studied, yet there is little evidence on the role of prelinguistic communication in the early development of self-regulation. To address this gap, we developed behavioural indicators of preverbal cognitive self-regulation, and described how can parents support it through…

Self-Regulation and Task Engagement as Predictors of Emergent Language and Literacy Skills

ERIC Educational Resources Information Center

Bohlmann, Natalie L.; Downer, Jason T.

2016-01-01

Research Findings: A growing emphasis in the literature on children's self-regulation signals the need for increased understanding of the ways in which young children become active players in the acquisition of knowledge. In particular, self-regulation may be linked to subsequent academic achievement through greater engagement with the learning…

The Role of Language Skill in Child Psychopathology: Implications for Intervention in the Early Years.

PubMed

Salmon, Karen; O'Kearney, Richard; Reese, Elaine; Fortune, Clare-Ann

2016-12-01

In this narrative review, we suggest that children's language skill should be targeted in clinical interventions for children with emotional and behavioral difficulties in the preschool years. We propose that language skill predicts childhood emotional and behavioral problems and this relationship may be mediated by children's self-regulation and emotion understanding skills. In the first sections, we review recent high-quality longitudinal studies which together demonstrate that that children's early language skill predicts: (1) emotional and behavioral problems, and this relationship is stronger than the reverse pattern; (2) self-regulation skill; this pattern may be stronger than the reverse pattern but moderated by child age. Findings also suggest that self-regulation skill mediates the relation between early language skill and children's emotional and behavioral problems. There is insufficient evidence regarding the mediating role of emotion understanding. In subsequent sections, we review evidence demonstrating that: (1) particular kinds of developmentally targeted parent-child conversations play a vital role in the development of language skill, and (2) some current clinical interventions, directly or indirectly, have a beneficial impact on children's vocabulary and narrative skills, but most approaches are ad hoc. Targeting language via parent-child conversation has the potential to improve the outcomes of current clinical interventions in the preschool years.

Self-Regulation, Language Skills, and Emotion Knowledge in Young Children from Northern Germany

ERIC Educational Resources Information Center

von Salisch, Maria; Haenel, Martha; Denham, Susanne Ayers

2015-01-01

Research Findings: In order to examine the explanatory power of behavioral self-regulation in the domain of emotion knowledge, especially in a non-U.S. culture, 365 German 4- and 5-year-olds were individually tested on these constructs. Path analyses revealed that children's behavioral self-regulation explained their emotion knowledge in the…

Self-Regulated Reading in Adulthood

PubMed Central

Stine-Morrow, Elizabeth A. L.; Soederberg Miller, Lisa M.; Gagne, Danielle D.; Hertzog, Christopher

2008-01-01

Younger and older adults read a series of passages of three different genres for an immediate assessment of text memory (measured by recall and true-false questions). Word-by-word reading times were measured and decomposed into components reflecting resource allocation to particular linguistic processes using regression. Allocation to word and textbase processes showed some consistency across the three text types and was predictive of memory performance. Older adults allocated more time to word and textbase processes than the young did, but showed enhanced contextual facilitation. Structural equation modeling showed that greater resource allocation to word processes was required among readers with relatively low working memory spans and poorer verbal ability, and that greater resource allocation to textbase processes was engendered by higher verbal ability. Results are discussed in terms of a model of self-regulated language processing suggesting that older readers may compensate for processing deficiencies through greater reliance on discourse context and on increases in resource allocation that are enabled through growth in crystallized ability. PMID:18361662

Food marketing to children on U.S. Spanish-language television.

PubMed

Kunkel, Dale; Mastro, Dana; Ortiz, Michelle; McKinley, Christopher

2013-01-01

Latino children in particular are at risk of childhood obesity. Because exposure to televised food marketing is a contributor to childhood obesity, it is important to examine the nutritional quality of foods advertised on Spanish-language children's programming. The authors analyzed a sample of 158 Spanish-language children's television programs for its advertising content and compared them with an equivalent sample of English-language advertising. The authors evaluated nutritional quality of each advertised product using a food rating system from the U.S. Department of Health and Human Services. In addition, the authors assessed compliance with industry self-regulatory pledges. The authors found that amount of food advertising on Spanish-language channels (M = 2.2 ads/hour) was lower than on English-language programs, but the nutritional quality of food products on Spanish-language channels was substantially poorer than on English channels. Industry self-regulation was less effective on Spanish-language channels. The study provides clear evidence of significant disparities. Food advertising targeted at Spanish-speaking children is more likely to promote nutritionally poor food products than advertising on English-language channels. Industry self-regulation is less effective on Spanish-language television channels. Given the disproportionately high rate of childhood obesity among Latinos, the study's findings hold important implications for public health policy.

The Social Genesis of Self-Regulation: The Case of Two Korean Adolescents Learning English as a Second Language

ERIC Educational Resources Information Center

Jang, Eun-Young; DaSilva Iddings, Ana Christina

2010-01-01

From a sociocultural perspective the concept of self-regulation is associated to voluntary control over higher and culturally organized mental functions such as, for example, focusing attention, planning a course of action, solving a problem, or deliberately remembering something. Thus, the ability to self-regulate is highly related to school…

Empowering the Language Learner: Language Learning Strategy Training and Self-Regulation in an EFL Classroom

ERIC Educational Resources Information Center

Torres, Gabriella

2013-01-01

The purpose of this paper is to illustrate how an understanding of the Good Language Learner models described in the SLA literature can be used to tailor and implement a program of learning strategy training and self-regulatory practices in the classroom to empower L2 learners in an EFL context. The paper begins by reviewing the various…

Neural networks underlying language and social cognition during self-other processing in Autism spectrum disorders.

PubMed

Kana, Rajesh K; Sartin, Emma B; Stevens, Carl; Deshpande, Hrishikesh D; Klein, Christopher; Klinger, Mark R; Klinger, Laura Grofer

2017-07-28

The social communication impairments defining autism spectrum disorders (ASD) may be built upon core deficits in perspective-taking, language processing, and self-other representation. Self-referential processing entails the ability to incorporate self-awareness, self-judgment, and self-memory in information processing. Very few studies have examined the neural bases of integrating self-other representation and semantic processing in individuals with ASD. The main objective of this functional MRI study is to examine the role of language and social brain networks in self-other processing in young adults with ASD. Nineteen high-functioning male adults with ASD and 19 age-sex-and-IQ-matched typically developing (TD) control participants made "yes" or "no" judgments of whether an adjective, presented visually, described them (self) or their favorite teacher (other). Both ASD and TD participants showed significantly increased activity in the medial prefrontal cortex (MPFC) during self and other processing relative to letter search. Analyses of group differences revealed significantly reduced activity in left inferior frontal gyrus (LIFG), and left inferior parietal lobule (LIPL) in ASD participants, relative to TD controls. ASD participants also showed significantly weaker functional connectivity of the anterior cingulate cortex (ACC) with several brain areas while processing self-related words. The LIFG and IPL are important regions functionally at the intersection of language and social roles; reduced recruitment of these regions in ASD participants may suggest poor level of semantic and social processing. In addition, poor connectivity of the ACC may suggest the difficulty in meeting the linguistic and social demands of this task in ASD. Overall, this study provides new evidence of the altered recruitment of the neural networks underlying language and social cognition in ASD. Published by Elsevier Ltd.

[English as a foreign language (EFL) homework diaries: evaluating gains and constraints for self-regulated learning and achievement].

PubMed

Rosário, Pedro; Mourão, Rosa; Trigo, Luisa; Suárez, Natalia; Fernández, Estrella; Tuero-Herrero, Ellián

2011-11-01

Although homework completion is said to be rather important to achievement, nowadays there is a growing concern of educators about the increasing number of students who do not engage properly on doing the homework tasks and the subsequent impact on school failure rates. Focusing on English as a Foreign Language (EFL) and using a sample of 591 Portuguese fifth and sixth graders, the present study analyses the role played by a number of homework variables on students' achievement (proximal and distal), and their mediating role on the use of self-regulated learning strategies and perceived self-efficacy in the domain. Data confirm the indirect effect of homework on school achievement, by means of the referred cognitive and motivational variables (use of self-regulated learning strategies and self-efficacy). These findings are further discussed in order to highlight the significant role homework completion can play on fighting school failure.

Investigating Kindergarteners' Number Sense and Self-Regulation Scores in Relation to Their Mathematics and Turkish Scores in Middle School

ERIC Educational Resources Information Center

Ivrendi, Asiye

2016-01-01

Number sense and self-regulation are considered foundational skills for later school learning. This study aimed to investigate the predictive power of kindergarten children's number sense and self-regulation scores on their mathematics and Turkish language examination scores in the 5th and 6th grades. The participants in this study were 5th grade…

Fostering Self-Regulated Learning through the European Language Portfolio: An Embedded Mixed Methods Study

ERIC Educational Resources Information Center

Ziegler, Nicholas Allan

2014-01-01

The European Language Portfolio (ELP) is an alternative assessment used in foreign language classes throughout Europe to support and record language learning. Directly linked to the Common European Framework of Reference for Languages (Council of Europe, 2001) proficiency guidelines, it is designed to achieve an ambitious dual goal: document…

Associations between Toddler-Age Communication and Kindergarten-Age Self-Regulatory Skills

ERIC Educational Resources Information Center

Aro, Tuija; Laakso, Marja-Leena; Määttä, Sira; Tolvanen, Asko; Poikkeus, Anna-Maija

2014-01-01

Purpose: In this study, the authors aimed at gaining understanding on the associations of different types of early language and communication profiles with later self-regulation skills by using longitudinal data from toddler age to kindergarten age. Method: Children with early language profiles representing expressive delay, broad delay (i.e.,…

An Early Years Toolbox for Assessing Early Executive Function, Language, Self-Regulation, and Social Development: Validity, Reliability, and Preliminary Norms

PubMed Central

Howard, Steven J.; Melhuish, Edward

2016-01-01

Several methods of assessing executive function (EF), self-regulation, language development, and social development in young children have been developed over previous decades. Yet new technologies make available methods of assessment not previously considered. In resolving conceptual and pragmatic limitations of existing tools, the Early Years Toolbox (EYT) offers substantial advantages for early assessment of language, EF, self-regulation, and social development. In the current study, results of our large-scale administration of this toolbox to 1,764 preschool and early primary school students indicated very good reliability, convergent validity with existing measures, and developmental sensitivity. Results were also suggestive of better capture of children’s emerging abilities relative to comparison measures. Preliminary norms are presented, showing a clear developmental trajectory across half-year age groups. The accessibility of the EYT, as well as its advantages over existing measures, offers considerably enhanced opportunities for objective measurement of young children’s abilities to enable research and educational applications. PMID:28503022

The emotional impact of being myself: Emotions and foreign-language processing.

PubMed

Ivaz, Lela; Costa, Albert; Duñabeitia, Jon Andoni

2016-03-01

Native languages are acquired in emotionally rich contexts, whereas foreign languages are typically acquired in emotionally neutral academic environments. As a consequence of this difference, it has been suggested that bilinguals' emotional reactivity in foreign-language contexts is reduced as compared with native language contexts. In the current study, we investigated whether this emotional distance associated with foreign languages could modulate automatic responses to self-related linguistic stimuli. Self-related stimuli enhance performance by boosting memory, speed, and accuracy as compared with stimuli unrelated to the self (the so-called self-bias effect). We explored whether this effect depends on the language context by comparing self-biases in a native and a foreign language. Two experiments were conducted with native Spanish speakers with a high level of English proficiency in which they were asked to complete a perceptual matching task during which they associated simple geometric shapes (circles, squares, and triangles) with the labels "you," "friend," and "other" either in their native or foreign language. Results showed a robust asymmetry in the self-bias in the native- and foreign-language contexts: A larger self-bias was found in the native than in the foreign language. An additional control experiment demonstrated that the same materials administered to a group of native English speakers yielded robust self-bias effects that were comparable in magnitude to the ones obtained with the Spanish speakers when tested in their native language (but not in their foreign language). We suggest that the emotional distance evoked by the foreign-language contexts caused these differential effects across language contexts. These results demonstrate that the foreign-language effects are pervasive enough to affect automatic stages of emotional processing. (c) 2016 APA, all rights reserved).

The Development of Self-Regulation across Early Childhood

PubMed Central

Montroy, Janelle J.; Bowles, Ryan P.; Skibbe, Lori E.; McClelland, Megan M.; Morrison, Frederick J.

2016-01-01

The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of three and seven, with a direct focus on possible heterogeneity in the developmental trajectories, and a set of potential indicators that distinguish unique behavioral self-regulation trajectories. Across three diverse samples, 1,386 children were assessed on behavioral self-regulation from preschool through first grade. Results indicated that majority of children develop self-regulation rapidly during early childhood, and that children follow three distinct developmental patterns of growth. These three trajectories were distinguishable based on timing of rapid gains, as well as child gender, early language skills, and maternal education levels. Findings highlight early developmental differences in how self-regulation unfolds with implications for offering individualized support across children. PMID:27709999

How and with What Accuracy Do Children Report Self-Regulated Learning in Contemporary EFL Instructional Settings?

ERIC Educational Resources Information Center

Ferreira, P. Costa; Simão, A. M. Veiga; da Silva, A. Lopes

2017-01-01

This study aimed to understand how children reflect about learning, report their regulation of learning activity, and develop their performance in contemporary English as a Foreign Language instructional settings. A quasi-experimental design was used with one experimental group working in a self-regulated learning computer-supported instructional…

Infant Responding to Joint Attention, Executive Processes, and Self-Regulation in Preschool Children

PubMed Central

Van Hecke, Amy Vaughan; Mundy, Peter; Block, Jessica J.; Delgado, Christine E. F.; Parlade, Meaghan V.; Pomares, Yuly B.; Hobson, Jessica A.

2011-01-01

Infant joint attention is related to behavioral and social outcomes, as well as language in childhood. Recent research and theory suggests that the relations between joint attention and social-behavioral outcomes may reflect the role of executive self-regulatory processes in the development of joint attention. To test this hypothesis two- studies were conducted. The first, cross-sectional study examined the development of responding to joint attention skill (RJA) in terms of increasing executive efficiency of responding between 9 and 18 months of age. The results indicated that development of RJA was characterized by a decreased latency to shift attention in following another person’s gaze and head turn, as well as an increase in the proportion of correct RJA responses exhibited by older infants. The second study examined the longitudinal relations between 12-month measures of responding to joint attention (RJA) and 36-month attention regulation in a delay of gratification task. The results indicated that responding to joint attention at 12-months was significantly related to children’s use of three types of self-regulation behaviors while waiting for a snack reward at 36 months of age. These observations are discussed in light of a developmental theory of attention regulation and joint attention in infancy. PMID:22206892

Oral Interpretation Performance as A Self-Referencing Process.

ERIC Educational Resources Information Center

Plax, Pamela M.

Oral interpretation utilizes the self-referencing qualities of language and literature which involves the interpreter as both actor and reader. By "self-referencing" is meant the capacity language has to express not only literal meaning but also, at the same time, the process of realization and of attitudinizing toward this meaning.…

Responses of Massachusetts hospitals to a state mandate to collect race, ethnicity and language data from patients: a qualitative study.

PubMed

Jorgensen, Selena; Thorlby, Ruth; Weinick, Robin M; Ayanian, John Z

2010-12-31

A Massachusetts regulation implemented in 2007 has required all acute care hospitals to report patients' race, ethnicity and preferred language using standardized methodology based on self-reported information from patients. This study assessed implementation of the regulation and its impact on the use of race and ethnicity data in performance monitoring and quality improvement within hospitals. Thematic analysis of semi-structured interviews with executives from a representative sample of 28 Massachusetts hospitals in 2009. The number of hospitals using race, ethnicity and language data internally beyond refining interpreter services increased substantially from 11 to 21 after the regulation. Thirteen of these hospitals were utilizing patient race and ethnicity data to identify disparities in quality performance measures for a variety of clinical processes and outcomes, while 16 had developed patient services and community outreach programs based on findings from these data. Commonly reported barriers to data utilization include small numbers within categories, insufficient resources, information system requirements, and lack of direction from the state. The responses of Massachusetts hospitals to this new state regulation indicate that requiring the collection of race, ethnicity and language data can be an effective method to promote performance monitoring and quality improvement, thereby setting the stage for federal standards and incentive programs to eliminate racial and ethnic disparities in the quality of health care.

An Advantage for Age? Self-Concept and Self-Regulation as Teachable Foundations in Second Language Accent

ERIC Educational Resources Information Center

Moyer, Alene

2018-01-01

Age of onset has long been assumed to predict outcomes in second/foreign language accent. Yet beyond early childhood, acquiring a new accent has much to do with social-affective factors such as learner identity and motivation, as well as cognitive factors such as learning strategies (Pfenninger, 2017). Newer perspectives acknowledge this…

Studying Associations Between Heart Failure Self-Management and Rehospitalizations Using Natural Language Processing.

PubMed

Topaz, Maxim; Radhakrishnan, Kavita; Blackley, Suzanne; Lei, Victor; Lai, Kenneth; Zhou, Li

2016-09-14

This study developed an innovative natural language processing algorithm to automatically identify heart failure (HF) patients with ineffective self-management status (in the domains of diet, physical activity, medication adherence, and adherence to clinician appointments) from narrative discharge summary notes. We also analyzed the association between self-management status and preventable 30-day hospital readmissions. Our natural language system achieved relatively high accuracy (F-measure = 86.3%; precision = 95%; recall = 79.2%) on a testing sample of 300 notes annotated by two human reviewers. In a sample of 8,901 HF patients admitted to our healthcare system, 14.4% (n = 1,282) had documentation of ineffective HF self-management. Adjusted regression analyses indicated that presence of any skill-related self-management deficit (odds ratio [OR] = 1.3, 95% confidence interval [CI] = [1.1, 1.6]) and non-specific ineffective self-management (OR = 1.5, 95% CI = [1.2, 2]) was significantly associated with readmissions. We have demonstrated the feasibility of identifying ineffective HF self-management from electronic discharge summaries with natural language processing. © The Author(s) 2016.

The development of self-regulation across early childhood.

PubMed

Montroy, Janelle J; Bowles, Ryan P; Skibbe, Lori E; McClelland, Megan M; Morrison, Frederick J

2016-11-01

The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and 7 years, with a direct focus on possible heterogeneity in the developmental trajectories, and a set of potential indicators that distinguish unique behavioral self-regulation trajectories. Across 3 diverse samples, 1,386 children were assessed on behavioral self-regulation from preschool through first grade. Results indicated that majority of children develop self-regulation rapidly during early childhood, and that children follow 3 distinct developmental patterns of growth. These 3 trajectories were distinguishable based on timing of rapid gains, as well as child gender, early language skills, and maternal education levels. Findings highlight early developmental differences in how self-regulation unfolds, with implications for offering individualized support across children. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The foreign language effect on the self-serving bias: A field experiment in the high school classroom.

PubMed

van Hugten, Joeri; van Witteloostuijn, Arjen

2018-01-01

The rise of bilingual education triggers an important question: which language is preferred for a particular school activity? Our field experiment (n = 120) shows that students (aged 13-15) who process feedback in non-native English have greater self-serving bias than students who process feedback in their native Dutch. By contrast, literature on the foreign-language emotionality effect suggests a weaker self-serving bias in the non-native language, so our result adds nuance to that literature. The result is important to schools as it suggests that teachers may be able to reduce students' defensiveness and demotivation by communicating negative feedback in the native language, and teachers may be able to increase students' confidence and motivation by communicating positive feedback in the foreign language.

Exploring Self-Regulated Learning (SRL) and Listening Strategy Instruction in a Chinese L2 Classroom

ERIC Educational Resources Information Center

Li, Yue

2017-01-01

This interpretive case study explored the effectiveness of listening strategy instruction that promoted self-regulated learning and gained insights into students' and instructors' perceptions of strategy-integrated listening instruction among second semester learners of Chinese as a second language at a military college in Northern California.…

The Role of EFL Teachers' Self-Regulation in Effective Teaching

ERIC Educational Resources Information Center

Toussi, Mohammad Taghi Monshi; Boori, Ali Akbar; Ghanizadeh, Afsaneh

2011-01-01

This article investigated the relationship between EFL teachers' self-regulation and teaching effectiveness. In so doing, 76 EFL teachers were selected according to a convenience sampling from different English language institutes in Mashhad, a city in north-eastern Iran. The findings of the study indicated that there is a significant relationship…

Sociocultural Theory Applied to Second Language Learning: Collaborative Learning with Reference to the Chinese Context

ERIC Educational Resources Information Center

Dongyu, Zhang; Fanyu, B.; Wanyi, Du

2013-01-01

This paper discusses the sociocultural theory (SCT). In particular, three significant concepts of Vyogtsky's theory: self-regulation, the Zone of Proximal Development (ZPD), and scaffolding all of which have been discussed in numerous second language acquisition (SLA) and second language learning (SLL) research papers. These concepts lay the…

TANGO, an International Collaborative Bilingual E-Learning Project

ERIC Educational Resources Information Center

Álvarez-Mayo, Carmen

2016-01-01

TANGO (Álvarez-Mayo, 2013) uses the cultural aspects of foreign languages to promote oral interaction, enabling students to become self-regulated learners. Through TANGO, foreign language students learn about the cultural intricacies of the Target Language (TL) and use the TL to practise and further develop their oral skills with a partner who is…

The foreign language effect on the self-serving bias: A field experiment in the high school classroom

PubMed Central

van Witteloostuijn, Arjen

2018-01-01

The rise of bilingual education triggers an important question: which language is preferred for a particular school activity? Our field experiment (n = 120) shows that students (aged 13–15) who process feedback in non-native English have greater self-serving bias than students who process feedback in their native Dutch. By contrast, literature on the foreign-language emotionality effect suggests a weaker self-serving bias in the non-native language, so our result adds nuance to that literature. The result is important to schools as it suggests that teachers may be able to reduce students’ defensiveness and demotivation by communicating negative feedback in the native language, and teachers may be able to increase students’ confidence and motivation by communicating positive feedback in the foreign language. PMID:29425224

Seeking out Challenges to Develop L2 Self-Confidence: A Language Learner's Journey to Proficiency

ERIC Educational Resources Information Center

Edwads, Emily; Roger, Peter Stewart

2015-01-01

As one constituent of second language (L2) motivation, L2 "self-­confidence" has been shown to be a significant predictor of language proficiency. More recently, L2 self-­confidence has been studied as part of the "willingness to communicate" (WTC) construct. Less is known, however, about the processes by which learners develop…

The relationship between language use and depression: illuminating the importance of self-reflection, self-rumination, and the need for absolute truth.

PubMed

Şimşek, Ömer Faruk

2013-01-01

The main aim of the present study was to provide additional knowledge about the mediatory processes through which language relates to depression. Although previous research gave clear evidence that language is closely related to depression, the research on intervening variables in the relationship has been limited. The present investigation tested a structural equation model in which self-concept clarity and self-consciousness mediated the relationship between personal perceptions of language and depression. Since "the need for absolute truth" construct has been shown to be important in providing greater consistency in estimates of the relationships among the variables, it has been added to the model as a control variable. The results supported the model and showed that personal perceptions of language predicted self-concept clarity, which in turn predicted the participants' self-reflection and self-rumination. Self-reflection and self-rumination, in turn, predicted depression.

A Questionnaire-Based Validation of Multidimensional Models of Self-Regulated Learning Strategies

ERIC Educational Resources Information Center

Teng, Lin Sophie; Zhang, Lawrence Jun

2016-01-01

This study aimed to validate a newly-developed instrument, The Writing Strategies for Self-Regulated Learning (SRL) Questionnaire, with respect to its multifaceted structure of SRL strategies in English as a foreign language (EFL) writing. A total of 790 undergraduate students from 6 universities in Northeast China volunteered to be participants.…

A Tripartite Model of EFL Teacher Attributions, Burnout, and Self-Regulation: Toward the Prospects of Effective Teaching

ERIC Educational Resources Information Center

Ghanizadeh, Afsaneh; Ghonsooly, Behzad

2014-01-01

The present study aims at delving into English as foreign language teachers' attributions by investigating the role of teacher attributions in teacher burnout and teacher self-regulation. This is accomplished by building a causal structural model through which the associations among these constructs are estimated. The results demonstrate that…

Re-Conceptualizing the ELP as a Web 2.0 Personal Language Learning Environment

ERIC Educational Resources Information Center

Haines, Kevin; van Engen, Jeroen

2013-01-01

This paper addresses the reconceptualization of the ELP as a Personal Language Learning Environment (PLLE), encouraging learners towards greater self-regulation. Such a development fits in with the pedagogical function of the ELP by scaffolding the plurilingual, lifelong learning of languages. Web 2.0 social media tools allow learners to work with…

The End of Crocodile Tears, or Child Literature as Emotional Self-Regulation

ERIC Educational Resources Information Center

Kellogg, David

2010-01-01

This article begins by revisiting an old dispute between the children's writer Chukovsky and the child psychologist Vygotsky on whether and how child literature should mediate development. It then considers child language language lessons in South Korea for clues about how such mediation might happen, and finds the development of rote language,…

Nothing but a Fairy Tale: A Qualitative Study of Marriage Migration, Second Language Learning, and the Ideal Self

ERIC Educational Resources Information Center

Kolstrup, Kirsten L.

2017-01-01

This article explores how the global trends of marriage migration and tightening of immigration policies in the West interconnect with second language learning motivation. Specifically, this article considers how social positions, governmental regulations, and everyday contexts come together to complicate the expectations of language learning that…

42 CFR 137.228 - Upon what basis may the waiver request be denied?

Code of Federal Regulations, 2010 CFR

2010-10-01

... INDIAN HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES TRIBAL SELF-GOVERNANCE Regulation Waiver... finding by the Secretary that identified language in the regulation may not be waived because such waiver...

Trichotomous goals of elementary school students learning English as a foreign language: a structural equation model.

PubMed

He, Tung-Hsien; Chang, Shan-Mao; Chen, Shu-Hui Eileen; Gou, Wen Johnny

2012-02-01

This study applied structural equation modeling (SEM) techniques to define the relations among trichotomous goals (mastery goals, performance-approach goals, and performance-avoidance goals), self-efficacy, use of metacognitive self-regulation strategies, positive belief in seeking help, and help-avoidance behavior. Elementary school students (N = 105), who were learning English as a foreign language, were surveyed using five self-report scales. The structural equation model showed that self-efficacy led to the adoption of mastery goals but discouraged the adoption of performance-approach goals and performance-avoidance goals. Furthermore, mastery goals increased the use of metacognitive self-regulation strategies, whereas performance-approach goals and performance-avoidance goals reduced their use. Mastery goals encouraged positive belief in help-seeking, but performance-avoidance goals decreased such belief. Finally, performance-avoidance goals directly led to help-avoidance behavior, whereas positive belief assumed a critical role in reducing help-avoidance. The established structural equation model illuminated the potential causal relations among these variables for the young learners in this study.

Study to develop techniques for a self-organizing computer

NASA Technical Reports Server (NTRS)

Schaffner, M. R.

1972-01-01

The main emphasis has been on the programming language for a self organizing computer. An example of programming with the language of finite state machines is presented in a real time processing for weather radars.

Hablo Inglés y Español: Cultural Self-Schemas as a Function of Language.

PubMed

Rodríguez-Arauz, Gloriana; Ramírez-Esparza, Nairán; Pérez-Brena, Norma; Boyd, Ryan L

2017-01-01

Research has demonstrated that bilingual individuals experience a "double personality," which allows them to shift their self-schemas when they are primed with different language modes. In this study, we examine whether self-schemas change in Mexican-American ( N = 193) bilinguals living in the U.S. when they provide open-ended personality self-descriptions in both English and Spanish. We used the Meaning Extraction Helper (MEH) software to extract the most salient self-schemas that influence individuals' self-defining process. Following a qualitative-inductive approach, words were extracted from the open-ended essays and organized into semantic clusters, which were analyzed qualitatively and named. The results show that as expected, language primed bilinguals to think about different self-schemas. In Spanish, their Mexican self-schemas were more salient; whereas, in English their U.S. American self-schemas were more salient. Similarities of self-schemas across languages were assessed using a quantitative approach. Language differences and similarities in theme definition and implications for self-identity of bilinguals are discussed.

Hablo Inglés y Español: Cultural Self-Schemas as a Function of Language

PubMed Central

Rodríguez-Arauz, Gloriana; Ramírez-Esparza, Nairán; Pérez-Brena, Norma; Boyd, Ryan L.

2017-01-01

Research has demonstrated that bilingual individuals experience a “double personality,” which allows them to shift their self-schemas when they are primed with different language modes. In this study, we examine whether self-schemas change in Mexican-American (N = 193) bilinguals living in the U.S. when they provide open-ended personality self-descriptions in both English and Spanish. We used the Meaning Extraction Helper (MEH) software to extract the most salient self-schemas that influence individuals' self-defining process. Following a qualitative-inductive approach, words were extracted from the open-ended essays and organized into semantic clusters, which were analyzed qualitatively and named. The results show that as expected, language primed bilinguals to think about different self-schemas. In Spanish, their Mexican self-schemas were more salient; whereas, in English their U.S. American self-schemas were more salient. Similarities of self-schemas across languages were assessed using a quantitative approach. Language differences and similarities in theme definition and implications for self-identity of bilinguals are discussed. PMID:28611719

Preschoolers' Emotion Regulation Strategy Understanding: Relations with Emotion Socialization and Child Self-Regulation

ERIC Educational Resources Information Center

Cole, Pamela M.; Dennis, Tracy A.; Smith-Simon, Kristen E.; Cohen, Laura H.

2009-01-01

Preschool-age children's ability to verbally generate strategies for regulating anger and sadness, and to recognize purported effective strategies for these emotions, were examined in relation to child factors (child age, temperament, and language ability) and maternal emotion socialization (supportiveness and structuring in response to child…

Towards Greater Individualization and Process-Oriented Learning through Electronic Self-Access: Project "e-daf"

ERIC Educational Resources Information Center

Chan, Wai Meng; Kim, Dong-Ha

2004-01-01

Research in cognitive psychology and second language learning has underlined the significance of learners' cognitive processes and individual preferences in language learning. Helping learners to be aware of these processes and preferences has in fact become an important methodological principle of language teaching. Advances in information and…

DLLs and the Development of Self-Regulation in Early Childhood

ERIC Educational Resources Information Center

Guirguis, Ruth; Antigua, Kathy Carolina

2017-01-01

Current literature and research demonstrates that learning multiple languages allows for young learners to develop higher levels of executive functioning skills. Research also suggests that Dual Language Learners (DLLs) can surpass monolinguals in these executive functioning skills. Yet, there is a dearth of literature that explicitly discusses…

Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence.

PubMed

Berninger, Virginia; Abbott, Robert; Cook, Clayton R; Nagy, William

Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 ( N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior attention-deficit/hyperactivity disorder (ADHD) diagnosis was correlated only with impaired handwriting. Parental ratings of inattention, but not hyperactivity, correlated with measures of written language but not oral language. Sustaining switching attention correlated with writing the alphabet from memory in manuscript or by keyboard and fast copying of a sentence with all the letters of the alphabet. Multiple regressions based on a principal component for composites of multiple levels of language (subword, word, and syntax/text) showed that measures of attention and executive function involving language processing rather than ratings of attention and executive function not specifically related to language accounted for more variance and identified more unique predictors in the composite outcomes for oral language, reading, and writing systems. Inhibition related to focused attention uniquely predicted outcomes for the oral language system. Findings are discussed in reference to implications for assessing and teaching students who are still learning to pay attention to heard and written language and self-regulate their language learning during middle childhood and adolescence.

Exploring Mechanisms Underlying Impaired Brain Function in Gulf War Illness through Advanced Network Analysis

DTIC Science & Technology

2017-10-01

networks of the brain responsible for visual processing, mood regulation, motor coordination, sensory processing, and language command, but increased...4    For each subject, the rsFMRI voxel time-series were temporally shifted to account for differences in slice acquisition times...responsible for visual processing, mood regulation, motor coordination, sensory processing, and language command, but increased connectivity in

Translation and Adaptation of Five English Language Self-Report Health Measures to South Indian Kannada Language

PubMed Central

Thammaiah, Spoorthi; Manchaiah, Vinaya; Easwar, Vijayalakshmi; Krishna, Rajalakshmi

2016-01-01

The objective of this study was to translate and adapt five English self-report health measures to a South Indian language Kannada. Currently, no systematically developed questionnaires assessing hearing rehabilitation outcomes are available for clinical or research use in Kannada. The questionnaires included for translation and adaptation were the hearing handicap questionnaire, the international outcome inventory - hearing aids, the self-assessment of communication, the participation scale, and the assessment of quality of life – 4 dimensions. The questionnaires were translated and adapted using the American Association of Orthopedic Surgeons (AAOS) guidelines. The five stages followed in the study included: i) forward translation; ii) common translation synthesis; iii) backward translation; iv) expert committee review; v) pre-final testing. In this paper, in addition to a description of the process, we also highlight practical issues faced while adopting the procedure with an aim to help readers better understand the intricacies involved in such processes. This can be helpful to researchers and clinicians who are keen to adapt standard self-report questionnaires from other languages to their native language. PMID:27588165

CLIL Students' Perceptions of Their Language Learning Process: Delving into Self-Perceived Improvement and Instructional Preferences

ERIC Educational Resources Information Center

Lasagabaster, David; Doiz, Aintzane

2016-01-01

Content and Language Integrated Learning (CLIL) has become a very popular approach in the belief that it may help to improve students' foreign language proficiency. Although some research has been conducted, there is a dearth of longitudinal studies on students' awareness of their language learning process in CLIL programmes. In this paper, 221…

Teaching Children with Language-Learning Disabilities to Plan and Revise Compare-Contrast Texts

ERIC Educational Resources Information Center

Shen, Mei; Troia, Gary A.

2018-01-01

This study used a multiple-probe, multiple-baseline single-case design to investigate the efficacy of planning, and then revising strategy instruction using self-regulated strategy development on the compare-contrast writing performance of three late elementary students with language-learning disabilities. After receiving the planning instruction,…

Effects of Self-Regulated Vocabulary Learning Process on Self-Efficacy

ERIC Educational Resources Information Center

Mizumoto, Atsushi

2013-01-01

Researchers, especially in the field of educational psychology, have argued that self-efficacy plays an important role in self-regulated learning. As such, teaching of self-regulated learning often focuses on enhancing self-efficacy. However, few studies have examined how the process of self-regulated learning might lead to the enhancement of…

Developmental plasticity and language: A comparative perspective

PubMed Central

Griebel, Ulrike; Pepperberg, Irene; Oller, D. Kimbrough

2016-01-01

The growing field of evo-devo is increasingly demonstrating the complexity of steps involved in genetic, intracellular regulatory, and extracellular environmental control of the development of phenotypes. A key result of such work is an account for the remarkable plasticity of organismal form in many species based on relatively minor changes in regulation of highly conserved genes and genetic processes. Accounting for behavioral plasticity is of similar potential interest but has received far less attention. Of particular interest is plasticity in communication systems, where human language represents an ultimate target for research. The present paper considers plasticity of language capabilities in a comparative framework, focusing attention on examples of a remarkable fact: Whereas there exist design features of mature human language that have never been observed to occur in nonhumans in the wild, many of these features can be developed to notable extents when nonhumans are enculturated through human training (especially with intensive social interaction). These examples of enculturated developmental plasticity across extremely diverse taxa suggest, consistent with the evo-devo theme of highly conserved processes in evolution, that human language is founded in part on cognitive capabilities that are indeed ancient and that even modern humans show self-organized emergence of many language capabilities in the context of rich enculturation, built on the special social/ecological history of the hominin line. Human culture can thus be seen as a regulatory system encouraging language development in the context of a cognitive background with many highly conserved features. PMID:27003391

Developmental Plasticity and Language: A Comparative Perspective.

PubMed

Griebel, Ulrike; Pepperberg, Irene M; Oller, D Kimbrough

2016-04-01

The growing field of evo-devo is increasingly demonstrating the complexity of steps involved in genetic, intracellular regulatory, and extracellular environmental control of the development of phenotypes. A key result of such work is an account for the remarkable plasticity of organismal form in many species based on relatively minor changes in regulation of highly conserved genes and genetic processes. Accounting for behavioral plasticity is of similar potential interest but has received far less attention. Of particular interest is plasticity in communication systems, where human language represents an ultimate target for research. The present paper considers plasticity of language capabilities in a comparative framework, focusing attention on examples of a remarkable fact: Whereas there exist design features of mature human language that have never been observed to occur in non-humans in the wild, many of these features can be developed to notable extents when non-humans are enculturated through human training (especially with intensive social interaction). These examples of enculturated developmental plasticity across extremely diverse taxa suggest, consistent with the evo-devo theme of highly conserved processes in evolution, that human language is founded in part on cognitive capabilities that are indeed ancient and that even modern humans show self-organized emergence of many language capabilities in the context of rich enculturation, built on the special social/ecological history of the hominin line. Human culture can thus be seen as a regulatory system encouraging language development in the context of a cognitive background with many highly conserved features. Copyright © 2016 Cognitive Science Society, Inc.

Motivation to Speak English: A Self-Determination Theory Perspective

ERIC Educational Resources Information Center

Dincer, Ali; Yesilyurt, Savas

2017-01-01

Based on a modern motivation theory of learning, self-determination theory (SDT), this study aimed to investigate the relationships between English as a foreign language (EFL) learners' motivation to speak, autonomous regulation, autonomy support from teachers, and classroom engagement, with both quantitative and qualitative approaches. The…

The Bilingual Language Interaction Network for Comprehension of Speech*

PubMed Central

Marian, Viorica

2013-01-01

During speech comprehension, bilinguals co-activate both of their languages, resulting in cross-linguistic interaction at various levels of processing. This interaction has important consequences for both the structure of the language system and the mechanisms by which the system processes spoken language. Using computational modeling, we can examine how cross-linguistic interaction affects language processing in a controlled, simulated environment. Here we present a connectionist model of bilingual language processing, the Bilingual Language Interaction Network for Comprehension of Speech (BLINCS), wherein interconnected levels of processing are created using dynamic, self-organizing maps. BLINCS can account for a variety of psycholinguistic phenomena, including cross-linguistic interaction at and across multiple levels of processing, cognate facilitation effects, and audio-visual integration during speech comprehension. The model also provides a way to separate two languages without requiring a global language-identification system. We conclude that BLINCS serves as a promising new model of bilingual spoken language comprehension. PMID:24363602

The Effect of Peer and Teacher Feedback on Changes in EFL Students' Writing Self-Efficacy

ERIC Educational Resources Information Center

Ruegg, Rachael

2018-01-01

Literature from education, educational psychology and second language acquisition has consistently found that self-efficacy is a key factor leading to increased language learning success. Students with more self-efficacy are claimed to have higher motivation and to expend more effort in the learning process. On the other hand, those with less…

Self-organizing map models of language acquisition

PubMed Central

Li, Ping; Zhao, Xiaowei

2013-01-01

Connectionist models have had a profound impact on theories of language. While most early models were inspired by the classic parallel distributed processing architecture, recent models of language have explored various other types of models, including self-organizing models for language acquisition. In this paper, we aim at providing a review of the latter type of models, and highlight a number of simulation experiments that we have conducted based on these models. We show that self-organizing connectionist models can provide significant insights into long-standing debates in both monolingual and bilingual language development. We suggest future directions in which these models can be extended, to better connect with behavioral and neural data, and to make clear predictions in testing relevant psycholinguistic theories. PMID:24312061

The Relevance of Aggression and the Aggression of Relevance: The Rise of the Accreditation Marketing Machine

ERIC Educational Resources Information Center

Lowrie, Anthony

2008-01-01

Purpose: The purpose of this paper is to illustrate how language functions to construct relevance at moments of articulation and how language functions as an aggressive marketing practice to promote a self-regulated (production-oriented) system of accreditation. Design/methodology/approach: Drawing on the political theory of Laclau and Lacanian…

Emotion and language - When and how comes emotion into words?. Comment on "The quartet theory of human emotions: An integrative and neurofunctional model" by S. Koelsch et al.

NASA Astrophysics Data System (ADS)

Braun, Mario

2015-06-01

The Quartet Theory of Emotion [13] is the first emotion theory to include language as part of its four affect systems allocating two functions of language in emotion processing: communication and regulation. Both are supposed to occur late during the emotion process and by translation or reconfiguration of a pre-verbal emotion percept into a symbolic language code which then gives rise to the conscious experience of an emotion allowing communication or regulation [14] of a felt emotion.

Motivational Orientations and Psychological Needs in EFL Learning among Elementary School Students in Japan

ERIC Educational Resources Information Center

Carreira, Junko Matsuzaki

2012-01-01

This study examined Japanese elementary school students' motivational orientations for learning English as a foreign language (EFL) and fundamental psychological needs from a self-determination theory perspective, exploring the relations between motivational orientations (e.g., intrinsic motivation, identified regulation, introjected regulation,…

Personality and self-regulation: trait and information-processing perspectives.

PubMed

Hoyle, Rick H

2006-12-01

This article introduces the special issue of Journal of Personality on personality and self-regulation. The goal of the issue is to illustrate and inspire research that integrates personality and process-oriented accounts of self-regulation. The article begins by discussing the trait perspective on self-regulation--distinguishing between temperament and personality accounts--and the information-processing perspective. Three approaches to integrating these perspectives are then presented. These range from methodological approaches, in which constructs representing the two perspectives are examined in integrated statistical models, to conceptual approaches, in which the two perspectives are unified in a holistic theoretical model of self-regulation. The article concludes with an overview of the special issue contributions, which are organized in four sections: broad, integrative models of personality and self-regulation; models that examine the developmental origins of self-regulation and self-regulatory styles; focused programs of research that concern specific aspects or applications of self-regulation; and strategies for increasing the efficiency and effectiveness of self-regulation.

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

PubMed Central

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

2016-01-01

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

Inflammation, Self-Regulation, and Health: An Immunologic Model of Self-Regulatory Failure.

PubMed

Shields, Grant S; Moons, Wesley G; Slavich, George M

2017-07-01

Self-regulation is a fundamental human process that refers to multiple complex methods by which individuals pursue goals in the face of distractions. Whereas superior self-regulation predicts better academic achievement, relationship quality, financial and career success, and lifespan health, poor self-regulation increases a person's risk for negative outcomes in each of these domains and can ultimately presage early mortality. Given its centrality to understanding the human condition, a large body of research has examined cognitive, emotional, and behavioral aspects of self-regulation. In contrast, relatively little attention has been paid to specific biologic processes that may underlie self-regulation. We address this latter issue in the present review by examining the growing body of research showing that components of the immune system involved in inflammation can alter neural, cognitive, and motivational processes that lead to impaired self-regulation and poor health. Based on these findings, we propose an integrated, multilevel model that describes how inflammation may cause widespread biobehavioral alterations that promote self-regulatory failure. This immunologic model of self-regulatory failure has implications for understanding how biological and behavioral factors interact to influence self-regulation. The model also suggests new ways of reducing disease risk and enhancing human potential by targeting inflammatory processes that affect self-regulation.

Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training.

PubMed

Limpo, Teresa; Alves, Rui A

Writing proficiency is heavily based on acquisition and development of self-regulation and transcription skills. The present study examined the effects of combining transcription training with a self-regulation intervention (self-regulated strategy development [SRSD]) in Grade 2 (ages 7-8). Forty-three students receiving self-regulation plus transcription (SRSD+TR) intervention were compared with 37 students receiving a self-regulation only (SRSD only) intervention and 39 students receiving the standard language arts curriculum. Compared with control instruction, SRSD instruction-with or without transcription training-resulted in more complex plans; longer, better, and more complete stories; and the effects transferred to story written recall. Transcription training produced an incremental effect on students' composing skills. In particular, the SRSD+TR intervention increased handwriting fluency, spelling accuracy for inconsistent words, planning and story completeness, writing fluency, clause length, and burst length. Compared with the SRSD-only intervention, the SRSD+TR intervention was particularly effective in raising the writing quality of poorer writers. This pattern of findings suggests that students benefit from writing instruction coupling self-regulation and transcription training from very early on. This seems to be a promising instructional approach not only to ameliorate all students' writing ability and prevent future writing problems but also to minimize struggling writers' difficulties and support them in mastering writing.

Eight-minute self-regulation intervention raises educational attainment at scale in individualist but not collectivist cultures.

PubMed

Kizilcec, René F; Cohen, Geoffrey L

2017-04-25

Academic credentials open up a wealth of opportunities. However, many people drop out of educational programs, such as community college and online courses. Prior research found that a brief self-regulation strategy can improve self-discipline and academic outcomes. Could this strategy support learners at large scale? Mental contrasting with implementation intentions (MCII) involves writing about positive outcomes associated with a goal, the obstacles to achieving it, and concrete if-then plans to overcome them. The strategy was developed in Western countries (United States, Germany) and appeals to individualist tendencies, which may reduce its efficacy in collectivist cultures such as India or China. We tested this hypothesis in two randomized controlled experiments in online courses ( n = 17,963). Learners in individualist cultures were 32% (first experiment) and 15% (second experiment) more likely to complete the course following the MCII intervention than a control activity. In contrast, learners in collectivist cultures were unaffected by MCII. Natural language processing of written responses revealed that MCII was effective when a learner's primary obstacle was predictable and surmountable, such as everyday work or family obligations but not a practical constraint (e.g., Internet access) or a lack of time. By revealing heterogeneity in MCII's effectiveness, this research advances theory on self-regulation and illuminates how even highly efficacious interventions may be culturally bounded in their effects.

Eight-minute self-regulation intervention raises educational attainment at scale in individualist but not collectivist cultures

PubMed Central

Cohen, Geoffrey L.

2017-01-01

Academic credentials open up a wealth of opportunities. However, many people drop out of educational programs, such as community college and online courses. Prior research found that a brief self-regulation strategy can improve self-discipline and academic outcomes. Could this strategy support learners at large scale? Mental contrasting with implementation intentions (MCII) involves writing about positive outcomes associated with a goal, the obstacles to achieving it, and concrete if–then plans to overcome them. The strategy was developed in Western countries (United States, Germany) and appeals to individualist tendencies, which may reduce its efficacy in collectivist cultures such as India or China. We tested this hypothesis in two randomized controlled experiments in online courses (n = 17,963). Learners in individualist cultures were 32% (first experiment) and 15% (second experiment) more likely to complete the course following the MCII intervention than a control activity. In contrast, learners in collectivist cultures were unaffected by MCII. Natural language processing of written responses revealed that MCII was effective when a learner’s primary obstacle was predictable and surmountable, such as everyday work or family obligations but not a practical constraint (e.g., Internet access) or a lack of time. By revealing heterogeneity in MCII’s effectiveness, this research advances theory on self-regulation and illuminates how even highly efficacious interventions may be culturally bounded in their effects. PMID:28396404

Writing Strategies for All Primary Students: Scaffolding Independent Writing with Differentiated Mini-Lessons, Grades K-3

ERIC Educational Resources Information Center

Richards, Janet C.; Lassonde, Cynthia A.

2011-01-01

The 25 mini-lessons provided in this book are designed to develop students' self-regulated writing behaviors and enhance their self-perceived writing abilities. These foundational writing strategies are applicable and adaptable to all primary students: emergent, advanced, English Language Learners, and struggling writers. Following the SCAMPER…

Learner Agency in Language Learning: The Story of a Distance Learner of EFL in China

ERIC Educational Resources Information Center

Xiao, Junhong

2014-01-01

Learner agency plays a key role in self-regulated learning. Yet, there is a paucity of research into its role in the distance learning context. Using reflective narratives written by a distance learner of English in China, this longitudinal case study aims to investigate the ways in which learner agency mediates the language learning in the…

Mobile Assisted Language Learning in University EFL Courses in Japan: Developing Attitudes and Skills for Self-Regulated Learning

ERIC Educational Resources Information Center

Kondo, Mutsumi; Ishikawa, Yasushige; Smith, Craig; Sakamoto, Kishio; Shimomura, Hidenori; Wada, Norihisa

2012-01-01

This paper reports a project in which researchers at universities in Japan explored the use of Mobile Assisted Language Learning (MALL) practices by developing a learning module intended to help improve students' scores on the TOEIC Listening and Reading Tests. MALL practices are currently being developed at universities in Japan because almost…

Exploring Self-regulation of More or Less Expert College-Age Video Game Players: A Sequential Explanatory Design.

PubMed

Yilmaz Soylu, Meryem; Bruning, Roger H

2016-01-01

This study examined differences in self-regulation among college-age expert, moderately expert, and non-expert video game players in playing video games for fun. Winne's model of self-regulation (Winne, 2001) guided the study. The main assumption of this study was that expert video game players used more processes of self-regulation than the less-expert players. We surveyed 143 college students about their game playing frequency, habits, and use of self-regulation. Data analysis indicated that while playing recreational video games, expert gamers self-regulated more than moderately expert and non-expert players and moderately expert players used more processes of self-regulation than non-experts. Semi-structured interviews also were conducted with selected participants at each of the expertise levels. Qualitative follow-up analyses revealed five themes: (1) characteristics of expert video gamers, (2) conditions for playing a video game, (3) figuring out a game, (4) how gamers act and, (5) game context. Overall, findings indicated that playing a video game is a highly self-regulated activity and that becoming an expert video game player mobilizes multiple sets of self-regulation related skills and processes. These findings are seen as promising for educators desiring to encourage student self-regulation, because they indicate the possibility of supporting students via recreational video games by recognizing that their play includes processes of self-regulation.

Exploring Self-regulation of More or Less Expert College-Age Video Game Players: A Sequential Explanatory Design

PubMed Central

Yilmaz Soylu, Meryem; Bruning, Roger H.

2016-01-01

This study examined differences in self-regulation among college-age expert, moderately expert, and non-expert video game players in playing video games for fun. Winne's model of self-regulation (Winne, 2001) guided the study. The main assumption of this study was that expert video game players used more processes of self-regulation than the less-expert players. We surveyed 143 college students about their game playing frequency, habits, and use of self-regulation. Data analysis indicated that while playing recreational video games, expert gamers self-regulated more than moderately expert and non-expert players and moderately expert players used more processes of self-regulation than non-experts. Semi-structured interviews also were conducted with selected participants at each of the expertise levels. Qualitative follow-up analyses revealed five themes: (1) characteristics of expert video gamers, (2) conditions for playing a video game, (3) figuring out a game, (4) how gamers act and, (5) game context. Overall, findings indicated that playing a video game is a highly self-regulated activity and that becoming an expert video game player mobilizes multiple sets of self-regulation related skills and processes. These findings are seen as promising for educators desiring to encourage student self-regulation, because they indicate the possibility of supporting students via recreational video games by recognizing that their play includes processes of self-regulation. PMID:27729881

Executive Control in Bilingual Language Processing

ERIC Educational Resources Information Center

Rodriguez-Fornells, A.; Balaguer, R. De Deigo; Munte, T. F.

2006-01-01

Little is known in cognitive neuroscience about the brain mechanisms and brain representations involved in bilingual language processing. On the basis of previous studies on switching and bilingualism, it has been proposed that executive functions are engaged in the control and regulation of the languages in use. Here, we review the existing…

Self-regulation and selective exposure: the impact of depleted self-regulation resources on confirmatory information processing.

PubMed

Fischer, Peter; Greitemeyer, Tobias; Frey, Dieter

2008-03-01

In the present research, the authors investigated the impact of self-regulation resources on confirmatory information processing, that is, the tendency of individuals to systematically prefer standpoint-consistent information to standpoint-inconsistent information in information evaluation and search. In 4 studies with political and economic decision-making scenarios, it was consistently found that individuals with depleted self-regulation resources exhibited a stronger tendency for confirmatory information processing than did individuals with nondepleted self-regulation resources. Alternative explanations based on processes of ego threat, cognitive load, and mood were ruled out. Mediational analyses suggested that individuals with depleted self-regulation resources experienced increased levels of commitment to their own standpoint, which resulted in increased confirmatory information processing. In sum, the impact of ego depletion on confirmatory information search seems to be more motivational than cognitive in nature.

Effects of Goal Relations on Self-Regulated Learning in Multiple Goal Pursuits: Performance, the Self-Regulatory Process, and Task Enjoyment

ERIC Educational Resources Information Center

Lee, Hyunjoo

2012-01-01

The purpose of this study was to investigate the effects of goal relations on self-regulation in the pursuit of multiple goals, focusing on self-regulated performance, the self-regulatory process, and task enjoyment. The effect of multiple goal relations on self-regulation was explored in a set of three studies. Goal relations were divided into…

Chinese American immigrant parents' emotional expression in the family: Relations with parents' cultural orientations and children's emotion-related regulation.

PubMed

Chen, Stephen H; Zhou, Qing; Main, Alexandra; Lee, Erica H

2015-10-01

The present study examined 2 measures of Chinese American immigrant parents' emotional expression in the family context: self-reported emotional expressivity and observed emotional expression during a parent-child interaction task. Path analyses were conducted to examine the concurrent associations between measures of emotional expression and (a) parents' American and Chinese cultural orientations in language proficiency, media use, and social affiliation domains, and (b) parents' and teachers' ratings of children's emotion-related regulation. Results suggested that cultural orientations were primarily associated with parents' self-reported expressivity (rather than observed emotional expression), such that higher American orientations were generally associated with higher expressivity. Although parents' self-reported expressivity was only related to their own reports of children's regulation, parents' observed emotional expression was related to both parents' and teachers' reports of children's regulation. These results suggest that self-reported expressivity and observed emotional expression reflect different constructs and have differential relations to parents' cultural orientations and children's regulation. (c) 2015 APA, all rights reserved).

Self-Regulation Principles Underlying Risk Perception and Decision Making within the Context of Genomic Testing

PubMed Central

Cameron, Linda D.; Biesecker, Barbara Bowles; Peters, Ellen; Taber, Jennifer M.; Klein, William M. P.

2017-01-01

Advances in theory and research on self-regulation and decision-making processes have yielded important insights into how cognitive, emotional, and social processes shape risk perceptions and risk-related decisions. We examine how self-regulation theory can be applied to inform our understanding of decision-making processes within the context of genomic testing, a clinical arena in which individuals face complex risk information and potentially life-altering decisions. After presenting key principles of self-regulation, we present a genomic testing case example to illustrate how principles related to risk representations, approach and avoidance motivations, emotion regulation, defensive responses, temporal construals, and capacities such as numeric abilities can shape decisions and psychological responses during the genomic testing process. We conclude with implications for using self-regulation theory to advance science within genomic testing and opportunities for how this research can inform further developments in self-regulation theory. PMID:29225669

Self-Regulation Principles Underlying Risk Perception and Decision Making within the Context of Genomic Testing.

PubMed

Cameron, Linda D; Biesecker, Barbara Bowles; Peters, Ellen; Taber, Jennifer M; Klein, William M P

2017-05-01

Advances in theory and research on self-regulation and decision-making processes have yielded important insights into how cognitive, emotional, and social processes shape risk perceptions and risk-related decisions. We examine how self-regulation theory can be applied to inform our understanding of decision-making processes within the context of genomic testing, a clinical arena in which individuals face complex risk information and potentially life-altering decisions. After presenting key principles of self-regulation, we present a genomic testing case example to illustrate how principles related to risk representations, approach and avoidance motivations, emotion regulation, defensive responses, temporal construals, and capacities such as numeric abilities can shape decisions and psychological responses during the genomic testing process. We conclude with implications for using self-regulation theory to advance science within genomic testing and opportunities for how this research can inform further developments in self-regulation theory.

Emotion: The Self-regulatory Sense

PubMed Central

2014-01-01

While emotion is a central component of human health and well-being, traditional approaches to understanding its biological function have been wanting. A dynamic systems model, however, broadly redefines and recasts emotion as a primary sensory system—perhaps the first sensory system to have emerged, serving the ancient autopoietic function of “self-regulation.” Drawing upon molecular biology and revelations from the field of epigenetics, the model suggests that human emotional perceptions provide an ongoing stream of “self-relevant” sensory information concerning optimally adaptive states between the organism and its immediate environment, along with coupled behavioral corrections that honor a universal self-regulatory logic, one still encoded within cellular signaling and immune functions. Exemplified by the fundamental molecular circuitry of sensorimotor control in the E coli bacterium, the model suggests that the hedonic (affective) categories emerge directly from positive and negative feedback processes, their good/bad binary appraisals relating to dual self-regulatory behavioral regimes—evolutionary purposes, through which organisms actively participate in natural selection, and through which humans can interpret optimal or deficit states of balanced being and becoming. The self-regulatory sensory paradigm transcends anthropomorphism, unites divergent theoretical perspectives and isolated bodies of literature, while challenging time-honored assumptions. While suppressive regulatory strategies abound, it suggests that emotions are better understood as regulating us, providing a service crucial to all semantic language, learning systems, evaluative decision-making, and fundamental to optimal physical, mental, and social health. PMID:24808986

A multi-process model of self-regulation: influences of mindfulness, integrative self-knowledge and self-control in Iran.

PubMed

Ghorbani, Nima; Watson, P J; Farhadi, Mehran; Chen, Zhuo

2014-04-01

Self-regulation presumably rests upon multiple processes that include an awareness of ongoing self-experience, enduring self-knowledge and self-control. The present investigation tested this multi-process model using the Five-Facet Mindfulness Questionnaire (FFMQ) and the Integrative Self-Knowledge and Brief Self-Control Scales. Using a sample of 1162 Iranian university students, we confirmed the five-factor structure of the FFMQ in Iran and documented its factorial invariance across males and females. Self-regulatory variables correlated negatively with Perceived Stress, Depression, and Anxiety and positively with Self-Esteem and Satisfaction with Life. Partial mediation effects confirmed that self-regulatory measures ameliorated the disturbing effects of Perceived Stress. Integrative Self-Knowledge and Self-Control interacted to partially mediate the association of Perceived Stress with lower levels of Satisfaction with Life. Integrative Self-Knowledge, alone or in interaction with Self-Control, was the only self-regulation variable to display the expected mediation of Perceived Stress associations with all other measures. Self-Control failed to be implicated in self-regulation only in the mediation of Anxiety. These data confirmed the need to further examine this multi-process model of self-regulation. © 2014 International Union of Psychological Science.

L2 Motivation, Anxiety and Self-Efficacy: The Interrelationship of Individual Variables in the Secondary School Context

ERIC Educational Resources Information Center

Piniel, Katalin; Csizér, Kata

2013-01-01

Our study describes the relationship of second language learning motivation, self-efficacy, and anxiety; that is, how motivation, cognition, and affect might interact during the process of second language learning. Questionnaire data were collected from 236 Hungarian students studying at various secondary schools. Structural equation modeling was…

Examining Effects of Poverty, Maternal Depression, and Children's Self-Regulation Abilities on the Development of Language and Cognition in Early Childhood: An Early Head Start Perspective

ERIC Educational Resources Information Center

Sharkins, Kimberly A.; Leger, Sarah E.; Ernest, James M.

2017-01-01

Early childhood poverty is a prevalent social issue, both in the United States and in the wider international community. It has been well established that factors associated with poverty, including familial income and parental education level, can negatively affect children's language and cognitive development, which can result in academic…

Automatic Detection of Student Mental Models Based on Natural Language Student Input during Metacognitive Skill Training

ERIC Educational Resources Information Center

Lintean, Mihai; Rus, Vasile; Azevedo, Roger

2012-01-01

This article describes the problem of detecting the student mental models, i.e. students' knowledge states, during the self-regulatory activity of prior knowledge activation in MetaTutor, an intelligent tutoring system that teaches students self-regulation skills while learning complex science topics. The article presents several approaches to…

A Longitudinal Assessment of the Effectiveness of a School-Based Mentoring Program in Middle School

ERIC Educational Resources Information Center

Nunez, Jose Carlos; Rosario, Pedro; Vallejo, Guillermo; Gonzalez-Pienda, Julio Antonio

2013-01-01

This work assessed the efficacy of a middle-school-based mentoring program designed to increase student use of self-regulated learning (SRL) strategies, self-efficacy for and the perceived usefulness of SRL as well as mathematics and language achievement. A longitudinal cluster randomized trial study design obtained evidence that found…

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…

Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills.

PubMed

Lonigan, Christopher J; Allan, Darcey M; Goodrich, J Marc; Farrington, Amber L; Phillips, Beth M

Children's self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children's reading and math abilities. Although several recent studies have examined links between preschool children's self-regulation or executive function and their academic skill development, few included large numbers of Spanish-speaking language-minority children. Among the fastest growing segments of the U.S. school-age population, many of these children are at significant risk of academic difficulties. We examined the relations between inhibitory control and academic skills in a sample containing a large number of Spanish-speaking preschoolers. Overall, the children demonstrated substantial academic risk based on preschool-entry vocabulary scores in the below-average range. Children completed assessments of language, literacy, and math skills in English and Spanish, when appropriate, at the start and end of their preschool year, along with a measure of inhibitory control, the Head-Toes-Knees-Shoulders task, which was administered at the start of the preschool year in the child's dominant conversational language. Scores on this last measure were lower for children for whom it was administered in Spanish. For both English and Spanish outcomes, those scores were significantly and uniquely associated with higher scores on measures of phonological awareness and math skills but not vocabulary or print knowledge skills.

Using the School Setting to Map Community Languages: A Pilot Study in Manchester, England

ERIC Educational Resources Information Center

Matras, Yaron; Robertson, Alex; Jones, Charlotte

2016-01-01

Recording the home languages of schoolchildren has long been acknowledged as a useful way of mapping community multilingualism. However, the need to process large quantities of data on many different languages has meant that in order to assess the vitality of community languages, researchers have had to rely on schoolchildren's self-reported…

Language Teacher Candidates' Self-Assessment Process for Teaching to Young Learners in EFL Classes

ERIC Educational Resources Information Center

Genç Ilter, Binnur

2017-01-01

Teaching a foreign language to young learners have some differences from teaching adults. Young children have concentration problems and they tend to change their mood every ten minutes and need more creative activities than adults. Therefore, foreign language teachers have to choose interesting activities for them and foreign language teacher…

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'…

Pedagogical Technology of Improving the Students' Viability Levels in the Process of Mastering Foreign Language

ERIC Educational Resources Information Center

Dmitrienko, Nadezhda; Ershova, Svetlana; Konovalenko, Tatiana; Kutsova, Elvira; Yurina, Elena

2015-01-01

The article points out that the process of mastering foreign language stimulates students' personal, professional and cultural growth, improving linguistic, communicative competences and viability levels. A proposed pedagogical technology of modeling different communicative situations has a serious synergetic potential for students' self organized…

Learning robot actions based on self-organising language memory.

PubMed

Wermter, Stefan; Elshaw, Mark

2003-01-01

In the MirrorBot project we examine perceptual processes using models of cortical assemblies and mirror neurons to explore the emergence of semantic representations of actions, percepts and concepts in a neural robot. The hypothesis under investigation is whether a neural model will produce a life-like perception system for actions. In this context we focus in this paper on how instructions for actions can be modeled in a self-organising memory. Current approaches for robot control often do not use language and ignore neural learning. However, our approach uses language instruction and draws from the concepts of regional distributed modularity, self-organisation and neural assemblies. We describe a self-organising model that clusters actions into different locations depending on the body part they are associated with. In particular, we use actual sensor readings from the MIRA robot to represent semantic features of the action verbs. Furthermore, we outline a hierarchical computational model for a self-organising robot action control system using language for instruction.

Neural Mechanisms of Cognitive Reappraisal of Negative Self-Beliefs in Social Anxiety Disorder

PubMed Central

Goldin, Philippe R.; Ball, Tali M.; Werner, Kelly; Heimberg, Richard; Gross, James J.

2009-01-01

Background Social anxiety disorder (SAD) is characterized by distorted negative self-beliefs (NSBs) which are thought to enhance emotional reactivity, interfere with emotion regulation, and undermine social functioning. Cognitive reappraisal is a type of emotion regulation used to alter NSBs, with the goal of modulating emotional reactivity. Despite its relevance, little is known about the neural bases and temporal features of cognitive reappraisal in patients with SAD. Methods Twenty-seven patients with SAD and 27 healthy controls (HC) were trained to react and to implement cognitive reappraisal in order to down-regulate negative emotional reactivity to NSBs while undergoing functional magnetic resonance imaging and providing ratings of negative emotion experience. Results Behaviorally, compared with HC, patients with SAD reported greater negative emotion both while reacting to and reappraising NSBs. However, when cued, participants in both groups were able to use cognitive reappraisal to decrease emotion. Neurally, reacting to NSBs resulted in early amygdala response in both groups. Reappraising NSBs resulted in greater early cognitive control, language, and visual processing in HC, but greater late cognitive control, visceral, and visual processing in patients with SAD. Functional connectivity analysis during reappraisal identified more regulatory regions inversely related to left amygdala in HCs than in patients with SAD. Reappraisal-related brain regions that differentiated patients and controls were associated with negative emotion ratings and cognitive reappraisal self-efficacy. Conclusions Findings regarding cognitive reappraisal suggest neural timing, connectivity, and brain-behavioral associations specific to patients with SAD, and elucidate neural mechanisms that might serve as biomarkers of interventions for SAD. PMID:19717138

The MOOC-CLIL Project: Using MOOCs to Increase Language, and Social and Online Learning Skills for 5th Grade K-12 Students

ERIC Educational Resources Information Center

de Waard, Inge; Demeulenaere, Kathy

2017-01-01

This study comprises the outcomes and methods of a one year project using Content and Language Integrated Learning (CLIL) and Massive Open Online Courses (MOOCs) embedded in K-12 classes. The Self-Regulated Learning (SRL) of 42 students enrolled in three 5th grade classes were monitored. The students took the MOOCCLIL class for one year…

A meta-analysis of self-regulated learning in work-related training and educational attainment: what we know and where we need to go.

PubMed

Sitzmann, Traci; Ely, Katherine

2011-05-01

Researchers have been applying their knowledge of goal-oriented behavior to the self-regulated learning domain for more than 30 years. This review examines the current state of research on self-regulated learning and gaps in the field's understanding of how adults regulate their learning of work-related knowledge and skills. Self-regulation theory was used as a conceptual lens for deriving a heuristic framework of 16 fundamental constructs that constitute self-regulated learning. Meta-analytic findings (k=430, N=90,380) support theoretical propositions that self-regulation constructs are interrelated-30% of the corrected correlations among constructs were .50 or greater. Goal level, persistence, effort, and self-efficacy were the self-regulation constructs with the strongest effects on learning. Together these constructs accounted for 17% of the variance in learning, after controlling for cognitive ability and pretraining knowledge. However, 4 self-regulatory processes-planning, monitoring, help seeking, and emotion control-did not exhibit significant relationships with learning. Thus, a parsimonious framework of the self-regulated learning domain is presented that focuses on a subset of self-regulatory processes that have both limited overlap with other core processes and meaningful effects on learning. Research is needed to advance the field's understanding of how adults regulate their learning in an increasingly complex and knowledge-centric work environment. Such investigations should capture the dynamic nature of self-regulated learning, address the role of self-regulation in informal learning, and investigate how trainees regulate their transfer of training. © 2011 American Psychological Association

The Relationship between Learning Self-Regulation Skills and Improved Performance in Reading and Language Arts for Middle School Students

ERIC Educational Resources Information Center

Gouin, Rhoda D.

2012-01-01

The purpose of this study was to address the problem of poor student achievement and high discipline referrals in a rural middle school in the southeastern United States. The theoretical foundations for this study were Bandura's social cognitive theory of self-efficacy and Glasser's choice theory. Research questions involved understanding the…

Cultural and Social Processes of Language Brokering among Arab, Asian, and Latin Immigrants

ERIC Educational Resources Information Center

Guan, Shu-Sha Angie; Nash, Afaf; Orellana, Marjorie Faulstich

2016-01-01

This study examines how language and culture brokering (translating and interpreting language and culture for others) influences the acculturative experiences and self-perceptions of young adults from immigrant Arab, Asian, and Latino American backgrounds. Semi-structured interviews with 10 participants suggest that mediating information for…

Does Training in How to Regulate One's Learning Affect How Students Report Self-Regulated Learning in Diary Tasks?

ERIC Educational Resources Information Center

Costa Ferreira, P.; Veiga Simão, A. M.; Lopes da Silva, A.

2015-01-01

The processes and perceptions of students' self-regulated learning are not easily measured. Thus, research has presented and suggested numerous ways in which these processes and perceptions of self-regulated learning can be investigated and assessed. Accordingly, this study aims to assess whether training in how to regulate one's learning is…

Action Control, L2 Motivational Self System, and Motivated Learning Behavior in a Foreign Language Learning Context

ERIC Educational Resources Information Center

Khany, Reza; Amiri, Majid

2018-01-01

Theoretical developments in second or foreign language motivation research have led to a better understanding of the convoluted nature of motivation in the process of language acquisition. Among these theories, action control theory has recently shown a good deal of explanatory power in second language learning contexts and in the presence of…

Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement

NASA Astrophysics Data System (ADS)

Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Sungur Vural, Semra

2013-11-01

Background. There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose. This study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), self-regulation, and science achievement. Sample. The sample for this study comprised 802 Grade 8 students from 14 public middle schools in a district of Ankara in Turkey. Design and methods. Students were administered 4 instruments: Constructivist Learning Environment Survey, Goal Achievement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. LISREL 8.7 program with SIMPLIS programming language was used to test the conceptual model. Providing appropriate fit indices for the proposed model, the standardized path coefficients for direct effects were examined. Results. At least one dimension of the constructivist learning environment was associated with students' intrinsic interest, goal orientation, self-efficacy, self-regulation, and science achievement. Self-efficacy emerged as the strongest predictor of both mastery and performance avoidance goals rather than the approach goals. Intrinsic value was found to be significantly linked to science achievement through its effect on self-regulation. The relationships between self-efficacy and self-regulation and between goal orientation and science achievement were not significant. Conclusion. In a classroom environment supporting student autonomy and control, students tend to develop higher interest in tasks, use more self-regulatory strategies, and demonstrate higher academic performance. Science teachers are highly recommended to consider these findings when designing their lessons. For the creation of such a learning environment, teachers can design open-ended inquiry activities in which students have opportunities to take responsibility, reflect on their views, and accomplish challenging tasks.

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,…

Self-Assessment of Individual Differences in Language Switching

PubMed Central

Rodriguez-Fornells, Antoni; Krämer, Ulrike M.; Lorenzo-Seva, Urbano; Festman, Julia; Münte, Thomas F.

2012-01-01

Language switching is omnipresent in bilingual individuals. In fact, the ability to switch languages (code switching) is a very fast, efficient, and flexible process that seems to be a fundamental aspect of bilingual language processing. In this study, we aimed to characterize psychometrically self-perceived individual differences in language switching and to create a reliable measure of this behavioral pattern by introducing a bilingual switching questionnaire. As a working hypothesis based on the previous literature about code switching, we decomposed language switching into four constructs: (i) L1 switching tendencies (the tendency to switch to L1; L1-switch); (ii) L2 switching tendencies (L2-switch); (iii) contextual switch, which indexes the frequency of switches usually triggered by a particular situation, topic, or environment; and (iv) unintended switch, which measures the lack of intention and awareness of the language switches. A total of 582 Spanish–Catalan bilingual university students were studied. Twelve items were selected (three for each construct). The correlation matrix was factor-analyzed using minimum rank factor analysis followed by oblique direct oblimin rotation. The overall proportion of common variance explained by the four extracted factors was 0.86. Finally, to assess the external validity of the individual differences scored with the new questionnaire, we evaluated the correlations between these measures and several psychometric (language proficiency) and behavioral measures related to cognitive and attentional control. The present study highlights the importance of evaluating individual differences in language switching using self-assessment instruments when studying the interface between cognitive control and bilingualism. PMID:22291668

Schooling effects on preschoolers’ self-regulation, early literacy, and language growth

PubMed Central

Skibbe, Lori E.; Connor, Carol McDonald; Morrison, Frederick J.; Jewkes, Abigail M.

2010-01-01

The present study examined the influence of schooling during children’s first and second years of preschool for children who experienced different amounts of preschool (i.e., one or two years), but who were essentially the same chronological age. Children (n = 76) were tested in the fall and spring of the school year using measures of self-regulation, decoding, letter knowledge, and vocabulary. Using hierarchical linear modeling (HLM), preschool was not associated with children’s development of self-regulation in either year. For decoding and letter knowledge, children finishing their second year of preschool had higher scores, although both groups of children grew similarly during the school year. Thus, our results suggest that the first and second years of preschool are both systematically associated with decoding and letter knowledge gains, and the effects are cumulative (two years predicted greater gains overall than did one year of preschool). Finally, children’s chronological age, and not whether they experienced one versus two years of preschool, predicted children’s vocabulary and self-regulation outcomes. Implications for preschool curricula and instruction are discussed, including the increasing emphasis on literacy learning prior to kindergarten entry and the need to address self-regulation development along with academic learning. PMID:24068856

Self-Regulation Processes and Thriving in Childhood and Adolescence: A View of the Issues

ERIC Educational Resources Information Center

Lerner, Richard M.; Lerner, Jacqueline V.; Bowers, Edmond P.; Lewin-Bizan, Selva; Gestsdottir, Steinunn; Urban, Jennifer Brown

2011-01-01

Both organismic and intentional self-regulation processes must be integrated across childhood and adolescence for adaptive developmental regulations to exist and for the developing person to thrive, both during the first two decades of life and through the adult years. To date, such an integrated, life-span approach to self-regulation during…

Home Language Survey Data Quality Self-Assessment. REL 2017-198

ERIC Educational Resources Information Center

Henry, Susan F.; Mello, Dan; Avery, Maria-Paz; Parker, Caroline; Stafford, Erin

2017-01-01

Most state departments of education across the United States recommend or require that districts use a home language survey as the first step in a multistep process of identifying students who qualify for English learner student services. School districts typically administer the home language survey to parents and guardians during a student's…

Socio-Cultural Factors in Second Language Learning: A Case Study of Adventurous Adult Language Learners

ERIC Educational Resources Information Center

Ozfidan, Burhan; Machtmes, Krisanna L.; Demir, Husamettin

2014-01-01

Sociocultural theories consider language learning as a social practice examines students as active participants in the construction of learning processes. This study investigates sociocultural theories' central concepts, which includes peer interaction and feedback, private speech, and self-efficacy. The present study is a case study of twenty…

Enhancing English Learners' Language Development Using Wordless Picture Books

ERIC Educational Resources Information Center

Louie, Belinda; Sierschynski, Jarek

2015-01-01

This article presents an approach to use wordless picture books to enhance the language development of English language learners. This approach is grounded in best practices to teach ELLs. The process starts with viewing and analyzing the visual images, engaging ELLs in discussion, and ending with students' self-authored texts. The wordless…

A social learning perspective: a model of parenting styles, self-regulation, perceived drinking control, and alcohol use and problems.

PubMed

Patock-Peckham, J A; Cheong, J; Balhorn, M E; Nagoshi, C T

2001-09-01

This investigation sought to determine how different parenting styles are related to general self-regulatory processes that are linked to alcohol use and abuse. Self-regulation and, more specifically, thoughts of control over drinking are forms of positive self-control mechanisms. Parenting styles are known determinants of both negative and positive self-control mechanisms in offspring. According to social learning theory, stronger relationships between parenting style and self-regulatory processes would be expected from the parent who is the same sex as the respondent. A total of 144 female and 107 male college students currently using alcohol were administered a questionnaire on their alcohol use and problems, perceived style of parenting (authoritarian, permissive, or authoritative) of their parents, self-regulation, and perceived control of drinking. A model linking parenting styles, self-regulatory processes, and control over drinking with alcohol use and alcohol problems was tested across sex groups by using structural equation modeling. In general, the parenting style of the parent of the same sex as the respondent's was found to be significantly related to self-regulation, which is known to be protective against alcohol use and abuse. A permissive parent of the same sex as the respondent was negatively associated with good self-regulatory processes for both men and women. Having an authoritative mother was also shown to be related to higher levels of self-regulation for women. Self-regulation mediated the pathway from a permissive parenting style to perceived drinking control, which, in turn, mediated the pathway from self-regulation to alcohol use and problems. Finally, self-regulation mediated the positive pathway from an authoritative mother to perceived control over drinking for women.

Legal Language: What Is It and What Can We Do About It?

ERIC Educational Resources Information Center

Charrow, Veda R.; Crandall, Jo Ann

The simplification of legal language is required by President Carter's Executive Order requiring "clear and simple English" in government regulations. A major problem in the simplification process is the absence of any adequate description or classification of legal language. This paper defines some specific features of legal language,…

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…

Language of motivation and emotion in an internet support group for smoking cessation: explorative use of automated content analysis to measure regulatory focus.

PubMed

Johnsen, Jan-Are K; Vambheim, Sara M; Wynn, Rolf; Wangberg, Silje C

2014-01-01

The present study describes a novel approach to the identification of the motivational processes in text data extracted from an Internet support group (ISG) for smoking cessation. Based on the previous findings that a "prevention" focus might be more relevant for maintaining behavior change, it was hypothesized that 1) language use (ie, the use of emotional words) signaling a "promotion" focus would be dominant in the initiating stages of the ISG, and 2) that the proportion of words signaling a prevention focus would increase over time. The data were collected from the ISG site, spanning 4 years of forum activity. The data were analyzed using the Linguistic Inquiry and Word Count application. The first hypothesis - of promotion focus dominance in the initiating stages - was not supported during year 1. However, for all the other years measured, the data showed that a prevention failure was more dominant compared with a promotion failure. The results indicate that content analysis could be used to investigate motivational and language-driven processes in ISGs. Understanding the interplay between self-regulation, lifestyle change, and modern communication channels could be of vital importance in providing the public with better health care services and interventions.

The Two Faces of Temptation: Differing Motives for Self-Control

ERIC Educational Resources Information Center

Jensen-Campbell, Lauri A.; Graziano, William G.

2005-01-01

Self-regulation is critical to social and personality development in all cultures. Self-regulation may have developmental origins in temperament, yet it also interacts with socialization processes. This research specifically probes children's self-regulation during resistance to temptation. Socialization of self-regulation may be influenced by the…

An Ada implementation of the network manager for the advanced information processing system

NASA Technical Reports Server (NTRS)

Nagle, Gail A.

1986-01-01

From an implementation standpoint, the Ada language provided many features which facilitated the data and procedure abstraction process. The language supported a design which was dynamically flexible (despite strong typing), modular, and self-documenting. Adequate training of programmers requires access to an efficient compiler which supports full Ada. When the performance issues for real time processing are finally addressed by more stringent requirements for tasking features and the development of efficient run-time environments for embedded systems, the full power of the language will be realized.

Current Issues in Self-Regulation Research and Their Significance for Therapeutic Intervention in Offender Groups

ERIC Educational Resources Information Center

Ross, Thomas

2008-01-01

During the last decade, theory and research on human self-regulation has made significant progress. While self-regulation may be understood as a generic term comprising a range of different cognitive, emotional, and behavioral processes, most research pertains to a subcomponent of self-regulation, namely emotional self-regulation, or emotional…

Intentions and actions in molecular self-assembly: perspectives on students' language use

NASA Astrophysics Data System (ADS)

Höst, Gunnar E.; Anward, Jan

2017-04-01

Learning to talk science is an important aspect of learning to do science. Given that scientists' language frequently includes intentions and purposes in explanations of unobservable objects and events, teachers must interpret whether learners' use of such language reflects a scientific understanding or inaccurate anthropomorphism and teleology. In the present study, a framework consisting of three 'stances' (Dennett, 1987) - intentional, design and physical - is presented as a powerful tool for analysing students' language use. The aim was to investigate how the framework can be differentiated and used analytically for interpreting students' talk about a molecular process. Semi-structured group discussions and individual interviews about the molecular self-assembly process were conducted with engineering biology/chemistry (n = 15) and biology/chemistry teacher students (n = 6). Qualitative content analysis of transcripts showed that all three stances were employed by students. The analysis also identified subcategories for each stance, and revealed that intentional language with respect to molecular movement and assumptions about design requirements may be potentially problematic areas. Students' exclusion of physical stance explanations may indicate literal anthropomorphic interpretations. Implications for practice include providing teachers with a tool for scaffolding their use of metaphorical language and for supporting students' metacognitive development as scientific language users.

Supporting the self-regulatory resource: does conscious self-regulation incidentally prime nonconscious support processes?

PubMed

Dorris, Derek C

2009-11-01

Ego-depletion (depletion of self-regulatory strength) can impair conscious efforts at self-regulation. Research into nonconscious self-regulation has demonstrated that preconscious automaticity and implementation intentions can automatically carry out regulatory tasks during times of ego-depletion. However, preconscious automaticity can only emerge during well-practiced tasks while implementation intentions can only support tasks that have been explicitly planned. Thus, when it comes to supporting the conscious self-regulation of nonroutine and unplanned behaviour during times of ego-depletion these processes should be ineffective. However, it is argued here that because the conscious self-regulation of nonroutine and unplanned behaviour can incidentally prime the underlying mental representations those primed representations can be postconsciously re-activated to support that behaviour during times of ego-depletion. Postconscious self-regulation might, therefore, support a type of self-regulatory behaviour that has, thus far, not been associated with any form of support.

Affect and Self-Regulation

ERIC Educational Resources Information Center

Malmivuori, Marja-Liisa

2006-01-01

This paper presents affect as an essential aspect of students' self-reflection and self-regulation. The introduced concepts of self-system and self-system process stress the importance of self-appraisals of personal competence and agency in affective responses and self-regulation in problem solving. Students are viewed as agents who constantly…

Sleep Moderates the Association Between Response Inhibition and Self-Regulation in Early Childhood

PubMed Central

Schumacher, Allyson M.; Miller, Alison L.; Watamura, Sarah E.; Kurth, Salome; Lassonde, Jonathan M.; LeBourgeois, Monique K.

2017-01-01

Early childhood is a time of rapid developmental changes in sleep, cognitive control processes, and the regulation of emotion and behavior. This experimental study examined sleep-dependent effects on response inhibition and self-regulation, as well as whether acute sleep restriction moderated the association between these processes. Preschool children (N = 19; 45.6 ± 2.2 months; 11 female) followed a strict sleep schedule for at least 3 days before each of 2 morning behavior assessments: baseline (habitual nap/night sleep) and sleep restriction (missed nap/delayed bedtime). Response inhibition was evaluated via a go/no-go task. Twelve self-regulation strategies were coded from videotapes of children while attempting an unsolvable puzzle. We then created composite variables representing adaptive and maladaptive self-regulation strategies. Although we found no sleep-dependent effects on response inhibition or self-regulation measures, linear mixed-effects regression showed that acute sleep restriction moderated the relationship between these processes. At baseline, children with better response inhibition were more likely to use adaptive self-regulation strategies (e.g., self-talk, alternate strategies), and those with poorer response inhibition showed increased use of maladaptive self-regulation strategies (e.g., perseveration, fidgeting); however, response inhibition was not related to self-regulation strategies following sleep restriction. Our results showing a sleep-dependent effect on the associations between response inhibition and self-regulation strategies indicate that adequate sleep facilitates synergy between processes supporting optimal social-emotional functioning in early childhood. Although replication studies are needed, findings suggest that sleep may alter connections between maturing emotional and cognitive systems, which have important implications for understanding risk for or resilience to developmental psychopathology. PMID:27652491

Sleep Moderates the Association Between Response Inhibition and Self-Regulation in Early Childhood.

PubMed

Schumacher, Allyson M; Miller, Alison L; Watamura, Sarah E; Kurth, Salome; Lassonde, Jonathan M; LeBourgeois, Monique K

2017-01-01

Early childhood is a time of rapid developmental changes in sleep, cognitive control processes, and the regulation of emotion and behavior. This experimental study examined sleep-dependent effects on response inhibition and self-regulation, as well as whether acute sleep restriction moderated the association between these processes. Preschool children (N = 19; 45.6 ± 2.2 months; 11 female) followed a strict sleep schedule for at least 3 days before each of 2 morning behavior assessments: baseline (habitual nap/night sleep) and sleep restriction (missed nap/delayed bedtime). Response inhibition was evaluated via a go/no-go task. Twelve self-regulation strategies were coded from videotapes of children while attempting an unsolvable puzzle. We then created composite variables representing adaptive and maladaptive self-regulation strategies. Although we found no sleep-dependent effects on response inhibition or self-regulation measures, linear mixed-effects regression showed that acute sleep restriction moderated the relationship between these processes. At baseline, children with better response inhibition were more likely to use adaptive self-regulation strategies (e.g., self-talk, alternate strategies), and those with poorer response inhibition showed increased use of maladaptive self-regulation strategies (e.g., perseveration, fidgeting); however, response inhibition was not related to self-regulation strategies following sleep restriction. Our results showing a sleep-dependent effect on the associations between response inhibition and self-regulation strategies indicate that adequate sleep facilitates synergy between processes supporting optimal social-emotional functioning in early childhood. Although replication studies are needed, findings suggest that sleep may alter connections between maturing emotional and cognitive systems, which have important implications for understanding risk for or resilience to developmental psychopathology.

Examining the Level of Convergence among Self-Regulated Learning Microanalytic Processes, Achievement, and a Self-Report Questionnaire

ERIC Educational Resources Information Center

Cleary, Timothy J.; Callan, Gregory L.; Malatesta, Jaime; Adams, Tanya

2015-01-01

This study examined the convergent and predictive validity of self-regulated learning (SRL) microanalytic measures. Specifically, theoretically based relations among a set of self-reflection processes, self-efficacy, and achievement were examined as was the level of convergence between a microanalytic strategy measure and a SRL self-report…

Facilitating internalization: the self-determination theory perspective.

PubMed

Deci, E L; Eghrari, H; Patrick, B C; Leone, D R

1994-03-01

Self-determination theory (Deci & Ryan, 1985) posits that (a) people are inherently motivated to internalize the regulation of uninteresting though important activities; (b) there are two different processes through which such internalization can occur, resulting in qualitatively different styles of self-regulation; and (c) the social context influences which internalization process and regulatory style occur. The two types of internalization are introjection, which entails taking in a value or regulatory process but not accepting it as one's own, and integration, through which the regulation is assimilated with one's core sense of self. Introjection results in internally controlling regulation, whereas integration results in self-determination. An experiment supported our hypothesis that three facilitating contextual factors--namely, providing a meaningful rationale, acknowledging the behaver's feelings, and conveying choice--promote internalization, as evidenced by the subsequent self-regulation of behavior. This experiment also supported our expectation that when the social context supports self-determination, integration tends to occur, whereas when the context does not support self-determination, introjection tends to occur.

Improving Written Language Performance of Adolescents with Asperger Syndrome

PubMed Central

Delano, Monica E

2007-01-01

The effects of a multicomponent intervention involving self-regulated strategy development delivered via video self-modeling on the written language performance of 3 students with Asperger syndrome were examined. During intervention sessions, each student watched a video of himself performing strategies for increasing the number of words written and the number of functional essay elements. He then wrote a persuasive essay. The number of words written and number of functional essay elements included in each essay were measured. Each student demonstrated gains in the number of words written and number of functional essay elements. Maintenance of treatment effects at follow-up varied across targets and participants. Implications for future research are suggested. PMID:17624076

25 CFR 518.5 - What process will the Commission use to review petitions?

Code of Federal Regulations, 2010 CFR

2010-04-01

... PROVISIONS SELF REGULATION OF CLASS II GAMING § 518.5 What process will the Commission use to review petitions? (a) The Chairman shall appoint one Commissioner to administer the Office of Self Regulation. The Office of Self Regulation shall undertake an initial review of the petition to determine whether the...

Developing Interactional Awareness in the Second Language Classroom through Teacher Self-Evaluation

ERIC Educational Resources Information Center

Walsh, Steve

2003-01-01

This paper proposes a process model of reflective practice for second language teachers, designed to facilitate a closer understanding of language use and interactive decision-making. The L2 classroom is portrayed as a dynamic and complex series of inter-related contexts, in which interaction is central to teaching and learning. An understanding…

Self-tuning regulator for an interacting CSTR process

NASA Astrophysics Data System (ADS)

Rajendra Mungale, Niraj; Upadhyay, Akshay; Jaganatha Pandian, B.

2017-11-01

In the paper we have laid emphasis on STR that is Self Tuning Regulator and its application for an interacting process. CSTR has a great importance in Chemical Process when we deal with controlling different parameters of a process using CSTR. Basically CSTR is used to maintain a constant liquid temperature in the process. The proposed method called self-tuning regulator, is a different scheme where process parameters are updated and the controller parameters are obtained from the solution of a design problem. The paper deals with STR and methods associated with it.

Teacher-Student Relationships and L2 Motivation

ERIC Educational Resources Information Center

Henry, Alastair; Thorsen, Cecilia

2018-01-01

Positive relationships with teachers are important for students' second language motivation. However, little is known about how interpersonal interactions stimulate motivated behavior. Drawing on studies of teacher-student relationships, theories from positive psychology, and the psychology of unconscious self-regulation, this case study examines…

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

Exploration as a mediator of the relation between the attainment of motor milestones and the development of spatial cognition and spatial language.

PubMed

Oudgenoeg-Paz, Ora; Leseman, Paul P M; Volman, M Chiel J M

2015-09-01

The embodied-cognition approach views cognition and language as grounded in daily sensorimotor child-environment interactions. Therefore, the attainment of motor milestones is expected to play a role in cognitive-linguistic development. Early attainment of unsupported sitting and independent walking indeed predict better spatial cognition and language at later ages. However, evidence linking these milestones with the development of spatial language and evidence regarding factors that might mediate this relation are scarce. The current study examined whether exploration of spatial-relational object properties (e.g., the possibility of containing or stacking) and exploration of the space through self-locomotion mediate the effect of, respectively, age of sitting and age of walking on spatial cognition and spatial language. Thus, we hypothesized that an earlier age of sitting and walking predicts, respectively, higher levels of spatial-relational object exploration and exploration through self-locomotion, which in turn, predict better spatial cognition and spatial language at later ages. Fifty-nine Dutch children took part in a longitudinal study. A combination of tests, observations, and parental reports was used to measure motor development, exploratory behavior (age 20 months), spatial memory (age 24 months), spatial processing (age 32 months), and spatial language (age 36 months). Results show that attainment of sitting predicted spatial memory and spatial language, but spatial-relational object exploration did not mediate these effects. Attainment of independent walking predicted spatial processing and spatial language, and exploration through self-locomotion (partially) mediated these relations. These findings extend previous work and provide partial support for the hypotheses about the mediating role of exploration. (c) 2015 APA, all rights reserved).

Neural correlates of pragmatic language comprehension in autism spectrum disorders.

PubMed

Tesink, C M J Y; Buitelaar, J K; Petersson, K M; van der Gaag, R J; Kan, C C; Tendolkar, I; Hagoort, P

2009-07-01

Difficulties with pragmatic aspects of communication are universal across individuals with autism spectrum disorders (ASDs). Here we focused on an aspect of pragmatic language comprehension that is relevant to social interaction in daily life: the integration of speaker characteristics inferred from the voice with the content of a message. Using functional magnetic resonance imaging (fMRI), we examined the neural correlates of the integration of voice-based inferences about the speaker's age, gender or social background, and sentence content in adults with ASD and matched control participants. Relative to the control group, the ASD group showed increased activation in right inferior frontal gyrus (RIFG; Brodmann area 47) for speaker-incongruent sentences compared to speaker-congruent sentences. Given that both groups performed behaviourally at a similar level on a debriefing interview outside the scanner, the increased activation in RIFG for the ASD group was interpreted as being compensatory in nature. It presumably reflects spill-over processing from the language dominant left hemisphere due to higher task demands faced by the participants with ASD when integrating speaker characteristics and the content of a spoken sentence. Furthermore, only the control group showed decreased activation for speaker-incongruent relative to speaker-congruent sentences in right ventral medial prefrontal cortex (vMPFC; Brodmann area 10), including right anterior cingulate cortex (ACC; Brodmann area 24/32). Since vMPFC is involved in self-referential processing related to judgments and inferences about self and others, the absence of such a modulation in vMPFC activation in the ASD group possibly points to atypical default self-referential mental activity in ASD. Our results show that in ASD compensatory mechanisms are necessary in implicit, low-level inferential processes in spoken language understanding. This indicates that pragmatic language problems in ASD are not restricted to high-level inferential processes, but encompass the most basic aspects of pragmatic language processing.

Spoken language identification based on the enhanced self-adjusting extreme learning machine approach.

PubMed

Albadr, Musatafa Abbas Abbood; Tiun, Sabrina; Al-Dhief, Fahad Taha; Sammour, Mahmoud A M

2018-01-01

Spoken Language Identification (LID) is the process of determining and classifying natural language from a given content and dataset. Typically, data must be processed to extract useful features to perform LID. The extracting features for LID, based on literature, is a mature process where the standard features for LID have already been developed using Mel-Frequency Cepstral Coefficients (MFCC), Shifted Delta Cepstral (SDC), the Gaussian Mixture Model (GMM) and ending with the i-vector based framework. However, the process of learning based on extract features remains to be improved (i.e. optimised) to capture all embedded knowledge on the extracted features. The Extreme Learning Machine (ELM) is an effective learning model used to perform classification and regression analysis and is extremely useful to train a single hidden layer neural network. Nevertheless, the learning process of this model is not entirely effective (i.e. optimised) due to the random selection of weights within the input hidden layer. In this study, the ELM is selected as a learning model for LID based on standard feature extraction. One of the optimisation approaches of ELM, the Self-Adjusting Extreme Learning Machine (SA-ELM) is selected as the benchmark and improved by altering the selection phase of the optimisation process. The selection process is performed incorporating both the Split-Ratio and K-Tournament methods, the improved SA-ELM is named Enhanced Self-Adjusting Extreme Learning Machine (ESA-ELM). The results are generated based on LID with the datasets created from eight different languages. The results of the study showed excellent superiority relating to the performance of the Enhanced Self-Adjusting Extreme Learning Machine LID (ESA-ELM LID) compared with the SA-ELM LID, with ESA-ELM LID achieving an accuracy of 96.25%, as compared to the accuracy of SA-ELM LID of only 95.00%.

Spoken language identification based on the enhanced self-adjusting extreme learning machine approach

PubMed Central

Tiun, Sabrina; AL-Dhief, Fahad Taha; Sammour, Mahmoud A. M.

2018-01-01

Spoken Language Identification (LID) is the process of determining and classifying natural language from a given content and dataset. Typically, data must be processed to extract useful features to perform LID. The extracting features for LID, based on literature, is a mature process where the standard features for LID have already been developed using Mel-Frequency Cepstral Coefficients (MFCC), Shifted Delta Cepstral (SDC), the Gaussian Mixture Model (GMM) and ending with the i-vector based framework. However, the process of learning based on extract features remains to be improved (i.e. optimised) to capture all embedded knowledge on the extracted features. The Extreme Learning Machine (ELM) is an effective learning model used to perform classification and regression analysis and is extremely useful to train a single hidden layer neural network. Nevertheless, the learning process of this model is not entirely effective (i.e. optimised) due to the random selection of weights within the input hidden layer. In this study, the ELM is selected as a learning model for LID based on standard feature extraction. One of the optimisation approaches of ELM, the Self-Adjusting Extreme Learning Machine (SA-ELM) is selected as the benchmark and improved by altering the selection phase of the optimisation process. The selection process is performed incorporating both the Split-Ratio and K-Tournament methods, the improved SA-ELM is named Enhanced Self-Adjusting Extreme Learning Machine (ESA-ELM). The results are generated based on LID with the datasets created from eight different languages. The results of the study showed excellent superiority relating to the performance of the Enhanced Self-Adjusting Extreme Learning Machine LID (ESA-ELM LID) compared with the SA-ELM LID, with ESA-ELM LID achieving an accuracy of 96.25%, as compared to the accuracy of SA-ELM LID of only 95.00%. PMID:29672546

Treatment of Depression From a Self-Regulation Perspective: Basic Concepts and Applied Strategies in Self-System Therapy.

PubMed

Strauman, Timothy J; Eddington, Kari M

2017-02-01

Self-regulation models of psychopathology provide a theory-based, empirically supported framework for developing psychotherapeutic interventions that complement and extend current cognitive-behavioral models. However, many clinicians are only minimally familiar with the psychology of self-regulation. The aim of the present manuscript is twofold. First, we provide an overview of self-regulation as a motivational process essential to well-being and introduce two related theories of self-regulation which have been applied to depression. Second, we describe how self-regulatory concepts and processes from those two theories have been translated into psychosocial interventions, focusing specifically on self-system therapy (SST), a brief structured treatment for depression that targets personal goal pursuit. Two randomized controlled trials have shown that SST is superior to cognitive therapy for depressed clients with specific self-regulatory deficits, and both studies found evidence that SST works in part by restoring adaptive self-regulation. Self-regulation-based psychotherapeutic approaches to depression hold significant promise for enhancing treatment efficacy and ultimately may provide an individualizable framework for treatment planning.

Does Documenting the Regulation Process on a Blog Enhance Pre-Service Teachers' Self- and Co-Regulation in a Collaborative Project?

ERIC Educational Resources Information Center

Cho, Moon-Heum; Lim, Seongmi; Lee, Kyeonghwa

2017-01-01

Students often complain about unsatisfactory experiences resulting from disproportionate contributions to collaborative projects. To improve the experience, we applied regulation theory to design a process to document regulation on a blog and examined whether such documentation enhanced students' self-regulation and co-regulation skills while…

Magical thinking in narratives of adolescent cutters.

PubMed

Gregory, Robert J; Mustata, Georgian T

2012-08-01

Adolescents sometimes cut themselves to relieve distress; however, the mechanism is unknown. Previous studies have linked self-injury to deficits in processing emotions symbolically through language. To investigate expressive language of adolescent cutters, the authors analyzed 100 narratives posted on the Internet. Most narratives (n = 66) displayed idiosyncratic use of language indicating poor differentiation between the real and the symbolic, such as blood substituting for negative emotions, which can then be released from the self; or emotional pain magically transforming into physical pain, which can then be managed. This kind of magical thinking correlated with cutting to relieve distress, to see blood, and to feel pain, but negatively correlated with complex representation of people, understanding social causality, and self-esteem. The results suggest that magical thinking represents a pre-symbolic mental state that processes and organizes distressing emotions through body schema. Magical thinking thus provides a plausible mechanism for why cutting works. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Aptitude-treatment interactions revisited: effect of metacognitive intervention on subtypes of written expression in elementary school students.

PubMed

Hooper, Stephen R; Wakely, Melissa B; de Kruif, Renee E L; Swartz, Carl W

2006-01-01

We examined the effectiveness of a metacognitive intervention for written language performance, based on the Hayes model of written expression, for 73 fourth-grade (n = 38) and fifth-grade (n = 35) students. The intervention consisted of twenty 45-min writing lessons designed to improve their awareness of writing as a problem-solving process. Each of the lessons addressed some aspect of planning, translating, and reflecting on written products; their self-regulation of these processes; and actual writing practice. All instruction was conducted in intact classrooms. Prior to the intervention, all students received a battery of neurocognitive tests measuring executive functions, attention, and language. In addition, preintervention writing samples were obtained and analyzed holistically and for errors in syntax, semantics, and spelling. Following the intervention, the writing tasks were readministered and cluster analysis of the neurocognitive data was conducted. Cluster analytic procedures yielded 7 reliable clusters: 4 normal variants, 1 Problem Solving weakness, 1 Problem Solving Language weaknesses, and 1 Problem Solving strength. The response to the single treatment by these various subtypes revealed positive but modest findings. Significant group differences were noted for improvement in syntax errors and spelling, with only spelling showing differential improvement for the Problem Solving Language subtype. In addition, there was a marginally significant group effect for holistic ratings. These findings provide initial evidence that Writing Aptitude (subtype) x Single Treatment interactions exist in writing, but further research is needed with other classification schemes and interventions.

Processing Tense/Aspect-Agreement Violations On-Line in the Second Language: A Self-Paced Reading Study with French and German L2 Learners of English

ERIC Educational Resources Information Center

Roberts, Leah; Liszka, Sarah Ann

2013-01-01

In this article, we report the results of a self-paced reading experiment designed to investigate the question of whether or not advanced French and German learners of English as a second language (L2) are sensitive to tense/aspect mismatches between a fronted temporal adverbial and the inflected verb that follows (e.g. *"Last week, James has…

Talking about self and other: emergence of an internal state lexicon in young children with Down syndrome.

PubMed

Beeghly, M; Cicchetti, D

1997-01-01

The ability to talk about the internal states (IS) of self and other is an age-typical development of early childhood that is thought to reflect young children's emergent self-other understanding. This study examined the emergence of an IS lexicon in a cross-sectional sample of young children with Down syndrome (DS) and a cognitively and demographically comparable group of normally developing (ND) children. Children's IS lexicons were derived from transcripts of their spontaneous utterances during two laboratory contexts: a mother-child emotions picture book task and semistructured play. Children with DS produced significantly fewer IS words and fewer IS word types than their MA-matched counterparts. Controlling for corpus size, children with DS also were less likely to attribute internal states to themselves and were more context bound in their use of IS language. In addition, children with DS also differed from ND children in the semantic content of their IS language, with proportionately higher rates of affective words and lower rates for words about volition ability, and cognition. For both the DS and ND groups, individual differences in IS language production were significantly related to general expressive language skills. However, dissociations were observed for the relation between children's IS word production and nonverbal symbolic play skills in the two groups. These findings suggest some degree of disorganization at the interface among symbolic domains for children with DS. Because IS language is critical to the regulation of social interaction and an early index of self-other differentiation and understanding, children with DS may be at risk for later compromises in self-organization.

Manifestation of the synergetic mechanism in the implementation of automatic processing of scientific documents

NASA Astrophysics Data System (ADS)

Chizhacovsky, Valentin; Popescu, Anatol N.; Russu, Vladimir

2005-02-01

This article is dedicated to the problem of the presence in the natural language and in the cognitive-verbal human activity of an interior mechanisms of reproduction and self regulation which will help us solve problem by the automatic documents. We have attributed to these mechanisms the property of being synergetic. The above expressed thought has been confirmed at the implementation of the automatic processing of scientific articles, published in the German specialized magazine "Wasserwirtschaft-Wassertechnik-WWT", which we have addressed to the sub subject field "Abwasser" (waste water). By dividing the implementation of our task in many consequent stages and sub stages we have obtained the possibilities to create the conditions which favored the manifestation of the needed linguistic synergetic activities.

Self-determination, behavioral engagement, disaffection, and academic performance: a mediational analysis.

PubMed

González, Antonio; Paoloni, Paola Verónica

2014-11-14

The present study examined the role of behavioral engagement and disaffection as mediators between self-determination and academic performance. Participants were 545 secondary students (53.4% girls) aged 12 to 19 years. Variables were assessed in the Spanish language classroom over a nine-month period. Students estimated their self-determination, and their teachers assessed student engagement, disaffection, and performance. Structural equation models corroborated the hypotheses: the types of self-determination differentially predicted engagement (R 2 = .39) and disaffection (R 2 = .24), and were progressively more adaptive the higher the autonomy; self-determination, behavioral engagement, and disaffection predicted performance (R 2 = .43); engagement and disaffection partially mediated the relationship from external regulation (β = -.097; p < .002; Confidence Interval = -.177, -.051), identified regulation (β = .109; p < .006; CI = .054, .165), and intrinsic motivation (β = .139; p < .002; CI = .086, .206) to performance. The implications of these findings for current theory and educational intervention are discussed.

Understanding Performance Decrements in a Letter-Canceling Task: Overcoming Habits or Inhibition of Reading.

PubMed

Myers, Larry; Downie, Steven; Taylor, Grant; Marrington, Jessica; Tehan, Gerald; Ireland, Michael J

2018-01-01

The importance of self-regulation in human behavior is readily apparent and diverse theoretical accounts for explaining self-regulation failures have been proposed. Typically, these accounts are based on a sequential task methodology where an initial task is presented to deplete self-regulatory resources, and carryover effects are then examined on a second outcome task. In the aftermath of high profile replication failures using a popular letter-crossing task as a means of depleting self-regulatory resources and subsequent criticisms of that task, current research into self-control is currently at an impasse. This is largely due to the lack of empirical research that tests explicit assumptions regarding the initial task. One such untested assumption is that for resource depletion to occur, the initial task must first establish an habitual response and then this habitual response must be inhibited, with behavioral inhibition being the causal factor in inducing depletion. This study reports on four experiments exploring performance on a letter-canceling task, where the rules for target identification remained constant but the method of responding differed (Experiment 1) and the coherence of the text was manipulated (Experiments 1-4). Experiment 1 established that habit forming and behavioral inhibition did not produce any performance decrement when the targets were embedded in random letter strings. Experiments 2-4 established that target detection was sensitive to language characteristics and the coherence of the background text, suggesting that participants' automatic reading processes is a key driver of performance in the letter-e task.

Children's Self-Regulation and School Achievement in Cultural Contexts: The Role of Maternal Restrictive Control

PubMed Central

Weis, Mirjam; Trommsdorff, Gisela; Muñoz, Lorena

2016-01-01

Self-regulation can be developed through parent-child interactions and has been related to developmental outcomes, e.g., such as educational achievement. This study examined cross-cultural differences and similarities in maternal restrictive control, self-regulation (i.e., behavior and emotion regulation) and school achievement and relations among these variables in Germany and Chile. Seventy-six German and 167 Chilean fourth graders, their mothers, and their teachers participated. Mothers and teachers rated children's behavior regulation with a subscale of the Strengths and Difficulties Questionnaire. Children reported their use of emotion regulation strategies on the Questionnaire for the Measurement of Stress and Coping. Mothers rated maternal restrictive control by answering the Parenting Practice Questionnaire. School achievement was assessed by grades for language and mathematics. Results showed higher behavior regulation of German children in comparison to Chilean children and a higher preference of restrictive parental control in Chilean mothers than in German mothers. Regression analyses revealed positive relations between children's behavior regulation and school achievement in Germany and in Chile. Further, in both cultural contexts, maternal restrictive control was related negatively to behavior regulation and positively to anger-oriented emotion regulation. In sum, the study showed the central function of behavior regulation for school achievement underlining negative relations of maternal restrictive control with children's self-regulation and school achievement in diverse cultural contexts. Culturally adapted interventions related to parenting practices to promote children's behavior regulation may assist in also promoting children's school achievement. PMID:27303318

Self-Regulation in Broadcasting Revisited.

ERIC Educational Resources Information Center

Linton, Bruce A.

1987-01-01

Discusses the self-regulatory processes of the broadcast industry as related to advertising and programing standards after the elimination of the National Association of Broadcasters (NAB) "Code." Asserts that, even though the code is gone, the process of self-regulation continues. (MM)

Effects of Lexical Features, Textual Properties, and Individual Differences on Word Processing Times during Second Language Reading Comprehension

ERIC Educational Resources Information Center

Kim, Minkyung; Crossley, Scott A.; Skalicky, Stephen

2018-01-01

This study examines whether lexical features and textual properties along with individual differences on the part of readers influence word processing times during second language (L2) reading comprehension. Forty-eight Spanish-speaking adolescent and adult learners of English read nine English passages in a self-paced word-by-word reading…

Expert Voices in Learning Improvisation: Shaping Regulation Processes through Experiential Influence

ERIC Educational Resources Information Center

de Bruin, Leon R.

2017-01-01

Interpersonal and collaborative activity plays an important role in the social aspects of self-regulated learning (SRL) development. Peer, teacher and group interactions facilitate support for self-regulation, co-regulation and socially shared regulatory processes. Situated and experiential interplay facilitates personal, co-constructed and…

New Perspectives for the Evaluation of Training Sessions in Self-Regulated Learning: Time-Series Analyses of Diary Data

ERIC Educational Resources Information Center

Schmitz, Bernhard; Wiese, Bettina S.

2006-01-01

The present study combines a standardized diary approach with time-series analysis methods to investigate the process of self-regulated learning. Based on a process-focused adaptation of Zimmerman's (2000) learning model, an intervention (consisting of four weekly training sessions) to increase self-regulated learning was developed. The diaries…

Individual Distinctive Features of Self-Regulation Processes Peculiar to Students of Different Profiles of Lateral Organization

ERIC Educational Resources Information Center

Korneeva, Svetlana A.; Zherebnenko, Oksana A.; Mukhamedzyanova, Flera G.; Moskalenko, Svetlana V.; Gorelikova, Olga N.

2016-01-01

The research paper presents an analysis of the interrelation between the lateral organisation profiles' indicators and self-regulation features. The existence of significant distinctions in the processes of self-regulation among respondents with different variants of lateral profiles of the interhemispheric asymmetry is proved, as well as the…

Semantic Elaboration: ERPs Reveal Rapid Transition from Novel to Known

ERIC Educational Resources Information Center

Bauer, Patricia J.; Jackson, Felicia L.

2015-01-01

Like language, semantic memory is productive: It extends itself through self-derivation of new information through logical processes such as analogy, deduction, and induction, for example. Though it is clear these productive processes occur, little is known about the time course over which newly self-derived information becomes incorporated into…

Language Assessment Literacy as Self-Awareness: "Understanding" the Role of Interpretation in Assessment and in Teacher Learning

ERIC Educational Resources Information Center

Scarino, Angela

2013-01-01

The increasing influence of sociocultural theories of learning on assessment practices in second language education necessitates an expansion of the knowledge base that teacher-assessors need to develop (what teachers need to know) and related changes in the processes of language teacher education (how they learn and develop it). Teacher assessors…

The Construction of New Political Identities through the Internationally Distributed English Learning Textbooks

ERIC Educational Resources Information Center

Varzande, Mohsen

2015-01-01

Today, English education is very important but language learning has long been challenged since learning a second language is not only the mastery of its forms but also a process of identity construction and self-positioning in the second language. A review of recent studies shows that the cultural effects of learning English in the…

Developing a Technological Pedagogical Content Knowledge (TPACK) Assessment for Preservice Teachers Learning to Teach English as a Foreign Language

ERIC Educational Resources Information Center

Baser, Derya; Kopcha, Theodore J.; Ozden, M. Yasar

2016-01-01

This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that…

Future orientation in the self-system: possible selves, self-regulation, and behavior.

PubMed

Hoyle, Rick H; Sherrill, Michelle R

2006-12-01

Possible selves are representations of the self in the future. Early theoretical accounts of the construct suggested that possible selves directly influence motivation and behavior. We propose an alternative view of possible selves as a component in self-regulatory processes through which motivation and behavior are influenced. We demonstrate the advantages of this conceptualization in two studies that test predictions generated from theoretical models of self-regulation in which the possible selves construct could be embedded. In one study, we show how viewing possible selves as a source of behavioral standards in a control-process model of self-regulation yields support for a set of predictions about the influence of possible selves on current behavior. In the other study, we examine possible selves in the context of an interpersonal model of self-regulation, showing strong evidence of concern for relational value in freely generated hoped-for and feared selves. These findings suggest that the role of possible selves in motivation and behavior can be profitably studied in models that fully specify the process of self-regulation and that those models can be enriched by a consideration of future-oriented self-representations. We offer additional recommendations for strengthening research on possible selves and self-regulation.

Hearing, Auditory Processing, and Language Skills of Male Youth Offenders and Remandees in Youth Justice Residences in New Zealand.

PubMed

Lount, Sarah A; Purdy, Suzanne C; Hand, Linda

2017-01-01

International evidence suggests youth offenders have greater difficulties with oral language than their nonoffending peers. This study examined the hearing, auditory processing, and language skills of male youth offenders and remandees (YORs) in New Zealand. Thirty-three male YORs, aged 14-17 years, were recruited from 2 youth justice residences, plus 39 similarly aged male students from local schools for comparison. Testing comprised tympanometry, self-reported hearing, pure-tone audiometry, 4 auditory processing tests, 2 standardized language tests, and a nonverbal intelligence test. Twenty-one (64%) of the YORs were identified as language impaired (LI), compared with 4 (10%) of the controls. Performance on all language measures was significantly worse in the YOR group, as were their hearing thresholds. Nine (27%) of the YOR group versus 7 (18%) of the control group fulfilled criteria for auditory processing disorder. Only 1 YOR versus 5 controls had an auditory processing disorder without LI. Language was an area of significant difficulty for YORs. Difficulties with auditory processing were more likely to be accompanied by LI in this group, compared with the controls. Provision of speech-language therapy services and awareness of auditory and language difficulties should be addressed in youth justice systems.

Handbook of Self-Regulation of Learning and Performance

ERIC Educational Resources Information Center

Zimmerman, Barry J., Ed.; Schunk, Dale H., Ed.

2011-01-01

Self-regulated learning (or self-regulation) refers to the process whereby learners personally activate and sustain cognitions, affects, and behaviours that are systematically oriented toward the attainment of learning goals. This is the first volume to integrate into a single volume all aspects of the field of self-regulation of learning and…

A Social Cognitive View of Self-Regulated Learning about Health

ERIC Educational Resources Information Center

Clark, Noreen M.; Zimmerman, Barry J.

2014-01-01

Researchers interested in health-related learning have recently begun to study processes people use to self-regulate their health and their ability to prevent or control chronic disease. This paper represents a social cognitive view of self-regulation that involves three classes of influence on self-regulating behavior: personal, behavioral, and…

Babies' Self-Regulation: Taking a Broad Perspective

ERIC Educational Resources Information Center

Elliot, Enid; Gonzalez-Mena, Janet

2011-01-01

Self-regulation is a complex process that involves coordinating various systems of the body and mind, including feelings. It's not only about emotions but also about cognition. Self-regulation has an impact on social development, influencing how babies and toddlers get along with others. Through self-regulation, babies and toddlers learn to pay…

Clinical relevance of smartphone apps for diabetes management: A global overview.

PubMed

Huang, Zhilian; Soljak, Michael; Boehm, Bernhard Otto; Car, Josip

2018-05-01

We assessed the number, proportion, and clinical relevance of diabetes self-management apps in major languages spoken by 10 countries with the highest number of people with diabetes. China, India, USA, Brazil, Russian Federation, Mexico, Indonesia, Egypt, Japan, and Pakistan were identified as the 10 countries with the largest number of people with diabetes based on the latest NCD-RisC survey. Android and iOS apps in the 10 national languages were extracted with a search strategy. App titles and descriptions were systematically screened by trained reviewers, including apps specific for diabetes self-management and excluding apps for health care providers, general well-being, health and product promotion, and traditional cure. Eighteen apps in the above languages were then downloaded based on availability and popularity and assessed for clinical relevance to diabetes self-management with reference to current clinical guidelines. The diabetes-related search terms identified 3374 Android and 4477 iOS apps, where 1019 Android and 1303 iOS apps were screened as being relevant for diabetes self-management. Chinese and English language apps constitute above 80% of the diabetes apps, have more downloads, and more comprehensive clinically relevant functions compared with other languages. None of the apps assessed met all criteria for information provision and app functionalities nor provided information cited from accredited sources. Our study showed that apps could play an important role in complementing multifaceted diabetes care, but should preferably be regulated, context specific, and more tailored to users' needs with clear guidance for patients and clinicians about the choices. Copyright © 2018 John Wiley & Sons, Ltd.

Self-Regulated Learning from Illustrated Text: Eye Movement Modelling to Support Use and Regulation of Cognitive Processes during Learning from Multimedia

ERIC Educational Resources Information Center

Scheiter, Katharina; Schubert, Carina; Schüler, Anne

2018-01-01

Background: When learning with text and pictures, learners often fail to adequately process the materials, which can be explained as a failure to self-regulate one's learning by choosing adequate cognitive learning processes. Eye movement modelling examples (EMME) showing how to process multimedia instruction have improved elementary school…

When syntax meets action: Brain potential evidence of overlapping between language and motor sequencing.

PubMed

Casado, Pilar; Martín-Loeches, Manuel; León, Inmaculada; Hernández-Gutiérrez, David; Espuny, Javier; Muñoz, Francisco; Jiménez-Ortega, Laura; Fondevila, Sabela; de Vega, Manuel

2018-03-01

This study aims to extend the embodied cognition approach to syntactic processing. The hypothesis is that the brain resources to plan and perform motor sequences are also involved in syntactic processing. To test this hypothesis, Event-Related brain Potentials (ERPs) were recorded while participants read sentences with embedded relative clauses, judging for their acceptability (half of the sentences contained a subject-verb morphosyntactic disagreement). The sentences, previously divided into three segments, were self-administered segment-by-segment in two different sequential manners: linear or non-linear. Linear self-administration consisted of successively pressing three buttons with three consecutive fingers in the right hand, while non-linear self-administration implied the substitution of the finger in the middle position by the right foot. Our aim was to test whether syntactic processing could be affected by the manner the sentences were self-administered. Main results revealed that the ERPs LAN component vanished whereas the P600 component increased in response to incorrect verbs, for non-linear relative to linear self-administration. The LAN and P600 components reflect early and late syntactic processing, respectively. Our results convey evidence that language syntactic processing and performing non-linguistic motor sequences may share resources in the human brain. Copyright © 2017 Elsevier Ltd. All rights reserved.

Parenting and Preschool Self-Regulation as Predictors of Social Emotional Competence in 1st Grade

PubMed Central

Russell, Beth S.; Lee, Jungeun Olivia; Spieker, Susan; Oxford, Monica L.

2016-01-01

The current longitudinal study used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) to examine a model of development that emphasizes early caregiving environments as predictors of social emotional competence (including classroom competence). This path analysis model included features of parenting, emotion regulation, preschool language skills, and attention to predict child outcomes in 1st grade. Early caregiving environments were directly predictive of peer relationship satisfaction, oppositional behavior, social skills, and classroom competence over and above significant mediated effects through preschool self regulation (language, inattention, and anger/frustration). These results suggest that the characteristics of supportive and stimulating caregiving shift in valence over time, such that qualities of the infant-child relationship that are significant in predicting early childhood outcomes are not the same as the caregiving qualities that move to the foreground in predicting primary school outcomes. Implications for school-readiness programming are discussed, including interventions in the early caregiving system to encourage sensitive and supportive parent child interactions to bolster school readiness via the development of social-emotional competence. PMID:27616805

Intergenerational Transmission of Self-Regulation: A Multidisciplinary Review and Integrative Conceptual Framework

PubMed Central

Bridgett, David J.; Burt, Nicole M.; Edwards, Erin S.; Deater-Deckard, Kirby

2014-01-01

This review examines mechanisms contributing to the intergenerational transmission of self-regulation. To provide an integrated account of how self-regulation is transmitted across generations, we draw from over 75 years of accumulated evidence, spanning case studies to experimental approaches, in literatures covering developmental, social, and clinical psychology, and criminology, physiology, genetics, and human and animal neuroscience (among others). First, we present a taxonomy of what self-regulation is and then examine how it develops – overviews that guide the main foci of the review. Next, studies supporting an association between parent and child self-regulation are reviewed. Subsequently, literature that considers potential social mechanisms of transmission, specifically parenting behavior, inter-parental (i.e., marital) relationship behaviors, and broader rearing influences (e.g., household chaos) are considered. Finally, literature providing evidence that prenatal programming may be the starting point of the intergenerational transmission of self-regulation is covered, along with key findings from the behavioral and molecular genetics literatures. To integrate these literatures, we introduce the Self-Regulation Intergenerational Transmission Model, a framework that brings together prenatal, social, and neurobiological mechanisms (spanning endocrine, neural, and genetic levels, including gene-environment interplay and epigenetic processes) to explain the intergenerational transmission of self-regulation. This model also incorporates potential transactional processes between generations (e.g., children’s self-regulation and parent-child interaction dynamics that may affect parents’ self-regulation) that further influence intergenerational processes. In pointing the way forward, we note key future directions and ways to address limitations in existing work throughout the review and in closing. We also conclude by noting several implications for intervention work. PMID:25938878

Language Policy and Governmentality in Businesses in Wales: A Continuum of Empowerment and Regulation

ERIC Educational Resources Information Center

Barakos, Elisabeth

2016-01-01

In this paper, I examine how language policy acts as a means of both empowering the Welsh language and the minority language worker and as a means of exerting power over them. For this purpose, the study focuses on a particular site: private sector businesses in Wales. Therein, I trace two major discursive processes: first, the Welsh Government's…

Magical Thinking in Narratives of Adolescent Cutters

ERIC Educational Resources Information Center

Gregory, Robert J.; Mustata, Georgian T.

2012-01-01

Adolescents sometimes cut themselves to relieve distress; however, the mechanism is unknown. Previous studies have linked self-injury to deficits in processing emotions symbolically through language. To investigate expressive language of adolescent cutters, the authors analyzed 100 narratives posted on the Internet. Most narratives (n = 66)…

Alcohol industry self-regulation: who is it really protecting?

PubMed

Noel, Jonathan; Lazzarini, Zita; Robaina, Katherine; Vendrame, Alan

2017-01-01

Self-regulation has been promoted by the alcohol industry as a sufficient means of regulating alcohol marketing activities. However, evidence suggests that the guidelines of self-regulated alcohol marketing codes are violated routinely, resulting in excessive alcohol marketing exposure to youth and the use of content that is potentially harmful to youth and other vulnerable populations. If the alcohol industry does not adhere to its own regulations the purpose and design of these codes should be questioned. Indeed, implementation of alcohol marketing self-regulation in Brazil, the United Kingdom and the United States was likely to delay statutory regulation rather than to promote public health. Moreover, current self-regulation codes suffer from vague language that may allow the industry to circumvent the guidelines, loopholes that may obstruct the implementation of the codes, lax exposure guidelines that can allow excessive youth exposure, even if properly followed, and a standard of review that may be inappropriate for protecting vulnerable populations. Greater public health benefits may be realized if legislative restrictions were applied to alcohol marketing, and strict statutory alcohol marketing regulations have been implemented and defended successfully in the European Union, with European courts declaring that restrictions on alcohol marketing are proportional to the benefits to public health. In contrast, attempts to restrict alcohol marketing activities in the United States have occurred through private litigation and have been unsuccessful. None the less, repeated violations of industry codes may provide legislators with sufficient justification to pass new legislation and for such legislation to withstand constitutional review in the United States and elsewhere. © 2016 Society for the Study of Addiction.

The Use of EPOSTL to Determine the Self-Efficacy of Prospective EFL Teachers: Raising Awareness in English Language Teacher Education

ERIC Educational Resources Information Center

Bergil, Ayfer Su; Sariçoban, Arif

2017-01-01

The current practices in the field of foreign language teacher education have a heavy inclination to make use of traditional means especially throughout the assessment process of student teachers at foreign language departments. Observing the world in terms of teacher education makes it urgent to include more reflective and objective tools in…

1976-1977 Johnson-O'Malley Technical Assistance Handbook.

ERIC Educational Resources Information Center

Leonard, Terry

Designed to provide a practical approach to the rules and regulations governing implementation of the American Indian Self-Determination and Education Assistance Act (PL 93-638) in conjunction with the Johnson-O'Malley Act (JOM), this technical assistance handbook is written in comic book style. Using straightforward language, this manual…

Understanding Military Culture: A Guide for Professional School Counselors

ERIC Educational Resources Information Center

Cole, Rebekah F.

2014-01-01

School counselors must be knowledgeable about military culture in order to help military students and their families in a culturally competent manner. This article explores the nature of this unique culture, which is often unfamiliar to educators, including its language, hierarchy, sense of rules and regulations, self-expectations and…

Body Awareness and Movement for Students with Multiple Disabilities Including Visual Impairments

ERIC Educational Resources Information Center

DePountis, Vicki; Cady, Deborah; Hallak, Tracy

2013-01-01

This conference presentation examines concept development for congenitally blind students. It presents current research on best-practice for teaching this population. Examples of strategies to reinforce understanding of body concepts, spatial awareness, and positional language, while promoting mirroring, self regulation, and purposeful movement to…

Word Play: Scaffolding Language Development through Child-Directed Play

ERIC Educational Resources Information Center

Wasik, Barbara A.; Jacobi-Vessels, Jill L.

2017-01-01

Play is an important activity in young children's lives. It is how children explore their world and build knowledge. Although free play, which is play that is totally child directed, contributes to children's learning, self-regulation and motivation, adults' participation in children's play is critical in their development, especially their…

Infant intersubjectivity: research, theory, and clinical applications.

PubMed

Trevarthen, C; Aitken, K J

2001-01-01

We review research evidence on the emergence and development of active "self-and-other" awareness in infancy, and examine the importance of its motives and emotions to mental health practice with children. This relates to how communication begins and develops in infancy, how it influences the individual subject's movement, perception, and learning, and how the infant's biologically grounded self-regulation of internal state and self-conscious purposefulness is sustained through active engagement with sympathetic others. Mutual self-other-consciousness is found to play the lead role in developing a child's cooperative intelligence for cultural learning and language. A variety of preconceptions have animated rival research traditions investigating infant communication and cognition. We distinguish the concept of "intersubjectivity", and outline the history of its use in developmental research. The transforming body and brain of a human individual grows in active engagement with an environment of human factors--organic at first, then psychological or inter-mental. Adaptive, human-responsive processes are generated first by interneuronal activity within the developing brain as formation of the human embryo is regulated in a support-system of maternal tissues. Neural structures are further elaborated with the benefit of intra-uterine stimuli in the foetus, then supported in the rapidly growing forebrain and cerebellum of the young child by experience of the intuitive responses of parents and other human companions. We focus particularly on intrinsic patterns and processes in pre-natal and post-natal brain maturation that anticipate psychosocial support in infancy. The operation of an intrinsic motive formation (IMF) that developed in the core of the brain before birth is evident in the tightly integrated intermodal sensory-motor coordination of a newborn infant's orienting to stimuli and preferential learning of human signals, by the temporal coherence and intrinsic rhythms of infant behaviour, especially in communication, and neonates' extraordinary capacities for reactive and evocative imitation. The correct functioning of this integrated neural motivating system is found to be essential to the development of both the infant's purposeful consciousness and his or her ability to cooperate with other persons' actions and interests, and to learn from them. The relevance of infants' inherent intersubjectivity to major child mental health issues is highlighted by examining selected areas of clinical concern. We review recent findings on postnatal depression, prematurity, autism, ADHD, specific language impairments, and central auditory processing deficits, and comment on the efficacy of interventions that aim to support intrinsic motives for intersubjective communication when these are not developing normally.

Growing and Educational Environment of College Students and Their Motivational and Self-regulated Learning

NASA Astrophysics Data System (ADS)

Peng, Cuixin

Students growing and being educated in different social background may perform differently in their learning process. These differences can be found in self-regulated behavior in fulfilling a certain task. This paper focuses on the differences of students' various growing and educational environment in motivation and self-regulated learning. Results reveal that there exist differences among students from big cities, middle and small town and countryside in motivational and self-regulated learning. It also indicates that students from big cities gain more knowledge of cognitive strategies in there learning process.

The role of learning environment on high school chemistry students' motivation and self-regulatory processes

NASA Astrophysics Data System (ADS)

Judd, Jeffrey S.

Changes to the global workforce and technological advancements require graduating high school students to be more autonomous, self-directed, and critical in their thinking. To reflect societal changes, current educational reform has focused on developing more problem-based, collaborative, and student-centered classrooms to promote effective self-regulatory learning strategies, with the goal of helping students adapt to future learning situations and become life-long learners. This study identifies key features that may characterize these "powerful learning environments", which I term "high self-regulating learning environments" for ease of discussion, and examine the environment's role on students' motivation and self-regulatory processes. Using direct observation, surveys, and formal and informal interviews, I identified perceptions, motivations, and self-regulatory strategies of 67 students in my high school chemistry classes as they completed academic tasks in both high and low self-regulating learning environments. With social cognitive theory as a theoretical framework, I then examined how students' beliefs and processes changed after they moved from low to a high self-regulating learning environment. Analyses revealed that key features such as task meaning, utility, complexity, and control appeared to play a role in promoting positive changes in students' motivation and self-regulation. As embedded cases, I also included four students identified as high self-regulating, and four students identified as low self-regulating to examine whether the key features of high and low self-regulating learning environments played a similar role in both groups. Analysis of findings indicates that key features did play a significant role in promoting positive changes in both groups, with high self-regulating students' motivation and self-regulatory strategies generally remaining higher than the low self-regulating students; this was the case in both environments. Findings suggest that classroom learning environments and instruction can be modified using variations of these key features to promote specific or various levels of motivation and self-regulatory skill. In this way, educators may tailor their lessons or design their classrooms to better match and develop students' current level of motivation and self-regulation in order to maximize engagement in an academic task.

Self-Regulation across Different Contexts: Findings in Young Albanian Children

ERIC Educational Resources Information Center

von Suchodoletz, Antje; Uka, Fitim; Larsen, Ross A. A. A.

2015-01-01

Research Findings: The importance of self-regulation for children's successful academic performance has led to greatly increased interest in this topic in recent years. However, less is known about the interrelations among self-regulatory processes across different contexts. The present study investigated the structure of self-regulation in young…

Brain and Behavioral Assessment of Executive Functions for Self-Regulating Levels of Language in Reading Brain.

PubMed

Berninger, Virginia W; Richards, Todd L; Abbott, Robert D

2017-11-01

This brief research report examines brain-behavioral relationships specific to levels of language in the complex reading brain. The first specific aim was to examine prior findings for significant fMRI connectivity from four seeds (left precuneus, left occipital temporal, left supramarginal, left inferior frontal) for each of four levels of language-subword, word (word-specific spelling or affixed words), syntax (with and without homonym foils or affix foils), and multi-sentence text to identify significant fMRI connectivity (a) unique to the lower level of language when compared to the immediately higher adjacent level of language across subword-word, word-syntax, and syntax-text comparisons; and (b) involving a brain region associated with executive functions. The second specific aim was to correlate the magnitude of that connectivity with standard scores on tests of Focused Attention (D-K EFS Color Word Form Inhibition) and Switching Attention (Wolf & Denckla Rapid Automatic Switching). Seven correlations were significant. Focused Attention was significantly correlated with the word level (word-specific spellings of real words) fMRI task in left cingulum from left inferior frontal seed. Switching Attention was significantly correlated with the (a) subword level (grapheme-phoneme correspondence) fMRI task in left and right Cerebellum V from left supramarginal seed; (b) the word level (word-specific spelling) fMRI task in right Cerebellum V from left precuneus seed; (c) the syntax level (with and without homonym foils) fMRI task in right Cerebellum V from left precuneus seed and from left supramarginal seed; and (d) syntax level (with and without affix foils) fMRI task in right Cerebellum V from left precuneus seed. Results are discussed in reference to neuropsychological assessment of supervisory attention (focused and switching) for specific levels of language related to reading acquisition in students with and without language-related specific learning disabilities and self-regulation of the complex reading brain.

Understanding the Psychological Process of Avoidance-Based Self-Regulation on Facebook.

PubMed

Marder, Ben; Houghton, David; Joinson, Adam; Shankar, Avi; Bull, Eleanor

2016-05-01

In relation to social network sites, prior research has evidenced behaviors (e.g., censoring) enacted by individuals used to avoid projecting an undesired image to their online audiences. However, no work directly examines the psychological process underpinning such behavior. Drawing upon the theory of self-focused attention and related literature, a model is proposed to fill this research gap. Two studies examine the process whereby public self-awareness (stimulated by engaging with Facebook) leads to a self-comparison with audience expectations and, if discrepant, an increase in social anxiety, which results in the intention to perform avoidance-based self-regulation. By finding support for this process, this research contributes an extended understanding of the psychological factors leading to avoidance-based regulation when online selves are subject to surveillance.

Boosting Vocabulary Learning through Self-Assessment in an English Language Teaching Context

ERIC Educational Resources Information Center

Duque Micán, Adriana; Cuesta Medina, Liliana

2017-01-01

This study explores the influence of self-assessment of vocabulary competence on a group of students' oral fluency. Twenty-four young adult learners participated in a learning process that promoted their oral skills and vocabulary development. Self-assessment was mainly examined through the analysis of students' learning logs, field notes and…

A model and treatment for autism at the convergence of Chinese medicine and Western science: first 130 cases.

PubMed

Silva, Louisa M T; Schalock, Mark; Ayres, Robert

2011-06-01

To present a model for autism showing that impairment of sensory and self-regulation is the core deficit that underlies delays in social/language skills and abnormal behavior in autism; and to demonstrate the efficacy of a treatment for autism based on Chinese medicine. Children with autism under 6 years of age were assigned to treatment or wait-list conditions. A total of 130 children were treated and the results compared with 45 wait-list controls. Treatment is a tuina methodology directed at sensory impairment--Kai Qiao Tuina. The treatment was a five-month protocol that was implemented daily by trained parents via trained support staff. The effects of treatment on the main symptoms, autistic behavior, social/language delay, sensory and self-regulatory impairment, as well as on parenting stress, were observed and compared. The treatment had a large effect size (P<0.0001) on measures of sensory and self-regulation. The evaluations done by pre-school teachers demonstrated improvement in the measures of autism (P<0.003), and were confirmed by evaluations done by parents (P<0.0001). There was a large decrease (P<0.0001) in parenting stress. Sensory and self-regulatory impairment is a main factor in the development and severity of autism. Treatment of young children with autism with Kai Qiao Tuina resulted in a decrease in sensory and self-regulatory impairment and a reduction in severity of measures of autism.

Regulation of Emotions in Socially Challenging Learning Situations: An Instrument to Measure the Adaptive and Social Nature of the Regulation Process

ERIC Educational Resources Information Center

Jarvenoja, Hanna; Volet, Simone; Jarvela, Sanna

2013-01-01

Self-regulated learning (SRL) research has conventionally relied on measures, which treat SRL as an aptitude. To study self-regulation and motivation in learning contexts as an ongoing adaptive process, situation-specific methods are needed in addition to static measures. This article presents an "Adaptive Instrument for Regulation of Emotions"…

Natural Language Processing and Game-Based Practice in iSTART

ERIC Educational Resources Information Center

Jackson, G. Tanner; Boonthum-Denecke, Chutima; McNamara, Danielle S.

2015-01-01

Intelligent Tutoring Systems (ITSs) are situated in a potential struggle between effective pedagogy and system enjoyment and engagement. iSTART, a reading strategy tutoring system in which students practice generating self-explanations and using reading strategies, employs two devices to engage the user. The first is natural language processing…

Introduction: Second Language Development as a Dynamic Process

ERIC Educational Resources Information Center

De Bot, Kees

2008-01-01

In this contribution, some of the basic characteristics of complex adaptive systems, collectively labeled Dynamic Systems Theory (DST), are discussed. Such systems are self-organizing, dependent on initial conditions, sometimes chaotic, and they show emergent properties. The focus in DST is on development over time. Language is seen as a dynamic…

Self-Regulation, Self-Efficacy and Health Behavior Change in Older Adults.

ERIC Educational Resources Information Center

Purdie, Nola; McCrindle, Andrea

2002-01-01

Presents an overview of self-regulation models: theory of planned behavior, protection motivation theory, health belief model, action control theory, transtheoretical model of behavior change, health action process, and precaution adoption process. Applies models to health behavior change in older adults with cardiovascular disease or diabetes.…

Usability Evaluation of NLP-PIER: A Clinical Document Search Engine for Researchers.

PubMed

Hultman, Gretchen; McEwan, Reed; Pakhomov, Serguei; Lindemann, Elizabeth; Skube, Steven; Melton, Genevieve B

2017-01-01

NLP-PIER (Natural Language Processing - Patient Information Extraction for Research) is a self-service platform with a search engine for clinical researchers to perform natural language processing (NLP) queries using clinical notes. We conducted user-centered testing of NLP-PIER's usability to inform future design decisions. Quantitative and qualitative data were analyzed. Our findings will be used to improve the usability of NLP-PIER.

GOAL - A test engineer oriented language. [Ground Operations Aerospace Language for coding automatic test

NASA Technical Reports Server (NTRS)

Mitchell, T. R.

1974-01-01

The development of a test engineer oriented language has been under way at the Kennedy Space Center for several years. The result of this effort is the Ground Operations Aerospace Language, GOAL, a self-documenting, high-order language suitable for coding automatic test, checkout and launch procedures. GOAL is a highly readable, writable, retainable language that is easily learned by nonprogramming oriented engineers. It is sufficiently powerful for use at all levels of Space Shuttle ground processing, from line replaceable unit checkout to integrated launch day operations. This paper will relate the language development, and describe GOAL and its applications.

How does mindfulness modulate self-regulation in pre-adolescent children? An integrative neurocognitive review.

PubMed

Kaunhoven, Rebekah Jane; Dorjee, Dusana

2017-03-01

Pre-adolescence is a key developmental period in which complex intrinsic volitional methods of self-regulation are acquired as a result of rapid maturation within the brain networks underlying the self-regulatory processes of attention control and emotion regulation. Fostering adaptive self-regulation skills during this stage of development has strong implications for physical health, emotional and socio-economic outcomes during adulthood. There is a growing interest in mindfulness-based programmes for pre-adolescents with initial findings suggesting self-regulation improvements, however, neurodevelopmental studies on mindfulness with pre-adolescents are scarce. This analytical review outlines an integrative neuro-developmental approach, which combines self-report and behavioural assessments with event related brain potentials (ERPs) to provide a systemic multilevel understanding of the neurocognitive mechanisms of mindfulness in pre-adolescence. We specifically focus on the N2, error related negativity (ERN), error positivity (Pe), P3a, P3b and late positive potential (LPP) ERP components as indexes of mindfulness related modulations in non-volitional bottom-up self-regulatory processes (salience detection, stimulus driven orienting and mind wandering) and volitional top-down self-regulatory processes (endogenous orienting and executive attention). Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Learning Styles and Self-Regulation.

ERIC Educational Resources Information Center

Vermunt, Jan D. H. M.

Data from 211 adult students (ages 20 to 75) at the Open University, The Netherlands, were used to construct and test an instrument to measure learning styles and regulation processes. Test development was guided by a three-tiered model of self-regulation encompassing: (1) cognitive learning processes (deep, surface, elaborative); (2) regulation…

Students' Motivation to Learn in Middle School--A Self-Regulated Learning Approach

ERIC Educational Resources Information Center

Paulino, Paula; Sá, Isabel; Lopes da Silva, Adelina

2016-01-01

Introduction: The self-regulation of motivation (SRM) is conceptualized as a meta-motivational process that guides students' efforts and persistence when performing tasks. This process regulates students' behavior through strategies that are influenced by motivational beliefs. SRM allows students to motivate themselves and guides their behavior.…

Longitudinal Study of Self-Regulation, Positive Parenting, and Adjustment Problems among Physically Abused Children

ERIC Educational Resources Information Center

Kim-Spoon, Jungmeen.; Haskett, Mary E.; Longo, Gregory S.; Nice, Rachel.

2012-01-01

Objective: Research using normative and high-risk samples indicates a significant link between problems with self-regulation and child maladjustment. Nevertheless, little is known about the processes that may modify the link between self-regulation and maladjustment. This longitudinal study examined the joint contributions of child self-regulation…

Mind-Sets Matter: A Meta-Analytic Review of Implicit Theories and Self-Regulation

ERIC Educational Resources Information Center

Burnette, Jeni L.; O'Boyle, Ernest H.; VanEpps, Eric M.; Pollack, Jeffrey M.; Finkel, Eli J.

2013-01-01

This review builds on self-control theory (Carver & Scheier, 1998) to develop a theoretical framework for investigating associations of implicit theories with self-regulation. This framework conceptualizes self-regulation in terms of 3 crucial processes: goal setting, goal operating, and goal monitoring. In this meta-analysis, we included…

Music as Emotional Self-Regulation throughout Adulthood

ERIC Educational Resources Information Center

Saarikallio, Suvi

2011-01-01

Emotional self-regulation is acknowledged as one of the most important reasons for musical engagement at all ages. Yet there is little knowledge on how this self-regulatory use of music develops across the life span. A qualitative study was conducted to initially explore central processes and strategies of the emotional self-regulation during…

A Model Formative Assessment Strategy to Promote Student-Centered Self-Regulated Learning in Higher Education

ERIC Educational Resources Information Center

Bose, Jayakumar; Rengel, Zed

2009-01-01

Adult learners are already involved in the process of self-regulation; hence, higher education institutions should focus on strengthening students' self-regulatory skills. Self-regulation can be facilitated through formative assessment. This paper proposes a model formative assessment strategy that would complement existing university teaching,…

Content Analysis of Diet-Related Mobile Apps: A Self-Regulation Perspective.

PubMed

Zahry, Nagwan R; Cheng, Ying; Peng, Wei

2016-10-01

Diet-related mobile apps hold promise in helping individuals self-regulate their eating behaviors. Nevertheless, little is known about the extent to which diet-related mobile apps incorporate the established behavior change theories and evidence-based practices that promote dietary self-regulation. Guided by the self-regulation aspect of Bandura's social cognitive theory and the Dietary Guidelines for Americans 2010 of the U.S. Department of Agriculture, this study conducts a content analysis of diet-related mobile apps for iPhone (N = 400). In terms of the adherence to the self-regulation aspect of the social cognitive theory, results show that although 72.5% of the apps incorporate at least one theoretical construct, few apps tap all three processes of self-regulation (i.e., self-observation/monitoring, judgment process, and self-reaction). Additionally, outcome expectation is manifested in a majority of the diet-related apps. In terms of the Dietary Guidelines for Americans 2010, while the diet-related apps equally emphasize setting goals for calorie intake or nutrient consumption, more apps feature nutrient tracking than calorie tracking. Implications and limitations are discussed.

Investigating the Longer-Term Impact of the CREST Inquiry-Based Learning Programme on Student Self-regulated Processes and Related Motivations: Views of Students and Teachers

NASA Astrophysics Data System (ADS)

Moote, Julie

2017-07-01

This study investigates the impact of participation in the CREativity in Science and Technology (CREST) programme on student self-regulated processes and related motivations. The CREST scheme, a student-run science project managed by the British Science Association, is currently being implemented in schools across the UK to increase student engagement and motivation in science. Through implementing a rigorous quasi-experimental research design using two intervention conditions and one control group with immediate as well as 3-month delayed post-test data, the results documented both the immediate and longer-term positive impact of CREST participation on students' self-reported levels of self-regulation. The present study also investigates changes in teachers' perceptions of students' self-regulated learning through CREST programme participation. Group differences regarding changes in student self-reported self-regulation were not matched when looking at the teacher-reported self-regulated learning results at both immediate post-test and delayed post-test. These discrepancies are discussed in relation to analyses conducted on the other motivational constructs measured.

Culture as Mediator: Co-Regulation, Self-Regulation, and Middle School Mathematics Achievement

ERIC Educational Resources Information Center

Hinnant-Crawford, Brandi Nicole; Faison, Morgan Z.; Chang, Mei-Lin

2016-01-01

Purpose: Self-regulation is defined as strategic, metacognitive behavior, motivation and cognition aimed at a goal (Zimmmerman and Schunk, 2011). Co-regulation, arguably more aligned with norms in communal cultures, is the process of learners sharing "a common problem-solving plane" through which self-regulatory strategies are learned…

What learning theories can teach us in designing neurofeedback treatments

PubMed Central

Strehl, Ute

2014-01-01

Popular definitions of neurofeedback point out that neurofeedback is a process of operant conditioning which leads to self-regulation of brain activity. Self-regulation of brain activity is considered to be a skill. The aim of this paper is to clarify that not only operant conditioning plays a role in the acquisition of this skill. In order to design the learning process additional references have to be derived from classical conditioning, two-process-theory and in particular from skill learning and research into motivational aspects. The impact of learning by trial and error, cueing of behavior, feedback, reinforcement, and knowledge of results as well as transfer of self-regulation skills into everyday life will be analyzed in this paper. In addition to these learning theory basics this paper tries to summarize the knowledge about acquisition of self-regulation from neurofeedback studies with a main emphasis on clinical populations. As a conclusion it is hypothesized that learning to self-regulate has to be offered in a psychotherapeutic, i.e., behavior therapy framework. PMID:25414659

What learning theories can teach us in designing neurofeedback treatments.

PubMed

Strehl, Ute

2014-01-01

Popular definitions of neurofeedback point out that neurofeedback is a process of operant conditioning which leads to self-regulation of brain activity. Self-regulation of brain activity is considered to be a skill. The aim of this paper is to clarify that not only operant conditioning plays a role in the acquisition of this skill. In order to design the learning process additional references have to be derived from classical conditioning, two-process-theory and in particular from skill learning and research into motivational aspects. The impact of learning by trial and error, cueing of behavior, feedback, reinforcement, and knowledge of results as well as transfer of self-regulation skills into everyday life will be analyzed in this paper. In addition to these learning theory basics this paper tries to summarize the knowledge about acquisition of self-regulation from neurofeedback studies with a main emphasis on clinical populations. As a conclusion it is hypothesized that learning to self-regulate has to be offered in a psychotherapeutic, i.e., behavior therapy framework.

Self-regulation of Exercise Behavior in the TIGER Study

PubMed Central

Dishman, Rod K.; Jackson, Andrew S.; Bray, Molly S.

2014-01-01

Objective To test experiential and behavioral processes of change as mediators of the prediction of exercise behavior by two self-regulation traits, self-efficacy and self-motivation, while controlling for exercise enjoyment. Methods Structural equation modeling was applied to questionnaire responses obtained from a diverse sample of participants. Objective measures defined adherence (928 of 1279 participants attended 80% or more of sessions) and compliance (867 of 1145 participants exercised 30 minutes or more each session at their prescribed heart rate). Results Prediction of attendance by self-efficacy (inversely) and self-motivation was direct and also indirect, mediated through positive relations with the typical use of behavioral change processes. Enjoyment and self-efficacy (inversely) predicted compliance with the exercise prescription. Conclusions The results support the usefulness of self-regulatory behavioral processes of the Transtheoretical Model for predicting exercise adherence, but not compliance, extending the supportive evidence for self-regulation beyond self-reports of physical activity used in prior observational studies. PMID:24311018

48 CFR 1337.110-70 - Personnel security processing requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Personnel security processing requirements. 1337.110-70 Section 1337.110-70 Federal Acquisition Regulations System DEPARTMENT OF... where foreign national access to any DOC facility or DOC IT system is required. The language of the...

48 CFR 1337.110-70 - Personnel security processing requirements.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 48 Federal Acquisition Regulations System 5 2012-10-01 2012-10-01 false Personnel security processing requirements. 1337.110-70 Section 1337.110-70 Federal Acquisition Regulations System DEPARTMENT OF... where foreign national access to any DOC facility or DOC IT system is required. The language of the...

48 CFR 1337.110-70 - Personnel security processing requirements.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 48 Federal Acquisition Regulations System 5 2014-10-01 2014-10-01 false Personnel security processing requirements. 1337.110-70 Section 1337.110-70 Federal Acquisition Regulations System DEPARTMENT OF... where foreign national access to any DOC facility or DOC IT system is required. The language of the...

Self-Instruction and Success: A Learner-Profile Study.

ERIC Educational Resources Information Center

Jones, Francis R.

1998-01-01

Interviews with adults experienced in foreign language self-instruction generated profiles of language experience at learner and self-instructed language-token levels. Results showed separations between languages with and without self-instruction. The most effective learning route was starting with classwork. Ab initio self-instruction produced…

Self-Regulated Strategy Development. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

"Self-Regulated Strategy Development" ("SRSD") is an intervention designed to improve students' academic skills through a six-step process that teaches students specific academic strategies and self-regulation skills. The practice is especially appropriate for students with learning disabilities, the focal population of the…

Six Rehearsal Techniques for the Public Speaker: Improving Memory, Increasing Delivery Skills and Reducing Speech Stress.

ERIC Educational Resources Information Center

Crane, Loren D.

This paper describes six specific techniques that speech communication students may use in rehearsals to improve memory, to increase delivery skills, and to reduce speech stress. The techniques are idea association, covert modeling, desensitization, language elaboration, overt modeling, and self-regulation. Recent research is reviewed that…

Measuring the Quality of Teacher-Child Interactions in Toddler Child Care

ERIC Educational Resources Information Center

Thomason, Amy C.; La Paro, Karen M.

2009-01-01

Research Findings: The toddler stage is a unique developmental period of early childhood. During this stage, children are developing autonomy, self-regulation, and language capabilities through interactions with significant adults in their lives. Increasing numbers of toddlers are being enrolled in child care. This article focuses on the need to…

Negotiating Business, Negotiating Self: Crossing Cultural Borders in Bilingual Entrepreneurial Contexts

ERIC Educational Resources Information Center

Collier, Shartriya

2011-01-01

Characterized by both cultural and gender-based barriers to English language learning, language learning is a continual process of identity renegotiation, as several theorists have argued. While this identity renegotiation has been explored for women who assume the roles of wives, daughters, and employees, less attention has been directed to the…

Agreement Mechanisms in Native and Nonnative Language Processing: Electrophysiological Correlates of Complexity and Interference

ERIC Educational Resources Information Center

Tanner, Darren

2011-01-01

This dissertation investigates the neural and behavioral correlates of grammatical agreement computation during language comprehension in native English speakers and highly advanced L1 Spanish-L2 English bilinguals. In a series of electrophysiological (event-related brain potential (ERP)) and behavioral (acceptability judgment and self-paced…

Critical Discourse Analysis and Leadership

ERIC Educational Resources Information Center

Arriaza, Gilberto

2015-01-01

This article outlines the need of infusing critical discourse analysis into the preparation and support of prospective school leaders. It argues that in the process of school transformation, the school leader must possess the ability to self-reflect on his/her language and understand the potential power of language as a means that may support or…

The Symbolic World of the Bilingual Child: Digressions on Language Acquisition, Culture and the Process of Thinking

ERIC Educational Resources Information Center

Nowak-Fabrykowski, Krystyna; Shkandrij, Miroslav

2004-01-01

In this paper we explore the relationship between language acquisition, and the construction of a symbolic world. According to Bowers (1989) language is a collection of patterns regulating social life. This conception is close to that of Symbolic Interactionists (Charon, 1989) who see society as made up of interacting individuals who are symbol…

Promoting cognitive and metacognitive reflective reasoning skills in nursing practice: self-regulated learning theory.

PubMed

Kuiper, Ruth Anne; Pesut, Daniel J

2004-02-01

Effective clinical reasoning in nursing practice depends on the development of both cognitive and metacognitive skills. While a number of strategies have been implemented and tested to promote these skills, educators have not been able consistently to predict their development. Self-regulated learning theory suggests that this development requires concurrent attention to both the cognitive and metacognitive dimensions of reasoning in nursing care contexts. This paper reports on a study to explore the impact of self-regulated learning theory on reflective practice in nursing, and to advance the idea that both cognitive and metacognitive skills support the development of clinical reasoning skills. Integrative review of published literature in social science, educational psychology, nursing education, and professional education using the Cumulative Index to Nursing and Allied Health (CINAHL), Educational Resource Information Center (ERIC), and American Psychological Association (PsychInfo) Databases. The search included all English language articles with the key words clinical reasoning, cognition, critical thinking, metacognition, reflection, reflective practice, self-regulation and thinking. Reflective clinical reasoning in nursing practice depends on the development of both cognitive and metacognitive skill acquisition. This skill acquisition is best accomplished through teaching-learning attention to self-regulation learning theory. A critical analysis of the literature in the areas of critical thinking and reflective practice are described as a background for contemporary work with self-regulated learning theory. It is apparent that single-minded attention to critical thinking, without attention to the influence of metacognition or reflection, is but one perspective on clinical reasoning development. Likewise, single-minded attention to metacognition or reflection, without attention to the influence of critical thinking, is another perspective on clinical reasoning development. While strategies to facilitate critical thinking and reflective practice have been used in isolation from each other, there is evidence to suggest that they are inextricably linked and come together with the use of self-regulated learning prompts. Students and practising nurses are able to improve their cognitive and metacognitive skills in clinical contexts by using self-regulated learning strategies. The self-regulated learning model in nursing is offered to support teaching and learning of reflective clinical reasoning in nursing practice contexts.

Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory

ERIC Educational Resources Information Center

Hadwin, Allyson; Oshige, Mika

2011-01-01

Background/Context: Models of self-regulated learning (SRL) have increasingly acknowledged aspects of social context influence in its process; however, great diversity exists in the theoretical positioning of "social" in these models. Purpose/Objective/Research Question/Focus of Study: The purpose of this review article is to introduce and…

Emotion-Related Self-Regulation in Children

ERIC Educational Resources Information Center

Eisenberg, Nancy; Sulik, Michael J.

2012-01-01

In this article, the authors review basic conceptual issues in research on children's emotion-related self-regulation, including the differentiation between self-regulation that is effortful and voluntary and control-related processes that are less amenable to effortful control. In addition, the authors summarize what researchers know about…

Emotion control in collaborative learning situations: do students regulate emotions evoked by social challenges?

PubMed

Järvenoja, Hanna; Järvelä, Sanna

2009-09-01

During recent decades, self-regulated learning (SRL) has become a major research field. SRL successfully integrates the cognitive and motivational components of learning. Self-regulation is usually seen as an individual process, with the social aspects of regulation conceptualized as one aspect of the context. However, recent research has begun to investigate whether self-regulation processes are complemented by socially shared regulation processes. The presented study investigated what kind of socio-emotional challenges students experience during collaborative learning and whether the students regulate the emotions evoked during these situations. The interplay of the emotion regulation processes between the individual and the group was also studied. The sample for this study was 63 teacher education students who studied in groups of three to five during three collaborative learning tasks. Students' interpretations of experienced social challenges and their attempts to regulate emotions evoked by these challenges were collected following each task using the Adaptive Instrument for the Regulation of Emotions. The results indicated that students experienced a variety of social challenges. Students also reported the use of shared regulation in addition to self-regulation. Finally, the results suggested that intrinsic group dynamics are derived from both individual and social elements of collaborative situations. The findings of the study support the assumption that students can regulate emotions collaboratively as well as individually. The study contributes to our understanding of the social aspects of emotional regulation in collaborative learning contexts.

Using interpersonal affect regulation in simulated healthcare consultations: an experimental investigation of self-control resource depletion.

PubMed

Martínez-Íñigo, David; Mercado, Francisco; Totterdell, Peter

2015-01-01

Controlled Interpersonal Affect Regulation -the process of deliberately influencing the internal feeling states of others- occurs in a variety of interpersonal relationships and contexts. An incipient corpus of research shows that interpersonal affect regulation can be characterized as a goal-directed behavior that uses self-control processes which, according to the strength model of self-regulation, consumes a limited resource that is also used by other self-control processes. Using interpersonal affect-improving and affect-worsening regulation strategies can increase agent's resource depletion but there is reason to think that effects will partially rely on target's feedback in response to the regulation. Using a healthcare paradigm, an experiment was conducted to test the combined effects of interpersonal affect regulation use and patient feedback on healthcare workers' resource depletion, measured as self-reported experienced and expected emotional exhaustion, and persistence on a self-regulation task. Medical students (N = 78) were randomly assigned to a 2(interpersonal affect regulation: affect-worsening vs. affect-improving) × 2(patients' feedback: positive vs. negative) factorial between-subjects design and given instructions to play the role of doctors in interactions with two professional actors trained to act as patients. Analysis of covariance showed that affect-worsening was more depleting than affect-improving for all measures, whereas the recovery effects of positive feedback varied depending on strategy type and measure. The findings confirm the characterization of interpersonal affect regulation as potentially depleting, but suggest that the correspondence between the agent's strategy and the target's response needs to be taken into consideration. Use of affect-improving and positive feedback showed positive effects on self-rated performance, indicating that interpersonal affect regulation is relevant for organizational as well as personal outcomes.

Using interpersonal affect regulation in simulated healthcare consultations: an experimental investigation of self-control resource depletion

PubMed Central

Martínez-Íñigo, David; Mercado, Francisco; Totterdell, Peter

2015-01-01

Controlled Interpersonal Affect Regulation –the process of deliberately influencing the internal feeling states of others– occurs in a variety of interpersonal relationships and contexts. An incipient corpus of research shows that interpersonal affect regulation can be characterized as a goal-directed behavior that uses self-control processes which, according to the strength model of self-regulation, consumes a limited resource that is also used by other self-control processes. Using interpersonal affect-improving and affect-worsening regulation strategies can increase agent’s resource depletion but there is reason to think that effects will partially rely on target’s feedback in response to the regulation. Using a healthcare paradigm, an experiment was conducted to test the combined effects of interpersonal affect regulation use and patient feedback on healthcare workers’ resource depletion, measured as self-reported experienced and expected emotional exhaustion, and persistence on a self-regulation task. Medical students (N = 78) were randomly assigned to a 2(interpersonal affect regulation: affect-worsening vs. affect-improving) × 2(patients’ feedback: positive vs. negative) factorial between-subjects design and given instructions to play the role of doctors in interactions with two professional actors trained to act as patients. Analysis of covariance showed that affect-worsening was more depleting than affect-improving for all measures, whereas the recovery effects of positive feedback varied depending on strategy type and measure. The findings confirm the characterization of interpersonal affect regulation as potentially depleting, but suggest that the correspondence between the agent’s strategy and the target’s response needs to be taken into consideration. Use of affect-improving and positive feedback showed positive effects on self-rated performance, indicating that interpersonal affect regulation is relevant for organizational as well as personal outcomes. PMID:26483737

Processing Subject-Object Ambiguities in the L2: A Self-Paced Reading Study with German L2 Learners of Dutch

ERIC Educational Resources Information Center

Havik, Else; Roberts, Leah; van Hout, Roeland; Schreuder, Robert; Haverkort, Marco

2009-01-01

The results of two self-paced reading experiments are reported, which investigated the online processing of subject-object ambiguities in Dutch relative clause constructions like "Dat is de vrouw die de meisjes heeft/hebben gezien" by German advanced second language (L2) learners of Dutch. Native speakers of both Dutch and German have been shown…

The Role of Context in Young Learners' Processes for Responding to Self-Assessment Items

ERIC Educational Resources Information Center

Butler, Yuko Goto

2018-01-01

With use of self-assessment (SA) of young language learners on the rise, educators of young learners often want to know what SA captures and how best to use it in order to assist their students' learning. This study focuses on understanding how young learners' processes for responding to SA items differ by age and by context of implementation…

Automated Assessment of Patients' Self-Narratives for Posttraumatic Stress Disorder Screening Using Natural Language Processing and Text Mining.

PubMed

He, Qiwei; Veldkamp, Bernard P; Glas, Cees A W; de Vries, Theo

2017-03-01

Patients' narratives about traumatic experiences and symptoms are useful in clinical screening and diagnostic procedures. In this study, we presented an automated assessment system to screen patients for posttraumatic stress disorder via a natural language processing and text-mining approach. Four machine-learning algorithms-including decision tree, naive Bayes, support vector machine, and an alternative classification approach called the product score model-were used in combination with n-gram representation models to identify patterns between verbal features in self-narratives and psychiatric diagnoses. With our sample, the product score model with unigrams attained the highest prediction accuracy when compared with practitioners' diagnoses. The addition of multigrams contributed most to balancing the metrics of sensitivity and specificity. This article also demonstrates that text mining is a promising approach for analyzing patients' self-expression behavior, thus helping clinicians identify potential patients from an early stage.

Academic Self-Concept, Implicit Theories of Ability, and Self-Regulation Strategies

ERIC Educational Resources Information Center

Ommundsen, Yngvar; Haugen, Richard; Lund, Thorleif

2005-01-01

The purpose of the present study is to explore how academic self-concept and implicit theories of ability are related to four self-regulation strategies--motivation/diligence, concentration, information processing, and self-handicapping. The hypothesis is that academic self-concept and an incremental theory of ability are (1) positively related to…

48 CFR 352.239-71 - Standard for encryption language.

Code of Federal Regulations, 2011 CFR

2011-10-01

... language. 352.239-71 Section 352.239-71 Federal Acquisition Regulations System HEALTH AND HUMAN SERVICES... Information Processing Standard (FIPS) 140-2-compliant encryption (Security Requirements for Cryptographic Module, as amended) to protect all instances of HHS sensitive information during storage and transmission...

Brain and Behavioral Assessment of Executive Functions for Self-Regulating Levels of Language in Reading Brain

PubMed Central

Berninger, Virginia W.; Richards, Todd L.; Abbott, Robert D.

2017-01-01

This brief research report examines brain-behavioral relationships specific to levels of language in the complex reading brain. The first specific aim was to examine prior findings for significant fMRI connectivity from four seeds (left precuneus, left occipital temporal, left supramarginal, left inferior frontal) for each of four levels of language—subword, word (word-specific spelling or affixed words), syntax (with and without homonym foils or affix foils), and multi-sentence text to identify significant fMRI connectivity (a) unique to the lower level of language when compared to the immediately higher adjacent level of language across subword-word, word-syntax, and syntax-text comparisons; and (b) involving a brain region associated with executive functions. The second specific aim was to correlate the magnitude of that connectivity with standard scores on tests of Focused Attention (D-K EFS Color Word Form Inhibition) and Switching Attention (Wolf & Denckla Rapid Automatic Switching). Seven correlations were significant. Focused Attention was significantly correlated with the word level (word-specific spellings of real words) fMRI task in left cingulum from left inferior frontal seed. Switching Attention was significantly correlated with the (a) subword level (grapheme-phoneme correspondence) fMRI task in left and right Cerebellum V from left supramarginal seed; (b) the word level (word-specific spelling) fMRI task in right Cerebellum V from left precuneus seed; (c) the syntax level (with and without homonym foils) fMRI task in right Cerebellum V from left precuneus seed and from left supramarginal seed; and (d) syntax level (with and without affix foils) fMRI task in right Cerebellum V from left precuneus seed. Results are discussed in reference to neuropsychological assessment of supervisory attention (focused and switching) for specific levels of language related to reading acquisition in students with and without language-related specific learning disabilities and self-regulation of the complex reading brain. PMID:29104930

Self-regulation, motivation, and math achievement in middle school: variations across grade level and math context.

PubMed

Cleary, Timothy J; Chen, Peggy P

2009-10-01

The current study examined grade level, achievement group, and math-course-type differences in student self-regulation and motivation in a sample of 880 suburban middle-school students. Analysis of variance was utilized to assess group differences in student self-regulation and motivation, and linear regression analysis was used to identify variables that best predicted students' use of regulatory strategies. A key finding was that although seventh graders exhibited a more maladaptive self-regulation and motivation profile than sixth graders, achievement groups in seventh grade (high, moderate, low) were more clearly differentiated across both self-regulation and motivation than achievement groups in sixth grade. The pattern of achievement group differences also varied across math course type, as self-regulation and motivation processes more consistently differentiated achievement groups in advanced classes than regular math courses. Finally, task interest was shown to be the primary motivational predictor of students' use of regulatory strategies during math learning. The study highlights the importance of identifying shifting student motivation and self-regulation during the early middle school years and the potential role that context may have on these processes.

Approaches to Learning and Student Acceptance of Self-Study Packages.

ERIC Educational Resources Information Center

Jones, Alice; Kember, David

1994-01-01

Examines the attitudes of physiotherapy students toward the replacement of conventional lectures with self-learning packages at the Hong Kong Polytechnic. Highlights include learning processes; a comparison of physiotherapy students with other students; and correlations between evaluation questions and English language fluency. (Contains 10…

The DEDEPRO[TM] Model for Regulating Teaching and Learning: Recent Advances

ERIC Educational Resources Information Center

de la Fuente Arias, Jesus; Justicia, Fernando Justicia

2007-01-01

Research on "self-regulated learning" has evolved from classic models focused exclusively on the student and the learning process, to models which take into consideration the context or the teaching process, as an element which can stimulate self-regulation in students. The DEDEPRO[TM] model is offered as a model of the latter type,…

The NAD/NARB System: Advertising Self-Regulation at Work.

ERIC Educational Resources Information Center

Hays, Robert

Self-regulation, as defined by the National Advertising Division/National Advertising Review Board (NAD/NARB), is a process whereby the advertising industry regulates itself and turns to the federal government only if the system fails. The NAD/NARB system involves a two-step process: complaints are initially handled by the NAD and then are either…

Personal Self-Regulation and Regulatory Teaching to Predict Performance and Academic Confidence: New Evidence for the DEDEPRO Model™

ERIC Educational Resources Information Center

de la Fuente, Jesús; Justicia, Fernando; Sander, Paul; Cardelle-Elawar, Maria

2014-01-01

Introduction: The 3P and DEDEPRO Models predict interactive relationships among "presage," "process," and "product" variables through teaching and learning of self-regulation. The DEDEPRO Model has established different possibilities for interaction between student characteristics of self-regulation and external…

Seminar for Master's Thesis Projects: Promoting Students' Self-Regulation

ERIC Educational Resources Information Center

Miedijensky, Shirley; Lichtinger, Einat

2016-01-01

This study presents a thesis seminar model aimed at promoting students' self-regulation. Students' perceptions regarding the contribution of the seminar to their learning process were characterized and the seminar's effect upon their self-regulation expressions was examined. Data was collected using questionnaires and analyzed thematically. The…

Learning Goals and Strategies in the Self-regulation of Learning

ERIC Educational Resources Information Center

Gaeta Gonzalez, Martha Leticia

2013-01-01

In order to self-regulate their learning, students need to use different strategies to plan, monitor, and evaluate their learning activities (meta-cognitive strategies), as well as to control their motivation and emotion (volitional strategies). Students' effectiveness in their self-regulated learning process also varies depending on the academic…

Understanding, Evaluating, and Supporting Self-Regulated Learning Using Learning Analytics

ERIC Educational Resources Information Center

Roll, Ido; Winne, Philip H.

2015-01-01

Self-regulated learning is an ongoing process rather than a single snapshot in time. Naturally, the field of learning analytics, focusing on interactions and learning trajectories, offers exciting opportunities for analyzing and supporting self-regulated learning. This special section highlights the current state of research at the intersection of…

The role of the cerebellum in the regulation of language functions.

PubMed

Starowicz-Filip, Anna; Chrobak, Adrian Andrzej; Moskała, Marek; Krzyżewski, Roger M; Kwinta, Borys; Kwiatkowski, Stanisław; Milczarek, Olga; Rajtar-Zembaty, Anna; Przewoźnik, Dorota

2017-08-29

The present paper is a review of studies on the role of the cerebellum in the regulation of language functions. This brain structure until recently associated chiefly with motor skills, visual-motor coordination and balance, proves to be significant also for cognitive functioning. With regard to language functions, studies show that the cerebellum determines verbal fluency (both semantic and formal) expressive and receptive grammar processing, the ability to identify and correct language mistakes, and writing skills. Cerebellar damage is a possible cause of aphasia or the cerebellar mutism syndrome (CMS). Decreased cerebellocortical connectivity as well as anomalies in the structure of the cerebellum are emphasized in numerous developmental dyslexia theories. The cerebellum is characterized by linguistic lateralization. From the neuroanatomical perspective, its right hemisphere and dentate nucleus, having multiple cerebellocortical connections with the cerebral cortical language areas, are particularly important for language functions. Usually, language deficits developed as a result of a cerebellar damage have subclinical intensity and require applying sensitive neuropsychological diagnostic tools designed to assess higher verbal functions.

[Evolution, emotion, language and conscience in the postrationalist psychotherapy].

PubMed

De Pascale, Adele

2011-01-01

A complex system process oriented approach, in other words a constructivistic postrationalist cognitive one to psychology and to psychopathology, stresses the close interdependency among processes as evolution, emotion, language and conscience. During evolution, emotions, whose biological roots we share with superior primates, should be specialized and refined. Along this process should become necessary a more and more abstract way of scaffolding the enormous quantity of data a brain could manage. Cognitive abilities, rooted in the emotional quality of experience, allow - during the phylogenetic development - more and more complex patterns of reflexivity until to the necessary ability of recognizing other's intention and consequently of lying. Language, abstract ability usefull to give increasing experiential data scaffolding, probably coming from motor skills development, brings at the same time the possibility, for a human knowing system, of self-consciousness: to do this it's owed to detach from itself, that is experience a deep sense of loneliness. Here it is that the progressive cognitive skills development is linked to the possibility of lying and of self-deception as long as the acquiring of advanced levels of selfconsciousness.

Evolution of the most common English words and phrases over the centuries.

PubMed

Perc, Matjaz

2012-12-07

By determining the most common English words and phrases since the beginning of the sixteenth century, we obtain a unique large-scale view of the evolution of written text. We find that the most common words and phrases in any given year had a much shorter popularity lifespan in the sixteenth century than they had in the twentieth century. By measuring how their usage propagated across the years, we show that for the past two centuries, the process has been governed by linear preferential attachment. Along with the steady growth of the English lexicon, this provides an empirical explanation for the ubiquity of Zipf's law in language statistics and confirms that writing, although undoubtedly an expression of art and skill, is not immune to the same influences of self-organization that are known to regulate processes as diverse as the making of new friends and World Wide Web growth.

[Regulation of behavior in the period between the world wars: Robert Musil and Kurt Lewin].

PubMed

Innerhofer, Roland; Rothe, Katja

2010-12-01

The paper attempts to reconstruct the proto-cybernetic concept of regulation which emerged in early 20th century both in biology and psychology, and was critically reflected in literature. The basic premise is that Kurt Lewin's field-theoretical psychology played a crucial role in the development of behavioral self-regulation concepts. The goal is to show (1) that Lewin's early experiments and theories were based on the idea of a dynamic process of self-regulation determined by the actors and their personal motivation and interaction, (2) that this concept of self-regulation functioned as a camouflage for power-strategies that aimed to regulate and optimize the economic production and social reproduction processes, (3) that in Robert Musil's fragmentary, 'fringing' novel The Man without Qualities the attempt to optimize the social and economic behavior and to establish a homeostatic state proved to be a complete failure. As a notable result, this 'literary test' of behavioral self-regulation revealed the violence and imbalance of power inherent in this concept of self-regulation and its practical implementation.

Posters, Self-Directed Learning, and L2 Vocabulary Acquisition

ERIC Educational Resources Information Center

Cetin, Yakup; Flamand, Lee

2013-01-01

Posters, either as promotions by various ELT publishing houses or prepared by ELT teachers and students, are widely used on the walls of many foreign language classrooms. Many of them consist of colourful pictures along with L2 vocabulary, grammar, and texts in order to contribute to the foreign language learning process. However, many ELT…

Verbal Self-Monitoring in the Second Language

ERIC Educational Resources Information Center

Broos, Wouter P. J.; Duyck, Wouter; Hartsuiker, Robert J.

2016-01-01

Speakers monitor their own speech for errors. To do so, they may rely on perception of their own speech (external monitoring) but also on an internal speech representation (internal monitoring). While there are detailed accounts of monitoring in first language (L1) processing, it is not clear if and how monitoring is different in a second language…

Organizational Change: Using Academic Accreditation in Transforming EFL Programs in the Saudi Context

ERIC Educational Resources Information Center

Almuhammadi, Anas

2017-01-01

This study details the procedure and results of developing a mission statement at a language institute for the purpose of obtaining a program accreditation from an international language commission. A serious self-study process results in the development of a solid, true and ambitious mission since the mission covers all areas related to achieving…

Mindfulness Meditation Training and Self-Referential Processing in Social Anxiety Disorder: Behavioral and Neural Effects

PubMed Central

Goldin, Philippe; Ramel, Wiveka; Gross, James

2014-01-01

This study examined the effects of mindfulness-based stress reduction (MBSR) on the brain-behavior mechanisms of self-referential processing in patients with social anxiety disorder (SAD). Sixteen patients underwent functional magnetic resonance imaging while encoding self-referential, valence, and orthographic features of social trait adjectives. Post-MBSR, 14 patients completed neuroimaging. Compared to baseline, MBSR completers showed (a) increased self-esteem and decreased anxiety, (b) increased positive and decreased negative self-endorsement, (c) increased activity in a brain network related to attention regulation, and (d) reduced activity in brain systems implicated in conceptual-linguistic self-view. MBSR-related changes in maladaptive or distorted social self-view in adults diagnosed with SAD may be related to modulation of conceptual self-processing and attention regulation. Self-referential processing may serve as a functional biobehavioral target to measure the effects of mindfulness training. PMID:25568592

Positive Discipline. ERIC Digest.

ERIC Educational Resources Information Center

ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.

This ERIC Digest suggests methods and language that can be used in handling difficult, but common, situations involving young children. Discussion focuses on: (1) 12 methods of discipline that promote self-worth; (2) the process of creating a positive climate that promotes self-discipline; (3) harmful and negative disciplinary methods; and (4)…

Moving Hands, Moving Entities

ERIC Educational Resources Information Center

Setti, Annalisa; Borghi, Anna M.; Tessari, Alessia

2009-01-01

In this study we investigated with a priming paradigm whether uni and bimanual actions presented as primes differently affected language processing. Animals' (self-moving entities) and plants' (not self-moving entities) names were used as targets. As prime we used grasping hands, presented both as static images and videos. The results showed an…

Teaching Children with Autistic Spectrum Disorder: A Preschool Teacher Survey to Determine Best Practice Approach

ERIC Educational Resources Information Center

Grossi-Kliss, Joanne

2006-01-01

Teaching children with Autistic Spectrum Disorder (ASD) can be the most challenging to preschool teachers because of the complexity of this brain disorder. A child s life is affected, whether its communication and language, social and play skills, activities of daily living, self-regulation behaviors, and sensory impairments. Therefore, a teacher…

Standard Generalized Markup Language for self-defining structured reports.

PubMed

Kahn, C E

1999-01-01

Structured reporting is the process of using standardized data elements and predetermined data-entry formats to record observations. The Standard Generalized Markup Language (SGML; International Standards Organization (ISO) 8879:1986)--an open, internationally accepted standard for document interchange was used to encode medical observations acquired in an Internet-based structured reporting system. The resulting report is self-documenting: it includes a definition of its allowable data fields and values encoded as a report-specific SGML document type definition (DTD). The data-entry forms, DTD, and report document instances are based on report specifications written in a simple, SGML-based language designed for that purpose. Reporting concepts can be linked with those of external vocabularies such as the Unified Medical Language System (UMLS) Metathesaurus. The use of open standards such as SGML is an important step in the creation of open, universally comprehensible structured reports.

Influencing Children's Self-Efficacy and Self-Regulation of Reading and Writing through Modeling

ERIC Educational Resources Information Center

Schunk, Dale H.; Zimmerman, Barry J.

2007-01-01

According to Bandura's social cognitive theory, self-efficacy and self-regulation are key processes that affect students' learning and achievement. This article discusses students' reading and writing performances using Zimmerman's four-phase social cognitive model of the development of self-regulatory competence. Modeling is an effective means of…

Developing Young Adolescents' Self-Regulation by Means of Formative Assessment: A Theoretical Perspective

ERIC Educational Resources Information Center

Meusen-Beekman, Kelly D.; Joosten-ten Brinke, Desirée; Boshuizen, Henny P. A.

2015-01-01

Fostering self-regulated learning (SRL) has become increasingly important at various educational levels. Most studies on SRL have been conducted in higher education. The present literature study aims toward understanding self-regulation processes of students in primary and secondary education. We explored the development of young students'…

A Competence-Based Service for Supporting Self-Regulated Learning in Virtual Environments

ERIC Educational Resources Information Center

Nussbaumer, Alexander; Hillemann, Eva-Catherine; Gütl, Christian; Albert, Dietrich

2015-01-01

This paper presents a conceptual approach and a Web-based service that aim at supporting self-regulated learning in virtual environments. The conceptual approach consists of four components: 1) a self-regulated learning model for supporting a learner-centred learning process, 2) a psychological model for facilitating competence-based…

The Relation between Self-Regulated Learning and Academic Achievement across Childhood and Adolescence: A Meta-Analysis

ERIC Educational Resources Information Center

Dent, Amy L.; Koenka, Alison C.

2016-01-01

This research synthesis explores how academic achievement relates to two main components of self-regulated learning for students in elementary and secondary school. Two meta-analyses integrated previous findings on (1) the defining metacognitive processes of self-regulated learning and (2) students' use of cognitive strategies. Overall…

Student Attitudes within Education: Making Self-Regulation a Practical Habit in Learning

ERIC Educational Resources Information Center

Bennett, Mark

2014-01-01

This action research project on "Self-Regulation" uses the understanding of self-regulation to help students set goals through metacognition so that they may monitor their goals effectively. Being biological and cognitive beings, students are given opportunities to reflect on the process required to set effective goals so that they may…

Detangling the Interrelationships between Self- Regulation and Ill-Structured Problem Solving in Problem-Based Learning

ERIC Educational Resources Information Center

Ge, Xun; Law, Victor; Huang, Kun

2016-01-01

One of the goals for problem-based learning (PBL) is to promote self-regulation. Although self-regulation has been studied extensively, its interrelationships with ill-structured problem solving have been unclear. In order to clarify the interrelationships, this article proposes a conceptual framework illustrating the iterative processes among…

Self-awareness, self-regulation, and self-transcendence (S-ART): a framework for understanding the neurobiological mechanisms of mindfulness.

PubMed

Vago, David R; Silbersweig, David A

2012-01-01

Mindfulness-as a state, trait, process, type of meditation, and intervention has proven to be beneficial across a diverse group of psychological disorders as well as for general stress reduction. Yet, there remains a lack of clarity in the operationalization of this construct, and underlying mechanisms. Here, we provide an integrative theoretical framework and systems-based neurobiological model that explains the mechanisms by which mindfulness reduces biases related to self-processing and creates a sustainable healthy mind. Mindfulness is described through systematic mental training that develops meta-awareness (self-awareness), an ability to effectively modulate one's behavior (self-regulation), and a positive relationship between self and other that transcends self-focused needs and increases prosocial characteristics (self-transcendence). This framework of self-awareness, -regulation, and -transcendence (S-ART) illustrates a method for becoming aware of the conditions that cause (and remove) distortions or biases. The development of S-ART through meditation is proposed to modulate self-specifying and narrative self-networks through an integrative fronto-parietal control network. Relevant perceptual, cognitive, emotional, and behavioral neuropsychological processes are highlighted as supporting mechanisms for S-ART, including intention and motivation, attention regulation, emotion regulation, extinction and reconsolidation, prosociality, non-attachment, and decentering. The S-ART framework and neurobiological model is based on our growing understanding of the mechanisms for neurocognition, empirical literature, and through dismantling the specific meditation practices thought to cultivate mindfulness. The proposed framework will inform future research in the contemplative sciences and target specific areas for development in the treatment of psychological disorders.

Self-awareness, self-regulation, and self-transcendence (S-ART): a framework for understanding the neurobiological mechanisms of mindfulness

PubMed Central

Vago, David R.; Silbersweig, David A.

2012-01-01

Mindfulness—as a state, trait, process, type of meditation, and intervention has proven to be beneficial across a diverse group of psychological disorders as well as for general stress reduction. Yet, there remains a lack of clarity in the operationalization of this construct, and underlying mechanisms. Here, we provide an integrative theoretical framework and systems-based neurobiological model that explains the mechanisms by which mindfulness reduces biases related to self-processing and creates a sustainable healthy mind. Mindfulness is described through systematic mental training that develops meta-awareness (self-awareness), an ability to effectively modulate one's behavior (self-regulation), and a positive relationship between self and other that transcends self-focused needs and increases prosocial characteristics (self-transcendence). This framework of self-awareness, -regulation, and -transcendence (S-ART) illustrates a method for becoming aware of the conditions that cause (and remove) distortions or biases. The development of S-ART through meditation is proposed to modulate self-specifying and narrative self-networks through an integrative fronto-parietal control network. Relevant perceptual, cognitive, emotional, and behavioral neuropsychological processes are highlighted as supporting mechanisms for S-ART, including intention and motivation, attention regulation, emotion regulation, extinction and reconsolidation, prosociality, non-attachment, and decentering. The S-ART framework and neurobiological model is based on our growing understanding of the mechanisms for neurocognition, empirical literature, and through dismantling the specific meditation practices thought to cultivate mindfulness. The proposed framework will inform future research in the contemplative sciences and target specific areas for development in the treatment of psychological disorders. PMID:23112770

Self-eating and self-defense: autophagy controls innate immunity and adaptive immunity.

PubMed

Liu, Guangwei; Bi, Yujing; Wang, Ruoning; Wang, Xianghui

2013-04-01

Autophagy (macroautophagy; "self-eating") is a degradation process, in which cytoplasmic content is engulfed and degraded by the lysosome. And, immunity is an important mechanism of the "self-defense" system. Autophagy has long been recognized as a stress response to nutrient deprivation. This will provide energy and anabolic building blocks to maintain cellular bioenergetic homeostasis. Thus, autophagy plays critical roles in regulating a wide variety of pathophysiological processes, including tumorigenesis, embryo development, tissue remodeling, and most recently, immunity. The latter shows that a self-eating (autophagy) process could regulate a self-defense (immune) system. In this review, we summarize the recent findings regarding the regulatory and mechanistic insights of the autophagy pathway in immunity.

"I'll stop procrastinating now!" Fostering specific processes of self-regulated learning to reduce academic procrastination.

PubMed

Grunschel, Carola; Patrzek, Justine; Klingsieck, Katrin B; Fries, Stefan

2018-01-01

Academic procrastination is considered to be a result of self-regulation failure having detrimental effects on students' well-being and academic performance. In the present study, we developed and evaluated a group training that aimed to reduce academic procrastination. We based the training on a cyclical process model of self-regulated learning, thus, focusing on improving deficient processes of self-regulated learning among academic procrastinators (e.g., time management, dealing with distractions). The training comprised five sessions and took place once a week for 90 min in groups of no more than 10 students. Overall, 106 students completed the training. We evaluated the training using a comprehensive control group design with repeated measures (three points of measurement); the control group was trained after the intervention group's training. The results showed that our training was successful. The trained intervention group significantly reduced academic procrastination and improved specific processes of self-regulated learning (e.g., time management, concentration), whereas the untrained control group showed no change regarding these variables. After the control group had also been trained, the control group also showed the expected favorable changes. The students rated the training overall as good and found it recommendable for procrastinating friends. Hence, fostering self-regulatory processes in our intervention was a successful attempt to support students in reducing academic procrastination. The evaluation of the training encourages us to adapt the training for different groups of procrastinators.

Why bother with testing? The validity of immigrants' self-assessed language proficiency.

PubMed

Edele, Aileen; Seuring, Julian; Kristen, Cornelia; Stanat, Petra

2015-07-01

Due to its central role in social integration, immigrants' language proficiency is a matter of considerable societal concern and scientific interest. This study examines whether commonly applied self-assessments of linguistic skills yield results that are similar to those of competence tests and thus whether these self-assessments are valid measures of language proficiency. Analyses of data for immigrant youth reveal moderate correlations between language test scores and two types of self-assessments (general ability estimates and concrete performance estimates) for the participants' first and second languages. More importantly, multiple regression models using self-assessments and models using test scores yield different results. This finding holds true for a variety of analyses and for both types of self-assessments. Our findings further suggest that self-assessed language skills are systematically biased in certain groups. Subjective measures thus seem to be inadequate estimates of language skills, and future research should use them with caution when research questions pertain to actual language skills rather than self-perceptions. Copyright © 2015 Elsevier Inc. All rights reserved.

The regulatory function of self-conscious emotion: insights from patients with orbitofrontal damage.

PubMed

Beer, Jennifer S; Heerey, Erin A; Keltner, Dacher; Scabini, Donatella; Knight, Robert T

2003-10-01

Although once considered disruptive, self-conscious emotions are now theorized to be fundamentally involved in the regulation of social behavior. The present study examined the social regulation function of self-conscious emotions by comparing healthy participants with a neuropsychological population--patients with orbitofrontal lesions--characterized by selective regulatory deficits. Orbitofrontal patients and healthy controls participated in a series of tasks designed to assess their social regulation and self-conscious emotions. Another task assessed the ability to infer others' emotional states, an appraisal process involved in self-conscious emotion. Consistent with the theory that self-conscious emotions are important for regulating social behavior, the findings show that deficient behavioral regulation is associated with inappropriate self-conscious emotions that reinforce maladaptive behavior. Additionally, deficient behavioral regulation is associated with impairments in interpreting the self-conscious emotions of others.

78 FR 75528 - Federal Government Participation in the Automated Clearing House

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-12

... requirements for authorization of ACH entries, adopting the language of Regulation E that an authorization must... revised specific language within the NACHA Operating Rules regarding the application and expiration of a... that prevents automated check processing or creating of an image that may be used to produce a...

The Impact of Metacognitive Strategies and Self-Regulating Processes of Solving Math Word Problems

ERIC Educational Resources Information Center

Vula, Eda; Avdyli, Rrezarta; Berisha, Valbona; Saqipi, Blerim; Elezi, Shpetim

2017-01-01

This empirical study investigates the impact of metacognitive strategies and self-regulating processes in learners' achievement on solving math word problems. It specifically analyzes the impact of the linguistic factor and the number of steps and arithmetical operations that learners need to apply during the process of solving math word problems.…

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

Maintaining activity engagement: individual differences in the process of self-regulating motivation.

PubMed

Sansone, Carol; Thoman, Dustin B

2006-12-01

Typically, models of self-regulation include motivation in terms of goals. Motivation is proposed to differ among individuals as a consequence of the goals they hold as well as how much they value those goals and expect to attain them. We suggest that goal-defined motivation is only one source of motivation critical for sustained engagement. A second source is the motivation that arises from the degree of interest experienced in the process of goal pursuit. Our model integrates both sources of motivation within the goal-striving process and suggests that individuals may actively monitor and regulate them. Conceptualizing motivation in terms of a self-regulatory process provides an organizing framework for understanding how individuals might differ in whether they experience interest while working toward goals, whether they persist without interest, and whether and how they try to create interest. We first present the self-regulation of motivation model and then review research illustrating how the consideration of individual differences at different points in the process allows a better understanding of variability in people's choices, efforts, and persistence over time.

Text mining a self-report back-translation.

PubMed

Blanch, Angel; Aluja, Anton

2016-06-01

There are several recommendations about the routine to undertake when back translating self-report instruments in cross-cultural research. However, text mining methods have been generally ignored within this field. This work describes a text mining innovative application useful to adapt a personality questionnaire to 12 different languages. The method is divided in 3 different stages, a descriptive analysis of the available back-translated instrument versions, a dissimilarity assessment between the source language instrument and the 12 back-translations, and an item assessment of item meaning equivalence. The suggested method contributes to improve the back-translation process of self-report instruments for cross-cultural research in 2 significant intertwined ways. First, it defines a systematic approach to the back translation issue, allowing for a more orderly and informed evaluation concerning the equivalence of different versions of the same instrument in different languages. Second, it provides more accurate instrument back-translations, which has direct implications for the reliability and validity of the instrument's test scores when used in different cultures/languages. In addition, this procedure can be extended to the back-translation of self-reports measuring psychological constructs in clinical assessment. Future research works could refine the suggested methodology and use additional available text mining tools. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Automatic Processes in Self-Regulation: Implications for Alcohol Interventions

ERIC Educational Resources Information Center

Palfai, Tibor

2004-01-01

A number of learning-based interventions for problem drinking have emphasized the importance of behavioral self-control skills to help manage responses to high-risk cues. Self-management interventions typically have been based on the premise that effective self-regulation involves the use of conscious, controlled strategies to override habitual…

Toward a molecular programming language for algorithmic self-assembly

NASA Astrophysics Data System (ADS)

Patitz, Matthew John

Self-assembly is the process whereby relatively simple components autonomously combine to form more complex objects. Nature exhibits self-assembly to form everything from microscopic crystals to living cells to galaxies. With a desire to both form increasingly sophisticated products and to understand the basic components of living systems, scientists have developed and studied artificial self-assembling systems. One such framework is the Tile Assembly Model introduced by Erik Winfree in 1998. In this model, simple two-dimensional square 'tiles' are designed so that they self-assemble into desired shapes. The work in this thesis consists of a series of results which build toward the future goal of designing an abstracted, high-level programming language for designing the molecular components of self-assembling systems which can perform powerful computations and form into intricate structures. The first two sets of results demonstrate self-assembling systems which perform infinite series of computations that characterize computably enumerable and decidable languages, and exhibit tools for algorithmically generating the necessary sets of tiles. In the next chapter, methods for generating tile sets which self-assemble into complicated shapes, namely a class of discrete self-similar fractal structures, are presented. Next, a software package for graphically designing tile sets, simulating their self-assembly, and debugging designed systems is discussed. Finally, a high-level programming language which abstracts much of the complexity and tedium of designing such systems, while preventing many of the common errors, is presented. The summation of this body of work presents a broad coverage of the spectrum of desired outputs from artificial self-assembling systems and a progression in the sophistication of tools used to design them. By creating a broader and deeper set of modular tools for designing self-assembling systems, we hope to increase the complexity which is attainable. These tools provide a solid foundation for future work in both the Tile Assembly Model and explorations into more advanced models.

Systematic review of effectiveness of universal self-regulation-based interventions and their effects on distal health and social outcomes in children and adolescents: review protocol.

PubMed

Pandey, Anuja; Hale, Daniel; Goddings, Anne-Lise; Blakemore, Sarah-Jayne; Viner, Russell

2017-08-29

Growing evidence suggests that childhood and adolescence self-regulation contributes to multiple health, educational and social outcomes. Considering the potential impact of self-regulation skills on improved life chances in conjunction with evidence suggesting that self-regulation can be modified by interventions, there is a need to identify interventions which are most effective in improving childhood and adolescence self-regulation. The present systematic review was designed to determine the effectiveness of universal interventions focused on enhancing the self-regulation of children and adolescents. As secondary outcomes, we will also examine the effectiveness of such interventions on distal health and social outcomes. Eligible studies include randomised controlled trials (including cluster randomised trials) reporting on universal interventions designed to improve self-regulation in childhood and adolescence (age 0-19 years). The following databases will be searched for peer-reviewed publications using an iterative search strategy: Medline, PsycINFO, EMBASE, ERIC, CINAHL Plus, British Education Index, Child Development & Adolescent Studies and CENTRAL without applying language or date filters. Additionally, reference lists and citations of included studies will be searched for eligible studies. A 10% proportion of the total titles and abstracts will be randomly selected and screened independently by two reviewers (AP and DH). Results will be compared to ensure less than 5% discrepancy, followed by screening of all results by one reviewer (AP). Full-text review and data collection will be independently performed by two reviewers. Any discrepancies will be solved by mutual discussion, and if unresolved, a third reviewer (RV) will be consulted. Meta-analysis will be conducted to quantify trial effects, if the data is sufficiently homogenous to allow quantitative synthesis. Otherwise, results will be described narratively. The evidence derived from the systematic review will strengthen the evidence base to inform planning of effective interventions targeting self-regulation skills in childhood and adolescence. This will benefit policy makers, academicians, researchers, health professionals, and also, young people who will benefit from policy and interventions informed by this review. CRD42016047661 .

Actions and Achievements of Self-Regulated Learning in Personal Environments. Research on Students Participating in the Graduate Program in Preschool Education at the University of Granada

ERIC Educational Resources Information Center

Chaves-Barboza, Eduardo; Trujillo-Torres, Juan Manuel; López-Núñez, Juan Antonio; Sola-Martínez, Tomás

2017-01-01

This paper is intended to study the self-regulated learning (SRL) process in personal learning environments (PLEs) among students participating in the Graduate Program for Preschool Education at the University of Granada (Spain). The study is focused on self-regulatory actions carried out by students, and on their self-regulated learning…

Adolescents' Self-Regulation Development via the Sensory Room System

ERIC Educational Resources Information Center

Kalimullin, Aydar M.; Kuvaldina, Elana A.; Koinova-Zoellner, Julia

2016-01-01

The urgency of the issue stated in this article is caused by the need for mastering skills and patterns of self-regulation when being an adolescent since this time is sensitive for developing processes of personal understanding and evolution. Thus, mastering skills and patterns of self-regulation as a necessary part of the whole ability of…

Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms

ERIC Educational Resources Information Center

Williams, Kate E.

2018-01-01

Differences in early self-regulation skills contribute to disparities in success in early learning and school transition, as well as in childhood well-being. Self-regulation refers to managing emotional, cognitive, and behavioral processes that are conducive to positive adjustment and social relationships. Researchers have identified that various…

Self-Regulation of Learning and Academic Delay of Gratification among Korean College Students

ERIC Educational Resources Information Center

Bembenutty, Hefer

2007-01-01

The goal of the present study was to examine the relationship between Korean students' motivation for learning, use of self-regulation of learning strategies, and delay of gratification Self-regulation of learning is a process that required students to get involved in their personal, behavioral, motivational, and cognitive learning tasks in order…

ERP Correlates of Language-Specific Processing of Auditory Pitch Feedback during Self-Vocalization

ERIC Educational Resources Information Center

Chen, Zhaocong; Liu, Peng; Wang, Emily Q.; Larson, Charles R.; Huang, Dongfeng; Liu, Hanjun

2012-01-01

The present study investigated whether the neural correlates for auditory feedback control of vocal pitch can be shaped by tone language experience. Event-related potentials (P2/N1) were recorded from adult native speakers of Mandarin and Cantonese who heard their voice auditory feedback shifted in pitch by -50, -100, -200, or -500 cents when they…

The Impact of Executive Functions on the Written Language Process: Some Evidence from Children with Writing Disabilities

ERIC Educational Resources Information Center

Alevriadou, Anastasia; Giaouri, Stergiani

2015-01-01

Written language is a difficult endeavour as the demands of transcription require self-regulatory skills from a motor, cognitive and attention perspective. The purpose of the present study was to investigate the relation between the Test of Writing Difficulties (Porpodas et al., 2007) and the Test of Detection and Investigation of Executive…

Pedagogical Support of Non-Language High School Students' Capacity for Creative Self-Realization in Foreign Language Classroom Development

ERIC Educational Resources Information Center

Kadyrova, Alina A.; Valeev, Agzam A.

2016-01-01

There is a determined number of trends in the process of intensification of high school training, including the integration of professional, linguistic and cultural training of professionals in the unity with the development of their personal qualities;. For this reason, modern educational technologies serve as a tool for practical implementation…

A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes.

PubMed

Ponitz, Claire Cameron; McClelland, Megan M; Matthews, J S; Morrison, Frederick J

2009-05-01

The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response to 4 different oral commands. Results revealed considerable variability in HTKS scores. Evidence for construct validity was found in positive correlations with parent ratings of attentional focusing and inhibitory control and teacher ratings of classroom behavioral regulation. Hierarchical linear modeling indicated that higher levels of behavioral regulation in the fall predicted stronger levels of achievement in the spring and better teacher-rated classroom self-regulation (all ps < .01) but not interpersonal skills. Evidence for domain specificity emerged, in which gains in behavioral regulation predicted gains in mathematics but not in language and literacy over the kindergarten year (p < .01) after site, child gender, and other background variables were controlled. Discussion focuses on the importance of behavioral regulation for successful adjustment to the demands of kindergarten. Copyright 2009 APA, all rights reserved

Classroom Interactions, Dyadic Teacher-Child Relationships, and Self-Regulation in Socially Disadvantaged Young Children.

PubMed

Cadima, Joana; Verschueren, Karine; Leal, Teresa; Guedes, Carolina

2016-01-01

This study examined the quality of the classroom climate and dyadic teacher-child relationships as predictors of self-regulation in a sample of socially disadvantaged preschool children (N = 206; 52 % boys). Children's self-regulation was observed in preschool at the beginning and at the end of the school year. At the middle of the preschool year, classroom observations of interactions were conducted by trained observers and teachers rated the quality of dyadic teacher-child relationships. Results from multilevel analyses revealed that teacher-child closeness predicted improvements in observed self-regulation skills. Children showed larger gains in self-regulation when they experienced closer teacher-child relationships. Moreover, a moderating effect between classroom instructional quality and observed self-regulation was found such that children with low initial self-regulation skills benefit the most from classrooms with higher classroom quality. Findings have implications for understanding the role of classroom social processes on the development of self-regulation.

How Elementary School Students' Motivation Is Connected to Self-Regulation

ERIC Educational Resources Information Center

Jarvela, Sanna; Jarvenoja, Hanna; Malmberg, Jonna

2012-01-01

Empirical research reveals that students face difficulties engaging in learning and achieving their goals in a variety of learning contexts. To study effectively, students need to regulate their learning process. In spite of increased understanding of cognitive aspects of self-regulation, motivational aspects of regulation have not yet been…

Regulation of Motivation: Contextual and Social Aspects

ERIC Educational Resources Information Center

Wolters, Christopher A.

2011-01-01

Background: Models of self-regulated learning have been used extensively as a way of understanding how students understand, monitor, and manage their own academic functioning. The regulation of motivation is a facet of self-regulated learning that describes students' efforts to control their own motivation or motivational processing. The…

Role of Self-Identity and Self-Determination in English Learning among High School Students

ERIC Educational Resources Information Center

Zhou, Wanying; Zhou, Mingming

2018-01-01

A considerable amount of research has investigated the separate roles of motivation and identity in language learning. This study aimed to examine these two important constructs jointly by exploring the relationship between motivation, identity processing styles, and English learning among high school students. The hypotheses were empirically…

Domain-Specific Measurement of Students' Self-Regulated Learning Processes.

ERIC Educational Resources Information Center

Schunk, Dale H.

This article discusses the assessment of self-regulated learning processes as students acquire cognitive skills in specific academic domains. Domain-specific assessment is useful for understanding student learning and for planning instructional activities that help to promote it. Although much psychological research has used general measures of…

Critical thinking as a self-regulatory process component in teaching and learning.

PubMed

Phan, Huy P

2010-05-01

This article presents a theoretically grounded model of critical thinking and self-regulation in the context of teaching and learning. Critical thinking, deriving from an educational psychology perspective is a complex process of reflection that helps individuals become more analytical in their thinking and professional development. My conceptualisation in this discussion paper argues that both theoretical orientations (critical thinking and self-regulation) operate in a dynamic interactive system of teaching and learning. My argument, based on existing research evidence, suggests two important points: (i) critical thinking acts as another cognitive strategy of self-regulation that learners use in their learning, and (ii) critical thinking may be a product of various antecedents such as different self-regulatory strategies.

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.

Behavioral and electrophysiological signatures of word translation processes.

PubMed

Jost, Lea B; Radman, Narges; Buetler, Karin A; Annoni, Jean-Marie

2018-01-31

Translation is a demanding process during which a message is analyzed, translated and communicated from one language to another. Despite numerous studies on translation mechanisms, the electrophysiological processes underlying translation with overt production remain largely unexplored. Here, we investigated how behavioral response patterns and spatial-temporal brain dynamics differ in a translation compared to a control within-language word-generation task. We also investigated how forward and backward translation differs on the behavioral and electrophysiological level. To address these questions, healthy late bilingual subjects performed a translation and a within-language control task while a 128-channel EEG was recorded. Behavioral data showed faster responses for translation compared to within-language word generation and faster responses for backward than forward translation. The ERP-analysis revealed stronger early ( < 200ms) preparatory and attentional processes for between than within word generation. Later (424-630ms) differences were characterized by distinct engagement of domain-general control networks, namely self-monitoring and lexical access interference. Language asymmetry effects occurred at a later stage (600ms), reflecting differences in conceptual processing characterized by a larger involvement of areas implicated in attention, arousal and awareness for forward versus backward translation. Copyright © 2017 Elsevier Ltd. All rights reserved.

Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools.

PubMed

Justice, Laura M; Jiang, Hui; Logan, Jessica A; Schmitt, Mary Beth

2017-06-10

This study aimed to identify child-level characteristics that predict gains in language skills for children with language impairment who were receiving therapy within the public schools. The therapy provided represented business-as-usual speech/language treatment provided by speech-language pathologists in the public schools. The sample included 272 kindergartners and first-graders with language impairment who participated in a larger study titled "Speech-Therapy Experiences in the Public Schools." Multilevel regression analyses were applied to examine the extent to which select child-level characteristics, including age, nonverbal cognition, memory, phonological awareness, vocabulary, behavior problems, and self-regulation, predicted children's language gains over an academic year. Pratt indices were computed to establish the relative importance of the predictors of interest. Phonological awareness and vocabulary skill related to greater gains in language skills, and together they accounted for nearly 70% of the explained variance, or 10% of total variance at child level. Externalizing behavior, nonverbal cognition, and age were also potentially important predictors of language gains. This study significantly advances our understanding of the characteristics of children that may contribute to their language gains while receiving therapy in the public schools. Researchers can explore how these characteristics may serve to moderate treatment outcomes, whereas clinicians can assess how these characteristics may factor into understanding treatment responses.

An Empirical Examination of EFL Learners' Perceptual Learning Styles and Acceptance of ASR-Based Computer-Assisted Pronunciation Training

ERIC Educational Resources Information Center

Hsu, Liwei

2016-01-01

This study aims to explore the structural relationships among the variables of EFL (English as a foreign language) learners' perceptual learning styles and Technology Acceptance Model (TAM). Three hundred and forty-one (n = 341) EFL learners were invited to join a self-regulated English pronunciation training program through automatic speech…

LinguaFolio Goal Setting Intervention and Academic Achievement: Increasing Student Capacity for Self-Regulated Learning

ERIC Educational Resources Information Center

Clarke, Oxana D.

2013-01-01

In the last few decades there has been a shift from thinking less about teaching and more about learning. Such a paradigm shift from teacher-centered to student-centered instruction requires students to think about their own learning and to monitor their own learning development and language achievement. Researchers have identified goal setting…

How do older adult drivers self-regulate? Characteristics of self-regulation classes defined by latent class analysis.

PubMed

Bergen, Gwen; West, Bethany A; Luo, Feijun; Bird, Donna C; Freund, Katherine; Fortinsky, Richard H; Staplin, Loren

2017-06-01

Motor-vehicle crashes were the second leading cause of injury death for adults aged 65-84years in 2014. Some older drivers choose to self-regulate their driving to maintain mobility while reducing driving risk, yet the process remains poorly understood. Data from 729 older adults (aged ≥60years) who joined an older adult ride service program between April 1, 2010 and November 8, 2013 were analyzed to define and describe classes of driving self-regulation. Latent class analysis was employed to characterize older adult driving self-regulation classes using driving frequency and avoidance of seven driving situations. Logistic regression was used to explore associations between characteristics affecting mobility and self-regulation class. Three classes were identified (low, medium, and high self-regulation). High self-regulating participants reported the highest proportion of always avoiding seven risky driving situations and the lowest driving frequency followed by medium and low self-regulators. Those who were female, aged 80years or older, visually impaired, assistive device users, and those with special health needs were more likely to be high self-regulating compared with low self-regulating. Avoidance of certain driving situations and weekly driving frequency are valid indicators for describing driving self-regulation classes in older adults. Understanding the unique characteristics and mobility limitations of each class can guide optimal transportation strategies for older adults. Published by Elsevier Ltd.

Paleoneurology: neurodegenerative diseases are age-related diseases of specific brain regions recently developed by Homo sapiens.

PubMed

Ghika, J

2008-11-01

Bipedal locomotion and fine motility of hand and larynx of humans introduced musculoskeletal adaptations, new pyramidal, corticostriatal, corticobulbar, nigrostriatal, and cerebellar pathways and expansions of prefrontal, cingular, parieto-temporal and occipital cortices with derived new brain capabilities. All selectively degenerate in aged homo sapiens following 16 syndromic presentations: (1) Parkinsonism: nigrostriatal control for fast automatic movements of hand, larynx, bipedal posture and gait ("simian gait and hand"). (2) Frontal (highest level) gait disorders (lower body parkinsonism, gait apraxia, retropulsion): prefrontostriatal executive control of bipedal locomotion. (3) ataxia: new synergistic coordination of bipedal gait and fine motility. (4) Dyskinesias (chorea, dystonia, tremor...): intrusions of simian basal ganglia motor subroutines. (5) motoneuron diseases: new proximo-distal and bulbar motoneurones, preserving older ones (oculomotor, abdominal...). (6) Archaic reflexes: prefrontal disinhibition of old mother/tree-climbing-oriented reflexes (sucking, grasping, Babinski/triple retraction, gegenhalten), group alarms (laughter, crying, yawning, grunting...) or grooming (tremor=scratching). (7) Dysautonomia: contextual regulation (orthostatism...). (8) REM sleep disorders of new cortical functions. (9) Corticobasal syndrome: melokinetic control of hand prehension-manipulation and language (retrocession to simian patterns). (10) Frontal/temporal lobe degeneration: medial-orbitofrontal behavioural variant: self monitoring of internal needs and social context: apathy, loss of personal hygiene, stereotypia, disinhibition, loss of concern for consequences of acts, social rules, danger and empathy; dorsolateral executive variant: inadequacy to the context of action (goal, environmental changes...); progressive non-fluent aphasia: executive and praxic processing of speech; temporal variant: abstract concepts for speech, gestures and vision (semantic dementia, progressive nonfluent aphasia) (11) Temporomesial-limbic-paralimbic-associative cortical dementias (Alzheimer's disease, Lewy body, progressive amnesia): processing of explicit cognition: amnesic syndrome, processing of hand, larynx and eye: disorientation, ideomotor apraxia, agnosia, visuospatial processing, transcortical aphasia. (12) Focal posterior atrophy (Benson, progressive apraxia): visuomotor processing of what and where. (13) Macular degeneration: retinal "spot" for explicit symbols. (14) "Psychiatric syndromes": metacognition, self monitoring and regulation of hierarchical processing of metacognition: hallucinations, delusions, magic and mystic logic, delusions, confabulations; drive: impulsivity, obsessive-compulsive disorders, mental automatisms; social interactions: theory of mind, autism, Asperger. (15) Mood disorders: control on emotions: anxio-depressive and bipolar disorders, moria, emotional lability. (16) Musculoskeletal: inclusion body myositis: muscles for bipedal gait and fine motility. Paget's disease: bones for bipedal gait and cranium. Understanding of the genetic mechanisms underlying the evolution of these recent human brain regions and paleoneurology my be the key to the focal, asymmetrical or systemic character of neurodegeneration, the pathologic heterogeneity/overlap of syndromic presentations associating gait, hand, language, cognition, mood and behaviour disorders.

The Relationship between Iranian EFL Learners' Self-Regulatory Vocabulary Strategy Use and Their Vocabulary Size

ERIC Educational Resources Information Center

Amirian, Seyed Mohammad Reza; Mallahi, Omid; Zaghi, Damoon

2015-01-01

Self-regulation is referred to as learners' self-generated ideas and actions which are systematically directed towards achieving educational goals and require learners' active participation in the learning process (Zimmerman & Bandura, 1994). The present study investigated the relationship between Iranian EFL students' self-regulation capacity…

Internet-Specific Epistemic Beliefs and Self-Regulated Learning in Online Academic Information Searching

ERIC Educational Resources Information Center

Chiu, Yen-Lin; Liang, Jyh-Chong; Tsai, Chin-Chung

2013-01-01

Epistemic beliefs have been considered as important components of the self-regulatory model; however, their relationships with self-regulated learning processes in the Internet context need further research. The main purpose of this study was to examine the relationships between Internet-specific epistemic belief dimensions and self-regulated…

The role of emotion and emotion regulation in social anxiety disorder.

PubMed

Jazaieri, Hooria; Morrison, Amanda S; Goldin, Philippe R; Gross, James J

2015-01-01

Many psychiatric disorders involve problematic patterns of emotional reactivity and regulation. In this review, we consider recent findings regarding emotion and emotion regulation in the context of social anxiety disorder (SAD). We first describe key features of SAD which suggest altered emotional and self-related processing difficulties. Next, we lay the conceptual foundation for a discussion of emotion and emotion regulation and present a common framework for understanding emotion regulation, the process model of emotion regulation. Using the process model, we evaluate the recent empirical literature spanning self-report, observational, behavioral, and physiological methods across five specific families of emotion regulation processes-situation selection, situation modification, attentional deployment, cognitive change, and response modulation. Next, we examine the empirical evidence behind two psychosocial interventions for SAD: cognitive behavioral therapy (CBT) and mindfulness-based stress reduction (MBSR). Throughout, we present suggestions for future directions in the continued examination of emotion and emotion regulation in SAD.

75 FR 32877 - Financial Assistance: Wildlife Restoration, Sport Fish Restoration, Hunter Education and Safety

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-10

... reformats the regulations following Federal plain language policy and current rulemaking guidance. DATES: We...-delivery: Public Comments Processing, Attn: RIN 1018-AW65; Division of Policy and Directives Management; U... also revised other sections in 2008 to: (a) Comply with Federal policy on plain language and writing...

77 FR 38731 - Defense Federal Acquisition Regulation Supplement: Updates to Wide Area WorkFlow (DFARS Case 2011...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-29

... generating invoices and receiving reports. TEDS is an accepted system for processing payment requests for... follows: A. Summary of Significant Changes Changes to the proposed rule to clarify language were made at... receive payment requests and receiving reports and clarify language and to clarify instructions for...

Development of neural mechanisms of conflict and error processing during childhood: implications for self-regulation.

PubMed

Checa, Purificación; Castellanos, M C; Abundis-Gutiérrez, Alicia; Rosario Rueda, M

2014-01-01

Regulation of thoughts and behavior requires attention, particularly when there is conflict between alternative responses or when errors are to be prevented or corrected. Conflict monitoring and error processing are functions of the executive attention network, a neurocognitive system that greatly matures during childhood. In this study, we examined the development of brain mechanisms underlying conflict and error processing with event-related potentials (ERPs), and explored the relationship between brain function and individual differences in the ability to self-regulate behavior. Three groups of children aged 4-6, 7-9, and 10-13 years, and a group of adults performed a child-friendly version of the flanker task while ERPs were registered. Marked developmental changes were observed in both conflict processing and brain reactions to errors. After controlling by age, higher self-regulation skills are associated with smaller amplitude of the conflict effect but greater amplitude of the error-related negativity. Additionally, we found that electrophysiological measures of conflict and error monitoring predict individual differences in impulsivity and the capacity to delay gratification. These findings inform of brain mechanisms underlying the development of cognitive control and self-regulation.

Development of neural mechanisms of conflict and error processing during childhood: implications for self-regulation

PubMed Central

Checa, Purificación; Castellanos, M. C.; Abundis-Gutiérrez, Alicia; Rosario Rueda, M.

2014-01-01

Regulation of thoughts and behavior requires attention, particularly when there is conflict between alternative responses or when errors are to be prevented or corrected. Conflict monitoring and error processing are functions of the executive attention network, a neurocognitive system that greatly matures during childhood. In this study, we examined the development of brain mechanisms underlying conflict and error processing with event-related potentials (ERPs), and explored the relationship between brain function and individual differences in the ability to self-regulate behavior. Three groups of children aged 4–6, 7–9, and 10–13 years, and a group of adults performed a child-friendly version of the flanker task while ERPs were registered. Marked developmental changes were observed in both conflict processing and brain reactions to errors. After controlling by age, higher self-regulation skills are associated with smaller amplitude of the conflict effect but greater amplitude of the error-related negativity. Additionally, we found that electrophysiological measures of conflict and error monitoring predict individual differences in impulsivity and the capacity to delay gratification. These findings inform of brain mechanisms underlying the development of cognitive control and self-regulation. PMID:24795676

Family matters: Intergenerational and interpersonal processes of executive function and attentive behavior

PubMed Central

Deater-Deckard, Kirby

2014-01-01

Individual differences in self-regulation include executive function (EF) components that serve self-regulation of attentive behavior by modulating reactive responses to the environment. These factors “run in families”. The purpose of this review is to summarize a program of research that addresses familial inter-generational transmission and inter-personal processes in development. Self-regulation of attentive behavior involves inter-related aspects of executive function (EF) including attention, inhibitory control, and working memory. Individual differences in EF skills develop in systematic ways over childhood, resulting in moderately stable differences between people by early adolescence. Through complex gene-environment transactions, EF is transmitted across generations within parent-child relationships that provide powerful socialization and experiential contexts in which EF and related attentive behavior are forged and practiced. Families matter as parents regulate home environments and themselves as best they can while also supporting cognitive self-regulation of attentive behavior in their children. PMID:25197171

Brain self-regulation in criminal psychopaths.

PubMed

Konicar, Lilian; Veit, Ralf; Eisenbarth, Hedwig; Barth, Beatrix; Tonin, Paolo; Strehl, Ute; Birbaumer, Niels

2015-03-24

Psychopathic individuals are characterized by impaired affective processing, impulsivity, sensation-seeking, poor planning skills and heightened aggressiveness with poor self-regulation. Based on brain self-regulation studies using neurofeedback of Slow Cortical Potentials (SCPs) in disorders associated with a dysregulation of cortical activity thresholds and evidence of deficient cortical functioning in psychopathy, a neurobiological approach seems to be promising in the treatment of psychopathy. The results of our intensive brain regulation intervention demonstrate, that psychopathic offenders are able to gain control of their brain excitability over fronto-central brain areas. After SCP self-regulation training, we observed reduced aggression, impulsivity and behavioral approach tendencies, as well as improvements in behavioral-inhibition and increased cortical sensitivity for error-processing. This study demonstrates improvements on the neurophysiological, behavioral and subjective level in severe psychopathic offenders after SCP-neurofeedback training and could constitute a novel neurobiologically-based treatment for a seemingly change-resistant group of criminal psychopaths.

Support for Self-Regulation in Learning Complex Topics from Multimedia Explanations: Do Learners Need Extensive or Minimal Support?

ERIC Educational Resources Information Center

Rodicio, Hector Garcia; Sanchez, Emilio; Acuna, Santiago R.

2013-01-01

Acquiring complex conceptual knowledge requires learners to self-regulate their learning by planning, monitoring, and adjusting the process but they find it difficult to do so. In one experiment, we examined whether learners need broad systems of support for self-regulation or whether they are also able to learn with more economical support…

Enhancing Decision-Making in STSE Education by Inducing Reflection and Self-Regulated Learning

NASA Astrophysics Data System (ADS)

Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne

2017-02-01

Thoughtful decision-making to resolve socioscientific issues is central to science, technology, society, and environment (STSE) education. One approach for attaining this goal involves fostering students' decision-making processes. Thus, the present study explores whether the application of decision-making strategies, combined with reflections on the decision-making processes of others, enhances decision-making competence. In addition, this study examines whether this process is supported by elements of self-regulated learning, i.e., self-reflection regarding one's own performance and the setting of goals for subsequent tasks. A computer-based training program which involves the resolution of socioscientific issues related to sustainable development was developed in two versions: with and without elements of self-regulated learning. Its effects on decision-making competence were analyzed using a pre test-post test follow-up control-group design ( N = 242 high school students). Decision-making competence was assessed using an open-ended questionnaire that focused on three facets: consideration of advantages and disadvantages, metadecision aspects, and reflection on the decision-making processes of others. The findings suggest that students in both training groups incorporated aspects of metadecision into their statements more often than students in the control group. Furthermore, both training groups were more successful in reflecting on the decision-making processes of others. The students who received additional training in self-regulated learning showed greater benefits in terms of metadecision aspects and reflection, and these effects remained significant two months later. Overall, our findings demonstrate that the application of decision-making strategies, combined with reflections on the decision-making process and elements of self-regulated learning, is a fruitful approach in STSE education.

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…

The mediating role of metacognition in the relationship between executive function and self-regulated learning.

PubMed

Follmer, D Jake; Sperling, Rayne A

2016-12-01

Researchers have demonstrated significant relations among executive function, metacognition, and self-regulated learning. However, prior research emphasized the use of indirect measures of executive function and did not evaluate how specific executive functions are related to participants' self-regulated learning. The primary goals of the current study were to examine and test the relations among executive function, metacognition, and self-regulated learning as well as to examine how self-regulated learning is informed by executive function. The sample comprised 117 undergraduate students attending a large, Mid-Atlantic research university in the United States. Participants were individually administered direct and indirect measures of executive function, metacognition, and self-regulated learning. A mediation model specifying the relations among the regulatory constructs was proposed. In multiple linear regression analyses, executive function predicted metacognition and self-regulated learning. Direct measures of inhibition and shifting accounted for a significant amount of the variance in metacognition and self-regulated learning beyond an indirect measure of executive functioning. Separate mediation analyses indicated that metacognition mediated the relationship between executive functioning and self-regulated learning as well as between specific executive functions and self-regulated learning. The findings of this study are supported by previous research documenting the relations between executive function and self-regulated learning, and extend prior research by examining the manner in which executive function and self-regulated learning are linked. The findings provide initial support for executive functions as key processes, mediated by metacognition, that predict self-regulated learning. Implications for the contribution of executive functions to self-regulated learning are discussed. © 2016 The British Psychological Society.

Process Writing and Communicative-Task-Based Instruction: Many Common Features, but More Common Limitations?

ERIC Educational Resources Information Center

Bruton, Anthony

2005-01-01

Process writing and communicative-task-based instruction both assume productive tasks that prompt self-expression to motivate students and as the principal engine for developing L2 proficiency in the language classroom. Besides this, process writing and communicative-task-based instruction have much else in common, despite some obvious…

Self-Regulation, Executive Function, Working Memory, and Academic Achievement of Female High School Students

ERIC Educational Resources Information Center

Halloran, Roberta Kathryn

2011-01-01

Self-regulation, executive function and working memory are areas of cognitive processing that have been studied extensively. Although many studies have examined the constructs, there is limited empirical support suggesting a formal link between the three cognitive processes and their prediction of academic achievement. Thus, the present study…

Enhanced Academic Performance Using a Novel Classroom Physical Activity Intervention to Increase Awareness, Attention and Self-Control: Putting Embodied Cognition into Practice

ERIC Educational Resources Information Center

McClelland, Elizabeth; Pitt, Anna; Stein, John

2015-01-01

When language is processed, brain activity occurs not only in the classic "language areas" such as Broca's area, but also in areas which control movement. Our systems of understanding, including higher level cognition, are rooted in bodily awareness which needs to be developed as a precursor to intellectual reasoning. Cognition is…

[The role of cognitive emotional self-regulation in adolescence in levels of depression, psychosomatic symptoms and subjective well-being].

PubMed

Kriston, Pálma; Pikó, Bettina

More and more studies suggest that mental health may be determined by processes of emotional self-regulation. Emotion regulation is a complex concept which can be explicit and implicit and includes different cognitive and behavioral processes: evaluation, modifying of emotional reaction to accomplish goals. Our research aim was to explore the use of cognitive emotional self-regulation strategies related to mental health indicators among adolescents. The youth study was performed with a sample size of 1245 participants in Makó, in 2016. Data collection was based on self-administrated questionnaries that contained items on mental health, subjective well-being and background of sociodemographics. The data were compared on the basis of gender differences and tested by multiple linear regression analysis to map associations between the regulation strategies and mental health indicators: depression, psychosomatic symptoms, satisfaction with life. Girls reported higher levels of depression and psychosomatic symptoms and lower satisfaction with life than boys. Significant differences were observed between boys and girls in using rumination, positive refocusing, selfblame, others-blame and putting into perspective regulation strategy. In addition the nonadaptive strategies were proved to be related to higher depression and psychosomatic symptom scores, whereas adaptive strategies to higher level of satisfaction with life in both boys and girls. The study draws attention to the importance of cognitive emotion regulation strategies from the point of view of mental health and to explore the background factors of cognitive processes of emotional self-regulation.

Childhood language skills and adolescent self-esteem in preterm survivors.

PubMed

Islam, Umna A; Poole, Kristie L; Schmidt, Louis A; Ford, Jennifer; Saigal, Saroj; Van Lieshout, Ryan J

2018-03-01

Fifty-seven percent of children with poor language skills are affected by socio-emotional problems. Despite the importance of language skills to interpersonal functioning and school performance, relatively little is known about how they affect self-esteem in adolescence. Data on youth at high risk for language problems (e.g. those born extremely low birth weight (ELBW; <1000 grams)) are even more scarce. This prospective study examined associations between language skills at age 8 and self-esteem during adolescence (12-16 years) in individuals born at ELBW ( N = 138) or normal birth weight (NBW; >2500 grams) ( N = 111). Participants' language skills were assessed using the Verbal Scale of the Wechsler Intelligence Scale for Children-Revised and the Token Test at age 8. In adolescence, participants completed the Harter Self-Perception Profile for Adolescents. Birth weight status was found to moderate associations between childhood language and adolescent global self-esteem (Token Test ( p = .006), Verbal Intelligence Quotient ( p = .033)) such that better language skills were associated with higher self-esteem in adolescent ELBW survivors, but not in NBW participants. Language skills may play a protective role in the development and maintenance of self-esteem in ELBW youth and could be an important target for optimizing their functioning, particularly before transitioning to the critical adolescent period.

Pre-Service English Language Teachers' Perceptions of Computer Self-Efficacy and General Self-Efficacy

ERIC Educational Resources Information Center

Topkaya, Ece Zehir

2010-01-01

The primary aim of this study is to investigate pre-service English language teachers' perceptions of computer self-efficacy in relation to different variables. Secondarily, the study also explores the relationship between pre-service English language teachers' perceptions of computer self-efficacy and their perceptions of general self-efficacy.…

Training Self-Regulated Learning Skills with Video Modeling Examples: Do Task-Selection Skills Transfer?

ERIC Educational Resources Information Center

Raaijmakers, Steven F.; Baars, Martine; Schaap, Lydia; Paas, Fred; van Merriënboer, Jeroen; van Gog, Tamara

2018-01-01

Self-assessment and task-selection skills are crucial in self-regulated learning situations in which students can choose their own tasks. Prior research suggested that training with video modeling examples, in which another person (the model) demonstrates and explains the cyclical process of problem-solving task performance, self-assessment, and…

Empowering ESL Students in the Mainstream through Self Assessment and Contracted Learning.

ERIC Educational Resources Information Center

Schraeder, Laura L.

A middle school teacher with both English-as-a-Second-Language (ESL) and mainstream students in her class attempted to foster learning independence by encouraging self-evaluation and examination of the learning process. Initially, this involved providing them with rubrics and checklists for assessing work on several assignments. A second step was…

Japanese Learners' Self Revisions and Peer Revisions of Their Written Compositions in English

ERIC Educational Resources Information Center

Suzuki, Manami

2008-01-01

The current study examined 24 Japanese university students' processes of negotiation in conditions of self revision and of peer revision about their English as a foreign language (EFL) writing. Analyzing their negotiation episodes and text changes, I categorized within a common coding scheme the types of negotiation from (a) think-aloud protocols…

JiJi De GuanJiao FangFa (Positive Discipline). ERIC Digest.

ERIC Educational Resources Information Center

ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL.

This ERIC Digest suggests methods and language that can be used in handling difficult, but common, situations involving young children. Discussion focuses on: (1) 12 methods of discipline that promote self-worth; (2) the process of creating a positive climate that promotes self-discipline; (3) harmful and negative disciplinary methods; and (4)…

The Incongruence of the Breton Linguistic Landscape for Young Speakers of Breton

ERIC Educational Resources Information Center

Hornsby, Michael

2008-01-01

Globalisation processes, often accused of imposing uniformity the world over, also open up opportunities for minorities (including linguistic ones) to exploit a variety of spaces for self-definition and self-expression. The expansion in the use of minority languages in public signage is one consequence of this present phase of reorientation in…

The Occurrence and the Success Rate of Self-Initiated Self-Repair

ERIC Educational Resources Information Center

Sato, Rintaro; Takatsuka, Shigenobu

2016-01-01

Errors naturally appear in spontaneous speeches and conversations. Particularly in a second or foreign language, it is only natural that mistakes happen as a part of the learning process. After an inappropriate expression is detected, it can be corrected. This act of correcting can be initiated either by the speaker (non-native speaker) or the…

Statistical physics of language dynamics

NASA Astrophysics Data System (ADS)

Loreto, Vittorio; Baronchelli, Andrea; Mukherjee, Animesh; Puglisi, Andrea; Tria, Francesca

2011-04-01

Language dynamics is a rapidly growing field that focuses on all processes related to the emergence, evolution, change and extinction of languages. Recently, the study of self-organization and evolution of language and meaning has led to the idea that a community of language users can be seen as a complex dynamical system, which collectively solves the problem of developing a shared communication framework through the back-and-forth signaling between individuals. We shall review some of the progress made in the past few years and highlight potential future directions of research in this area. In particular, the emergence of a common lexicon and of a shared set of linguistic categories will be discussed, as examples corresponding to the early stages of a language. The extent to which synthetic modeling is nowadays contributing to the ongoing debate in cognitive science will be pointed out. In addition, the burst of growth of the web is providing new experimental frameworks. It makes available a huge amount of resources, both as novel tools and data to be analyzed, allowing quantitative and large-scale analysis of the processes underlying the emergence of a collective information and language dynamics.

EVA - A Textual Data Processing Tool.

ERIC Educational Resources Information Center

Jakopin, Primoz

EVA, a text processing tool designed to be self-contained and useful for a variety of languages, is described briefly, and its extensive coded character set is illustrated. Features, specifications, and database functions are noted. Its application in development of a Slovenian literary dictionary is also described. (MSE)

High School Foreign Language Students' Perceptions of Language Learning Strategies Use and Self-Efficacy.

ERIC Educational Resources Information Center

National Capital Language Resource Center, Washington, DC.

This study investigated the relationship of language learning strategies use and self-efficacy of high school students learning Chinese, German, Russian, Japanese, and Spanish. Through two questionnaires, The Language Learning Strategies Questionnaire and The Self-Efficacy Questionnaire, researchers were able to collect and analyze data on…

Exploring Prospective EFL Teachers' Perceived Self-Efficacy and Beliefs on English Language Learning

ERIC Educational Resources Information Center

Genç, Gülten; Kulusakli, Emine; Aydin, Savas

2016-01-01

Learners' perceived self-efficacy and beliefs on English language learning are important in education. Taking into consideration the important impact of individual variables on language learning, this study seeks to highlight the relationship between Turkish EFL learners' beliefs about language learning and their sense of self-efficacy. The…

Effects of Experience Abroad and Language Proficiency on Self-Efficacy Beliefs in Language Learning.

PubMed

Kim, Hyang-Il; Cha, Kyung-Ae

2017-01-01

Experience abroad has been recognized as one of the best investments for second or foreign language learning. A lot of research has examined its impact on language learning from linguistic as well as non-linguistic perspectives. Nonetheless, literature on the relationships between and among experience abroad, language proficiency, and self-efficacy beliefs in language learning seems to still be cursory and thus the present study chose to focus on these aspects in more detail. To do so, 259 Korean English as a foreign language students answered the Questionnaire of English Self-Efficacy as well as completed a background questionnaire. Statistical analyses identified two underlying factors of self-efficacy beliefs-production and comprehension-that helped analyze the data from a new perspective. Using this two-factor structure of self-efficacy, it was found that the combination of experience abroad and English proficiency were indeed related to these self-efficacy factors. In addition, the results indicate that students may have benefitted most in self-efficacy formation in production and comprehension aspects when they have four to six months of experience abroad.

GP supervisors' experience in supporting self-regulated learning: a balancing act.

PubMed

Sagasser, Margaretha H; Kramer, Anneke W M; van Weel, Chris; van der Vleuten, Cees P M

2015-08-01

Self-regulated learning is essential for professional development and lifelong learning. As self-regulated learning has many inaccuracies, the need to support self-regulated learning has been recommended. Supervisors can provide such support. In a prior study trainees reported on the variation in received supervisor support. This study aims at exploring supervisors' perspectives. The aim is to explore how supervisors experience self-regulated learning of postgraduate general practitioners (GP) trainees and their role in this, and what helps and hinders them in supervising. In a qualitative study using a phenomenological approach, we interviewed 20 supervisors of first- and third-year postgraduate GP trainees. Supervisors recognised trainee activity in self-regulated learning and adapted their coaching style to trainee needs, occasionally causing conflicting emotions. Supervisors' beliefs regarding their role, trainees' role and the usefulness of educational interventions influenced their support. Supervisors experienced a relation between patient safety, self-regulated learning and trainee capability to learn. Supervisor training was helpful to exchange experience and obtain advice. Supervisors found colleagues helpful in sharing supervision tasks or in calibrating judgments of trainees. Busy practice occasionally hindered the supervisory process. In conclusion, supervisors adapt their coaching to trainees' self-regulated learning, sometimes causing conflicting emotions. Patient safety and entrustment are key aspects of the supervisory process. Supervisors' beliefs about their role and trainees' role influence their support. Supervisor training is important to increase awareness of these beliefs and the influence on their behaviour, and to improve the use of educational instruments. The results align with findings from other (medical) education, thereby illustrating its relevance.

An Investigation of School Counselor Self-Efficacy with English Language Learners

ERIC Educational Resources Information Center

Johnson, Leonissa V.; Ziomek-Daigle, Jolie; Haskins, Natoya Hill; Paisley, Pamela O.

2017-01-01

This exploratory quantitative study described school counselors' self-efficacy with English language learners. Findings suggest that school counselors with exposure to and experiences with English language learners have higher levels of self-efficacy. Statistically significant and practical differences in self-efficacy were apparent by race, U.S.…

Emotion introspection and regulation in depression.

PubMed

Herwig, Uwe; Opialla, Sarah; Cattapan, Katja; Wetter, Thomas C; Jäncke, Lutz; Brühl, Annette B

2018-07-30

Depressed patients suffer from an impairment to voluntarily influence and regulate their unpleasant emotional state. Strengthening the mental ability to interfere with dysfunctional emotion processing may be beneficial in treating depression. According to models of emotion processing this may be done by successful down-regulation of enhanced amygdala activity. We investigated short periods of intentional emotion-introspection compared with cognitive self-reflection as two domains of self-awareness in terms of effects on emotion regulation. Thirty depressed patients performed twelve second periods of emotion-introspection, self-reflection and a neutral condition during functional magnetic resonance imaging. We analyzed brain activation in the patients with depression by means of whole brain, region of interest and connectivity analyses. Amygdala activity decreased during emotion-introspection relative to self-reflection and to the neutral condition, whereby left amygdala was inversely activated relative to the left insula. Insula activity itself was correlated with medial and dorsolateral prefrontal cortex (PFC) activation. In conclusion, depressed patients are able to down-regulate amygdala activity by emotion-introspection. This may be interpreted as well-working emotion regulation supposedly induced by PFC connections mediated via insula. The finding supports the application of emotion-introspection, a mindfulness-related process, in a clinical setting as an element of psychotherapy to train and improve emotion regulation. Copyright © 2018 Elsevier B.V. All rights reserved.

12 CFR Appendix F to Part 229 - Official Board Interpretations; Preemption Determinations

Code of Federal Regulations, 2011 CFR

2011-01-01

... banking day after deposit. Although the language “deposited in a bank” is unclear, arguably it is broader than the language “made in person to an employee of the depositary bank”, which conditions the next-day... state or the same check processing region. Thus, generally, the Regulation CC rule for availability of...

12 CFR Appendix F to Part 229 - Official Board Interpretations; Preemption Determinations

Code of Federal Regulations, 2012 CFR

2012-01-01

... banking day after deposit. Although the language “deposited in a bank” is unclear, arguably it is broader than the language “made in person to an employee of the depositary bank”, which conditions the next-day... state or the same check processing region. Thus, generally, the Regulation CC rule for availability of...

12 CFR Appendix F to Part 229 - Official Board Interpretations; Preemption Determinations

Code of Federal Regulations, 2010 CFR

2010-01-01

... banking day after deposit. Although the language “deposited in a bank” is unclear, arguably it is broader than the language “made in person to an employee of the depositary bank”, which conditions the next-day... state or the same check processing region. Thus, generally, the Regulation CC rule for availability of...

12 CFR Appendix F to Part 229 - Official Board Interpretations; Preemption Determinations

Code of Federal Regulations, 2013 CFR

2013-01-01

... of the banking day after deposit. Although the language “deposited in a bank” is unclear, arguably it is broader than the language “made in person to an employee of the depositary bank”, which conditions... state or the same check processing region. Thus, generally, the Regulation CC rule for availability of...

12 CFR Appendix F to Part 229 - Official Board Interpretations; Preemption Determinations

Code of Federal Regulations, 2014 CFR

2014-01-01

... of the banking day after deposit. Although the language “deposited in a bank” is unclear, arguably it is broader than the language “made in person to an employee of the depositary bank”, which conditions... state or the same check processing region. Thus, generally, the Regulation CC rule for availability of...

Mobile Purposive-Extensive-Podcast-Listening versus Mobile Self-Regulated-Podcast-Development: A Critical Framework for Designing Foreign Language Listening

ERIC Educational Resources Information Center

Sendag, Serkan; Caner, Mustafa; Kafes, Hüseyin

2014-01-01

Nowadays mobile technologies are widely employed in almost all fields of education for varying reasons. The present study intends to explore the role of mobile technologies in the development of students' listening skills in a higher education context. The aim of the present study is twofold; while it seeks for the feasibility of mobile…

Year 9 Student Voices Negotiating Digital Tools and Self-Regulated Learning Strategies in a Bilingual Managed Learning Environment

ERIC Educational Resources Information Center

Freihofner, Ulla; Smala, Simone; Campbell, Chris

2016-01-01

The increase in the use of educational technologies in Australian high schools has sparked this investigation into how Year 9 (13 to 14 years of age) students experience and negotiate a new technology enhanced learning environment in a bilingual classroom setting. The paper is about examining the students' language practices in German and English…

Does cardiovascular reactivity during speech reflect self-construction processes?

PubMed

Lyons, A C; Spicer, J; Tuffin, K; Chamberlain, K

2000-11-01

Abstract Substantial empirical research has been undertaken on cardiovascular reactivity (CVR). however interpretation of this research is hampered by a lack of theoretical frameworks. This paper develops a framework initially stimulated by evidence demonstrating that the cardiovascular system increases in activity during communication, and that the extent of this activation depends upon numerous and diverse psychosocial factors. We attempt to account for this phenomenon using merit post-structuralist ideas concerning the constructive nature of language and its centrality to an individual's sense of self. Our theoretical framework proposes that the CVR exhibited during language use is explicable in terms of self-construction - From this analysis we hypothesised that CVR would differ across conversations about private self. public self and non-self topics, and that these differences would depend upon people's speaking histories. We found that the blood pressure and heart rate of 102 women was most reactive when they talked in a laboratory with a stranger about aspects of their private self, and least reactive during non-self talk, whilst their heart rate was most reactive during talk about their public self. Overall the results highlight the inextricable link between our inherent socialness and our cardiovascular systems. SUMMARY The explanatory scheme outlined here is an attempt to provide a social reconceptualisation of a phenomenon that is typically interpreted in individualistic psychophysiological terms, and which is consistent with the notion that repeated exposure to situations which provoke large haemodynamic changes may lead to CHD disease progression. The explanation draws heavily on post-structuralist ideas regarding language, and the social constructionist notion that engaging in language use is central to constructing and maintaining a sense of self. This sense of self is a central theoretical entity in our everyday lives, produced and maintained in our interactions with others. We argue that it is this centrality of self-construction that helps to explain the extraordinary consistency of elevated CVR in conversation. Further, we have noted the striking parallels between those features of conversations that make the self salient, and those that have been associated with elevated CVR. To examine it more explicitly, it needs to be tested empirically with new data, using explicitly derived operationalisations and hypotheses.

The role of personal self-regulation and regulatory teaching to predict motivational-affective variables, achievement, and satisfaction: a structural model

PubMed Central

De la Fuente, Jesus; Zapata, Lucía; Martínez-Vicente, Jose M.; Sander, Paul; Cardelle-Elawar, María

2014-01-01

The present investigation examines how personal self-regulation (presage variable) and regulatory teaching (process variable of teaching) relate to learning approaches, strategies for coping with stress, and self-regulated learning (process variables of learning) and, finally, how they relate to performance and satisfaction with the learning process (product variables). The objective was to clarify the associative and predictive relations between these variables, as contextualized in two different models that use the presage-process-product paradigm (the Biggs and DEDEPRO models). A total of 1101 university students participated in the study. The design was cross-sectional and retrospective with attributional (or selection) variables, using correlations and structural analysis. The results provide consistent and significant empirical evidence for the relationships hypothesized, incorporating variables that are part of and influence the teaching–learning process in Higher Education. Findings confirm the importance of interactive relationships within the teaching–learning process, where personal self-regulation is assumed to take place in connection with regulatory teaching. Variables that are involved in the relationships validated here reinforce the idea that both personal factors and teaching and learning factors should be taken into consideration when dealing with a formal teaching–learning context at university. PMID:25964764

Stroking the Net Whale: A Constructivist Grounded Theory of Self-Regulated Learning in Virtual Social Spaces

ERIC Educational Resources Information Center

Kasperiuniene, Judita; Zydziunaite, Vilma; Eriksson, Malin

2017-01-01

This qualitative study explored the self-regulated learning (SRL) of teachers and their students in virtual social spaces. The processes of SRL were analyzed from 24 semi-structured individual interviews with professors, instructors and their students from five Lithuanian universities. A core category stroking the net whale showed the process of…

Do Prior Experience, Gender, or Level of Study Influence Music Students' Perspectives on Master Classes?

ERIC Educational Resources Information Center

Long, Marion; Hallam, Susan; Creech, Andrea; Gaunt, Helena; Robertson, Linnhe

2012-01-01

The cyclic process of self-regulated learning has been identified as a predictor of achievement in musical skill acquisition and musical performance. Meta-cognition, intrinsic to the self-regulation process, develops as the student takes greater responsibility for their own learning. From this perspective we consider music students' responses to a…

Preschool Classroom Processes as Predictors of Children's Cognitive Self-Regulation Skills Development

ERIC Educational Resources Information Center

Fuhs, Mary Wagner; Farran, Dale C.; Nesbitt, Kimberly Turner

2013-01-01

This research focuses on the associations between interactive processes of early childhood classrooms and gains in children's cognitive self-regulation (CSR) across the preschool year. Data from 803 children (45.8% female; "M" = 54 months; 39.1% Caucasian, 26.3% African American, 24.6% Hispanic, 9.9% Other) were collected at fall and…

Emotion-related self-regulation and its relation to children's maladjustment.

PubMed

Eisenberg, Nancy; Spinrad, Tracy L; Eggum, Natalie D

2010-01-01

The development of children's emotion-related self-regulation appears to be related to, and likely involved in, many aspects of children's development. In this review, the distinction between effortful self-regulatory processes and those that are somewhat less voluntary is discussed, and literature on the former capacities is reviewed. Emotion-related self-regulation develops rapidly in the early years of life and improves more slowly into adulthood. Individual differences in children's self-regulation are fairly stable after the first year or two of life. Such individual differences are inversely related to at least some types of externalizing problems. Findings for internalizing problems are less consistent and robust, although emotion-related self-regulation appears to be inversely related to internalizing problems after the early years. Self-regulatory capacities have been related to both genetic and environmental factors and their interaction. Some interventions designed to foster self-regulation and, hence, reduce maladjustment, have proved to be at least partially effective.

Emotion-Related Self-Regulation and Its Relation to Children’s Maladjustment

PubMed Central

Eisenberg, Nancy; Spinrad, Tracy L.; Eggum, Natalie D.

2010-01-01

The development of children’s emotion-related self-regulation appears to be related to, and likely involved in, many aspects of children’s development. In this review, the distinction between effortful self-regulatory processes and those that are somewhat less voluntary is discussed, and literature on the former capacities is reviewed. Emotion-related self-regulation develops rapidly in the early years of life and improves more slowly into adulthood. Individual differences in children’s self-regulation are fairly stable after the first year or two of life. Such individual differences are inversely related to at least some types of externalizing problems. Findings for internalizing problems are less consistent and robust, although emotion-related self-regulation appears to be inversely related to internalizing problems after the early years. Self-regulatory capacities have been related to both genetic and environmental factors and their interaction. Some interventions designed to foster self-regulation and, hence, reduce maladjustment, have proved to be at least partially effective. PMID:20192797

Generic concept to program the time domain of self-assemblies with a self-regulation mechanism.

PubMed

Heuser, Thomas; Steppert, Ann-Kathrin; Lopez, Catalina Molano; Zhu, Baolei; Walther, Andreas

2015-04-08

Nature regulates complex structures in space and time via feedback loops, kinetically controlled transformations, and under energy dissipation to allow non-equilibrium processes. Although man-made static self-assemblies realize excellent control over hierarchical structures via molecular programming, managing their temporal destiny by self-regulation is a largely unsolved challenge. Herein, we introduce a generic concept to control the time domain by programming the lifetimes of switchable self-assemblies in closed systems. We conceive dormant deactivators that, in combination with fast promoters, enable a unique kinetic balance to establish an autonomously self-regulating, transient pH-state, whose duration can be programmed over orders of magnitude-from minutes to days. Coupling this non-equilibrium state to pH-switchable self-assemblies allows predicting their assembly/disassembly fate in time, similar to a precise self-destruction mechanism. We demonstrate a platform approach by programming self-assembly lifetimes of block copolymers, nanoparticles, and peptides, enabling dynamic materials with a self-regulation functionality.

Self-regulation of common age-related challenges: benefits for older adults' psychological and physical health.

PubMed

Wrosch, Carsten; Dunne, Erin; Scheier, Michael F; Schulz, Richard

2006-06-01

This article addresses the role played by adaptive self-regulation in protecting older adults' psychological and physical health. A theoretical model is outlined illustrating how common age-related challenges (i.e., physical challenges and life regrets) can influence older adults' health. In addition, the proposed model suggests that older adults can avoid the adverse health effects of encountering these problems if they engage in adaptive self-regulation. Finally, this article reviews recent studies that examined the adaptive value of self-regulation processes for managing physical challenges and life regrets in the elderly. The findings from cross-sectional, longitudinal, and experimental studies document the importance of adaptive self-regulation for maintaining older adults' health.

Language translation challenges with Arabic speakers participating in qualitative research studies.

PubMed

Al-Amer, Rasmieh; Ramjan, Lucie; Glew, Paul; Darwish, Maram; Salamonson, Yenna

2016-02-01

This paper discusses how a research team negotiated the challenges of language differences in a qualitative study that involved two languages. The lead researcher shared the participants' language and culture, and the interviews were conducted using the Arabic language as a source language, which was then translated and disseminated in the English language (target language). The challenges in relation to translation in cross-cultural research were highlighted from a perspective of establishing meaning as a vital issue in qualitative research. The paper draws on insights gained from a study undertaken among Arabic-speaking participants involving the use of in-depth semi-structured interviews. The study was undertaken using a purposive sample of 15 participants with Type 2 Diabetes Mellitus and co-existing depression and explored their perception of self-care management behaviours. Data analysis was performed in two phases. The first phase entailed translation and transcription of the data, and the second phase entailed thematic analysis of the data to develop categories and themes. In this paper there is discussion on the translation process and its inherent challenges. As translation is an interpretive process and not merely a direct message transfer from a source language to a target language, translators need to systematically and accurately capture the full meaning of the spoken language. This discussion paper highlights difficulties in the translation process, specifically in managing data in relation to metaphors, medical terminology and connotation of the text, and importantly, preserving the meaning between the original and translated data. Recommendations for future qualitative studies involving interviews with non-English speaking participants are outlined, which may assist researchers maintain the integrity of the data throughout the translation process. Copyright © 2015 Elsevier Ltd. All rights reserved.

Students' Perceptions of Academic Self-Efficacy and Self-Regulation While Learning in a 1:1 Laptop Environment

ERIC Educational Resources Information Center

Carraher, Joan M.

2014-01-01

1:1 Laptop initiatives continue to grow throughout Nebraska schools. There are many questions regarding their effectiveness in improving student learning, justifications for expenses, and the process to guide such an initiative. The purpose of this case study was to explore students' perceptions of academic self-efficacy and self-regulation while…

The Effect of Different Goals and Self-Recording on Self-Regulation of Learning a Motor Skill in a Physical Education Setting

ERIC Educational Resources Information Center

Kolovelonis, Athanasios; Goudas, Marios; Dermitzaki, Irini

2011-01-01

This study examined the effect of different goals (process, performance outcome, and multiple goals) and self-recording on self-regulation of learning a dart-throwing skill. Participants were 105 fifth and sixth graders who were randomly assigned to six (3 Goal type x 2 self-recording) experimental and one control group. Results showed a positive…

Keep meaning in conversational coordination

PubMed Central

Cuffari, Elena C.

2014-01-01

Coordination is a widely employed term across recent quantitative and qualitative approaches to intersubjectivity, particularly approaches that give embodiment and enaction central explanatory roles. With a focus on linguistic and bodily coordination in conversational contexts, I review the operational meaning of coordination in recent empirical research and related theorizing of embodied intersubjectivity. This discussion articulates what must be involved in treating linguistic meaning as dynamic processes of coordination. The coordination approach presents languaging as a set of dynamic self-organizing processes and actions on multiple timescales and across multiple modalities that come about and work in certain domains (those jointly constructed in social, interactive, high-order sense-making). These processes go beyond meaning at the level that is available to first-person experience. I take one crucial consequence of this to be the ubiquitously moral nature of languaging with others. Languaging coordinates experience, among other levels of behavior and event. Ethical effort is called for by the automatic autonomy-influencing forces of languaging as coordination. PMID:25520693

Culture Learning from a Constructivist Perspective: An Investigation of Spanish Foreign Language Teachers' Views

ERIC Educational Resources Information Center

Sercu, Lies; Garcia, Maria del Carmen Mendez; Prieto, Paloma Castro

2005-01-01

Today, teaching and learning tend to be viewed from a constructivist perspective. Learning is regarded as a self-directed process of constructing meaning, which takes place in interaction. The teacher supports the learning process by selecting input and approaches that can scaffold the learning process and guide learners towards independent…

Both the "What" and "Why" of Youth Sports Participation Matter; a Conditional Process Analysis.

PubMed

Gjesdal, Siv; Appleton, Paul R; Ommundsen, Yngvar

2017-01-01

This study builds on previous research combining achievement goal orientation from Achievement Goal Theory and motivational regulation from Self-Determination Theory. The aim was to assess the combination of the "what" and "why" of youth sport activity, and how it relates to the need for competence and self-esteem. Achievement goal orientation, specifically task and ego, was employed to represent the "what", whilst intrinsic and external regulation reflected the "why". Based on a sample of 496 youth sports participants, structural equation modeling with a bootstrapping procedure was used to examine whether the indirect relationship between achievement goal orientation and self-esteem was conditional to motivational regulation. The results show partial support for the conditional process models. Specifically, task orientation was indirectly linked with self-esteem through competence need, and the relationship was stronger with higher levels of intrinsic regulation for sport. Furthermore, ego orientation was negatively associated with self-esteem through a positive relationship with competence frustration. However, this relationship emerged only for those higher in intrinsic regulation. External regulation did not emerge as a moderator, but presented a positive relationship with competence frustration. Findings are discussed in light of both Achievement Goal Theory and Self-Determination Theory, and underline the importance of considering both the "what" and "why" when attempting to understand motivation in youth sport.

Interactive natural language acquisition in a multi-modal recurrent neural architecture

NASA Astrophysics Data System (ADS)

Heinrich, Stefan; Wermter, Stefan

2018-01-01

For the complex human brain that enables us to communicate in natural language, we gathered good understandings of principles underlying language acquisition and processing, knowledge about sociocultural conditions, and insights into activity patterns in the brain. However, we were not yet able to understand the behavioural and mechanistic characteristics for natural language and how mechanisms in the brain allow to acquire and process language. In bridging the insights from behavioural psychology and neuroscience, the goal of this paper is to contribute a computational understanding of appropriate characteristics that favour language acquisition. Accordingly, we provide concepts and refinements in cognitive modelling regarding principles and mechanisms in the brain and propose a neurocognitively plausible model for embodied language acquisition from real-world interaction of a humanoid robot with its environment. In particular, the architecture consists of a continuous time recurrent neural network, where parts have different leakage characteristics and thus operate on multiple timescales for every modality and the association of the higher level nodes of all modalities into cell assemblies. The model is capable of learning language production grounded in both, temporal dynamic somatosensation and vision, and features hierarchical concept abstraction, concept decomposition, multi-modal integration, and self-organisation of latent representations.

Effective learning among elite football players: the development of a football-specific self-regulated learning questionnaire.

PubMed

Toering, Tynke; Jordet, Geir; Ripegutu, Anders

2013-01-01

The present study aimed to develop a football-specific self-report instrument measuring self-regulated learning in the context of daily practice, which can be used to monitor the extent to which players take responsibility for their own learning. Development of the instrument involved six steps: 1. Literature review based on Zimmerman's (2006) theory of self-regulated learning, 2. Item generation, 3. Item validation, 4. Pilot studies, 5. Exploratory factor analysis (EFA), and 6. Confirmatory factor analysis (CFA). The instrument was tested for reliability and validity among 204 elite youth football players aged 13-16 years (Mage = 14.6; s = 0.60; 123 boys, 81 girls). The EFA indicated that a five-factor model fitted the observed data best (reflection, evaluation, planning, speaking up, and coaching). However, the CFA showed that a three-factor structure including 22 items produced a satisfactory model fit (reflection, evaluation, and planning; non-normed fit index [NNFI] = 0.96, comparative fit index [CFI] = 0.95, root mean square error of approximation [RMSEA] = 0.067). While the self-regulation processes of reflection, evaluation, and planning are strongly related and fit well into one model, other self-regulated learning processes seem to be more individually determined. In conclusion, the questionnaire developed in this study is considered a reliable and valid instrument to measure self-regulated learning among elite football players.

Bilingual language intrusions and other speech errors in Alzheimer's disease.

PubMed

Gollan, Tamar H; Stasenko, Alena; Li, Chuchu; Salmon, David P

2017-11-01

The current study investigated how Alzheimer's disease (AD) affects production of speech errors in reading-aloud. Twelve Spanish-English bilinguals with AD and 19 matched controls read-aloud 8 paragraphs in four conditions (a) English-only, (b) Spanish-only, (c) English-mixed (mostly English with 6 Spanish words), and (d) Spanish-mixed (mostly Spanish with 6 English words). Reading elicited language intrusions (e.g., saying la instead of the), and several types of within-language errors (e.g., saying their instead of the). Patients produced more intrusions (and self-corrected less often) than controls, particularly when reading non-dominant language paragraphs with switches into the dominant language. Patients also produced more within-language errors than controls, but differences between groups for these were not consistently larger with dominant versus non-dominant language targets. These results illustrate the potential utility of speech errors for diagnosis of AD, suggest a variety of linguistic and executive control impairments in AD, and reveal multiple cognitive mechanisms needed to mix languages fluently. The observed pattern of deficits, and unique sensitivity of intrusions to AD in bilinguals, suggests intact ability to select a default language with contextual support, to rapidly translate and switch languages in production of connected speech, but impaired ability to monitor language membership while regulating inhibitory control. Copyright © 2017 Elsevier Inc. All rights reserved.

Holding on and letting go: the perspectives of pre-seniors and seniors on driving self-regulation in later life.

PubMed

Rudman, Deborah Laliberte; Friedland, Judith; Chipman, Mary; Sciortino, Paola

2006-01-01

Although decisions related to driving are vital to well-being in later life, little is known about how aging drivers who do not experience a medical condition that requires driving cessation regulate their driving. This exploratory, qualitative study used focus groups with 79 such community-dwelling individuals to examine driving self-regulation from the perspective of pre-senior (aged 55-64) drivers, senior (aged 65 years or over) drivers, and senior ex-drivers. Themes resulting from inductive analysis addressed the importance of driving, mechanisms of self-monitoring and self-regulation, people who influenced decision making, and opinions regarding licensing regulations. A preliminary model of the process of self-regulation that highlights intrapersonal, interpersonal, and environmental influences on why, how, and when aging drivers adapt or cease driving is presented. The model identifies areas for future research to enhance understanding of this process, including the effectiveness of self-regulation. Findings suggest that increased public awareness of issues related to driving and aging could assist aging drivers, their families, and their family physicians in optimizing driving safety for this population. Since a near accident or accident was seen as the only factor that would lead many informants to stop driving and few informants planned for driving cessation, there is a need for interventions that help aging drivers make the transition to ex-driver in a timely and personally acceptable way.

The Role of Self-Assessment in Promoting Iranian EFL Learners' Motivation

ERIC Educational Resources Information Center

Birjandi, Parviz; Tamjid, Nasrin Hadidi

2010-01-01

During the last decade, increasing attention has been paid to the role of learner in the process of language learning and testing. Moreover, there is a general consensus in the literature that motivation is one of the key learner characteristics. The objective of this study was to explore the role of journal writing as a self-assessment technique…

A Latin Functionalist Dictionary as a Self-Learning Language Device: Previous Experiences to Digitalization

ERIC Educational Resources Information Center

Márquez, Manuel; Chaves, Beatriz

2016-01-01

The application of a methodology based on S.C. Dik's Functionalist Grammar linguistic principles, which is addressed to the teaching of Latin to secondary students, has resulted in a quantitative improvement in students' acquisition process of knowledge. To do so, we have used a self-learning tool, an ad hoc dictionary, of which the use in…

The Self-Regulating Brain: Cortical-Subcortical Feedback and the Development of Intelligent Action

ERIC Educational Resources Information Center

Lewis, Marc D.; Todd, Rebecca M.

2007-01-01

To speak of cognitive regulation versus emotion regulation may be misleading. However, some forms of regulation are carried out by executive processes, subject to voluntary control, while others are carried out by "automatic" processes that are far more primitive. Both sets of processes are in constant interaction, and that interaction gives rise…

Challenges to Developmental Regulation across the Life Course: What Are They and Which Individual Differences Matter?

ERIC Educational Resources Information Center

Heckhausen, Jutta; Wrosch, Carsten

2016-01-01

We discuss the major processes involved in individuals' motivation and self-regulation of goal striving throughout the life course. While much is regulated based on the biological and societal scaffolding of lifespan development, certain challenges for motivation and self-regulation are more substantial and need to be managed by the individual,…

Hypo-egoic self-regulation: exercising self-control by diminishing the influence of the self.

PubMed

Leary, Mark R; Adams, Claire E; Tate, Eleanor B

2006-12-01

Theory and research dealing with self-regulation have focused primarily on instances of self-regulation that involve high levels of self-reflection and effortful self-control. However, intentionally trying to control one's behavior sometimes reduces the likelihood of achieving one's goals. This article examines the process of hypo-egoic self-regulation in which people relinquish deliberate, conscious control over their own behavior so that they will respond more naturally, spontaneously, or automatically. An examination of spontaneously occurring hypo-egoic states (such as flow, deindividuation, and transcendence) suggests that hypo-egoic states are characterized by lowered self-awareness and/or an increase in concrete and present-focused self-thoughts. In light of this, people may intentionally foster hypo-egoism via two pathways-(a) taking steps to reduce the proportion of time that they are self-aware (such as repeating a behavior until it is automatic or practicing meditation) or (b) increasing the concreteness of their self-thoughts (such as inducing a concrete mindset or practicing mindfulness). In this way, people may deliberately choose to regulate hypo-egoically when effortful control might be detrimental to their performance.

Increasing Language Awareness and Self-Efficacy of FL Students Using Self-Assessment and the ACTFL Proficiency Guidelines

ERIC Educational Resources Information Center

Kissling, Elizabeth M.; O'Donnell, Mary E.

2015-01-01

This study describes how oral language was assessed in an advanced-level college foreign language (FL) conversation course. Learners used the American Council on the Teaching of Foreign Languages Proficiency Guidelines to guide self-analyses of their oral production at intervals throughout the course. The intent was to provide opportunities for…

The Promotion of Self-Regulation through Parenting Interventions

ERIC Educational Resources Information Center

Sanders, Matthew R.; Mazzucchelli, Trevor G.

2013-01-01

The capacity for a parent to self-regulate their own performance is argued to be a fundamental process underpinning the maintenance of positive, nurturing, non-abusive parenting practices that promote good developmental and health outcomes in children. Deficits in self-regulatory capacity, which have their origins in early childhood, are common in…

The Relation of Motivational Beliefs and Self-Regulatory Processes to Homework Completion and Academic Achievement.

ERIC Educational Resources Information Center

Bembenutty, Hefer; Zimmerman, Barry J.

This study examined individual differences in the ways students responded to a self-regulation learning training. It was predicted that students' motivational beliefs would be associated with at-risk college students' use of self-regulated learning strategies, homework completion, and academic performance. Participants were 58 college students in…

Heart rate variability indices as bio-markers of top-down self-regulatory mechanisms: A meta-analytic review.

PubMed

Holzman, Jacob B; Bridgett, David J

2017-03-01

Theoretical perspectives posit that heart-rate variability (HRV) reflects self-regulatory capacity and therefore can be employed as a bio-marker of top-down self-regulation (the ability to regulate behavioral, cognitive, and emotional processes). However, existing findings of relations between self-regulation and HRV indices are mixed. To clarify the nature of such relations, we conducted a meta-analysis of 123 studies (N=14,347) reporting relations between HRV indices and aspects of top-down self-regulation (e.g., executive functioning, emotion regulation, effortful control). A significant, albeit small, effect was observed (r=0.09) such that greater HRV was related to better top-down self-regulation. Differences in relations were negligible across aspects of self-regulation, self-regulation measurement methods, HRV computational techniques, at-risk compared with healthy samples, and the context of HRV measurement. Stronger relations were observed in older relative to younger samples and in published compared to unpublished studies. These findings generally support the notion that HRV indices can tentatively be employed as bio-markers of top-down self-regulation. Conceptual and theoretical implications, and critical gaps in current knowledge to be addressed by future work, are discussed. Copyright © 2016 Elsevier Ltd. All rights reserved.

Managing Self-Access Language Learning: Principles and Practice

ERIC Educational Resources Information Center

Gardner, David; Miller, Lindsay

2011-01-01

This paper is based on a research project looking at the management of self-access language learning (SALL) from the perspective of the managers of self-access centres. It looks at the factors which influence the practice of seven managers of self-access language learning in tertiary institutions in Hong Kong. The discussion centres around five…

What about Me?: Individual Self-Assessment by Skill and Level of Language Instruction

ERIC Educational Resources Information Center

Brantmeier, Cindy; Vanderplank, Robert; Strube, Michael

2012-01-01

In an investigation with advanced language learners, Brantmeier [Brantmeier, C., 2006. "Advanced L2 learners and reading placement: self-assessment, computer based testing, and subsequent performance." "System" 34 (1), 15-35.] reports that self-assessment (SA) of second language (L2) reading ability, when measured with self-rated scales, is not an…

The Role of Self-Regulated Learning in Fostering Students' Conceptual Understanding of Complex Systems with Hypermedia

ERIC Educational Resources Information Center

Azevedo, Roger; Guthrie, John T.; Seibert, Diane

2004-01-01

This study examines the role of self-regulated learning (SRL) in facilitating students' shifts to more sophisticated mental models of the circulatory system as indicated by both performance and process data. We began with Winne and colleagues' information processing model of SRL (Winne, 2001; Winne & Hadwin, 1998) and used it to examine how…

Supporting Self-Regulated Learning in Computer-Based Learning Environments: Systematic Review of Effects of Scaffolding in the Domain of Science Education

ERIC Educational Resources Information Center

Devolder, A.; van Braak, J.; Tondeur, J.

2012-01-01

Despite the widespread assumption that students require scaffolding support for self-regulated learning (SRL) processes in computer-based learning environments (CBLEs), there is little clarity as to which types of scaffolds are most effective. This study offers a literature review covering the various scaffolds that support SRL processes in the…

Fostering Self-Regulated Learning in a Blended Environment Using Group Awareness and Peer Assistance as External Scaffolds

ERIC Educational Resources Information Center

Lin, J-W.; Lai, Y-C.; Lai, Y-C.; Chang, L-C.

2016-01-01

Most systems for training self-regulated learning (SRL) behaviour focus on the provision of a learner-centred environment. Such systems repeat the training process and place learners alone to experience that process iteratively. According to the relevant literature, external scaffolds are more promising for effective SRL training. In this work,…

The Influence of Teacher Perceived Administration of Self-Regulated Learning on Students' Motivation and Information-Processing

ERIC Educational Resources Information Center

Rozendaal, J.S.; Minnaert, A.; Boekaerts, M.

2005-01-01

This study investigates the influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing over time. This was done in the context of the Interactive Learning group System (ILS^(R)): a large-scale innovation program in Dutch vocational schools. A total of 185 students were grouped post…

The development of regulatory functions from birth to 5 years: insights from premature infants.

PubMed

Feldman, Ruth

2009-01-01

This study examined physiological, emotional, and attentional regulatory functions as predictors of self-regulation in 125 infants followed 7 times from birth to 5 years. Physiological regulation was assessed by neonatal vagal tone and sleep-wake cyclicity; emotion regulation by response to stress at 3, 6, and 12 months; and attention regulation by focused attention and delayed response in the 2nd year. Executive functions, behavior adaptation, and self-restraint were measured at 5 years. Regulatory functions showed stability across time, measures, and levels. Structural modeling demonstrated both mediated paths from physiological to self-regulation through emotional and attentional processes and direct continuity between vagal tone and each level of regulation. Results support the coherence of the regulation construct and are consistent with neurobiological models on self and consciousness.

EMOTIONALLY AVOIDANT LANGUAGE IN THE PARENTING INTERVIEWS OF SUBSTANCE-DEPENDENT MOTHERS: ASSOCIATIONS WITH REFLECTIVE FUNCTIONING, RECENT SUBSTANCE USE, AND PARENTING BEHAVIOR

PubMed Central

Borelli, Jessica L.; West, Jessica L.; Decoste, Cindy; Suchman, Nancy E.

2012-01-01

Parenting and emotion regulation are two known, and potentially interrelated, areas of impairment among substance-abusing mothers. In this study, we examine substance -abusing mothers’ (positive and negative) emotion language word use during their discussion of negative parenting experiences on the Parent Development Interview for its association with reflective functioning (RF), recent substance-use history, and sensitivity to child cues. Within a sample of 47 methadone-maintained mothers, we evaluate the hypothesis that linguistic evidence of emotional avoidance (more frequent positive feeling words and less frequent negative emotion words) will be associated with lower RF, more recent substance use, and more insensitive parenting. Further, we evaluate whether language use mediates the association between self-focused RF and insensitive parenting. Results of hierarchical regressions suggest that more frequent positive feeling word use, but not negative emotion word use, is associated with lower RF, more recent substance use, and lower sensitivity to child cues. Positive feeling word use partially mediates the association between self-focused RF and insensitive parenting. Results are discussed in the context of their contribution to the literature on emotion and parenting in substance-abusing populations. PMID:23049148

The profile of students’ self-regulated learning at vocational high school

NASA Astrophysics Data System (ADS)

Ciptaningtyas, Asih; Pratiwi, Hasih; Mardiyana

2018-05-01

Self-regulated learning is a power in the individual through the individualization process. Self-regulated learning will occur when the student is active to control himself from everything done, plan something, evaluate, and deeply reflect what he has experienced. This study aims to determine the profile of students’ self-regulated learning in SMK Giripuro, Sumpiuh, Banyumas Regency. This study is a qualitative research with questionnaire and interview methods. This study used triangulation method technique to obtain from the questionnaire and interview to get valid data. The subjects in this study are three 10th Grade students who have different self-regulated learning in SMK Giripuro Sumpiuh. The results showed that the high self-regulated learning student has characteristics: 1) independent of others, 2) believe in their abilities, 3) awareness in learning, and 4) be able to reflect on their learning. Medium self-regulated learning student has characteristics: 1) independent of others, 2) believe in their abilities, 3) awareness in learning, and 4) do not reflect on learning. Low self-regulated learning student has characteristics: 1) dependent on others, 2) do not believe in their abilities, 3) lack awareness of learning, and 4) do not reflect on learning.

Process Mining Techniques for Analysing Patterns and Strategies in Students' Self-Regulated Learning

ERIC Educational Resources Information Center

Bannert, Maria; Reimann, Peter; Sonnenberg, Christoph

2014-01-01

Referring to current research on self-regulated learning, we analyse individual regulation in terms of a set of specific sequences of regulatory activities. Successful students perform regulatory activities such as analysing, planning, monitoring and evaluating cognitive and motivational aspects during learning not only with a higher frequency…

Definition and structure of body-relatedness from the perspective of patients with severe somatoform disorder and their therapists.

PubMed

Kalisvaart, Hanneke; van Broeckhuysen, Saskia; Bühring, Martina; Kool, Marianne B; van Dulmen, Sandra; Geenen, Rinie

2012-01-01

How a patient is connected with one's body is core to rehabilitation of somatoform disorder but a common model to describe body-relatedness is missing. The aim of our study was to investigate the components and hierarchical structure of body-relatedness as perceived by patients with severe somatoform disorder and their therapists. Interviews with patients and therapists yielded statements about components of body-relatedness. Patients and therapists individually sorted these statements according to similarity. Hierarchical cluster analysis was applied to these sortings. Analysis of variance was used to compare the perceived importance of the statements between patients and therapists. The hierarchical structure included 71 characteristics of body-relatedness. It consisted of three levels with eight clusters at the lowest level: 1) understanding, 2) acceptance, 3) adjustment, 4) respect for the body, 5) regulation, 6) confidence, 7) self-esteem, and 8) autonomy. The cluster 'understanding' was considered most important by patients and therapists. Patients valued 'regulating the body' more than therapists. According to patients with somatoform disorders and their therapists, body-relatedness includes awareness of the body and self by understanding, accepting and adjusting to bodily signals, by respecting and regulating the body, by confiding and esteeming oneself and by being autonomous. This definition and structure of body-relatedness may help professionals to improve interdisciplinary communication, assessment, and treatment, and it may help patients to better understand their symptoms and treatment. (German language abstract, Abstract S1; Spanish language abstract, Abstract S2).

A Proposal of 3-dimensional Self-organizing Memory and Its Application to Knowledge Extraction from Natural Language

NASA Astrophysics Data System (ADS)

Sakakibara, Kai; Hagiwara, Masafumi

In this paper, we propose a 3-dimensional self-organizing memory and describe its application to knowledge extraction from natural language. First, the proposed system extracts a relation between words by JUMAN (morpheme analysis system) and KNP (syntax analysis system), and stores it in short-term memory. In the short-term memory, the relations are attenuated with the passage of processing. However, the relations with high frequency of appearance are stored in the long-term memory without attenuation. The relations in the long-term memory are placed to the proposed 3-dimensional self-organizing memory. We used a new learning algorithm called ``Potential Firing'' in the learning phase. In the recall phase, the proposed system recalls relational knowledge from the learned knowledge based on the input sentence. We used a new recall algorithm called ``Waterfall Recall'' in the recall phase. We added a function to respond to questions in natural language with ``yes/no'' in order to confirm the validity of proposed system by evaluating the quantity of correct answers.

Self-regulation and recovery: approaching an understanding of the process of recovery from stress.

PubMed

Beckmann, Jürgen; Kellmann, Michael

2004-12-01

Stress has been studied extensively in psychology. Only recently, however, has research started to address the question of how individuals manage to recover from stress. Recovery from stress is analyzed as a process of self-regulation. Several individual difference variables which affect the efficiency of self-regulation have been integrated into a structured model of the recovery process. Such variables are action versus state orientation (a tendency to ruminate, e.g., about a past experience) and volitional components, such as self-determination, self-motivation, emotion control, rumination, and self-discipline. Some of these components are assumed to promote recovery from stress, whereas others are assumed to further the perseverance of stress. The model was supported by the empirical findings of three independent studies (Study 1, N=58; Study 2, N=221; Study 3, N= 105). Kuhl's Action Control Scale measured action versus state orientation. Volitional components were assessed with Kuhl and Fuhrmann's Volitional Components Questionnaire. The amounts of experienced stress and recovery from stress was assessed with Kellmann and Kallus's Recovery-Stress Questionnaire. As hypothesized in the model, the disposition towards action versus state orientation was a more distant determinant of the recovery from stress and perseverance of stress. The volitional components are more proximal determinants in the recovery process. Action orientation promotes recovery from stress via adequate volitional skills, e.g., self-determination, self-motivation, emotion control, whereas state orientation furthers a perseverance of stress through rumination and self-discipline.

Self-esteem, shyness, and sociability in adolescents with specific language impairment (SLI).

PubMed

Wadman, Ruth; Durkin, Kevin; Conti-Ramsden, Gina

2008-08-01

To determine if lower global self-esteem, shyness, and low sociability are outcomes associated with SLI in adolescence. Possible concurrent predictive relationships and gender differences were also examined. Fifty-four adolescents with SLI, aged between 16 and 17 years, were compared with a group of 54 adolescents with typical language abilities on the Rosenberg Self-Esteem scale (Rosenberg, 1965) and the Cheek and Buss Shyness and Sociability scales (Cheek & Buss, 1981). The SLI group had significantly lower global self-esteem scores than the group with typical language abilities. The adolescents with SLI were more shy than their peers, but the groups did not differ in their sociability ratings. Regression analysis found that language ability was not concurrently predictive of self-esteem but shyness was. Mediation analysis suggested that shyness could be a partial but significant mediator in the relationship between language ability and global self-esteem. Older adolescents with SLI are at risk of lower global self-esteem and experience shyness, although they want to interact socially. The relationship between language ability and self-esteem at this point in adolescence is complex, with shyness potentially playing an important mediating role.

On the nature and evolution of the neural bases of human language

NASA Technical Reports Server (NTRS)

Lieberman, Philip

2002-01-01

The traditional theory equating the brain bases of language with Broca's and Wernicke's neocortical areas is wrong. Neural circuits linking activity in anatomically segregated populations of neurons in subcortical structures and the neocortex throughout the human brain regulate complex behaviors such as walking, talking, and comprehending the meaning of sentences. When we hear or read a word, neural structures involved in the perception or real-world associations of the word are activated as well as posterior cortical regions adjacent to Wernicke's area. Many areas of the neocortex and subcortical structures support the cortical-striatal-cortical circuits that confer complex syntactic ability, speech production, and a large vocabulary. However, many of these structures also form part of the neural circuits regulating other aspects of behavior. For example, the basal ganglia, which regulate motor control, are also crucial elements in the circuits that confer human linguistic ability and abstract reasoning. The cerebellum, traditionally associated with motor control, is active in motor learning. The basal ganglia are also key elements in reward-based learning. Data from studies of Broca's aphasia, Parkinson's disease, hypoxia, focal brain damage, and a genetically transmitted brain anomaly (the putative "language gene," family KE), and from comparative studies of the brains and behavior of other species, demonstrate that the basal ganglia sequence the discrete elements that constitute a complete motor act, syntactic process, or thought process. Imaging studies of intact human subjects and electrophysiologic and tracer studies of the brains and behavior of other species confirm these findings. As Dobzansky put it, "Nothing in biology makes sense except in the light of evolution" (cited in Mayr, 1982). That applies with as much force to the human brain and the neural bases of language as it does to the human foot or jaw. The converse follows: the mark of evolution on the brains of human beings and other species provides insight into the evolution of the brain bases of human language. The neural substrate that regulated motor control in the common ancestor of apes and humans most likely was modified to enhance cognitive and linguistic ability. Speech communication played a central role in this process. However, the process that ultimately resulted in the human brain may have started when our earliest hominid ancestors began to walk.

Assessment of Executive Function in Preschool-Aged Children

ERIC Educational Resources Information Center

Isquith, Peter K.; Crawford, Jennifer S.; Espy, Kimberly Andrews; Gioia, Gerard A.

2005-01-01

Assessment of the overarching self-regulatory mechanisms, or executive functions, in any age group is challenging, in part due to the complexity of this domain, in part due to their dynamic essence, and in part due to the inextricable links between these central processes and the associated domain-specific processes, such as language, motor…

Self-Publishing Indigenous Language Materials.

ERIC Educational Resources Information Center

St. Clair, Robert N.; Busch, John; Webb, B. Joanne

Indigenous language programs that have a literacy component require reading materials. Recent advances in computer technology and certain legal changes in the publishing industry have made self-publishing such materials an easier task. This paper describes some of the steps necessary to self-publish indigenous language materials. Suggestions are…

How right is left? Handedness modulates neural responses during morphosyntactic processing.

PubMed

Grey, Sarah; Tanner, Darren; van Hell, Janet G

2017-08-15

Most neurocognitive models of language processing generally assume population-wide homogeneity in the neural mechanisms used during language comprehension, yet individual differences are known to influence these neural mechanisms. In this study, we focus on handedness as an individual difference hypothesized to affect language comprehension. Left-handers and right-handers with a left-handed blood relative, or familial sinistrals, are hypothesized to process language differently than right-handers with no left-handed relatives (Hancock and Bever, 2013; Ullman, 2004). Yet, left-handers are often excluded from neurocognitive language research, and familial sinistrality in right-handers is often not taken into account. In the current study we used event-related potentials to test morphosyntactic processing in three groups that differed in their handedness profiles: left-handers (LH), right-handers with a left-handed blood relative (RH FS+), and right-handers with no reported left-handed blood relative (RH FS-; both right-handed groups were previously tested by Tanner and Van Hell, 2014). Results indicated that the RH FS- group showed only P600 responses during morphosyntactic processing whereas the LH and RH FS+ groups showed biphasic N400-P600 patterns. N400s in LH and RH FS+ groups are consistent with theories that associate left-handedness (self or familial) with increased reliance on lexical/semantic mechanisms during language processing. Inspection of individual-level results illustrated that variability in RH FS- individuals' morphosyntactic processing was remarkably low: most individuals were P600-dominant. In contrast, LH and RH FS+ individuals showed marked variability in brain responses, which was similar for both groups: half of individuals were N400-dominant and half were P600-dominant. Our findings have implications for neurocognitive models of language that have been largely formulated around data from only right-handers without accounting for familial sinistrality or including left-handers, and moreover highlight that there is systematic - and often ignored - variability in language processing outcomes in neurologically healthy populations. Copyright © 2017 Elsevier B.V. All rights reserved.

Emotional language processing in autism spectrum disorders: a systematic review.

PubMed

Lartseva, Alina; Dijkstra, Ton; Buitelaar, Jan K

2014-01-01

In his first description of Autism Spectrum Disorders (ASD), Kanner emphasized emotional impairments by characterizing children with ASD as indifferent to other people, self-absorbed, emotionally cold, distanced, and retracted. Thereafter, emotional impairments became regarded as part of the social impairments of ASD, and research mostly focused on understanding how individuals with ASD recognize visual expressions of emotions from faces and body postures. However, it still remains unclear how emotions are processed outside of the visual domain. This systematic review aims to fill this gap by focusing on impairments of emotional language processing in ASD. We systematically searched PubMed for papers published between 1990 and 2013 using standardized search terms. Studies show that people with ASD are able to correctly classify emotional language stimuli as emotionally positive or negative. However, processing of emotional language stimuli in ASD is associated with atypical patterns of attention and memory performance, as well as abnormal physiological and neural activity. Particularly, younger children with ASD have difficulties in acquiring and developing emotional concepts, and avoid using these in discourse. These emotional language impairments were not consistently associated with age, IQ, or level of development of language skills. We discuss how emotional language impairments fit with existing cognitive theories of ASD, such as central coherence, executive dysfunction, and weak Theory of Mind. We conclude that emotional impairments in ASD may be broader than just a mere consequence of social impairments, and should receive more attention in future research.

Emotional language processing in autism spectrum disorders: a systematic review

PubMed Central

Lartseva, Alina; Dijkstra, Ton; Buitelaar, Jan K.

2015-01-01

In his first description of Autism Spectrum Disorders (ASD), Kanner emphasized emotional impairments by characterizing children with ASD as indifferent to other people, self-absorbed, emotionally cold, distanced, and retracted. Thereafter, emotional impairments became regarded as part of the social impairments of ASD, and research mostly focused on understanding how individuals with ASD recognize visual expressions of emotions from faces and body postures. However, it still remains unclear how emotions are processed outside of the visual domain. This systematic review aims to fill this gap by focusing on impairments of emotional language processing in ASD. We systematically searched PubMed for papers published between 1990 and 2013 using standardized search terms. Studies show that people with ASD are able to correctly classify emotional language stimuli as emotionally positive or negative. However, processing of emotional language stimuli in ASD is associated with atypical patterns of attention and memory performance, as well as abnormal physiological and neural activity. Particularly, younger children with ASD have difficulties in acquiring and developing emotional concepts, and avoid using these in discourse. These emotional language impairments were not consistently associated with age, IQ, or level of development of language skills. We discuss how emotional language impairments fit with existing cognitive theories of ASD, such as central coherence, executive dysfunction, and weak Theory of Mind. We conclude that emotional impairments in ASD may be broader than just a mere consequence of social impairments, and should receive more attention in future research. PMID:25610383

It's All About You: An ERP Study of Emotion and Self-Relevance in Discourse

PubMed Central

Fields, Eric C.; Kuperberg, Gina R.

2013-01-01

Accurately communicating self-relevant and emotional information is a vital function of language, but we have little idea about how these factors impact normal discourse comprehension. In an event-related potential (ERP) study, we fully crossed self-relevance and emotion in a discourse context. Two-sentence social vignettes were presented either in the third or the second person (previous work has shown that this influences the perspective from which mental models are built). ERPs were time-locked to a critical word toward the end of the second sentence which was pleasant, neutral, or unpleasant (e.g., A man knocks on Sandra's/your hotel room door. She/You see(s) that he has a gift/tray/gun in his hand.). We saw modulation of early components (P1, N1, and P2) by self-relevance, suggesting that a self-relevant context can lead to top-down attentional effects during early stages of visual processing. Unpleasant words evoked a larger late positivity than pleasant words, which evoked a larger positivity than neutral words, indicating that, regardless of self-relevance, emotional words are assessed as motivationally significant, triggering additional or deeper processing at post-lexical stages. Finally, self-relevance and emotion interacted on the late positivity: a larger late positivity was evoked by neutral words in self-relevant, but not in non-self-relevant, contexts. This may reflect prolonged attempts to disambiguate the emotional valence of ambiguous stimuli that are relevant to the self. More broadly, our findings suggest that the assessment of emotion and self-relevance are not independent, but rather that they interactively influence one another during word-by-word language comprehension. PMID:22584232

Self-Regulated Learning Using Multimedia Programs in Dentistry Postgraduate Students: A Multimethod Approach

ERIC Educational Resources Information Center

Lloret, Miguel; Aguila, Estela; Lloret, Alejandro

2009-01-01

The purpose of this study was to study the effect of a multimedia computing program on the production of activities and self-regulated learning processes in 18 students of the Dentistry postdegree (Celaya, Mexico). A multi-method design (quasi-experimental, pretest-post-test and qualitative: Think aloud protocol) was used. Self-regulated…

Project-Based Learning: Application to a Research Master Subject of Thermal Engineering

ERIC Educational Resources Information Center

Arce, María Elena; Míguez-Tabarés, José Luis; Granada, Enrique; Míguez, Carla; Cacabelos, Antón

2013-01-01

The European Higher Education Area (EHEA) requires students to engage in more autonomous work. This autonomy is an outcome of the self-regulated learning process. Self-regulation involves a self-management skill set that can cope with any adverse contingency and requires both knowledge of the available abilities and personal control to put these…

The Perceptions of Temporal Path Analysis of Learners' Self-Regulation on Learning Stress and Social Relationships in Junior High School

ERIC Educational Resources Information Center

Chang, Hsiu-Ju

2016-01-01

This research focus on the temporal path analysis of learning stress, test anxiety, peer stress (classmate relatedness), teacher relatedness, autonomy, and self-regulative performance in junior high school. Owing to the processes of self-determination always combines several negotiations with the interactive perceptions of personal experiences and…

The Self-Regulation of a Child with Cochlear Implants within a School Environment

ERIC Educational Resources Information Center

Patton, Kristin L.

2013-01-01

The purpose of this qualitative research, which utilized a narrative design strategy, was to describe the process of self-regulation of a child who has bilateral cochlear implants within the social environment of school. The study investigated the use of self-regulatory strategies by the cochlear implant recipient. It also examined how the child…

Impact of Article Language in Multi-Language Medical Journals - a Bibliometric Analysis of Self-Citations and Impact Factor

PubMed Central

Diekhoff, Torsten; Schlattmann, Peter; Dewey, Marc

2013-01-01

Background In times of globalization there is an increasing use of English in the medical literature. The aim of this study was to analyze the influence of English-language articles in multi-language medical journals on their international recognition – as measured by a lower rate of self-citations and higher impact factor (IF). Methods and Findings We analyzed publications in multi-language journals in 2008 and 2009 using the Web of Science (WoS) of Thomson Reuters (former Institute of Scientific Information) and PubMed as sources of information. The proportion of English-language articles during the period was compared with both the share of self-citations in the year 2010 and the IF with and without self-citations. Multivariable linear regression analysis was performed to analyze these factors as well as the influence of the journals‘ countries of origin and of the other language(s) used in publications besides English. We identified 168 multi-language journals that were listed in WoS as well as in PubMed and met our criteria. We found a significant positive correlation of the share of English articles in 2008 and 2009 with the IF calculated without self-citations (Pearson r=0.56, p = <0.0001), a correlation with the overall IF (Pearson r = 0.47, p = <0.0001) and with the cites to years of IF calculation (Pearson r = 0.34, p = <0.0001), and a weak negative correlation with the share of self-citations (Pearson r = -0.2, p = 0.009). The IF without self-citations also correlated with the journal‘s country of origin – North American journals had a higher IF compared to Middle and South American or European journals. Conclusion Our findings suggest that a larger share of English articles in multi-language medical journals is associated with greater international recognition. Fewer self-citations were found in multi-language journals with a greater share of original articles in English. PMID:24146929

Saying "no" to temptation: Want-to motivation improves self-regulation by reducing temptation rather than by increasing self-control.

PubMed

Milyavskaya, Marina; Inzlicht, Michael; Hope, Nora; Koestner, Richard

2015-10-01

Self-regulation has been conceptualized as the interplay between controlled and impulsive processes; however, most research has focused on the controlled side (i.e., effortful self-control). The present studies focus on the effects of motivation on impulsive processes, including automatic preferences for goal-disruptive stimuli and subjective reports of temptations and obstacles, contrasting them with effects on controlled processes. This is done by examining people's implicit affective reactions in the face of goal-disruptive "temptations" (Studies 1 and 2), subjective reports of obstacles (Studies 2 and 3) and expended effort (Study 3), as well as experiences of desires and self-control in real-time using experience sampling (Study 4). Across these multiple methods, results show that want-to motivation results in decreased impulsive attraction to goal-disruptive temptations and is related to encountering fewer obstacles in the process of goal pursuit. This, in turn, explains why want-to goals are more likely to be attained. Have-to motivation, on the other hand, was unrelated to people's automatic reactions to temptation cues but related to greater subjective perceptions of obstacles and tempting desires. The discussion focuses on the implications of these findings for self-regulation and motivation. (c) 2015 APA, all rights reserved).

Language Learning Strategies and Language Self-Efficacy: Investigating the Relationship in Malaysia

ERIC Educational Resources Information Center

Wong, Mary Siew-Lian

2005-01-01

This study explored graduate pre-service teachers' language learning strategies and language self-efficacy and the relationship between these two constructs. Seventy-four graduate English-as-a-second-language (ESL) pre-service teachers (13 males, 61 females) from a teachers' college in Kuching, Sarawak, Malaysia, participated in this study. These…

Chicken or the Egg: Longitudinal Analysis of the Causal Dilemma between Goal Orientation, Self-Regulation and Cognitive Processing Strategies in Higher Education

ERIC Educational Resources Information Center

De Clercq, Mikael; Galand, Benoit; Frenay, Mariane

2013-01-01

The aim of this study was to investigate the direction of the effect between goal orientation, self-regulation and deep processing strategies in order to understand the impact of these three constructs on students' achievement. The participants were 110 freshmen from the engineering faculty at the Universite catholique de Louvain in Belgium, who…

Self-Designation Patterns of a Traditional Ethnic Minority in a Modern Society -- Conflict, Consensus, and Confusion in the Identity Crisis.

ERIC Educational Resources Information Center

Salazar, John H.

The process of self-identification by persons of Mexican and other Spanish ancestry and its relationship to reference group theory is discussed. The study examines the relationship patterns between such indepedent variables as age, sex, years of formal education, birthplace, birthplace of parents, and language spoken in the home with various forms…

Employing Autoethnography to Examine Our Diverse Identities: Striving towards Equitable and Socially Just Stances in Literacy Teaching and Research

ERIC Educational Resources Information Center

Brock, Cynthia Helen; Borti, Adeline; Frahm, Tia; Howe, Lori; Khasilova, Dilnoza; Ventura-Kalen, Karen

2017-01-01

This paper brings together the storied experiences of a group of diverse scholars from Ghana, Uzbekistan, and the United States who use a collaborative autoethnographic lens to engage in the process of self-reflection/self-critique with respect to salient aspects of their identities (e.g., race, language, gender, socioeconomic status, and so…

Investigation the Relationship among Language Learning Strategies, English Self-Efficacy, and Explicit Strategy Instructions

ERIC Educational Resources Information Center

Yang, Pei-Ling; Wang, Ai-Ling

2015-01-01

The present study aims to investigate the relationship among EFL college learners' language learning strategies, English self-efficacy, and explicit strategy instruction from the perspectives of Social Cognitive Theory. Three constructs, namely language learning strategies, English learning self-efficacy, and explicit strategy instruction, were…

Both the “What” and “Why” of Youth Sports Participation Matter; a Conditional Process Analysis

PubMed Central

Gjesdal, Siv; Appleton, Paul R.; Ommundsen, Yngvar

2017-01-01

This study builds on previous research combining achievement goal orientation from Achievement Goal Theory and motivational regulation from Self-Determination Theory. The aim was to assess the combination of the “what” and “why” of youth sport activity, and how it relates to the need for competence and self-esteem. Achievement goal orientation, specifically task and ego, was employed to represent the “what”, whilst intrinsic and external regulation reflected the “why”. Based on a sample of 496 youth sports participants, structural equation modeling with a bootstrapping procedure was used to examine whether the indirect relationship between achievement goal orientation and self-esteem was conditional to motivational regulation. The results show partial support for the conditional process models. Specifically, task orientation was indirectly linked with self-esteem through competence need, and the relationship was stronger with higher levels of intrinsic regulation for sport. Furthermore, ego orientation was negatively associated with self-esteem through a positive relationship with competence frustration. However, this relationship emerged only for those higher in intrinsic regulation. External regulation did not emerge as a moderator, but presented a positive relationship with competence frustration. Findings are discussed in light of both Achievement Goal Theory and Self-Determination Theory, and underline the importance of considering both the “what” and “why” when attempting to understand motivation in youth sport. PMID:28491048

Lexical Familiarity and Processing Efficiency: Individual Differences in Naming, Lexical Decision, and Semantic Categorization

PubMed Central

Lewellen, Mary Jo; Goldinger, Stephen D.; Pisoni, David B.; Greene, Beth G.

2012-01-01

College students were separated into 2 groups (high and low) on the basis of 3 measures: subjective familiarity ratings of words, self-reported language experiences, and a test of vocabulary knowledge. Three experiments were conducted to determine if the groups also differed in visual word naming, lexical decision, and semantic categorization. High Ss were consistently faster than low Ss in naming visually presented words. They were also faster and more accurate in making difficult lexical decisions and in rejecting homophone foils in semantic categorization. Taken together, the results demonstrate that Ss who differ in lexical familiarity also differ in processing efficiency. The relationship between processing efficiency and working memory accounts of individual differences in language processing is also discussed. PMID:8371087

The Process Model of Group-Based Emotion: Integrating Intergroup Emotion and Emotion Regulation Perspectives.

PubMed

Goldenberg, Amit; Halperin, Eran; van Zomeren, Martijn; Gross, James J

2016-05-01

Scholars interested in emotion regulation have documented the different goals and strategies individuals have for regulating their emotions. However, little attention has been paid to the regulation of group-based emotions, which are based on individuals' self-categorization as a group member and occur in response to situations perceived as relevant for that group. We propose a model for examining group-based emotion regulation that integrates intergroup emotions theory and the process model of emotion regulation. This synergy expands intergroup emotion theory by facilitating further investigation of different goals (i.e., hedonic or instrumental) and strategies (e.g., situation selection and modification strategies) used to regulate group-based emotions. It also expands emotion regulation research by emphasizing the role of self-categorization (e.g., as an individual or a group member) in the emotional process. Finally, we discuss the promise of this theoretical synergy and suggest several directions for future research on group-based emotion regulation. © 2015 by the Society for Personality and Social Psychology, Inc.

77 FR 53834 - Notice of Proposed Revisions to Stormwater Regulations To Clarify That an NPDES Permit Is Not...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-04

... language to existing stormwater regulations to clarify that, for the purposes of assessing whether... operations, surface drainage, or road construction and maintenance from which there is natural runoff.'' In... if a discharge was ``directly related to manufacturing, processing or raw materials storage areas at...

A Theory Upon Origin of Implicit Musical Language.

PubMed

Vas József, P

2015-11-30

The author suggests that the origin of musicality is implied in an implicit musical language every human being possesses in uterus due to a resonance and attunement with prenatal environment, mainly the mother. It is emphasized that ego-development and evolving implicit musical language can be regarded as parallel processes. To support this idea a lot of examples of musical representations are demonstrated by the author. Music is viewed as a tone of ego-functioning involving the musical representations of bodily and visceral senses, cross-modal perception, unity of sense of self, individual fate of ego, and tripolar and bipolar musical coping codes. Finally, a special form of music therapy is shown to illustrate how can implicit musical language be transformed into explicit language by virtue of participants' spontaneity, creativity, and playfulness.

A Theory Upon Origin of Implicit Musical Language

PubMed Central

Vas József, P.

2015-01-01

The author suggests that the origin of musicality is implied in an implicit musical language every human being possesses in uterus due to a resonance and attunement with prenatal environment, mainly the mother. It is emphasized that ego-development and evolving implicit musical language can be regarded as parallel processes. To support this idea a lot of examples of musical representations are demonstrated by the author. Music is viewed as a tone of ego-functioning involving the musical representations of bodily and visceral senses, cross-modal perception, unity of sense of self, individual fate of ego, and tripolar and bipolar musical coping codes. Finally, a special form of music therapy is shown to illustrate how can implicit musical language be transformed into explicit language by virtue of participants’ spontaneity, creativity, and playfulness. PMID:26973966

Predicting heavy episodic drinking using an extended temporal self-regulation theory.

PubMed

Black, Nicola; Mullan, Barbara; Sharpe, Louise

2017-10-01

Alcohol consumption contributes significantly to the global burden from disease and injury, and specific patterns of heavy episodic drinking contribute uniquely to this burden. Temporal self-regulation theory and the dual-process model describe similar theoretical constructs that might predict heavy episodic drinking. The aims of this study were to test the utility of temporal self-regulation theory in predicting heavy episodic drinking, and examine whether the theoretical relationships suggested by the dual-process model significantly extend temporal self-regulation theory. This was a predictive study with 149 Australian adults. Measures were questionnaires (self-report habit index, cues to action scale, purpose-made intention questionnaire, timeline follow-back questionnaire) and executive function tasks (Stroop, Tower of London, operation span). Participants completed measures of theoretical constructs at baseline and reported their alcohol consumption two weeks later. Data were analysed using hierarchical multiple linear regression. Temporal self-regulation theory significantly predicted heavy episodic drinking (R 2 =48.0-54.8%, p<0.001) and the hypothesised extension significantly improved the prediction of heavy episodic drinking frequency (ΔR 2 =4.5%, p=0.001) but not peak consumption (ΔR 2 =1.4%, p=0.181). Intention and behavioural prepotency directly predicted heavy episodic drinking (p<0.01). Planning ability moderated the intention-behaviour relationship and inhibitory control moderated the behavioural prepotency-behaviour relationship (p<0.05). Both temporal self-regulation theory and the extended temporal self-regulation theory provide good prediction of heavy episodic drinking. Intention, behavioural prepotency, planning ability and inhibitory control may be good targets for interventions designed to decrease heavy episodic drinking. Copyright © 2017 Elsevier Ltd. All rights reserved.

Dutch courage? Effects of acute alcohol consumption on self-ratings and observer ratings of foreign language skills.

PubMed

Renner, Fritz; Kersbergen, Inge; Field, Matt; Werthmann, Jessica

2018-01-01

A popular belief is that alcohol improves the ability to speak in a foreign language. The effect of acute alcohol consumption on perceived foreign language performance and actual foreign language performance in foreign language learners has not been investigated. The aim of the current study was to test the effects of acute alcohol consumption on self-rated and observer-rated verbal foreign language performance in participants who have recently learned this language. Fifty native German speakers who had recently learned Dutch were randomized to receive either a low dose of alcohol or a control beverage that contained no alcohol. Following the experimental manipulation, participants took part in a standardized discussion in Dutch with a blinded experimenter. The discussion was audio-recorded and foreign language skills were subsequently rated by two native Dutch speakers who were blind to the experimental condition (observer-rating). Participants also rated their own individual Dutch language skills during the discussion (self-rating). Participants who consumed alcohol had significantly better observer-ratings for their Dutch language, specifically better pronunciation, compared with those who did not consume alcohol. However, alcohol had no effect on self-ratings of Dutch language skills. Acute alcohol consumption may have beneficial effects on the pronunciation of a foreign language in people who have recently learned that language.

Understanding Language, Hearing Status, and Visual-Spatial Skills

PubMed Central

Marschark, Marc; Spencer, Linda J.; Durkin, Andreana; Borgna, Georgianna; Convertino, Carol; Machmer, Elizabeth; Kronenberger, William G.; Trani, Alexandra

2015-01-01

It is frequently assumed that deaf individuals have superior visual-spatial abilities relative to hearing peers and thus, in educational settings, they are often considered visual learners. There is some empirical evidence to support the former assumption, although it is inconsistent, and apparently none to support the latter. Three experiments examined visual-spatial and related cognitive abilities among deaf individuals who varied in their preferred language modality and use of cochlear implants (CIs) and hearing individuals who varied in their sign language skills. Sign language and spoken language assessments accompanied tasks involving visual-spatial processing, working memory, nonverbal logical reasoning, and executive function. Results were consistent with other recent studies indicating no generalized visual-spatial advantage for deaf individuals and suggested that their performance in that domain may be linked to the strength of their preferred language skills regardless of modality. Hearing individuals performed more strongly than deaf individuals on several visual-spatial and self-reported executive functioning measures, regardless of sign language skills or use of CIs. Findings are inconsistent with assumptions that deaf individuals are visual learners or are superior to hearing individuals across a broad range of visual-spatial tasks. Further, performance of deaf and hearing individuals on the same visual-spatial tasks was associated with differing cognitive abilities, suggesting that different cognitive processes may be involved in visual-spatial processing in these groups. PMID:26141071

Reexamining the Affective Advantage of Peer Feedback in the ESL Writing Class.

ERIC Educational Resources Information Center

Zhang, Shuqiang

1995-01-01

Examines hypotheses concerning the appeal of three types of feedback in the second-language writing process: teacher-, peer-, and self-directed feedback. Results show that students overwhelmingly prefer teacher feedback to peer feedback. (Author/CK)

Race and Dyslexia

ERIC Educational Resources Information Center

Hoyles, Asher; Hoyles, Martin

2010-01-01

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

Private governance, public purpose? Assessing transparency and accountability in self-regulation of food advertising to children.

PubMed

Reeve, Belinda

2013-06-01

Reducing non-core food advertising to children is an important priority in strategies to address childhood obesity. Public health researchers argue for government intervention on the basis that food industry self-regulation is ineffective; however, the industry contends that the existing voluntary scheme adequately addresses community concerns. This paper examines the operation of two self-regulatory initiatives governing food advertising to children in Australia, in order to determine whether these regulatory processes foster transparent and accountable self-regulation. The paper concludes that while both codes appear to establish transparency and accountability mechanisms, they do not provide for meaningful stakeholder participation in the self-regulatory scheme. Accordingly, food industry self-regulation is unlikely to reflect public health concerns or to be perceived as a legitimate form of governance by external stakeholders. If industry regulation is to remain a feasible alternative to statutory regulation, there is a strong argument for strengthening government oversight and implementing a co-regulatory scheme.

Theorizing and researching levels of processing in self-regulated learning.

PubMed

Winne, Philip H

2018-03-01

Deep versus surface knowledge is widely discussed by educational practitioners. A corresponding construct, levels of processing, has received extensive theoretical and empirical attention in learning science and psychology. In both arenas, lower levels of information and shallower levels of processing are predicted and generally empirically demonstrated to limit knowledge learners gain, curtail what they can do with newly acquired knowledge, and shorten the life span of recently acquired knowledge. I recapitulate major accounts of levels or depth of information and information processing to set a stage for conceptualizing, first, self-regulated learning (SRL) from this perspective and, second, how a "levels-sensitive" approach might be implemented in research about SRL. I merge the levels construct into a model of SRL (Winne, 2011, Handbook of self-regulation of learning and performance (pp. 15-32), New York: Routledge; Winne, 2017b, Handbook of self-regulation of learning and performance (2 nd ed.), New York: Routledge; Winne & Hadwin, 1998, Metacognition in educational theory and practice (pp. 277-304). Mahwah, NJ: Lawrence Erlbaum) conceptually and with respect to operationally defining the levels construct in the context of SRL in relation to each of the model's four phases - surveying task conditions, setting goals and planning, engaging the task, and composing major adaptations for future tasks. Select illustrations are provided for each phase of SRL. Regarding phase 3, a software system called nStudy is introduced as state-of-the-art instrumentation for gathering fine-grained, time-stamped trace data about information learners select for processing and operations they use to process that information. Self-regulated learning can be viewed through a lens of the levels construct, and operational definitions can be designed to research SRL with respect to levels. While information can be organized arbitrarily deeply, the levels construct may not be particularly useful for distinguishing among processes except in a sense that, because processes in SRL operate on information with depth, they epiphenomenally acquire characteristics of levels. Thus, SRL per se is not a deeper kind of processing. Instead, it is processing more complex - deeper - information about a different topic, namely processes for learning. © 2017 The British Psychological Society.

The Use of Self-Modeling To Train Expressive Language Skills with Preschool Children with Language Delays.

ERIC Educational Resources Information Center

Buggey, Tom

In this investigation, a case study approach was used with two preschool children with language delays to determine whether videotaped self-modeling (VSM) intervention would influence their expressive language development. Language samples of both children were videotaped and then edited to leave only the best examples of the target language…

A cybernetic model of global personality traits.

PubMed

Van Egeren, Lawrence F

2009-05-01

Neurobehavioral studies of human and animal temperament have shed light on how individual personality traits influence human actions. This approach, however, leaves open questions about how the entire system of traits and temperaments function together to exercise control. To address this key issue, I describe a cybernetic model of control and then apply it to the Big Five (B5) personality traits. Employing evidence from descriptive trait terms, temperamental behavioral processes associated with traits, and empirical correlates of traits, I relate distinct cybernetic processes of self-regulation to the B5 traits. The B5 traits broadly parallel basic cybernetic self-regulation processes. For example, the core behavior activation property of the B5 Extraversion trait can be mapped onto the device output function of automated cybernetic control systems. Implications and limitations of interpreting personality traits in self-regulation terms are discussed.

UK: the current state of regulation of complementary and alternative medicine.

PubMed

Walker, L A; Budd, S

2002-03-01

There is no legislation that restricts the practice of CAM in the UK apart from the practice of chiropractic and osteopathy and limits on advertising the treatments of certain conditions such as cancer and tuberculosis. The UK government has increasingly recognised the need for comprehensive regulation of CAM, though it abandoned its original plan for a single overarching regulatory body. Initiatives to examine and hasten the process of regulation have included setting up a central, well-recognised charitable body to facilitate progress for individual professions, and an authoritative survey of the existing professional organisations. One pathway open to individual professions is statutory self-regulation, which requires a single governing body, a systematic corpus of knowledge, recognised training courses and demonstrated efficacy. The other pathway is voluntary self-regulation. Chiropractic and osteopathy have adopted statutory self-regulation, though this has proved expensive for individual members of these professions. A recent House of Lords report on CAM has recommended that the herbal medicine and acupuncture professions should also develop a system of statutory regulation. Other professions, such as aromatherapy, are in the process of establishing single professional bodies as a first step towards self-regulation. Among the issues that remain to be resolved is the relationship between the CAM professions and statutory registered practitioners who also practise CAM.

An Investigation of the Reliability and Self-Regulatory Correlates of Conflict Adaptation.

PubMed

Feldman, Julia L; Freitas, Antonio L

2016-07-01

The study of the conflict-adaptation effect, in which encountering information-processing conflict attenuates the disruptive influence of information-processing conflicts encountered subsequently, is a burgeoning area of research. The present study investigated associations among performance measures on a Stroop-trajectory task (measuring Stroop interference and conflict adaptation), on a Wisconsin Card Sorting Task (WCST; measuring cognitive flexibility), and on self-reported measures of self-regulation (including impulsivity and tenacity). We found significant reliability of the conflict-adaptation effects across a two-week period, for response-time and accuracy. Variability in conflict adaptation was not associated significantly with any indicators of performance on the WCST or with most of the self-reported self-regulation measures. There was substantial covariance between Stroop interference for accuracy and conflict adaptation for accuracy. The lack of evidence of covariance across distinct aspects of cognitive control (conflict adaptation, WCST performance, self-reported self-control) may reflect the operation of relatively independent component processes.

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.

Impact of self-esteem and sex on stress reactions.

PubMed

Kogler, Lydia; Seidel, Eva-Maria; Metzler, Hannah; Thaler, Hanna; Boubela, Roland N; Pruessner, Jens C; Kryspin-Exner, Ilse; Gur, Ruben C; Windischberger, Christian; Moser, Ewald; Habel, Ute; Derntl, Birgit

2017-12-08

Positive self-evaluation is a major psychological resource modulating stress coping behavior. Sex differences have been reported in self-esteem as well as stress reactions, but so far their interactions have not been investigated. Therefore, we investigated sex-specific associations of self-esteem and stress reaction on behavioral, hormonal and neural levels. We applied a commonly used fMRI-stress task in 80 healthy participants. Men compared to women showed higher activation during stress in hippocampus, precuneus, superior temporal gyrus (STG) and insula. Furthermore, men outperformed women in the stress task and had higher cortisol and testosterone levels than women after stress. Self-esteem had an impact on precuneus, insula and STG activation during stress across the whole group. During stress, men recruit regions associated with emotion and stress regulation, self-referential processing and cognitive control more strongly than women. Self-esteem affects stress processing, however in a sex-independent fashion: participants with lower self-esteem show higher activation of regions involved in emotion and stress regulation, self-referential processing and cognitive control. Taken together, our data suggest that men are more engaged during the applied stress task. Across women and men, lower self-esteem increases the effort in emotion and stress processing and cognitive control, possibly leading to self-related thoughts in stressful situations.

Self-Efficacy in Second/Foreign Language Learning Contexts

ERIC Educational Resources Information Center

Raoofi, Saeid; Tan, Bee Hoon; Chan, Swee Heng

2012-01-01

This study reviews the empirical literature of self-efficacy, a central component of social cognitive theory, in the area of second language learning by focusing on two research questions: first, to what extent, has self-efficacy, as a predicting variable, been explored in the field of second language learning? Second, what factors affect…

The Effect of the Metacognitive Support via Pedagogical Agent on Self-Regulation Skills

ERIC Educational Resources Information Center

Karaoglan Yilmaz, Fatma Gizem; Olpak, Yusuf Ziya; Yilmaz, Ramazan

2018-01-01

Flipped Classroom (FC) has become an increasingly popular model in many disciplines in today's educational system. In order for the FC model to be effective, it is important for the student to have self-regulation skills. It is especially important that students have advanced self-regulatory skills so that the online learning process of the FC…

Self-Regulated Learning: The Continuous-Change Conceptual Framework and a Vision of New Paradigm, Technology System, and Pedagogical Support

ERIC Educational Resources Information Center

Huh, Yeol; Reigeluth, Charles M.

2017-01-01

A modified conceptual framework called the Continuous-Change Framework for self-regulated learning (SRL) is presented. Common elements and limitations among the past frameworks are discussed in relation to the modified conceptual framework. The iterative nature of the goal setting process and overarching presence of self-efficacy and motivational…

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…

Self-Compassion, Emotion Regulation and Stress among Australian Psychologists: Testing an Emotion Regulation Model of Self-Compassion Using Structural Equation Modeling

PubMed Central

Finlay-Jones, Amy L.; Rees, Clare S.; Kane, Robert T.

2015-01-01

Psychologists tend to report high levels of occupational stress, with serious implications for themselves, their clients, and the discipline as a whole. Recent research suggests that self-compassion is a promising construct for psychologists in terms of its ability to promote psychological wellbeing and resilience to stress; however, the potential benefits of self-compassion are yet to be thoroughly explored amongst this occupational group. Additionally, while a growing body of research supports self-compassion as a key predictor of psychopathology, understanding of the processes by which self-compassion exerts effects on mental health outcomes is limited. Structural equation modelling (SEM) was used to test an emotion regulation model of self-compassion and stress among psychologists, including postgraduate trainees undertaking clinical work (n = 198). Self-compassion significantly negatively predicted emotion regulation difficulties and stress symptoms. Support was also found for our preliminary explanatory model of self-compassion, which demonstrates the mediating role of emotion regulation difficulties in the self-compassion-stress relationship. The final self-compassion model accounted for 26.2% of variance in stress symptoms. Implications of the findings and limitations of the study are discussed. PMID:26207900

Self-Regulated Learning Strategies in Relation with Statistics Anxiety

ERIC Educational Resources Information Center

Kesici, Sahin; Baloglu, Mustafa; Deniz, M. Engin

2011-01-01

Dealing with students' attitudinal problems related to statistics is an important aspect of statistics instruction. Employing the appropriate learning strategies may have a relationship with anxiety during the process of statistics learning. Thus, the present study investigated multivariate relationships between self-regulated learning strategies…

Process of Coping with Radiation Therapy.

ERIC Educational Resources Information Center

Johnson, Jean E.; And Others

1989-01-01

Evaluated ability of self-regulation and emotional-drive theories to explain effects of informational intervention entailing objective descriptions of experience on outcomes of coping with radiation therapy among 84 men with prostate cancer. Consistent with self-regulation theory, similarity between expectations and experience and degree of…

Adapting to an initial self-regulatory task cancels the ego depletion effect.

PubMed

Dang, Junhua; Dewitte, Siegfried; Mao, Lihua; Xiao, Shanshan; Shi, Yucai

2013-09-01

The resource-based model of self-regulation provides a pessimistic view of self-regulation that people are destined to lose their self-control after having engaged in any act of self-regulation because these acts deplete the limited resource that people need for successful self-regulation. The cognitive control theory, however, offers an alternative explanation and suggests that the depletion effect reflects switch costs between different cognitive control processes recruited to deal with demanding tasks. This account implies that the depletion effect will not occur once people have had the opportunity to adapt to the self-regulatory task initially engaged in. Consistent with this idea, the present study showed that engaging in a demanding task led to performance deficits on a subsequent self-regulatory task (i.e. the depletion effect) only when the initial demanding task was relatively short but not when it was long enough for participants to adapt. Our results were unrelated to self-efficacy, mood, and motivation. Copyright © 2013 Elsevier Inc. All rights reserved.

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…

Secondary School Students’ LLL Competencies, and Their Relation with Classroom Structure and Achievement

PubMed Central

Klug, Julia; Lüftenegger, Marko; Bergsmann, Evelyn; Spiel, Christiane; Schober, Barbara

2016-01-01

There is a strong urge to foster lifelong learning (LLL) competencies with its key components – motivation and self-regulated learning – from early on in the education system. School in general is presently not considered to be successful in systematically imparting motivation and self-regulated learning strategies. There is strong evidence that decisive motivational determinants decrease the longer students stay in school. At present, the central sources of information about the situation in Austria are international monitoring studies, which only examine selected aspects of specific target groups, and their interpretability concerning mean values is constricted due to cultural differences. Thus, it is important to conduct additional and more differentiated national surveys of the actual state. This is why this study aimed at answering the following questions: (1) how well are Austrian students equipped for the future, in terms of their lifelong learning competencies, (2) can perceived classroom structure predict students’ LLL, and (3) is there a correlation of students’ LLL with their achievement in the school subjects math and German language. 5366 students (52.1% female) from 36 Austrian schools took part in the online-questionnaire (mean age 15.35 years, SD = 2.45), which measured their perceived LLL competencies in the subjects math and German language, their perceived classroom structure and their achievement. Results showed that the great majority of Austrian students – independent from domain and sex – know and are able to apply cognitive as well as metacognitive learning strategies. With regard to motivation the picture is less satisfactory: whilst students’ self-efficacy is not the problem, there is a lack of interest in the school subjects and they often report to follow performance approach goals. Classroom structure positively predicted students’ goals, interest, self-efficacy and learning strategies. Self-efficacy, performance approach goals, meta-cognitive and deep learning strategies in turn predicted achievement positively, and performance avoidance goals negatively. PMID:27242594

Secondary School Students' LLL Competencies, and Their Relation with Classroom Structure and Achievement.

PubMed

Klug, Julia; Lüftenegger, Marko; Bergsmann, Evelyn; Spiel, Christiane; Schober, Barbara

2016-01-01

There is a strong urge to foster lifelong learning (LLL) competencies with its key components - motivation and self-regulated learning - from early on in the education system. School in general is presently not considered to be successful in systematically imparting motivation and self-regulated learning strategies. There is strong evidence that decisive motivational determinants decrease the longer students stay in school. At present, the central sources of information about the situation in Austria are international monitoring studies, which only examine selected aspects of specific target groups, and their interpretability concerning mean values is constricted due to cultural differences. Thus, it is important to conduct additional and more differentiated national surveys of the actual state. This is why this study aimed at answering the following questions: (1) how well are Austrian students equipped for the future, in terms of their lifelong learning competencies, (2) can perceived classroom structure predict students' LLL, and (3) is there a correlation of students' LLL with their achievement in the school subjects math and German language. 5366 students (52.1% female) from 36 Austrian schools took part in the online-questionnaire (mean age 15.35 years, SD = 2.45), which measured their perceived LLL competencies in the subjects math and German language, their perceived classroom structure and their achievement. Results showed that the great majority of Austrian students - independent from domain and sex - know and are able to apply cognitive as well as metacognitive learning strategies. With regard to motivation the picture is less satisfactory: whilst students' self-efficacy is not the problem, there is a lack of interest in the school subjects and they often report to follow performance approach goals. Classroom structure positively predicted students' goals, interest, self-efficacy and learning strategies. Self-efficacy, performance approach goals, meta-cognitive and deep learning strategies in turn predicted achievement positively, and performance avoidance goals negatively.

Women are Warmer but No Less Assertive than Men: Gender and Language on Facebook.

PubMed

Park, Gregory; Yaden, David Bryce; Schwartz, H Andrew; Kern, Margaret L; Eichstaedt, Johannes C; Kosinski, Michael; Stillwell, David; Ungar, Lyle H; Seligman, Martin E P

2016-01-01

Using a large social media dataset and open-vocabulary methods from computational linguistics, we explored differences in language use across gender, affiliation, and assertiveness. In Study 1, we analyzed topics (groups of semantically similar words) across 10 million messages from over 52,000 Facebook users. Most language differed little across gender. However, topics most associated with self-identified female participants included friends, family, and social life, whereas topics most associated with self-identified male participants included swearing, anger, discussion of objects instead of people, and the use of argumentative language. In Study 2, we plotted male- and female-linked language topics along two interpersonal dimensions prevalent in gender research: affiliation and assertiveness. In a sample of over 15,000 Facebook users, we found substantial gender differences in the use of affiliative language and slight differences in assertive language. Language used more by self-identified females was interpersonally warmer, more compassionate, polite, and-contrary to previous findings-slightly more assertive in their language use, whereas language used more by self-identified males was colder, more hostile, and impersonal. Computational linguistic analysis combined with methods to automatically label topics offer means for testing psychological theories unobtrusively at large scale.

Women are Warmer but No Less Assertive than Men: Gender and Language on Facebook

PubMed Central

Park, Gregory; Schwartz, H. Andrew; Kern, Margaret L.; Eichstaedt, Johannes C.; Kosinski, Michael; Stillwell, David; Ungar, Lyle H.; Seligman, Martin E. P.

2016-01-01

Using a large social media dataset and open-vocabulary methods from computational linguistics, we explored differences in language use across gender, affiliation, and assertiveness. In Study 1, we analyzed topics (groups of semantically similar words) across 10 million messages from over 52,000 Facebook users. Most language differed little across gender. However, topics most associated with self-identified female participants included friends, family, and social life, whereas topics most associated with self-identified male participants included swearing, anger, discussion of objects instead of people, and the use of argumentative language. In Study 2, we plotted male- and female-linked language topics along two interpersonal dimensions prevalent in gender research: affiliation and assertiveness. In a sample of over 15,000 Facebook users, we found substantial gender differences in the use of affiliative language and slight differences in assertive language. Language used more by self-identified females was interpersonally warmer, more compassionate, polite, and—contrary to previous findings—slightly more assertive in their language use, whereas language used more by self-identified males was colder, more hostile, and impersonal. Computational linguistic analysis combined with methods to automatically label topics offer means for testing psychological theories unobtrusively at large scale. PMID:27223607

Attachment in Middle Childhood: Associations with Information Processing

ERIC Educational Resources Information Center

Zimmermann, Peter; Iwanski, Alexandra

2015-01-01

Attachment theory suggests that internal working models of self and significant others influence adjustment during development by controlling information processing and self-regulation. We provide a conceptual overview on possible mechanisms linking attachment and information processing and review the current literature in middle childhood.…

Foreign Language Listening Anxiety: A Self-Presentational View

ERIC Educational Resources Information Center

Kimura, Harumi

2017-01-01

This study used a self-presentational framework to investigate second language listening anxiety among university students and demonstrated that second language listening involves social concerns that are specific to second language settings. A set of anxiety questionnaires was administered to 1,177 students, and 17 learners provided verbal…

Reducing the volume, exposure and negative impacts of advertising for foods high in fat, sugar and salt to children: A systematic review of the evidence from statutory and self-regulatory actions and educational measures.

PubMed

Chambers, Stephanie A; Freeman, Ruth; Anderson, Annie S; MacGillivray, Steve

2015-06-01

To identify and review evidence on 1) the effectiveness of statutory and self-regulatory actions to reduce the volume, exposure or wider impact of advertising for foods high in fat, sugar and salt (HFSS) to children, and 2) the role of educational measures. A systematic review of three databases (Medline, CINAHL and PsycINFO) and grey literature was carried out. Relevant evidence included studies evaluating advertising bans and restrictions, advertising literacy programmes and parental communication styles. Relevant media included TV, internet, radio, magazines and newspaper advertising. No studies were excluded based on language or publication date. Forty-seven publications were included: 19 provided evidence for the results of statutory regulation, 25 for self-regulation, and six for educational approaches. Outcome measures varied in approach, quality and results. Findings suggested statutory regulation could reduce the volume of and children's exposure to advertising for foods HFSS, and had potential to impact more widely. Self-regulatory approaches showed varied results in reducing children's exposure. There was some limited support for educational measures. Consistency in measures from evaluations over time would assist the development and interpretation of the evidence base on successful actions and measures to reduce the volume, exposure and impact of advertising for foods HFSS to children. Copyright © 2015 Elsevier Inc. All rights reserved.

Development and validity of the Emotion and Motivation Self-regulation Questionnaire (EMSR-Q).

PubMed

Alonso-Tapia, Jesús; Panadero Calderón, Ernesto; Díaz Ruiz, Miguel A

2014-07-15

This study has two objectives, first, to develop and validate the "Emotion and Motivation Self-regulation Questionnaire" (EMSR-Q), and second, to analyze (in the context of the questionnaire validation process) the relationships between self-regulation styles (SRS) rooted in goal orientations, and classroom motivational climate (CMC). A total of 664 Secondary Education students from Madrid (Spain) formed the sample of the study. It was divided randomly in two groups to perform confirmatory factor analysis and to cross-validate the results. Both analyses supported a five first-order factor structure, organized around two second-order factors, "Learning self-regulation style" (LSR) and "Avoidance self-regulation style" (ASR): (χ 2 /df = 2.71; GFI = .89; IFI = .84; CFI = .84; RMSEA = .07). Hypotheses concerning the relationships between SRS, goal orientations and expectancies are supported by additional correlation and factor analyses. Moreover, several regression analyses supported for the most part of the remaining hypotheses concerning the role of self-regulation styles as predictors of classroom motivational climate (CMC) perception, of change in self-regulation attributed to teacher work, and of students' satisfaction with this same work. Theoretical and practical implications are discussed.

Longitudinal study of self-regulation, positive parenting, and adjustment problems among physically abused children.

PubMed

Kim-Spoon, Jungmeen; Haskett, Mary E; Longo, Gregory S; Nice, Rachel

2012-02-01

Research using normative and high-risk samples indicates a significant link between problems with self-regulation and child maladjustment. Nevertheless, little is known about the processes that may modify the link between self-regulation and maladjustment. This longitudinal study examined the joint contributions of child self-regulation and positive parenting behaviors to the development of externalizing and internalizing symptomatology spanning from preschool to 1st grade. Data were collected on a total of 95 physically abused children (58% boys); our longitudinal analyses involved 43 children at Time 1 (preschool), 63 children at Time 2 (kindergarten), and 54 children at Time 3 (1st grade). Children's self-regulation was measured by parent report, and their externalizing and internalizing symptomatology was evaluated by teachers. Parents completed self-report measures of positive parenting. Our structural equation modeling analyses revealed positive parenting as a protective factor that attenuated the concurrent association between low self-regulation and externalizing symptomatology among physically abused children. Our findings regarding longitudinal changes in children's externalizing symptomatology supported the differential susceptibility hypothesis: Physically abused children who were at greater risk due to low levels of self-regulation were more susceptible to the beneficial effects of positive parenting, compared to those with high levels of self-regulation. Findings suggest that although physical abuse presents formidable challenges that interfere with the development of adaptive self-regulation, positive parenting behaviors may ameliorate the detrimental effects of maladaptive self-regulation on the development of externalizing symptomatology. In addition, the positive and negative effects of caregiving behaviors were more prominent among physically abused children at great risk due to low self-regulation. Findings from the present study highlight the importance of attending to positive parenting behaviors and child self-regulation when working with physically abused children who are exhibiting externalizing symptomatology. Copyright © 2012 Elsevier Ltd. All rights reserved.

Longitudinal study of self-regulation, positive parenting, and adjustment problems among physically abused children

PubMed Central

Kim, Jungmeen; Haskett, Mary E.; Longo, Gregory S.; Nice, Rachel

2012-01-01

Objective Research using normative and high-risk samples indicates a significant link between problems with self-regulation and child maladjustment. Nevertheless, little is known about the processes that may modify the link between self-regulation and maladjustment. This longitudinal study examined the joint contributions of child self-regulation and positive parenting behaviors to the development of externalizing and internalizing symptomatology spanning from preschool to 1st grade. Methods Data were collected on a total of 95 physically abused children (58% boys); our longitudinal analyses involved 43 children at Time 1 (preschool), 63 children at Time 2 (kindergarten), and 54 children at Time 3 (1st grade). Children's self-regulation was measured by parent report, and their externalizing and internalizing symptomatology was evaluated by teachers. Parents completed self-report measures of positive parenting. Results Our structural equation modeling analyses revealed positive parenting as a protective factor that attenuated the concurrent association between low self-regulation and externalizing symptomatology among physically abused children. Our findings regarding longitudinal changes in children's externalizing symptomatology supported the differential susceptibility hypothesis: Physically abused children who were at greater risk due to low levels of self-regulation were more susceptible to the beneficial effects of positive parenting, compared to those with high levels of self-regulation. Conclusions Findings suggest that although physical abuse presents formidable challenges that interfere with the development of adaptive self-regulation, positive parenting behaviors may ameliorate the detrimental effects of maladaptive self-regulation on the development of externalizing symptomatology. In addition, the positive and negative effects of caregiving behaviors were more prominent among physically abused children at great risk due to low self-regulation. Practice Implications Findings from the present study highlight the importance of attending to positive parenting behaviors and child self-regulation when working with physically abused children who are exhibiting externalizing symptomatology. PMID:22398303

Motivational Effects on Self-Regulated Learning with Different Tasks

ERIC Educational Resources Information Center

Vollmeyer, Regina; Rheinberg, Falko

2006-01-01

In our cognitive motivational process model (Vollmeyer & Rheinberg, "Zeitschrift fur Padagogische Psychologie," 12:11-23, 1998) we assume that initial motivation affects performance via motivation during learning and learning strategies. These variables are also central for self-regulation theories (e.g., M. Boekaerts, "European Psychologist,"…

Metacognition in Self-Regulated Multimedia Learning: Integrating Behavioural, Psychophysiological and Introspective Measures

ERIC Educational Resources Information Center

Antonietti, Alessandro; Colombo, Barbara; Di Nuzzo, Chiara

2015-01-01

This study aims at investigating students' strategies--as revealed by behavioural, psychophysiological and introspective measures--which are applied during the free exploration of multimedia instructional presentations, which requires students to self-regulate their learning processes. Two multimedia presentations were constructed and presented to…

Disappearance of a stutter shortly before death.

PubMed

Duong, Phuc H; Zulian, Gilbert B

2007-01-01

A patient with a stutter caused by the trauma of the death of a loved one was able to recover normal speech 1 week before her death, which resulted from intestinal obstruction caused by ovarian cancer. The stutter appeared to have been overcome using a combination therapy of sophrology, self-regulation, and drug therapy. During a genuine resilience process, the patient was able to overcome an earlier existential fracture. In this final phase of life, health professionals and the family fully respected the patient's independence to remain in control of events. She repeatedly refused to have a nasogastric tube inserted to extract fecal matter from the stomach. This patient consequently repossessed her own language of expression in a body that was shattered by cancerous illness and the consequences of treatments. She thus managed to find a successful balance between the body, the spirit, and the brain.

Peer effects on self-regulation in adolescence depend on the nature and quality of the peer interaction.

PubMed

King, Kevin M; McLaughlin, Katie A; Silk, Jennifer; Monahan, Kathryn C

2017-11-21

Adolescence is a critical period for the development of self-regulation, and peer interactions are thought to strongly influence regulation ability. Simple exposure to peers has been found to alter decisions about risky behaviors and increase sensitivity to rewards. The link between peer exposure and self-regulation is likely to vary as a function of the type and quality of peer interaction (e.g., rejection or acceptance). Little is known about how the nature of interactions with peers influences different dimensions of self-regulation. We examined how randomization to acceptance or rejection by online "virtual" peers influenced multiple dimensions of self-regulation in a multisite community sample of 273 adolescents aged 16-17 years. Compared to a neutral condition, exposure to peers produced increases in cold cognitive control, but decreased hot cognitive control. Relative to peer acceptance, peer rejection reduced distress tolerance and increased sensitivity to losses. These findings suggest that different dimensions of adolescent self-regulation are influenced by the nature of the peer context: basic cognitive functions are altered by mere exposure to peers, whereas more complex decision making and emotion regulation processes are influenced primarily by the quality of that exposure.

Second language acquisition after traumatic brain injury: a case study.

PubMed

Połczyńska-Fiszer, M; Mazaux, J M

2008-01-01

Post-traumatic language and memory impairment, as well as a subsequent recovery in monolinguals have been widely documented in the literature, yet little is known about learning the second language after a severe head trauma followed by coma, as well as the relationship of this process with cognitive recovery, psychological status and quality of life. The present study investigates the relationship of learning the second language (English) in the process of rehabilitation, with quality of life in a Polish female university student who, as a result of a car accident, suffered a major closed-head injury and was comatose for a month. The subject was enrolled in an English learning program nine months after the trauma. The experiment lasted six months and comprised monthly meetings. The patient improved the major components of the second language, including vocabulary. Within the 6 months, the subject was gradually capable of learning additional and more complex lexical items. Learning the second language after traumatic brain injury may positively influence emotional well-being, self-esteem, and, perhaps, recovery of quality of life. A long-term beneficial effect of learning L2 was a consequential improvement of the patient's memory.

Relationships between Students' Conceptions of Constructivist Learning and Their Regulation and Processing Strategies

ERIC Educational Resources Information Center

Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Schmidt, Henk G.

2008-01-01

The present study investigated relationships between students' conceptions of constructivist learning on the one hand, and their regulation and processing strategies on the other hand. Students in a constructivist, problem-based learning curriculum were questioned about their conceptions of knowledge construction and self-regulated learning, as…

Self-Access and the Adult Language Learner.

ERIC Educational Resources Information Center

Esch, Edith, Ed.

The immediate stimulus for this collection of papers was a conference, Self-Access and the Adult Language Learner, organized by the Centre for Information on Language Teaching and Research (CILT) and the Language Centre of the University of Cambridge in December 1992 at Queen's College, Cambridge. Several 1-day conferences on the same theme were…

Self-Reflexive Inquiry into Language Use and Beliefs: Toward More Expansive Language Ideologies

ERIC Educational Resources Information Center

Banes, Leslie C.; Martínez, Danny C.; Athanases, Steven Z.; Wong, Joanna W.

2016-01-01

The pedagogical innovation of this study is self-reflexive inquiry into language, culture, and identity. This work was conducted in a course on Cultural Diversity and Education serving 76 culturally and linguistically diverse undergraduate students, many of whom planned to become teachers. Through analysis of a Personal Language Inventory and…

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…

Connecting Language Proficiency to (Self-Reported) Teaching Ability: A Review and Analysis of Research

ERIC Educational Resources Information Center

Faez, Farahnaz; Karas, Michael

2017-01-01

This article provides a review and analysis of current research examining the connection between teacher language proficiency and their self-reported beliefs about their pedagogical abilities. Generally speaking, (English) language teachers require an advanced level of proficiency in order to be successful language teachers, but pedagogical skills…

Personal Pronouns and the Autistic Child.

ERIC Educational Resources Information Center

Fay, Warren H.

1979-01-01

Current theory and research in development of self and of language in autistic children is considered, with emphasis on studies of normal development of personal pronouns and the roles played in that process by listening, echoic memory, mitigated echolalia (recording), and person deixis. (Author)

Sustaining mother tongue medium education: An inter-community self-help framework in Cameroon

NASA Astrophysics Data System (ADS)

Chiatoh, Blasius A.

2011-12-01

Advocating mother tongue education implies recognising the centrality of linguistic and cultural diversity in quality and accessible education planning and delivery. In minority linguistic settings, this need becomes particularly urgent. Decades of exclusive promotion of foreign languages have rendered the educational system incapable of guaranteeing maximum quality, accessibility and equity. Also, due to long periods of marginalisation and disempowerment, most indigenous communities are unable to undertake viable self-reliant educational initiatives. As a result, planning and management of education is not adapted to the needs and realities of target populations. What such an educational approach has succeeded in achieving is to cultivate a culture of near-total dependence and consumerism. In minority language situations where mother tongue education is still primarily in the hands of private institutions and individuals, successful planning also means influencing the perceptions and attitudes of indigenous people and systematically integrating them into the educational process. This paper discusses grass-roots mother tongue education in Cameroon. It focuses on the inter-community self-help initiative as a local response framework and argues that this initiative is a strong indication of the desire of communities to learn and promote learning in their own languages.

Self-assembled lipid bilayer materials

DOEpatents

Sasaki, Darryl Y.; Waggoner, Tina A.; Last, Julie A.

2005-11-08

The present invention is a self-assembling material comprised of stacks of lipid bilayers formed in a columnar structure, where the assembly process is mediated and regulated by chemical recognition events. The material, through the chemical recognition interactions, has a self-regulating system that corrects the radial size of the assembly creating a uniform diameter throughout most of the structure. The materials form and are stable in aqueous solution. These materials are useful as structural elements for the architecture of materials and components in nanotechnology, efficient light harvesting systems for optical sensing, chemical processing centers, and drug delivery vehicles.

Sexual Self-Schemas in the Real World: Investigating the Ecological Validity of Language-Based Markers of Childhood Sexual Abuse

PubMed Central

Stanton, Amelia M.; Meston, Cindy M.

2017-01-01

Abstract This is the first study to examine language use and sexual self-schemas in natural language data extracted from posts to a large online forum. Recently, two studies applied advanced text analysis techniques to examine differences in language use and sexual self-schemas between women with and without a history of childhood sexual abuse. The aim of the current study was to test the ecological validity of the differences in language use and sexual self-schema themes that emerged between these two groups of women in the laboratory. Archival natural language data were extracted from a social media website and analyzed using LIWC2015, a computerized text analysis program, and other word counting approaches. The differences in both language use and sexual self-schema themes that manifested in recent laboratory research were replicated and validated in the large online sample. To our knowledge, these results provide the first empirical examination of sexual cognitions as they occur in the real world. These results also suggest that natural language analysis of text extracted from social media sites may be a potentially viable precursor or alternative to laboratory measurement of sexual trauma phenomena, as well as clinical phenomena, more generally. PMID:28570129

Parent Emotion Representations and the Socialization of Emotion Regulation in the Family

ERIC Educational Resources Information Center

Meyer, Sara; Raikes, H. Abigail; Virmani, Elita A.; Waters, Sara; Thompson, Ross A.

2014-01-01

There is considerable knowledge of parental socialization processes that directly and indirectly influence the development of children's emotion self-regulation, but little understanding of the specific beliefs and values that underlie parents' socialization approaches. This study examined multiple aspects of parents' self-reported…

Self-Regulation Competence in Music Education

ERIC Educational Resources Information Center

Ludovico, Luca Andrea; Mangione, Giuseppina Rita

2014-01-01

This work starts from a systematic review about music education and self-regulation during learning processes. Then the paper identifies those meta-cognitive strategies that music students should adopt during their instrumental practice. The goal is applying such concepts in order to rethink the structure of a didactic e-book for instrumental…

Examining Self Regulated Learning in Relation to Certain Selected Variables

ERIC Educational Resources Information Center

Johnson, N.

2012-01-01

Self-regulation is the controlling of a process or activity by the students who are involved in Problem solving in Physics rather than by an external agency (Johnson, 2011). Selfregulated learning consists of three main components: cognition, metacognition, and motivation. Cognition includes skills necessary to encode, memorise, and recall…

The Motivational Effects of the Classroom Environment in Facilitating Self-Regulated Learning

ERIC Educational Resources Information Center

Young, Mark R.

2005-01-01

Students can be proactive and engaged or, alternatively, lack initiative and responsibility for their learning. Self-regulated learning involves learning strategies and mental processes that learners deliberately engage to help themselves learn and perform better academically. The results of this study provide empirical support for the theoretical…

Longitudinal Patterns of Behavioral, Emotional, and Social Difficulties and Self-Concepts in Adolescents with a History of Specific Language Impairment

ERIC Educational Resources Information Center

Lindsay, Geoff; Dockrell, Julie E.

2012-01-01

Purpose: This study explored the prevalence and stability of behavioral difficulties and self-concepts between the ages of 8 and 17 years in a sample of children with a history of specific language impairment (SLI). We investigated whether earlier behavioral, emotional, and social difficulties (BESD); self-concepts; and language and literacy…

Behavioral Self-Regulation and Weight-Related Behaviors in Inner-City Adolescents: A Model of Direct and Indirect Effects

PubMed Central

Isasi, Carmen R.; Wills, Thomas A.

2012-01-01

Background This study examined the association of two distinct self-regulation constructs, effortful control and dysregulation, with weight-related behaviors in adolescents and tested whether these effects were mediated by self-efficacy variables. Methods A school-based survey was conducted with 1771 adolescents from 11 public schools in the Bronx, New York. Self-regulation was assessed by multiple indicators and defined as two latent constructs. Dependent variables included fruit/vegetable intake, intake of snack/junk food, frequency of physical activity, and time spent in sedentary behaviors. Structural equation modeling examined the relation of effortful control and dysregulation to lifestyle behaviors, with self-efficacy variables as possible mediators. Results Study results showed that effortful control had a positive indirect effect on fruit and vegetable intake, mediated by self-efficacy, as well as a direct effect. Effortful control also had a positive indirect effect on physical activity, mediated by self-efficacy. Dysregulation had direct effects on intake of junk food/snacks and time spent in sedentary behaviors. Conclusions These findings indicate that self-regulation characteristics are related to diet and physical activity and that some of these effects are mediated by self-efficacy. Different effects were noted for the two domains of self-regulation. Prevention researchers should consider including self-regulation processes in programs to improve health behaviors in adolescents. PMID:23243551

[Design and validation of a scale to assess self-regulation of eating habits in Mexican university students].

PubMed

Campos-Uscanga, Yolanda; Lagunes Córdoba, Roberto; Morales-Romero, Jaime; Romo-González, Tania

2015-03-01

Healthy eating habits promote wellness and prevent disease, however, despite the intention to change a bad habit, people often fail in theirattempts. This is due, since the performance of a change requires self-regulation skills that allow to observe, to evaluate and to take an action, in a constant motivation during the all the process; not only theknowledge about proper nutrition. The objective of this study was to design and validate an instrument to evaluate the level of self-regulation for eating habits in college students.62 items were written and evaluated by four expert judges. Two applications of the instrument were performed to 487 subjects. An unweighted least squares factor analysis whit direct Oblimin rotation was performed. The items saturated in more than one factor were discarded, as well as those who had a loading factor less than 0.40 or commonality less than 0.30. It was obtained an instrument integrated by 14 items grouped into three factors, which explained the 46.9% of the variance: self-reaction, self-observation and self-evaluation. Cronbach's alpha yielded a high reliability coefficient (α = 0.874).The results show that the scale is a valid and reliable tool to measure of self-regulation of eating habits in college students. Its applications include the diagnostic of a population and the evaluation of interventions aimed to improving nutrition based on the assumption that the processes of change require sustained self-regulation skills in people protective effect against increases in both systolic and diastolic blood pressure.

The Effect of Self-Assessment on EFL Learners' Self-Efficacy

ERIC Educational Resources Information Center

Baleghizadeh, Sasan; Masoun, Atieh

2013-01-01

This study investigated the continuous influence of self-assessment on EFL (English as a foreign language) learners' self-efficacy. The participants, divided into an experimental and a control group, were 57 Iranian EFL learners in an English-language institute. The participants' self-efficacy was measured through a questionnaire that was the same…

The Language-Learning Self, Self-Enhancement Activities, and Self Perceptual Change

ERIC Educational Resources Information Center

Sampson, Richard

2012-01-01

This article presents an overview of action research conducted in an EFL university context, regarding primarily the relationship between individual possible self-images, socially constructed possible self-images, and language-learning motivation. The study used three cycles of action research over the course of one 15-week university semester,…

Understanding Language, Hearing Status, and Visual-Spatial Skills.

PubMed

Marschark, Marc; Spencer, Linda J; Durkin, Andreana; Borgna, Georgianna; Convertino, Carol; Machmer, Elizabeth; Kronenberger, William G; Trani, Alexandra

2015-10-01

It is frequently assumed that deaf individuals have superior visual-spatial abilities relative to hearing peers and thus, in educational settings, they are often considered visual learners. There is some empirical evidence to support the former assumption, although it is inconsistent, and apparently none to support the latter. Three experiments examined visual-spatial and related cognitive abilities among deaf individuals who varied in their preferred language modality and use of cochlear implants (CIs) and hearing individuals who varied in their sign language skills. Sign language and spoken language assessments accompanied tasks involving visual-spatial processing, working memory, nonverbal logical reasoning, and executive function. Results were consistent with other recent studies indicating no generalized visual-spatial advantage for deaf individuals and suggested that their performance in that domain may be linked to the strength of their preferred language skills regardless of modality. Hearing individuals performed more strongly than deaf individuals on several visual-spatial and self-reported executive functioning measures, regardless of sign language skills or use of CIs. Findings are inconsistent with assumptions that deaf individuals are visual learners or are superior to hearing individuals across a broad range of visual-spatial tasks. Further, performance of deaf and hearing individuals on the same visual-spatial tasks was associated with differing cognitive abilities, suggesting that different cognitive processes may be involved in visual-spatial processing in these groups. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Using hypnosis to help deaf children help themselves: report of two cases.

PubMed

Kohen, D P; Mann-Rinehart, P; Schmitz, D; Wills, L M

1998-04-01

This is a report of deaf children who demonstrated the ability to quickly learn hypnotic skills and apply them effectively to the management of their problems. The children were taught hypnosis through American Sign Language, their preferred mode of communication. As with hypnosis with hearing children, we focused upon induction with fantasy and imaginative involvement, creation in imagination of a metaphor for, or imagery of, the desired outcome, and associated sense of pride (ego-strengthening), positive expectation, and teaching self-hypnosis to emphasize the importance of repeated, daily practice. Case examples presented are an 11-year-old deaf girl who used hypnosis to eliminate multiple warts, and a 9-year-old deaf boy with mild developmental disability whose self-hypnosis skills were applied to the management of myoclonus. In the former, the clinician is also the sign language communicator and in the latter, a professional sign language interpreter and parent are both intimately involved in the communication and hypnosis process.

Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence

PubMed Central

Nicolopoulou, Ageliki; Cortina, Kai Schnabel; Ilgaz, Hande; Cates, Carolyn Brockmeyer; de Sá, Aline B.

2015-01-01

This study examined whether a storytelling and story-acting practice (STSA), integrated as a regular component of the preschool curriculum, can help promote three key dimensions of young children’s school readiness: narrative and other oral-language skills, emergent literacy, and social competence. A total of 149 low-income preschoolers (almost all 3- and 4-year-olds) participated, attending six experimental and seven control classrooms. The STSA was introduced in the experimental classrooms for the entire school year, and all children in both conditions were pre- and post-tested on 11 measures of narrative, vocabulary, emergent literacy, pretend abilities, peer play cooperation, and self-regulation. Participation in the STSA was associated with improvements in narrative comprehension, print and word awareness, pretend abilities, self-regulation, and reduced play disruption. For almost all these measures, positive results were further strengthened by the frequency of participation in storytelling by individual children, indicated by number of stories told (NOST). The STSA is a structured preschool practice that exemplifies child-centered, play-based, and constructivist approaches in early childhood education, and that can operate as a curriculum module in conjunction with a variety of different preschool curricula. This study confirmed that it can contribute to promoting learning, development, and school readiness for low-income and otherwise disadvantaged children. PMID:25866441

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…

Neural substrates of interpreting actions and emotions from body postures.

PubMed

Kana, Rajesh K; Travers, Brittany G

2012-04-01

Accurately reading the body language of others may be vital for navigating the social world, and this ability may be influenced by factors, such as our gender, personality characteristics and neurocognitive processes. This fMRI study examined the brain activation of 26 healthy individuals (14 women and 12 men) while they judged the action performed or the emotion felt by stick figure characters appearing in different postures. In both tasks, participants activated areas associated with visual representation of the body, motion processing and emotion recognition. Behaviorally, participants demonstrated greater ease in judging the physical actions of the characters compared to judging their emotional states, and participants showed more activation in areas associated with emotion processing in the emotion detection task, whereas they showed more activation in visual, spatial and action-related areas in the physical action task. Gender differences emerged in brain responses, such that men showed greater activation than women in the left dorsal premotor cortex in both tasks. Finally, participants higher in self-reported empathy demonstrated greater activation in areas associated with self-referential processing and emotion interpretation. These results suggest that empathy levels and sex of the participant may affect neural responses to emotional body language.

Neural substrates of interpreting actions and emotions from body postures

PubMed Central

Travers, Brittany G.

2012-01-01

Accurately reading the body language of others may be vital for navigating the social world, and this ability may be influenced by factors, such as our gender, personality characteristics and neurocognitive processes. This fMRI study examined the brain activation of 26 healthy individuals (14 women and 12 men) while they judged the action performed or the emotion felt by stick figure characters appearing in different postures. In both tasks, participants activated areas associated with visual representation of the body, motion processing and emotion recognition. Behaviorally, participants demonstrated greater ease in judging the physical actions of the characters compared to judging their emotional states, and participants showed more activation in areas associated with emotion processing in the emotion detection task, whereas they showed more activation in visual, spatial and action-related areas in the physical action task. Gender differences emerged in brain responses, such that men showed greater activation than women in the left dorsal premotor cortex in both tasks. Finally, participants higher in self-reported empathy demonstrated greater activation in areas associated with self-referential processing and emotion interpretation. These results suggest that empathy levels and sex of the participant may affect neural responses to emotional body language. PMID:21504992

Self-regulated Gd atom trapping in open Fe nanocorrals

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

Cao, R. X.; Liu, Z.; Miao, B. F.

2014-07-01

Utilizing open Fe nanocorrals built by atom manipulation, we demonstrate self-regulated Gd atom trapping in open quantum corrals. The number of Gd atoms trapped is exactly determined by the diameter of the corral. The quantization can be understood as a self-regulating process, arising from the long-range interaction between Gd atoms and the open corral. We illustrate with arrays of open corrals that such atom trapping can suppress unwanted statistical fluctuations. Our approach opens a potential pathway for nanomaterial design and fabrication with atomic-level precision.

Information processing in the CNS: a supramolecular chemistry?

PubMed

Tozzi, Arturo

2015-10-01

How does central nervous system process information? Current theories are based on two tenets: (a) information is transmitted by action potentials, the language by which neurons communicate with each other-and (b) homogeneous neuronal assemblies of cortical circuits operate on these neuronal messages where the operations are characterized by the intrinsic connectivity among neuronal populations. In this view, the size and time course of any spike is stereotypic and the information is restricted to the temporal sequence of the spikes; namely, the "neural code". However, an increasing amount of novel data point towards an alternative hypothesis: (a) the role of neural code in information processing is overemphasized. Instead of simply passing messages, action potentials play a role in dynamic coordination at multiple spatial and temporal scales, establishing network interactions across several levels of a hierarchical modular architecture, modulating and regulating the propagation of neuronal messages. (b) Information is processed at all levels of neuronal infrastructure from macromolecules to population dynamics. For example, intra-neuronal (changes in protein conformation, concentration and synthesis) and extra-neuronal factors (extracellular proteolysis, substrate patterning, myelin plasticity, microbes, metabolic status) can have a profound effect on neuronal computations. This means molecular message passing may have cognitive connotations. This essay introduces the concept of "supramolecular chemistry", involving the storage of information at the molecular level and its retrieval, transfer and processing at the supramolecular level, through transitory non-covalent molecular processes that are self-organized, self-assembled and dynamic. Finally, we note that the cortex comprises extremely heterogeneous cells, with distinct regional variations, macromolecular assembly, receptor repertoire and intrinsic microcircuitry. This suggests that every neuron (or group of neurons) embodies different molecular information that hands an operational effect on neuronal computation.

Socially Shared Regulation in Collaborative Groups: An Analysis of the Interplay between Quality of Social Regulation and Group Processes

ERIC Educational Resources Information Center

Rogat, Toni Kempler; Linnenbrink-Garcia, Lisa

2011-01-01

This study extends prior research on both individual self-regulation and socially shared regulation during group learning to examine the range and quality of the cognitive and behavioral social regulatory sub-processes employed by six small collaborative groups of upper-elementary students (n = 24). Qualitative analyses were conducted based on…

Automatic reconstruction of a bacterial regulatory network using Natural Language Processing

PubMed Central

Rodríguez-Penagos, Carlos; Salgado, Heladia; Martínez-Flores, Irma; Collado-Vides, Julio

2007-01-01

Background Manual curation of biological databases, an expensive and labor-intensive process, is essential for high quality integrated data. In this paper we report the implementation of a state-of-the-art Natural Language Processing system that creates computer-readable networks of regulatory interactions directly from different collections of abstracts and full-text papers. Our major aim is to understand how automatic annotation using Text-Mining techniques can complement manual curation of biological databases. We implemented a rule-based system to generate networks from different sets of documents dealing with regulation in Escherichia coli K-12. Results Performance evaluation is based on the most comprehensive transcriptional regulation database for any organism, the manually-curated RegulonDB, 45% of which we were able to recreate automatically. From our automated analysis we were also able to find some new interactions from papers not already curated, or that were missed in the manual filtering and review of the literature. We also put forward a novel Regulatory Interaction Markup Language better suited than SBML for simultaneously representing data of interest for biologists and text miners. Conclusion Manual curation of the output of automatic processing of text is a good way to complement a more detailed review of the literature, either for validating the results of what has been already annotated, or for discovering facts and information that might have been overlooked at the triage or curation stages. PMID:17683642

Enhancing the Dependability of Complex Missions Through Automated Analysis

DTIC Science & Technology

2013-09-01

triangular or self - referential relationships. The Semantic Web Rule Language (SWRL)—a W3C-approved OWL extension—addresses some of these limitations by...SWRL extends OWL with Horn-like rules that can model complex relational structures and self - referential relationships; Prolog extends OWL+SWRL with the...8]. Additionally, multi-agent model checking has been used to verify OWL-S process models [9]. OWL is a powerful knowledge representation formalism

Creating Excitement and Involvement in the Foreign Language Classroom by Getting Away from the Textbook.

ERIC Educational Resources Information Center

Wattenmaker, Beverly; Lock, Joanne

This paper presents a method for making foreign language learning meaningful and interesting through using language as a tool for communicating about the self and others. Drawing from techniques developed by behavioral scientists, the foreign language was used to develop students' self-awareness and confidence. Learning activities were created,…

Self-Study with Language Learning Software in the Workplace: What Happens?

ERIC Educational Resources Information Center

Nielson, Katharine B.

2011-01-01

Many language training software packages are intended for self-study and marketed as complete language learning solutions; however, little is known about how well they work or under what conditions they should be used. This article reports on a research study conducted at the University of Maryland Center for Advanced Study of Language that…

Efficacy of a Self-Monitoring Tool for Improving the Quality of the Language Environment in the Preschool Classroom

ERIC Educational Resources Information Center

Strasser, Katherine; Mendive, Susana; Vergara, Daniela; Darricades, Michelle

2018-01-01

Research Findings: This study evaluated the impact of a self-monitoring intervention on preschool teachers' use of language and on children's language growth. Nineteen classrooms from Santiago de Chile participated (10 intervention, 9 control). Twice a week, intervention teachers filled out a checklist to monitor the language stimulation they…

Explaining Physical Activity Maintenance After a Theory-Based Intervention Among Patients With Rheumatoid Arthritis: Process Evaluation of a Randomized Controlled Trial.

PubMed

Knittle, Keegan; De Gucht, Véronique; Hurkmans, Emalie; Vlieland, Thea Vliet; Maes, Stan

2016-02-01

Regular physical activity (PA) benefits patients with rheumatoid arthritis (RA), particularly when maintained over time. Research in this area has largely focused on factors associated with initiating PA, while factors contributing to PA maintenance, particularly after lifestyle interventions, have received less attention. This study examined whether higher levels of autonomous motivation, self-efficacy for PA, and greater use of self-regulation skills mediated PA initiation and maintenance 6 months after a theory-based motivational interviewing and self-regulation coaching intervention. Seventy-eight individuals with RA were randomized to receive either a patient-education session (control group), or the patient-education session plus 1 motivational interview and 2 self-regulation coaching sessions (treatment group). Mediation analyses examined the effects of this intervention on PA initiation and maintenance through the intermediate variables autonomous motivation, self-efficacy for PA, and use of self-regulation skills. Analyses were controlled for age, sex, and previous levels of PA. The treatment group reported significantly higher autonomous motivation and greater use of self-regulation skills than controls at posttreatment. Increases in PA from baseline to posttreatment were not mediated by any intermediate variables. However, maintenance of PA from posttreatment to followup (6 months later) was mediated by greater autonomous motivation and use of self-regulation skills. Greater autonomous motivation and use of self-regulation skills predict maintenance of PA following a motivational interviewing and self-regulation coaching intervention. In promoting PA among patients with RA, supporting patient autonomy and teaching self-regulation skills, which focus attention on achieving PA goals, may improve long-term maintenance of PA. © 2016, American College of Rheumatology.

Mind-sets matter: a meta-analytic review of implicit theories and self-regulation.

PubMed

Burnette, Jeni L; O'Boyle, Ernest H; VanEpps, Eric M; Pollack, Jeffrey M; Finkel, Eli J

2013-05-01

This review builds on self-control theory (Carver & Scheier, 1998) to develop a theoretical framework for investigating associations of implicit theories with self-regulation. This framework conceptualizes self-regulation in terms of 3 crucial processes: goal setting, goal operating, and goal monitoring. In this meta-analysis, we included articles that reported a quantifiable assessment of implicit theories and at least 1 self-regulatory process or outcome. With a random effects approach used, meta-analytic results (total unique N = 28,217; k = 113) across diverse achievement domains (68% academic) and populations (age range = 5-42; 10 different nationalities; 58% from United States; 44% female) demonstrated that implicit theories predict distinct self-regulatory processes, which, in turn, predict goal achievement. Incremental theories, which, in contrast to entity theories, are characterized by the belief that human attributes are malleable rather than fixed, significantly predicted goal setting (performance goals, r = -.151; learning goals, r = .187), goal operating (helpless-oriented strategies, r = -.238; mastery-oriented strategies, r = .227), and goal monitoring (negative emotions, r = -.233; expectations, r = .157). The effects for goal setting and goal operating were stronger in the presence (vs. absence) of ego threats such as failure feedback. Discussion emphasizes how the present theoretical analysis merges an implicit theory perspective with self-control theory to advance scholarship and unlock major new directions for basic and applied research.

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…

Nature and autonomy: an organizational view of social and neurobiological aspects of self-regulation in behavior and development.

PubMed

Ryan, R M; Kuhl, J; Deci, E L

1997-01-01

The concepts of self-regulation and autonomy are examined within an organizational framework. We begin by retracing the historical origins of the organizational viewpoint in early debates within the field of biology between vitalists and reductionists, from which the construct of self-regulation emerged. We then consider human autonomy as an evolved behavioral, developmental, and experiential phenomenon that operates at both neurobiological and psychological levels and requires very specific supports within higher order social organizations. We contrast autonomy or true self-regulation with controlling regulation (a nonautonomous form of intentional behavior) in phenomenological and functional terms, and we relate the forms of regulation to the developmental processes of intrinsic motivation and internalization. Subsequently, we describe how self-regulation versus control may be characterized by distinct neurobiological underpinnings, and we speculate about some of the adaptive advantages that may underlie the evolution of autonomy. Throughout, we argue that disturbances of autonomy, which have both biological and psychological etiologies, are central to many forms of psychopathology and social alienation.

The Neural Mechanisms of Meditative Practices: Novel Approaches for Healthy Aging.

PubMed

Acevedo, Bianca P; Pospos, Sarah; Lavretsky, Helen

2016-01-01

Meditation has been shown to have physical, cognitive, and psychological health benefits that can be used to promote healthy aging. However, the common and specific mechanisms of response remain elusive due to the diverse nature of mind-body practices. In this review, we aim to compare the neural circuits implicated in focused-attention meditative practices that focus on present-moment awareness to those involved in active-type meditative practices (e.g., yoga) that combine movement, including chanting, with breath practices and meditation. Recent meta-analyses and individual studies demonstrated common brain effects for attention-based meditative practices and active-based meditations in areas involved in reward processing and learning, attention and memory, awareness and sensory integration, and self-referential processing and emotional control, while deactivation was seen in the amygdala, an area implicated in emotion processing. Unique effects for mindfulness practices were found in brain regions involved in body awareness, attention, and the integration of emotion and sensory processing. Effects specific to active-based meditations appeared in brain areas involved in self-control, social cognition, language, speech, tactile stimulation, sensorimotor integration, and motor function. This review suggests that mind-body practices can target different brain systems that are involved in the regulation of attention, emotional control, mood, and executive cognition that can be used to treat or prevent mood and cognitive disorders of aging, such as depression and caregiver stress, or serve as "brain fitness" exercise. Benefits may include improving brain functional connectivity in brain systems that generally degenerate with Alzheimer's disease, Parkinson's disease, and other aging-related diseases.

Monitoring, metacognition, and executive function: elucidating the role of self-reflection in the development of self-regulation.

PubMed

Lyons, Kristen E; Zelazo, Philip David

2011-01-01

While an abundance of research has investigated the development of the automatic and controlled processes through which individuals control their thoughts, emotions, and actions, less research has emphasized the role of the self in self-regulation. This chapter synthesizes four literatures that have examined the mechanisms through which the individual acts in a managerial role, evaluating the current status of the system and initiating regulatory actions as necessary. Taken together, these literatures (on executive function, error monitoring, metacognition, and uncertainty monitoring) suggest that self-reflection plays a critical role in self-regulation, and that developmental improvements in self-reflection (via increasing levels of conscious awareness and enhanced calibration of monitoring systems) may serve as driving forces underlying developmental improvement (and temperamental individual differences) in children's ability to control their thoughts and actions.

Self-regulation of inter-hemispheric visual cortex balance through real-time fMRI neurofeedback training.

PubMed

Robineau, F; Rieger, S W; Mermoud, C; Pichon, S; Koush, Y; Van De Ville, D; Vuilleumier, P; Scharnowski, F

2014-10-15

Recent advances in neurofeedback based on real-time functional magnetic resonance imaging (fMRI) allow for learning to control spatially localized brain activity in the range of millimeters across the entire brain. Real-time fMRI neurofeedback studies have demonstrated the feasibility of self-regulating activation in specific areas that are involved in a variety of functions, such as perception, motor control, language, and emotional processing. In most of these previous studies, participants trained to control activity within one region of interest (ROI). In the present study, we extended the neurofeedback approach by now training healthy participants to control the interhemispheric balance between their left and right visual cortices. This was accomplished by providing feedback based on the difference in activity between a target visual ROI and the corresponding homologue region in the opposite hemisphere. Eight out of 14 participants learned to control the differential feedback signal over the course of 3 neurofeedback training sessions spread over 3 days, i.e., they produced consistent increases in the visual target ROI relative to the opposite visual cortex. Those who learned to control the differential feedback signal were subsequently also able to exert that control in the absence of neurofeedback. Such learning to voluntarily control the balance between cortical areas of the two hemispheres might offer promising rehabilitation approaches for neurological or psychiatric conditions associated with pathological asymmetries in brain activity patterns, such as hemispatial neglect, dyslexia, or mood disorders. Copyright © 2014 Elsevier Inc. All rights reserved.

Ways of making-sense: Local gamma synchronization reveals differences between semantic processing induced by music and language.

PubMed

Barraza, Paulo; Chavez, Mario; Rodríguez, Eugenio

2016-01-01

Similar to linguistic stimuli, music can also prime the meaning of a subsequent word. However, it is so far unknown what is the brain dynamics underlying the semantic priming effect induced by music, and its relation to language. To elucidate these issues, we compare the brain oscillatory response to visual words that have been semantically primed either by a musical excerpt or by an auditory sentence. We found that semantic violation between music-word pairs triggers a classical ERP N400, and induces a sustained increase of long-distance theta phase synchrony, along with a transient increase of local gamma activity. Similar results were observed after linguistic semantic violation except for gamma activity, which increased after semantic congruence between sentence-word pairs. Our findings indicate that local gamma activity is a neural marker that signals different ways of semantic processing between music and language, revealing the dynamic and self-organized nature of the semantic processing. Copyright © 2015 Elsevier Inc. All rights reserved.

A microanalytic study of self-regulated learning processes of expert, non-expert, and at-risk science students

NASA Astrophysics Data System (ADS)

Dibenedetto, Maria K.

2009-12-01

The present investigation sought to examine differences in the self-regulated learning processes and beliefs of students who vary in their level of expertise in science and to investigate if there are gender differences. Participants were 51 ethnically diverse 11th grade students from three parochial high schools consisting of 34 females and 17 males. Students were grouped as either expert, non-expert, or at-risk based on the school's classification. Students were provided with a short passage on tornados to read and study. The two achievement measures obtained were the Tornado Knowledge Test : ten short-answer questions and the Conceptual Model Test : a question which required the students to draw and describe the three sequential images of tornado development from the textual description of the three phases. A microanalytic methodology was used which consists of asking a series of questions aimed at assessing students' psychological behaviors, feelings, and thoughts in each of Zimmerman's three phases of self-regulation: forethought, performance, and reflection. These questions were asked of the students while they were engaged in learning. Two additional measures were obtained: the Rating Student Self-Regulated Learning Outcomes: A Teacher Scale (RSSRL) and the Self-Efficacy for Self-Regulated Learning (SELF). Analysis of variance, chi square analysis, and post hoc test results showed significant expertise differences, large effect sizes, and positive linear trends on most measures. Regarding gender, there were significant differences on only two measures. Correlational analyses also revealed significant relations among the self-regulatory subprocesses across the three phases. The microanalytic measures were combined across the three phases and entered into a regression formula to predict the students' scores on the Tornado Knowledge Test. These self-regulatory processes explained 77% of the variance in the Tornado Knowledge Test, which was a significant and substantial effect. Prior to this investigation, there have been no studies which have tested Zimmerman's three phase model on an academic task, such as science, within an expertise framework. Implications from the present study suggest that students varying in expertise level in science achievement also vary in self-regulatory behavior, and that gender is not a significant factor.

Understanding Learners' Self-Assessment and Self-Feedback on Their Foreign Language Speaking Performance

ERIC Educational Resources Information Center

Huang, Shu-Chen

2016-01-01

This study examines university learners' self-assessment and self-feedback on performance as captured in audio files from a foreign language speaking test. The learners' were guided to listen, transcribe and analyse their own speaking samples, as well as propose future actions for improvement. Content of learners' self-feedback was scrutinised…

75 FR 13058 - Approval and Promulgation of Implementation Plans; Idaho

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-18

... for the control of nonmetallic mineral processing plants (IDEQ Docket 58-0101-0002 and a portion of..., 204 and 205 now include language stating that the applicable Federal regulations are incorporated by....01.01.200. IDAPA 58.01.01.225 Permit to Construct Processing Fee, was revised for consistency with...

The Army FAO Training Program: Time to Break More Glass

DTIC Science & Technology

2013-03-01

these five countries, English is the co-national language in the Philippines, a strong second language in Malaysia , and the second language and growing...advanced language studies and develop in-depth knowledge of the region through a program of travel, research, and self -study.” While IRT succeeds in...in providing advanced language training. Furthermore, most IRT FAOs conduct little research, and “ self -study”, when conducted, normally equates to

Does industry self-regulation protect young people from exposure to alcohol marketing? A review of compliance and complaint studies.

PubMed

Noel, Jonathan K; Babor, Thomas F

2017-01-01

Exposure to alcohol marketing is considered to be potentially harmful to adolescents. In addition to statutory regulation, industry self-regulation is a common way to protect adolescents from alcohol marketing exposures. This paper critically reviews research designed to evaluate the effectiveness of the alcohol industry's compliance procedures to manage complaints when alcohol marketing is considered to have violated a self-regulatory code. Peer-reviewed papers were identified through four literature search engines: PubMed, SCOPUS, PsychINFO and CINAHL. Non-peer-reviewed reports produced by public health agencies, alcohol research centers, non-governmental organizations, government research centers and national industry advertising associations were also included. The search process yielded three peer-reviewed papers, seven non-peer reviewed reports published by academic institutes and non-profit organizations and 20 industry reports. The evidence indicates that the complaint process lacks standardization across countries, industry adjudicators may be trained inadequately or biased and few complaints are upheld against advertisements pre-determined to contain violations of a self-regulatory code. The current alcohol industry marketing complaint process used in a wide variety of countries may be ineffective at removing potentially harmful content from the market-place. The process of determining the validity of complaints employed by most industry groups appears to suffer from serious conflict of interest and procedural weaknesses that could compromise objective adjudication of even well-documented complaints. In our opinion the current system of self-regulation needs major modifications if it is to serve public health objectives, and more systematic evaluations of the complaint process are needed. © 2016 Society for the Study of Addiction.

What are judgment skills in health literacy? A psycho-cognitive perspective of judgment and decision-making research

PubMed Central

Riva, Silvia; Antonietti, Alessandro; Iannello, Paola; Pravettoni, Gabriella

2015-01-01

Objective The aim of this review is to summarize current research relating to psychological processes involved in judgment and decision-making (JDM) and identify which processes can be incorporated and used in the construct of health literacy (HL) in order to enrich its conceptualization and to provide more information about people’s preferences. Methods The literature review was aimed at identifying comprehensive research in the field; therefore appropriate databases were searched for English language articles dated from 1998 to 2015. Results Several psychological processes have been found to be constituents of JDM and potentially incorporated in the definition of HL: cognition, self-regulation, emotion, reasoning-thinking, and social perception. Conclusion HL research can benefit from this JDM literature overview, first, by elaborating on the idea that judgment is multidimensional and constituted by several specific processes, and second, by using the results to implement the definition of “judgment skills”. Moreover, this review can favor the development of new instruments that can measure HL. Practical implications Future researchers in HL should work together with researchers in psychological sciences not only to investigate the processes behind JDM in-depth but also to create effective opportunities to improve HL in all patients, to promote good decisions, and orient patients’ preferences in all health contexts. PMID:26648700

What are judgment skills in health literacy? A psycho-cognitive perspective of judgment and decision-making research.

PubMed

Riva, Silvia; Antonietti, Alessandro; Iannello, Paola; Pravettoni, Gabriella

2015-01-01

The aim of this review is to summarize current research relating to psychological processes involved in judgment and decision-making (JDM) and identify which processes can be incorporated and used in the construct of health literacy (HL) in order to enrich its conceptualization and to provide more information about people's preferences. The literature review was aimed at identifying comprehensive research in the field; therefore appropriate databases were searched for English language articles dated from 1998 to 2015. Several psychological processes have been found to be constituents of JDM and potentially incorporated in the definition of HL: cognition, self-regulation, emotion, reasoning-thinking, and social perception. HL research can benefit from this JDM literature overview, first, by elaborating on the idea that judgment is multidimensional and constituted by several specific processes, and second, by using the results to implement the definition of "judgment skills". Moreover, this review can favor the development of new instruments that can measure HL. Future researchers in HL should work together with researchers in psychological sciences not only to investigate the processes behind JDM in-depth but also to create effective opportunities to improve HL in all patients, to promote good decisions, and orient patients' preferences in all health contexts.

E-Learning in Universities: Supporting Help-Seeking Processes by Instructional Prompts

ERIC Educational Resources Information Center

Schworm, Silke; Gruber, Hans

2012-01-01

University students are more responsible than school students for their own learning. The role of self-regulated learning increases in virtual e-learning course environments. Academic help-seeking is an important strategy of self-regulated learning, but many students fail to use this strategy appropriately. A lack of information and a perceived…

How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology

ERIC Educational Resources Information Center

Sebesta, Amanda J.; Speth, Elena Bray

2017-01-01

In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes…

Neurophysiological Basis of Self-Regulation in Children and Youth

ERIC Educational Resources Information Center

Conway, Anne

2009-01-01

Many children and youth have difficulty controlling emotions and impulsive behavior. Brain science is shining new light on the process by which children develop self-regulation and controls from within. This article expands upon Fritz Redl and David Wineman's pioneering work aiding children in the development of flexible and effective controls…