Crowding and Cognitive Development: The Mediating Role of Maternal Responsiveness among 36-Month-Old Children

ERIC Educational Resources Information Center

Evans, Gary W.; Ricciuti, Henry N.; Hope, Steven; Schoon, Ingrid; Bradley, Robert H.; Corwyn, Robert F.; Hazan, Cindy

2010-01-01

Residential crowding in both U.S. and U.K. samples of 36-month-old children is related concurrently to the Bracken scale, a standard index of early cognitive development skills including letter and color identification, shape recognition, and elementary numeric comprehension. In the U.S. sample, these effects also replicate prospectively.…

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

PubMed

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

2018-02-01

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

Parents’ Emotion-Related Beliefs, Behaviors, and Skills Predict Children's Recognition of Emotion

PubMed Central

Castro, Vanessa L.; Halberstadt, Amy G.; Lozada, Fantasy T.; Craig, Ashley B.

2015-01-01

Children who are able to recognize others’ emotions are successful in a variety of socioemotional domains, yet we know little about how school-aged children's abilities develop, particularly in the family context. We hypothesized that children develop emotion recognition skill as a function of parents’ own emotion-related beliefs, behaviors, and skills. We examined parents’ beliefs about the value of emotion and guidance of children's emotion, parents’ emotion labeling and teaching behaviors, and parents’ skill in recognizing children's emotions in relation to their school-aged children's emotion recognition skills. Sixty-nine parent-child dyads completed questionnaires, participated in dyadic laboratory tasks, and identified their own emotions and emotions felt by the other participant from videotaped segments. Regression analyses indicate that parents’ beliefs, behaviors, and skills together account for 37% of the variance in child emotion recognition ability, even after controlling for parent and child expressive clarity. The findings suggest the importance of the family milieu in the development of children's emotion recognition skill in middle childhood, and add to accumulating evidence suggesting important age-related shifts in the relation between parental emotion socialization and child emotional development. PMID:26005393

Emotion recognition and social skills in child and adolescent offspring of parents with schizophrenia.

PubMed

Horton, Leslie E; Bridgwater, Miranda A; Haas, Gretchen L

2017-05-01

Emotion recognition, a social cognition domain, is impaired in people with schizophrenia and contributes to social dysfunction. Whether impaired emotion recognition emerges as a manifestation of illness or predates symptoms is unclear. Findings from studies of emotion recognition impairments in first-degree relatives of people with schizophrenia are mixed and, to our knowledge, no studies have investigated the link between emotion recognition and social functioning in that population. This study examined facial affect recognition and social skills in 16 offspring of parents with schizophrenia (familial high-risk/FHR) compared to 34 age- and sex-matched healthy controls (HC), ages 7-19. As hypothesised, FHR children exhibited impaired overall accuracy, accuracy in identifying fearful faces, and overall recognition speed relative to controls. Age-adjusted facial affect recognition accuracy scores predicted parent's overall rating of their child's social skills for both groups. This study supports the presence of facial affect recognition deficits in FHR children. Importantly, as the first known study to suggest the presence of these deficits in young, asymptomatic FHR children, it extends findings to a developmental stage predating symptoms. Further, findings point to a relationship between early emotion recognition and social skills. Improved characterisation of deficits in FHR children could inform early intervention.

Neural activity during emotion recognition after combined cognitive plus social cognitive training in schizophrenia.

PubMed

Hooker, Christine I; Bruce, Lori; Fisher, Melissa; Verosky, Sara C; Miyakawa, Asako; Vinogradov, Sophia

2012-08-01

Cognitive remediation training has been shown to improve both cognitive and social cognitive deficits in people with schizophrenia, but the mechanisms that support this behavioral improvement are largely unknown. One hypothesis is that intensive behavioral training in cognition and/or social cognition restores the underlying neural mechanisms that support targeted skills. However, there is little research on the neural effects of cognitive remediation training. This study investigated whether a 50 h (10-week) remediation intervention which included both cognitive and social cognitive training would influence neural function in regions that support social cognition. Twenty-two stable, outpatient schizophrenia participants were randomized to a treatment condition consisting of auditory-based cognitive training (AT) [Brain Fitness Program/auditory module ~60 min/day] plus social cognition training (SCT) which was focused on emotion recognition [~5-15 min per day] or a placebo condition of non-specific computer games (CG) for an equal amount of time. Pre and post intervention assessments included an fMRI task of positive and negative facial emotion recognition, and standard behavioral assessments of cognition, emotion processing, and functional outcome. There were no significant intervention-related improvements in general cognition or functional outcome. fMRI results showed the predicted group-by-time interaction. Specifically, in comparison to CG, AT+SCT participants had a greater pre-to-post intervention increase in postcentral gyrus activity during emotion recognition of both positive and negative emotions. Furthermore, among all participants, the increase in postcentral gyrus activity predicted behavioral improvement on a standardized test of emotion processing (MSCEIT: Perceiving Emotions). Results indicate that combined cognition and social cognition training impacts neural mechanisms that support social cognition skills. Copyright © 2012 Elsevier B.V. All rights reserved.

Neural activity during emotion recognition after combined cognitive plus social-cognitive training in schizophrenia

PubMed Central

Hooker, Christine I.; Bruce, Lori; Fisher, Melissa; Verosky, Sara C.; Miyakawa, Asako; Vinogradov, Sophia

2012-01-01

Cognitive remediation training has been shown to improve both cognitive and social-cognitive deficits in people with schizophrenia, but the mechanisms that support this behavioral improvement are largely unknown. One hypothesis is that intensive behavioral training in cognition and/or social-cognition restores the underlying neural mechanisms that support targeted skills. However, there is little research on the neural effects of cognitive remediation training. This study investigated whether a 50 hour (10-week) remediation intervention which included both cognitive and social-cognitive training would influence neural function in regions that support social-cognition. Twenty-two stable, outpatient schizophrenia participants were randomized to a treatment condition consisting of auditory-based cognitive training (AT) [Brain Fitness Program/auditory module ~60 minutes/day] plus social-cognition training (SCT) which was focused on emotion recognition [~5–15 minutes per day] or a placebo condition of non-specific computer games (CG) for an equal amount of time. Pre and post intervention assessments included an fMRI task of positive and negative facial emotion recognition, and standard behavioral assessments of cognition, emotion processing, and functional outcome. There were no significant intervention-related improvements in general cognition or functional outcome. FMRI results showed the predicted group-by-time interaction. Specifically, in comparison to CG, AT+SCT participants had a greater pre-to-post intervention increase in postcentral gyrus activity during emotion recognition of both positive and negative emotions. Furthermore, among all participants, the increase in postcentral gyrus activity predicted behavioral improvement on a standardized test of emotion processing (MSCEIT: Perceiving Emotions). Results indicate that combined cognition and social-cognition training impacts neural mechanisms that support social-cognition skills. PMID:22695257

Microcomputers and Preschoolers.

ERIC Educational Resources Information Center

Evans, Dina

Preschool children can benefit by working with microcomputers. Thinking skills are enhanced by software games that focus on logic, memory, problem solving, and pattern recognition. Counting, sequencing, and matching games develop mathematics skills, and word games focusing on basic letter symbol and word recognition develop language skills.…

Comparison of active-learning strategies for motivational interviewing skills, knowledge, and confidence in first-year pharmacy students.

PubMed

Lupu, Ana M; Stewart, Autumn L; O'Neil, Christine

2012-03-12

To compare 3 strategies for pharmacy student learning of motivational interviewing skills, knowledge of motivational interviewing principles, and confidence in and attitudes toward their application. Following a motivational interviewing lecture, first-year students were randomized to perform practice activities (written dialogue, peer role-play, or mock-patient counseling activities). Motivational interviewing skills, knowledge, confidence, and attitudes were measured. All students demonstrated improvement in skills, knowledge, and confidence. Students in the mock-patient counseling group demonstrated significantly better motivational interviewing skills during practice and trended toward higher scores on the summative evaluation. They also demonstrated a significant improvement in knowledge compared with that of the written dialogue group during practice. Feedback at the end was generally positive, with students expressing recognition for the value of motivational interviewing. Students demonstrated their best performance of motivational interviewing during assessments using interactions with mock or standardized patients.

The relationship between emotion recognition ability and social skills in young children with autism.

PubMed

Williams, Beth T; Gray, Kylie M

2013-11-01

This study assessed the relationship between emotion recognition ability and social skills in 42 young children with autistic disorder aged 4-7 years. The analyses revealed that accuracy in recognition of sadness, but not happiness, anger or fear, was associated with higher ratings on the Vineland-II Socialization domain, above and beyond the influence of chronological age, cognitive ability and autism symptom severity. These findings extend previous research with adolescents and adults with autism spectrum disorders, suggesting that sadness recognition is also associated with social skills in children with autism.

Characteristics of On-Road Driving by Persons with Central Vision Loss: Learning to Drive with a Bioptic Telescope

PubMed Central

Wood, Joanne M.; Elgin, Jennifer; McGwin, Gerald; Owsley, Cynthia

2016-01-01

There is limited research on the driving performance and safety of bioptic drivers and even less regarding the driving skills that are most challenging for those learning to drive with bioptic telescopes. This research consisted of case studies of five trainee bioptic drivers whose driving skills were compared with those of a group of licensed bioptic drivers (n=23) while they drove along city, suburban, and controlled-access highways in an instrumented dual-brake vehicle. A certified driver rehabilitation specialist was positioned in the front passenger seat to monitor safety and two backseat evaluators independently rated driving using a standardized scoring system. Other aspects of performance were assessed through vehicle instrumentation and video recordings. Results demonstrate that while sign recognition, lane keeping, steering steadiness, gap judgments and speed choices were significantly worse in trainees, some driving behaviors and skills, including pedestrian detection and traffic light recognition were not significantly different to those of the licensed drivers. These data provide useful insights into the skill challenges encountered by a small sample of trainee bioptic drivers which, while not generalizable because of the small sample size, provide valuable insights beyond that of previous studies and can be used as a basis to guide training strategies. PMID:26480232

Characteristics of on-road driving by persons with central vision loss: Learning to drive with a bioptic telescope.

PubMed

Wood, Joanne M; Elgin, Jennifer; McGwin, Gerald; Owsley, Cynthia

2016-01-01

There is limited research on the driving performance and safety of bioptic drivers and even less regarding the driving skills that are most challenging for those learning to drive with bioptic telescopes. This research consisted of case studies of five trainee bioptic drivers whose driving skills were compared with those of a group of licensed bioptic drivers (n = 23) while they drove along city, suburban, and controlled-access highways in an instrumented dual-brake vehicle. A certified driver rehabilitation specialist was positioned in the front passenger seat to monitor safety and two backseat evaluators independently rated driving using a standardized scoring system. Other aspects of performance were assessed through vehicle instrumentation and video recordings. Results demonstrate that while sign recognition, lane keeping, steering steadiness, gap judgments, and speed choices were significantly worse in trainees, some driving behaviors and skills, including pedestrian detection and traffic light recognition were not significantly different from those of the licensed drivers. These data provide useful insights into the skill challenges encountered by a small sample of trainee bioptic drivers which, while not generalizable because of the small sample size, provide valuable insights beyond that of previous studies and can be used as a basis to guide training strategies.

Effectiveness of Emotion Recognition Training for Young Children with Developmental Delays

ERIC Educational Resources Information Center

Downs, Andrew; Strand, Paul

2008-01-01

Emotion recognition is a basic skill that is thought to facilitate development of social and emotional competence. There is little research available examining whether therapeutic or instructional interventions can improve the emotion recognition skill of young children with various developmental disabilities. Sixteen preschool children with…

Oxytocin increases bias, but not accuracy, in face recognition line-ups.

PubMed

Bate, Sarah; Bennetts, Rachel; Parris, Benjamin A; Bindemann, Markus; Udale, Robert; Bussunt, Amanda

2015-07-01

Previous work indicates that intranasal inhalation of oxytocin improves face recognition skills, raising the possibility that it may be used in security settings. However, it is unclear whether oxytocin directly acts upon the core face-processing system itself or indirectly improves face recognition via affective or social salience mechanisms. In a double-blind procedure, 60 participants received either an oxytocin or placebo nasal spray before completing the One-in-Ten task-a standardized test of unfamiliar face recognition containing target-present and target-absent line-ups. Participants in the oxytocin condition outperformed those in the placebo condition on target-present trials, yet were more likely to make false-positive errors on target-absent trials. Signal detection analyses indicated that oxytocin induced a more liberal response bias, rather than increasing accuracy per se. These findings support a social salience account of the effects of oxytocin on face recognition and indicate that oxytocin may impede face recognition in certain scenarios. © The Author (2014). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Early Identification of Skill Needs in Europe. CEDEFOP Reference Series.

ERIC Educational Resources Information Center

Schmidt, Susanne Liane, Ed.; Schomann, Klaus, Ed.; Tessaring, Manfred, Ed.

This document contains the following papers: "Early Recognition of Skill Needs in Europe: European Conference, Berlin, 30/31 May 2002" (Susanne Liane Schmidt, Klaus Schomann, Manfred Tessaring); "Welcome and Opening of the European Conference 'Early Recognition of Skill Needs in Europe,' 30 May 2002, Social Sciences Research Center…

The Relationships among Facial Emotion Recognition, Social Skills, and Quality of Life.

ERIC Educational Resources Information Center

Simon, Elliott W.; And Others

1995-01-01

Forty-six institutionalized adults with mild or moderate mental retardation were administered the Vineland Adaptive Behavior Scales (socialization domain), a subjective measure of quality of life, and a facial emotion recognition test. Facial emotion recognition, quality of life, and social skills appeared to be independent of one another. Facial…

Increased deficits in emotion recognition and regulation in children and adolescents with exogenous obesity.

PubMed

Percinel, Ipek; Ozbaran, Burcu; Kose, Sezen; Simsek, Damla Goksen; Darcan, Sukran

2018-03-01

In this study we aimed to evaluate emotion recognition and emotion regulation skills of children with exogenous obesity between the ages of 11 and 18 years and compare them with healthy controls. The Schedule for Affective Disorders and Schizophrenia for School Aged Children was used for psychiatric evaluations. Emotion recognition skills were evaluated using Faces Test and Reading the Mind in the Eyes Test. The Difficulties in Emotions Regulation Scale was used for evaluating skills of emotion regulation. Children with obesity had lower scores on Faces Test and Reading the Mind in the Eyes Test, and experienced greater difficulty in emotional regulation skills. Improved understanding of emotional recognition and emotion regulation in young people with obesity may improve their social adaptation and help in the treatment of their disorder. To the best of our knowledge, this is the first study to evaluate both emotional recognition and emotion regulation functions in obese children and obese adolescents between 11 and 18 years of age.

Speech Recognition and Cognitive Skills in Bimodal Cochlear Implant Users

ERIC Educational Resources Information Center

Hua, Håkan; Johansson, Björn; Magnusson, Lennart; Lyxell, Björn; Ellis, Rachel J.

2017-01-01

Purpose: To examine the relation between speech recognition and cognitive skills in bimodal cochlear implant (CI) and hearing aid users. Method: Seventeen bimodal CI users (28-74 years) were recruited to the study. Speech recognition tests were carried out in quiet and in noise. The cognitive tests employed included the Reading Span Test and the…

The Relationship between Emotion Recognition Ability and Social Skills in Young Children with Autism

ERIC Educational Resources Information Center

Williams, Beth T.; Gray, Kylie M.

2013-01-01

This study assessed the relationship between emotion recognition ability and social skills in 42 young children with autistic disorder aged 4-7 years. The analyses revealed that accuracy in recognition of sadness, but not happiness, anger or fear, was associated with higher ratings on the Vineland-II Socialization domain, above and beyond the…

Wearable Sensors for eLearning of Manual Tasks: Using Forearm EMG in Hand Hygiene Training

PubMed Central

Kutafina, Ekaterina; Laukamp, David; Bettermann, Ralf; Schroeder, Ulrik; Jonas, Stephan M.

2016-01-01

In this paper, we propose a novel approach to eLearning that makes use of smart wearable sensors. Traditional eLearning supports the remote and mobile learning of mostly theoretical knowledge. Here we discuss the possibilities of eLearning to support the training of manual skills. We employ forearm armbands with inertial measurement units and surface electromyography sensors to detect and analyse the user’s hand motions and evaluate their performance. Hand hygiene is chosen as the example activity, as it is a highly standardized manual task that is often not properly executed. The World Health Organization guidelines on hand hygiene are taken as a model of the optimal hygiene procedure, due to their algorithmic structure. Gesture recognition procedures based on artificial neural networks and hidden Markov modeling were developed, achieving recognition rates of 98.30% (±1.26%) for individual gestures. Our approach is shown to be promising for further research and application in the mobile eLearning of manual skills. PMID:27527167

Wearable Sensors for eLearning of Manual Tasks: Using Forearm EMG in Hand Hygiene Training.

PubMed

Kutafina, Ekaterina; Laukamp, David; Bettermann, Ralf; Schroeder, Ulrik; Jonas, Stephan M

2016-08-03

In this paper, we propose a novel approach to eLearning that makes use of smart wearable sensors. Traditional eLearning supports the remote and mobile learning of mostly theoretical knowledge. Here we discuss the possibilities of eLearning to support the training of manual skills. We employ forearm armbands with inertial measurement units and surface electromyography sensors to detect and analyse the user's hand motions and evaluate their performance. Hand hygiene is chosen as the example activity, as it is a highly standardized manual task that is often not properly executed. The World Health Organization guidelines on hand hygiene are taken as a model of the optimal hygiene procedure, due to their algorithmic structure. Gesture recognition procedures based on artificial neural networks and hidden Markov modeling were developed, achieving recognition rates of 98 . 30 % ( ± 1 . 26 % ) for individual gestures. Our approach is shown to be promising for further research and application in the mobile eLearning of manual skills.

Emotion recognition specialization and context-dependent risk of anxiety and depression in adolescents

PubMed Central

Oldehinkel, Albertine J; Hartman, Catharina A; Van Oort, Floor V A; Nederhof, Esther

2015-01-01

Background Some adolescents function poorly in apparently benign environments, while others thrive despite hassles and difficulties. The aim of this study was to examine if adolescents with specialized skills in the recognition of either positive or negative emotions have a context-dependent risk of developing an anxiety or depressive disorder during adolescence, depending on exposure to positive or harsh parenting. Methods Data came from a large prospective Dutch population study (N = 1539). At age 11, perceived parental rejection and emotional warmth were measured by questionnaire, and emotion recognition skills by means of a reaction-time task. Lifetime diagnoses of anxiety and depressive disorders were assessed at about age 19, using a standardized diagnostic interview. Results Adolescents who were specialized in the recognition of positive emotions had a relatively high probability to develop an anxiety disorder when exposed to parental rejection (Bspecialization*rejection = 0.23, P < 0.01) and a relatively low probability in response to parental emotional warmth (Bspecialization*warmth = −0.24, P = 0.01), while the opposite pattern was found for specialists in negative emotions. The effect of parental emotional warmth on depression onset was likewise modified by emotion recognition specialization (B = −0.13, P = 0.03), but the effect of parental rejection was not (B = 0.02, P = 0.72). In general, the relative advantage of specialists in negative emotions was restricted to fairly uncommon negative conditions. Conclusions Our results suggest that there is no unequivocal relation between parenting behaviors and the probability to develop an anxiety or depressive disorder in adolescence, and that emotion recognition specialization may be a promising way to distinguish between various types of context-dependent reaction patterns. PMID:25642389

Emotion recognition specialization and context-dependent risk of anxiety and depression in adolescents.

PubMed

Oldehinkel, Albertine J; Hartman, Catharina A; Van Oort, Floor V A; Nederhof, Esther

2015-02-01

Some adolescents function poorly in apparently benign environments, while others thrive despite hassles and difficulties. The aim of this study was to examine if adolescents with specialized skills in the recognition of either positive or negative emotions have a context-dependent risk of developing an anxiety or depressive disorder during adolescence, depending on exposure to positive or harsh parenting. Data came from a large prospective Dutch population study (N = 1539). At age 11, perceived parental rejection and emotional warmth were measured by questionnaire, and emotion recognition skills by means of a reaction-time task. Lifetime diagnoses of anxiety and depressive disorders were assessed at about age 19, using a standardized diagnostic interview. Adolescents who were specialized in the recognition of positive emotions had a relatively high probability to develop an anxiety disorder when exposed to parental rejection (Bspecialization*rejection = 0.23, P < 0.01) and a relatively low probability in response to parental emotional warmth (Bspecialization*warmth = -0.24, P = 0.01), while the opposite pattern was found for specialists in negative emotions. The effect of parental emotional warmth on depression onset was likewise modified by emotion recognition specialization (B = -0.13, P = 0.03), but the effect of parental rejection was not (B = 0.02, P = 0.72). In general, the relative advantage of specialists in negative emotions was restricted to fairly uncommon negative conditions. Our results suggest that there is no unequivocal relation between parenting behaviors and the probability to develop an anxiety or depressive disorder in adolescence, and that emotion recognition specialization may be a promising way to distinguish between various types of context-dependent reaction patterns.

Speech Recognition and Parent Ratings From Auditory Development Questionnaires in Children Who Are Hard of Hearing.

PubMed

McCreery, Ryan W; Walker, Elizabeth A; Spratford, Meredith; Oleson, Jacob; Bentler, Ruth; Holte, Lenore; Roush, Patricia

2015-01-01

Progress has been made in recent years in the provision of amplification and early intervention for children who are hard of hearing. However, children who use hearing aids (HAs) may have inconsistent access to their auditory environment due to limitations in speech audibility through their HAs or limited HA use. The effects of variability in children's auditory experience on parent-reported auditory skills questionnaires and on speech recognition in quiet and in noise were examined for a large group of children who were followed as part of the Outcomes of Children with Hearing Loss study. Parent ratings on auditory development questionnaires and children's speech recognition were assessed for 306 children who are hard of hearing. Children ranged in age from 12 months to 9 years. Three questionnaires involving parent ratings of auditory skill development and behavior were used, including the LittlEARS Auditory Questionnaire, Parents Evaluation of Oral/Aural Performance in Children rating scale, and an adaptation of the Speech, Spatial, and Qualities of Hearing scale. Speech recognition in quiet was assessed using the Open- and Closed-Set Test, Early Speech Perception test, Lexical Neighborhood Test, and Phonetically Balanced Kindergarten word lists. Speech recognition in noise was assessed using the Computer-Assisted Speech Perception Assessment. Children who are hard of hearing were compared with peers with normal hearing matched for age, maternal educational level, and nonverbal intelligence. The effects of aided audibility, HA use, and language ability on parent responses to auditory development questionnaires and on children's speech recognition were also examined. Children who are hard of hearing had poorer performance than peers with normal hearing on parent ratings of auditory skills and had poorer speech recognition. Significant individual variability among children who are hard of hearing was observed. Children with greater aided audibility through their HAs, more hours of HA use, and better language abilities generally had higher parent ratings of auditory skills and better speech-recognition abilities in quiet and in noise than peers with less audibility, more limited HA use, or poorer language abilities. In addition to the auditory and language factors that were predictive for speech recognition in quiet, phonological working memory was also a positive predictor for word recognition abilities in noise. Children who are hard of hearing continue to experience delays in auditory skill development and speech-recognition abilities compared with peers with normal hearing. However, significant improvements in these domains have occurred in comparison to similar data reported before the adoption of universal newborn hearing screening and early intervention programs for children who are hard of hearing. Increasing the audibility of speech has a direct positive effect on auditory skill development and speech-recognition abilities and also may enhance these skills by improving language abilities in children who are hard of hearing. Greater number of hours of HA use also had a significant positive impact on parent ratings of auditory skills and children's speech recognition.

Quality assurance, benchmarking, assessment and mutual international recognition of qualifications.

PubMed

Hobson, R; Rolland, S; Rotgans, J; Schoonheim-Klein, M; Best, H; Chomyszyn-Gajewska, M; Dymock, D; Essop, R; Hupp, J; Kundzina, R; Love, R; Memon, R A; Moola, M; Neumann, L; Ozden, N; Roth, K; Samwel, P; Villavicencio, J; Wright, P; Harzer, W

2008-02-01

The aim of this report is to provide guidance to assist in the international convergence of quality assurance, benchmarking and assessment systems to improve dental education. Proposals are developed for mutual recognition of qualifications, to aid international movement and exchange of staff and students including and supporting developing countries. Quality assurance is the responsibility of all staff involved in dental education and involves three levels: internal, institutional and external. Benchmarking information provides a subject framework. Benchmarks are useful for a variety of purposes including design and validation of programmes, examination and review; they can also strengthen the accreditation process undertaken by professional and statutory bodies. Benchmark information can be used by institutions as part of their programme approval process, to set degree standards. The standards should be developed by the dental academic community through formal groups of experts. Assessment outcomes of student learning are a measure of the quality of the learning programme. The goal of an effective assessment strategy should be that it provides the starting point for students to adopt a positive approach to effective and competent practice, reflective and lifelong learning. All assessment methods should be evidence based or based upon research. Mutual recognition of professional qualifications means that qualifications gained in one country (the home country) are recognized in another country (the host country). It empowers movement of skilled workers, which can help resolve skills shortages within participating countries. These proposals are not intended to be either exhaustive or prescriptive; they are purely for guidance and derived from the identification of what is perceived to be 'best practice'.

Computer-Assisted Face Processing Instruction Improves Emotion Recognition, Mentalizing, and Social Skills in Students with ASD

ERIC Educational Resources Information Center

Rice, Linda Marie; Wall, Carla Anne; Fogel, Adam; Shic, Frederick

2015-01-01

This study examined the extent to which a computer-based social skills intervention called "FaceSay"™ was associated with improvements in affect recognition, mentalizing, and social skills of school-aged children with Autism Spectrum Disorder (ASD). "FaceSay"™ offers students simulated practice with eye gaze, joint attention,…

Individual differences in language and working memory affect children's speech recognition in noise.

PubMed

McCreery, Ryan W; Spratford, Meredith; Kirby, Benjamin; Brennan, Marc

2017-05-01

We examined how cognitive and linguistic skills affect speech recognition in noise for children with normal hearing. Children with better working memory and language abilities were expected to have better speech recognition in noise than peers with poorer skills in these domains. As part of a prospective, cross-sectional study, children with normal hearing completed speech recognition in noise for three types of stimuli: (1) monosyllabic words, (2) syntactically correct but semantically anomalous sentences and (3) semantically and syntactically anomalous word sequences. Measures of vocabulary, syntax and working memory were used to predict individual differences in speech recognition in noise. Ninety-six children with normal hearing, who were between 5 and 12 years of age. Higher working memory was associated with better speech recognition in noise for all three stimulus types. Higher vocabulary abilities were associated with better recognition in noise for sentences and word sequences, but not for words. Working memory and language both influence children's speech recognition in noise, but the relationships vary across types of stimuli. These findings suggest that clinical assessment of speech recognition is likely to reflect underlying cognitive and linguistic abilities, in addition to a child's auditory skills, consistent with the Ease of Language Understanding model.

Hyperopia and emergent literacy of young children: pilot study.

PubMed

Shankar, Sunita; Evans, Mary Ann; Bobier, William R

2007-11-01

To compare emergent literacy skills in uncorrected hyperopic and emmetropic children. "Hyperopes" (>or=2.00 D sphere along the most hyperopic meridian; n=13; aged 67+/-13 mo) and "emmetropes" (

Interprofessional, simulation-based technology-enhanced learning to improve physical health care in psychiatry: The recognition and assessment of medical problems in psychiatric settings course.

PubMed

Akroyd, Mike; Jordan, Gary; Rowlands, Paul

2016-06-01

People with serious mental illness have reduced life expectancy compared with a control population, much of which is accounted for by significant physical comorbidity. Frontline clinical staff in mental health often lack confidence in recognition, assessment and management of such 'medical' problems. Simulation provides one way for staff to practise these skills in a safe setting. We produced a multidisciplinary simulation course around recognition and assessment of medical problems in psychiatric settings. We describe an audit of strategic and design aspects of the recognition and assessment of medical problems in psychiatric settings course, using the Department of Health's 'Framework for Technology Enhanced Learning' as our audit standards. At the same time as highlighting areas where recognition and assessment of medical problems in psychiatric settings adheres to these identified principles, such as the strategic underpinning of the approach, and the means by which information is collected, reviewed and shared, it also helps us to identify areas where we can improve. © The Author(s) 2014.

Interprofessional, simulation-based technology-enhanced learning to improve physical healthcare in psychiatry: The RAMPPS course.

PubMed

Akroyd, Mike; Jordan, Gary; Rowlands, Paul

2016-06-01

People with serious mental illness have reduced life expectancy compared with a control population, much of which is accounted for by significant physical comorbidity. Frontline clinical staff in mental health often lack confidence in recognition, assessment and management of such 'medical' problems. Simulation provides one way for staff to practise these skills in a safe setting. We produced a multidisciplinary simulation course around recognition and assessment of medical problems in psychiatric settings. We describe an audit of strategic and design aspects of the recognition and assessment of medical problems in psychiatric settings, using the Department of Health's 'Framework for Technology Enhanced Learning' as our audit standards. At the same time, as highlighting areas where recognition and assessment of medical problems in psychiatric settings adheres to these identified principles, such as the strategic underpinning of the approach, and the means by which information is collected, reviewed and shared, it also helps us to identify areas where we can improve. © The Author(s) 2014.

There Is Time for Calculation in Speed Chess, and Calculation Accuracy Increases With Expertise.

PubMed

Chang, Yu-Hsuan A; Lane, David M

2016-01-01

The recognition-action theory of chess skill holds that expertise in chess is due primarily to the ability to recognize familiar patterns of pieces. Despite its widespread acclaim, empirical evidence for this theory is indirect. One source of indirect evidence is that there is a high correlation between speed chess and standard chess. Assuming that there is little or no time for calculation in speed chess, this high correlation implies that calculation is not the primary factor in standard chess. Two studies were conducted analyzing 100 games of speed chess. In Study 1, we examined the distributions of move times, and the key finding was that players often spent considerable time on a few moves. Moreover, stronger players were more likely than weaker players to do so. Study 2 examined skill differences in calculation by examining poor moves. The stronger players made proportionally fewer blunders (moves that a 2-ply search would have revealed to be errors). Overall, the poor moves made by the weaker players would have required a less extensive search to be revealed as poor moves than the poor moves made by the stronger players. Apparently, the stronger players are searching deeper and more accurately. These results are difficult to reconcile with the view that speed chess does not allow players time to calculate extensively and call into question the assertion that the high correlation between speed chess and standard chess supports recognition-action theory.

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

PubMed

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

2014-01-01

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

Speech recognition and parent-ratings from auditory development questionnaires in children who are hard of hearing

PubMed Central

McCreery, Ryan W.; Walker, Elizabeth A.; Spratford, Meredith; Oleson, Jacob; Bentler, Ruth; Holte, Lenore; Roush, Patricia

2015-01-01

Objectives Progress has been made in recent years in the provision of amplification and early intervention for children who are hard of hearing. However, children who use hearing aids (HA) may have inconsistent access to their auditory environment due to limitations in speech audibility through their HAs or limited HA use. The effects of variability in children’s auditory experience on parent-report auditory skills questionnaires and on speech recognition in quiet and in noise were examined for a large group of children who were followed as part of the Outcomes of Children with Hearing Loss study. Design Parent ratings on auditory development questionnaires and children’s speech recognition were assessed for 306 children who are hard of hearing. Children ranged in age from 12 months to 9 years of age. Three questionnaires involving parent ratings of auditory skill development and behavior were used, including the LittlEARS Auditory Questionnaire, Parents Evaluation of Oral/Aural Performance in Children Rating Scale, and an adaptation of the Speech, Spatial and Qualities of Hearing scale. Speech recognition in quiet was assessed using the Open and Closed set task, Early Speech Perception Test, Lexical Neighborhood Test, and Phonetically-balanced Kindergarten word lists. Speech recognition in noise was assessed using the Computer-Assisted Speech Perception Assessment. Children who are hard of hearing were compared to peers with normal hearing matched for age, maternal educational level and nonverbal intelligence. The effects of aided audibility, HA use and language ability on parent responses to auditory development questionnaires and on children’s speech recognition were also examined. Results Children who are hard of hearing had poorer performance than peers with normal hearing on parent ratings of auditory skills and had poorer speech recognition. Significant individual variability among children who are hard of hearing was observed. Children with greater aided audibility through their HAs, more hours of HA use and better language abilities generally had higher parent ratings of auditory skills and better speech recognition abilities in quiet and in noise than peers with less audibility, more limited HA use or poorer language abilities. In addition to the auditory and language factors that were predictive for speech recognition in quiet, phonological working memory was also a positive predictor for word recognition abilities in noise. Conclusions Children who are hard of hearing continue to experience delays in auditory skill development and speech recognition abilities compared to peers with normal hearing. However, significant improvements in these domains have occurred in comparison to similar data reported prior to the adoption of universal newborn hearing screening and early intervention programs for children who are hard of hearing. Increasing the audibility of speech has a direct positive effect on auditory skill development and speech recognition abilities, and may also enhance these skills by improving language abilities in children who are hard of hearing. Greater number of hours of HA use also had a significant positive impact on parent ratings of auditory skills and children’s speech recognition. PMID:26731160

Rehabilitation of face-processing skills in an adolescent with prosopagnosia: Evaluation of an online perceptual training programme.

PubMed

Bate, Sarah; Bennetts, Rachel; Mole, Joseph A; Ainge, James A; Gregory, Nicola J; Bobak, Anna K; Bussunt, Amanda

2015-01-01

In this paper we describe the case of EM, a female adolescent who acquired prosopagnosia following encephalitis at the age of eight. Initial neuropsychological and eye-movement investigations indicated that EM had profound difficulties in face perception as well as face recognition. EM underwent 14 weeks of perceptual training in an online programme that attempted to improve her ability to make fine-grained discriminations between faces. Following training, EM's face perception skills had improved, and the effect generalised to untrained faces. Eye-movement analyses also indicated that EM spent more time viewing the inner facial features post-training. Examination of EM's face recognition skills revealed an improvement in her recognition of personally-known faces when presented in a laboratory-based test, although the same gains were not noted in her everyday experiences with these faces. In addition, EM did not improve on a test assessing the recognition of newly encoded faces. One month after training, EM had maintained the improvement on the eye-tracking test, and to a lesser extent, her performance on the familiar faces test. This pattern of findings is interpreted as promising evidence that the programme can improve face perception skills, and with some adjustments, may at least partially improve face recognition skills.

The Australian Skills Agenda: Productivity versus Credentialism?

ERIC Educational Resources Information Center

Ashenden, Dean

1992-01-01

Discusses the rise of the concept of improved skills recognition in Australian industry. Highlights include the role of industrial relations; the Australian vocational education and training system; recognition, industrial relations, and workplace change; career and training paths; credentials; and future prospects. (10 references) (LRW)

An exploration of imitation recognition in young children with autism spectrum disorders.

PubMed

Berger, Natalie I; Ingersoll, Brooke

2013-10-01

The ability to recognize when one is being imitated has been hypothesized to be an important developmental process related to the emergence of more advanced social-cognitive skills. While a series of behaviors indicating progressively more mature imitation recognition (IR) skills has been assessed in typically developing children, empirical work with children with autism spectrum disorders (ASDs) has largely focused on basic social responses to an imitative adult (e.g. increases in eye contact). Limited work has explored more mature IR behaviors in this population. This study compared the degree to which children with ASD engage in different behaviors thought to be indicative of IR during a naturalistic imitation task and the relationship between different types of IR behaviors and social-cognitive skills (i.e. imitation, language, social reciprocity, and joint attention). Thirty children with ASD were administered standardized measures of cognitive level, language, joint attention, social reciprocity, and imitation. IR behaviors were observed during periods of contingent imitation by an adult. Participants engaged more frequently in less mature (e.g. looking at the experimenter's toy or face) than more mature IR behaviors (e.g. testing the experimenter's intent to imitate). After controlling for developmental level, social reciprocity, object imitation, and gesture imitation were positively correlated with more mature IR. These findings suggest that the development of more mature IR skills is related to the development of other social-cognitive skills in children with ASD and provide additional empirical support for reports of more mature IR observed in this population. , Inc. © 2013 International Society for Autism Research, Wiley Periodicals, Inc.

Teaching emotion recognition skills to young children with autism: a randomised controlled trial of an emotion training programme.

PubMed

Williams, Beth T; Gray, Kylie M; Tonge, Bruce J

2012-12-01

Children with autism have difficulties in emotion recognition and a number of interventions have been designed to target these problems. However, few emotion training interventions have been trialled with young children with autism and co-morbid ID. This study aimed to evaluate the efficacy of an emotion training programme for a group of young children with autism with a range of intellectual ability. Participants were 55 children with autistic disorder, aged 4-7 years (FSIQ 42-107). Children were randomly assigned to an intervention (n = 28) or control group (n = 27). Participants in the intervention group watched a DVD designed to teach emotion recognition skills to children with autism (the Transporters), whereas the control group watched a DVD of Thomas the Tank Engine. Participants were assessed on their ability to complete basic emotion recognition tasks, mindreading and theory of mind (TOM) tasks before and after the 4-week intervention period, and at 3-month follow-up. Analyses controlled for the effect of chronological age, verbal intelligence, gender and DVD viewing time on outcomes. Children in the intervention group showed improved performance in the recognition of anger compared with the control group, with few improvements maintained at 3-month follow-up. There was no generalisation of skills to TOM or social skills. The Transporters programme showed limited efficacy in teaching basic emotion recognition skills to young children with autism with a lower range of cognitive ability. Improvements were limited to the recognition of expressions of anger, with poor maintenance of these skills at follow-up. These findings provide limited support for the efficacy of the Transporters programme for young children with autism of a lower cognitive range. © 2012 The Authors. Journal of Child Psychology and Psychiatry © 2012 Association for Child and Adolescent Mental Health.

Chinese Children's Character Recognition: Visuo-Orthographic, Phonological Processing and Morphological Skills

ERIC Educational Resources Information Center

Li, Hong; Shu, Hua; McBride-Chang, Catherine; Liu, Hongyun; Peng, Hong

2012-01-01

Tasks tapping visual skills, orthographic knowledge, phonological awareness, speeded naming, morphological awareness and Chinese character recognition were administered to 184 kindergarteners and 273 primary school students from Beijing. Regression analyses indicated that only syllable deletion, morphological construction and speeded number naming…

Team Training and Institutional Protocols to Prevent Shoulder Dystocia Complications.

PubMed

Smith, Samuel

2016-12-01

Shoulder dystocia is an obstetrical emergency that may result in significant neonatal complications. It requires rapid recognition and a coordinated response. Standardization of care, teamwork and communication, and clinical simulation are the key components of patient safety programs in obstetrics. Simulation-based team training and institutional protocols for the management of shoulder dystocia are emerging as integral components of many labor and delivery safety initiatives because of their impact on technical skills and team performance.

It Takes Two–Skilled Recognition of Objects Engages Lateral Areas in Both Hemispheres

PubMed Central

Bilalić, Merim; Kiesel, Andrea; Pohl, Carsten; Erb, Michael; Grodd, Wolfgang

2011-01-01

Our object recognition abilities, a direct product of our experience with objects, are fine-tuned to perfection. Left temporal and lateral areas along the dorsal, action related stream, as well as left infero-temporal areas along the ventral, object related stream are engaged in object recognition. Here we show that expertise modulates the activity of dorsal areas in the recognition of man-made objects with clearly specified functions. Expert chess players were faster than chess novices in identifying chess objects and their functional relations. Experts' advantage was domain-specific as there were no differences between groups in a control task featuring geometrical shapes. The pattern of eye movements supported the notion that experts' extensive knowledge about domain objects and their functions enabled superior recognition even when experts were not directly fixating the objects of interest. Functional magnetic resonance imaging (fMRI) related exclusively the areas along the dorsal stream to chess specific object recognition. Besides the commonly involved left temporal and parietal lateral brain areas, we found that only in experts homologous areas on the right hemisphere were also engaged in chess specific object recognition. Based on these results, we discuss whether skilled object recognition does not only involve a more efficient version of the processes found in non-skilled recognition, but also qualitatively different cognitive processes which engage additional brain areas. PMID:21283683

Robotic Surgery Readiness (RSR): A Prospective Randomized Skills Decay Recognition and Prevention Study

DTIC Science & Technology

2016-08-01

AWARD NUMBER: W81XWH-15-2-0030 TITLE: Robotic Surgery Readiness (RSR): A Prospective Randomized Skills Decay Recognition and Prevention Study...20164. TITLE AND SUBTITLE Robotic Surgery Readiness (RSR): A Prospective Randomized Skills Decay 5a. CONTRACT NUMBER R ognition and Prevention Study...be recruited and many have completed the proficiency phase of this project and will be moving on to AIM 1. 15. SUBJECT TERMS Robotic Surgery

Facilitating the implementation of the American College of Surgeons/Association of Program Directors in Surgery phase III skills curriculum: training faculty in the assessment of team skills.

PubMed

Hull, Louise; Arora, Sonal; Stefanidis, Dimitrios; Sevdalis, Nick

2015-11-01

Effective teamwork is critical to safety in the operating room; however, implementation of phase III of the American College of Surgeons (ACS) and Association of Program Directors in Surgery (APDS) Curriculum that focuses on team-based skills remains worryingly low. Training and assessing the complexities of teamwork is challenging. The objective of this study was to establish guidelines and recommendations for training faculty in assessing/debriefing team skills. A multistage survey-based consensus study was completed by 108 experts responsible for training and assessing surgical residents from the ACS Accredited Educational Institutes. Experts agreed that a program to teach faculty to assess team-based skills should include training in the recognition of teamwork skills, practice rating these skills, and training in the provision of feedback/debriefing. Agreement was reached that faculty responsible for conducting team-based skills assessment should be revalidated every 2 years and stringent proficiency criteria should be met. Faculty development is critical to ensure high-quality, standardized training and assessment. Training faculty to assess team-based skills has the potential to facilitate the effective implementation of phase III of the ACS and APDS Curriculum. Copyright © 2015 Elsevier Inc. All rights reserved.

Introduction of basic obstetrical ultrasound screening in undergraduate medical education.

PubMed

Hamza, A; Solomayer, E-F; Takacs, Z; Juhasz-Boes, I; Joukhadar, R; Radosa, J C; Mavrova, R; Marc, W; Volk, T; Meyberg-Solomayer, G

2016-09-01

Teaching ultrasound procedures to undergraduates has recently been proposed to improve the quality of medical education. We address the impact of applying standardized ultrasound teaching to our undergraduates. Medical students received an additional theoretical and practical course involving hands-on ultrasound screening during their mandatory practical training week in obstetrics and gynecology. The students' theoretical knowledge and fetal image recognition skills were tested before and after the course. After the course, the students were asked to answer a course evaluation questionnaire. To standardize the teaching procedure, we used Peyton's 4-Step Approach to teach the skills needed for a German Society of Ultrasound in Medicine Level 1 ultrasound examiner. The multiple-choice question scores after the course showed statistically significant improvement (50 vs. 80 %; P < 0.001). The questionnaire revealed that students were satisfied with the course, felt that it increased their ultrasound knowledge, and indicated that they wanted more sonographic hands-on training in both obstetrics and gynecology and other medical fields. Using practical, hands-on medical teaching is an emerging method for undergraduate education that should be further evaluated, standardized, and developed.

Does Facial Expression Recognition Provide a Toehold for the Development of Emotion Understanding?

ERIC Educational Resources Information Center

Strand, Paul S.; Downs, Andrew; Barbosa-Leiker, Celestina

2016-01-01

The authors explored predictions from basic emotion theory (BET) that facial emotion expression recognition skills are insular with respect to their own development, and yet foundational to the development of emotional perspective-taking skills. Participants included 417 preschool children for whom estimates of these 2 emotion understanding…

Communication Skills Training Exploiting Multimodal Emotion Recognition

ERIC Educational Resources Information Center

Bahreini, Kiavash; Nadolski, Rob; Westera, Wim

2017-01-01

The teaching of communication skills is a labour-intensive task because of the detailed feedback that should be given to learners during their prolonged practice. This study investigates to what extent our FILTWAM facial and vocal emotion recognition software can be used for improving a serious game (the Communication Advisor) that delivers a…

Increasing Word Recognition Skills in High School Remedial Readers through Systematic Intersensory Transfer.

ERIC Educational Resources Information Center

Silverston, Randall A.; Deichmann, John W.

The purpose of this study was to design and test a remedial reading instructional strategy for word recognition skills utilizing specific intersensory transfer components. The subjects were 56 high school sophomores and juniors enrolled in special education classes. Eight subjects were randomly selected from each of seven special education…

Prediction of Word Recognition in the First Half of Grade 1

ERIC Educational Resources Information Center

Snel, M. J.; Aarnoutse, C. A. J.; Terwel, J.; van Leeuwe, J. F. J.; van der Veld, W. M.

2016-01-01

Early detection of reading problems is important to prevent an enduring lag in reading skills. We studied the relationship between speed of word recognition (after six months of grade 1 education) and four kindergarten pre-literacy skills: letter knowledge, phonological awareness and naming speed for both digits and letters. Our sample consisted…

Genetic and Environmental Influences on Individual Differences in Printed Word Recognition.

ERIC Educational Resources Information Center

Gayan, Javier; Olson, Richard K.

2003-01-01

Explored genetic and environmental etiologies of individual differences in printed word recognition and related skills in identical and fraternal twin 8- to 18-year-olds. Found evidence for moderate genetic influences common between IQ, phoneme awareness, and word-reading skills and for stronger IQ-independent genetic influences that were common…

An in-depth cognitive examination of individuals with superior face recognition skills.

PubMed

Bobak, Anna K; Bennetts, Rachel J; Parris, Benjamin A; Jansari, Ashok; Bate, Sarah

2016-09-01

Previous work has reported the existence of "super-recognisers" (SRs), or individuals with extraordinary face recognition skills. However, the precise underpinnings of this ability have not yet been investigated. In this paper we examine (a) the face-specificity of super recognition, (b) perception of facial identity in SRs, (c) whether SRs present with enhancements in holistic processing and (d) the consistency of these findings across different SRs. A detailed neuropsychological investigation into six SRs indicated domain-specificity in three participants, with some evidence of enhanced generalised visuo-cognitive or socio-emotional processes in the remaining individuals. While superior face-processing skills were restricted to face memory in three of the SRs, enhancements to facial identity perception were observed in the others. Notably, five of the six participants showed at least some evidence of enhanced holistic processing. These findings indicate cognitive heterogeneity in the presentation of superior face recognition, and have implications for our theoretical understanding of the typical face-processing system and the identification of superior face-processing skills in applied settings. Copyright © 2016 Elsevier Ltd. All rights reserved.

Perceiving patterns of play in dynamic sport tasks: investigating the essential information underlying skilled performance.

PubMed

Willams, A Mark; Hodges, Nicola J; North, Jamie S; Barton, Gabor

2006-01-01

The perceptual-cognitive information used to support pattern-recognition skill in soccer was examined. In experiment 1, skilled players were quicker and more accurate than less-skilled players at recognising familiar and unfamiliar soccer action sequences presented on film. In experiment 2, these action sequences were converted into point-light displays, with superficial display features removed and the positions of players and the relational information between them made more salient. Skilled players were more accurate than less-skilled players in recognising sequences presented in point-light form, implying that each pattern of play can be defined by the unique relations between players. In experiment 3, various offensive and defensive players were occluded for the duration of each trial in an attempt to identify the most important sources of information underpinning successful performance. A decrease in response accuracy was observed under occluded compared with non-occluded conditions and the expertise effect was no longer observed. The relational information between certain key players, team-mates and their defensive counterparts may provide the essential information for effective pattern-recognition skill in soccer. Structural feature analysis, temporal phase relations, and knowledge-based information are effectively integrated to facilitate pattern recognition in dynamic sport tasks.

Using a computer-based simulation with an artificial intelligence component and discovery learning to formulate training needs for a new technology

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

Hillis, D.R.

A computer-based simulation with an artificial intelligence component and discovery learning was investigated as a method to formulate training needs for new or unfamiliar technologies. Specifically, the study examined if this simulation method would provide for the recognition of applications and knowledge/skills which would be the basis for establishing training needs. The study also examined the effect of field-dependence/independence on recognition of applications and knowledge/skills. A pretest-posttest control group experimental design involving fifty-eight college students from an industrial technology program was used. The study concluded that the simulation was effective in developing recognition of applications and the knowledge/skills for amore » new or unfamiliar technology. And, the simulation's effectiveness for providing this recognition was not limited by an individual's field-dependence/independence.« less

Outlining face processing skills of portrait artists: Perceptual experience with faces predicts performance.

PubMed

Devue, Christel; Barsics, Catherine

2016-10-01

Most humans seem to demonstrate astonishingly high levels of skill in face processing if one considers the sophisticated level of fine-tuned discrimination that face recognition requires. However, numerous studies now indicate that the ability to process faces is not as fundamental as once thought and that performance can range from despairingly poor to extraordinarily high across people. Here we studied people who are super specialists of faces, namely portrait artists, to examine how their specific visual experience with faces relates to a range of face processing skills (perceptual discrimination, short- and longer term recognition). Artists show better perceptual discrimination and, to some extent, recognition of newly learned faces than controls. They are also more accurate on other perceptual tasks (i.e., involving non-face stimuli or mental rotation). By contrast, artists do not display an advantage compared to controls on longer term face recognition (i.e., famous faces) nor on person recognition from other sensorial modalities (i.e., voices). Finally, the face inversion effect exists in artists and controls and is not modulated by artistic practice. Advantages in face processing for artists thus seem to closely mirror perceptual and visual short term memory skills involved in portraiture. Copyright © 2016 Elsevier Ltd. All rights reserved.

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

PubMed

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

2010-08-01

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

Academy of Nutrition and Dietetics and National Kidney Foundation: revised 2014 Standards of Practice and Standards of Professional Performance for registered dietitian nutritionists (competent, proficient, and expert) in nephrology nutrition.

PubMed

Kent, Pamela S; McCarthy, Maureen P; Burrowes, Jerrilynn D; McCann, Linda; Pavlinac, Jessie; Goeddeke-Merickel, Catherine M; Wiesen, Karen; Kruger, Sarah; Byham-Gray, Laura; Pace, Rory C; Hannahs, Valarie; Benner, Debbie

2014-09-01

Compelling evidence indicates that the incidence of chronic kidney disease (CKD) is increasing because of an aging population and a higher prevalence of cardiovascular disease, diabetes, and hypertension. Nutrition management of patients with CKD requires early disease recognition, appropriate interpretation of the markers and stages of CKD, and collaboration with other health care practitioners. Better management of CKD can slow its progression, prevent metabolic complications, and reduce cardiovascular related outcomes. Caring for patients with CKD necessitates specialized knowledge and skills to meet the challenges associated with this growing epidemic. The Academy of Nutrition and Dietetics Renal Dietitians Practice Group and the National Kidney Foundation Council on Renal Nutrition, with guidance from the Academy of Nutrition and Dietetics Quality Management Committee, have updated the 2009 Standards of Practice in Nutrition Care and Standards of Professional Performance as a tool for registered dietitian nutritionists working in nephrology nutrition to assess their current skill levels and to identify areas for additional professional development in this practice area. The Standards of Practice apply to the care of patients/clients with kidney disease. The Standards of Professional Performance consist of six domains of professionalism, including: Quality in Practice, Competence and Accountability, Provision of Services, Application of Research, Communication and Application of Knowledge, and Utilization and Management of Resources. Within each standard, specific indicators provide measurable action statements that illustrate how nephrology nutrition principles can be applied to practice. The indicators describe three skill levels (ie, competent, proficient, and expert) for registered dietitian nutritionists working in nephrology nutrition. Copyright © 2014 Academy of Nutrition and Dietetics and the National Kidney Foundation, Inc. Published by Elsevier Inc. All rights reserved.

Academy of Nutrition and Dietetics and National Kidney Foundation: revised 2014 standards of practice and standards of professional performance for registered dietitian nutritionists (competent, proficient, and expert) in nephrology nutrition.

PubMed

Kent, Pamela S; McCarthy, Maureen P; Burrowes, Jerrilynn D; McCann, Linda; Pavlinac, Jessie; Goeddeke-Merickel, Catherine M; Wiesen, Karen; Kruger, Sarah; Byham-Gray, Laura; Pace, Rory C; Hannahs, Valarie; Benner, Debbie

2014-09-01

Compelling evidence indicates that the incidence of chronic kidney disease (CKD) is increasing because of an aging population and a higher prevalence of cardiovascular disease, diabetes, and hypertension. Nutrition management of patients with CKD requires early disease recognition, appropriate interpretation of the markers and stages of CKD, and collaboration with other health care practitioners. Better management of CKD can slow its progression, prevent metabolic complications, and reduce cardiovascular related outcomes. Caring for patients with CKD necessitates specialized knowledge and skills to meet the challenges associated with this growing epidemic. The Academy of Nutrition and Dietetics Renal Dietitians Practice Group and the National Kidney Foundation Council on Renal Nutrition, with guidance from the Academy of Nutrition and Dietetics Quality Management Committee, have updated the 2009 Standards of Practice in Nutrition Care and Standards of Professional Performance as a tool for registered dietitian nutritionists working in nephrology nutrition to assess their current skill levels and to identify areas for additional professional development in this practice area. The Standards of Practice apply to the care of patients/clients with kidney disease. The Standards of Professional Performance consist of six domains of professionalism, including: Quality in Practice, Competence and Accountability, Provision of Services, Application of Research, Communication and Application of Knowledge, and Utilization and Management of Resources. Within each standard, specific indicators provide measurable action statements that illustrate how nephrology nutrition principles can be applied to practice. The indicators describe three skill levels (ie, competent, proficient, and expert) for registered dietitian nutritionists working in nephrology nutrition. Copyright © 2014 Academy of Nutrition and Dietetics and the National Kidney Foundation, Inc. Published by Elsevier Inc. All rights reserved.

Development of First-Graders' Word Reading Skills: For Whom Can Dynamic Assessment Tell Us More?

PubMed

Cho, Eunsoo; Compton, Donald L; Gilbert, Jennifer K; Steacy, Laura M; Collins, Alyson A; Lindström, Esther R

2017-01-01

Dynamic assessment (DA) of word reading measures learning potential for early reading development by documenting the amount of assistance needed to learn how to read words with unfamiliar orthography. We examined the additive value of DA for predicting first-grade decoding and word recognition development while controlling for autoregressive effects. Additionally, we examined whether predictive validity of DA would be higher for students who have poor phonological awareness skills. First-grade students (n = 105) were assessed on measures of word reading, phonological awareness, rapid automatized naming, and DA in the fall and again assessed on word reading measures in the spring. A series of planned, moderated multiple regression analyses indicated that DA made a significant and unique contribution in predicting word recognition development above and beyond the autoregressor, particularly for students with poor phonological awareness skills. For these students, DA explained 3.5% of the unique variance in end-of-first-grade word recognition that was not attributable to autoregressive effect. Results suggest that DA provides an important source of individual differences in the development of word recognition skills that cannot be fully captured by merely assessing the present level of reading skills through traditional static assessment, particularly for students at risk for developing reading disabilities. © Hammill Institute on Disabilities 2015.

Face and body recognition show similar improvement during childhood.

PubMed

Bank, Samantha; Rhodes, Gillian; Read, Ainsley; Jeffery, Linda

2015-09-01

Adults are proficient in extracting identity cues from faces. This proficiency develops slowly during childhood, with performance not reaching adult levels until adolescence. Bodies are similar to faces in that they convey identity cues and rely on specialized perceptual mechanisms. However, it is currently unclear whether body recognition mirrors the slow development of face recognition during childhood. Recent evidence suggests that body recognition develops faster than face recognition. Here we measured body and face recognition in 6- and 10-year-old children and adults to determine whether these two skills show different amounts of improvement during childhood. We found no evidence that they do. Face and body recognition showed similar improvement with age, and children, like adults, were better at recognizing faces than bodies. These results suggest that the mechanisms of face and body memory mature at a similar rate or that improvement of more general cognitive and perceptual skills underlies improvement of both face and body recognition. Copyright © 2015 Elsevier Inc. All rights reserved.

The Vanderbilt Expertise Test Reveals Domain-General and Domain-Specific Sex Effects in Object Recognition

PubMed Central

McGugin, Rankin W.; Richler, Jennifer J.; Herzmann, Grit; Speegle, Magen; Gauthier, Isabel

2012-01-01

Individual differences in face recognition are often contrasted with differences in object recognition using a single object category. Likewise, individual differences in perceptual expertise for a given object domain have typically been measured relative to only a single category baseline. In Experiment 1, we present a new test of object recognition, the Vanderbilt Expertise Test (VET), which is comparable in methods to the Cambridge Face Memory Task (CFMT) but uses eight different object categories. Principal component analysis reveals that the underlying structure of the VET can be largely explained by two independent factors, which demonstrate good reliability and capture interesting sex differences inherent in the VET structure. In Experiment 2, we show how the VET can be used to separate domain-specific from domain-general contributions to a standard measure of perceptual expertise. While domain-specific contributions are found for car matching for both men and women and for plane matching in men, women in this sample appear to use more domain-general strategies to match planes. In Experiment 3, we use the VET to demonstrate that holistic processing of faces predicts face recognition independently of general object recognition ability, which has a sex-specific contribution to face recognition. Overall, the results suggest that the VET is a reliable and valid measure of object recognition abilities and can measure both domain-general skills and domain-specific expertise, which were both found to depend on the sex of observers. PMID:22877929

Cross-modal working memory binding and word recognition skills: how specific is the link?

PubMed

Wang, Shinmin; Allen, Richard J

2018-04-01

Recent research has suggested that the creation of temporary bound representations of information from different sources within working memory uniquely relates to word recognition abilities in school-age children. However, it is unclear to what extent this link is attributable specifically to the binding ability for cross-modal information. This study examined the performance of Grade 3 (8-9 years old) children on binding tasks requiring either temporary association formation of two visual items (i.e., within-modal binding) or pairs of visually presented abstract shapes and auditorily presented nonwords (i.e., cross-modal binding). Children's word recognition skills were related to performance on the cross-modal binding task but not on the within-modal binding task. Further regression models showed that cross-modal binding memory was a significant predictor of word recognition when memory for its constituent elements, general abilities, and crucially, within-modal binding memory were taken into account. These findings may suggest a specific link between the ability to bind information across modalities within working memory and word recognition skills.

Inquiring with Geoscience Datasets: Instruction and Assessment

NASA Astrophysics Data System (ADS)

Zalles, D.; Quellmalz, E.; Gobert, J.

2005-12-01

This session will describe a new NSF-funded project in Geoscience education, Inquiring with Geoscience Data Sets. The goals of the project are to (1) Study the impacts on student learning of Web-based supplementary curriculum modules that engage secondary-level students in inquiry projects addressing important geoscience problems using an Earth System Science approach. Students will use technologies to access real data sets in the geosciences and to interpret, analyze, and communicate findings based on the data sets. The standards addressed will include geoscience concepts, inquiry abilities in NSES and Benchmarks for Science Literacy, data literacy, NCTM standards, and 21st-century skills and technology proficiencies (NETTS/ISTE). (2) Develop design principles, specification templates, and prototype exemplars for technology-based performance assessments that provide evidence of students' geoscientific knowledge and inquiry skills (including data literacy skills) and students' ability to access, use, analyze, and interpret technology-based geoscience data sets. (3) Develop scenarios based on the specification templates that describe curriculum modules and performance assessments that could be developed for other Earth Science standards and curriculum programs. Also to be described in the session are the project's efforts to differentiate among the dimensions of data literacy and scientific inquiry that are relevant for the geoscience discplines, and how recognition and awareness of the differences can be effectively channelled for the betterment of geoscience education.

Effects of Cooperative Group Work Activities on Pre-School Children's Pattern Recognition Skills

ERIC Educational Resources Information Center

Tarim, Kamuran

2015-01-01

The aim of this research is twofold; to investigate the effects of cooperative group-based work activities on children's pattern recognition skills in pre-school and to examine the teachers' opinions about the implementation process. In line with this objective, for the study, 57 children (25 girls and 32 boys) were chosen from two private schools…

Parents' Emotion-Related Beliefs, Behaviours, and Skills Predict Children's Recognition of Emotion

ERIC Educational Resources Information Center

Castro, Vanessa L.; Halberstadt, Amy G.; Lozada, Fantasy T.; Craig, Ashley B.

2015-01-01

Children who are able to recognize others' emotions are successful in a variety of socioemotional domains, yet we know little about how school-aged children's abilities develop, particularly in the family context. We hypothesized that children develop emotion recognition skill as a function of parents' own emotion-related beliefs,…

Using Computerized Games to Teach Face Recognition Skills to Children with Autism Spectrum Disorder: The "Let's Face It!" Program

ERIC Educational Resources Information Center

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

2010-01-01

Background: An emerging body of evidence indicates that relative to typically developing children, children with autism are selectively impaired in their ability to recognize facial identity. A critical question is whether face recognition skills can be enhanced through a direct training intervention. Methods: In a randomized clinical trial,…

Adult Trade Apprentices: Exploring the Significance of Recognition of Prior Learning and Skill Sets for Earlier Completion. Research Report

ERIC Educational Resources Information Center

Hargreaves, Jo; Blomberg, Davinia

2015-01-01

The nature of apprenticeships is changing. Increasing proportions of adult apprentices are prompting demand for various alternative pathways to completion. One option for an alternative pathway to accelerate completion is the use of recognition of prior learning (RPL) to identify existing skills and knowledge in combination with gap training. This…

The association between imitation recognition and socio-communicative competencies in chimpanzees (Pan troglodytes).

PubMed

Pope, Sarah M; Russell, Jamie L; Hopkins, William D

2015-01-01

Imitation recognition provides a viable platform from which advanced social cognitive skills may develop. Despite evidence that non-human primates are capable of imitation recognition, how this ability is related to social cognitive skills is unknown. In this study, we compared imitation recognition performance, as indicated by the production of testing behaviors, with performance on a series of tasks that assess social and physical cognition in 49 chimpanzees. In the initial analyses, we found that males were more responsive than females to being imitated and engaged in significantly greater behavior repetitions and testing sequences. We also found that subjects who consistently recognized being imitated performed better on social but not physical cognitive tasks, as measured by the Primate Cognitive Test Battery. These findings suggest that the neural constructs underlying imitation recognition are likely associated with or among those underlying more general socio-communicative abilities in chimpanzees. Implications regarding how imitation recognition may facilitate other social cognitive processes, such as mirror self-recognition, are discussed.

The association between imitation recognition and socio-communicative competencies in chimpanzees (Pan troglodytes)

PubMed Central

Pope, Sarah M.; Russell, Jamie L.; Hopkins, William D.

2015-01-01

Imitation recognition provides a viable platform from which advanced social cognitive skills may develop. Despite evidence that non-human primates are capable of imitation recognition, how this ability is related to social cognitive skills is unknown. In this study, we compared imitation recognition performance, as indicated by the production of testing behaviors, with performance on a series of tasks that assess social and physical cognition in 49 chimpanzees. In the initial analyses, we found that males were more responsive than females to being imitated and engaged in significantly greater behavior repetitions and testing sequences. We also found that subjects who consistently recognized being imitated performed better on social but not physical cognitive tasks, as measured by the Primate Cognitive Test Battery. These findings suggest that the neural constructs underlying imitation recognition are likely associated with or among those underlying more general socio-communicative abilities in chimpanzees. Implications regarding how imitation recognition may facilitate other social cognitive processes, such as mirror self-recognition, are discussed. PMID:25767454

Local Navon letter processing affects skilled behavior: a golf-putting experiment.

PubMed

Lewis, Michael B; Dawkins, Gemma

2015-04-01

Expert or skilled behaviors (for example, face recognition or sporting performance) are typically performed automatically and with little conscious awareness. Previous studies, in various domains of performance, have shown that activities immediately prior to a task demanding a learned skill can affect performance. In sport, describing the to-be-performed action is detrimental, whereas in face recognition, describing a face or reading local Navon letters is detrimental. Two golf-putting experiments are presented that compare the effects that these three tasks have on experienced and novice golfers. Experiment 1 found a Navon effect on golf performance for experienced players. Experiment 2 found, for experienced players only, that performance was impaired following the three tasks described above, when compared with reading or global Navon tasks. It is suggested that the three tasks affect skilled performance by provoking a shift from automatic behavior to a more analytic style. By demonstrating similarities between effects in face recognition and sporting behavior, it is hoped to better understand concepts in both fields.

Recognition of Tacit Skills: Sustaining Learning Outcomes in Adult Learning and Work Re-Entry

ERIC Educational Resources Information Center

Evans, Karen; Kersh, Natasha; Kontiainen, Seppo

2004-01-01

This paper is based on the project "Recognition of Tacit Skills and Knowledge in Work Re-entry" carried out as a part of the ESRC-funded Research Network "Improving Incentives to Learning in the Workplace". The network aims to contribute to improved practice among a wide range of practitioners. The study has investigated the part played by tacit…

The Effect of Jigsaw Technique on the Students' Laboratory Material Recognition and Usage Skills in General Physics Laboratory-I Course

ERIC Educational Resources Information Center

Aydin, Abdullah; Biyikli, Filiz

2017-01-01

This research aims to compare the effects of Jigsaw technique from the cooperative learning methods and traditional learning method on laboratory material recognition and usage skills of students in General Physics Lab-I Course. This study was conducted with 63 students who took general physics laboratory-I course in the department of science…

KSC-2011-2259

NASA Image and Video Library

2011-03-11

ORLANDO, Fla. – About 60 high school teams take part in the "For Inspiration and Recognition of Science and Technology," or FIRST, competition at the University of Central Florida in Orlando. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. Photo credit: NASA/Glenn Benson

KSC-2011-2260

NASA Image and Video Library

2011-03-11

ORLANDO, Fla. – About 60 high school teams take part in the "For Inspiration and Recognition of Science and Technology," or FIRST, competition at the University of Central Florida in Orlando. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. Photo credit: NASA/Glenn Benson

Effect of information literacy training course on information literacy skills of undergraduate students of Isfahan University of Medical Sciences based on ACRL standards.

PubMed

Karimi, Zohreh; Ashrafi-Rizi, Hasan; Papi, Ahmad; Shahrzadi, Leila; Hassanzadeh, Akbar

2015-01-01

Information literacy is the basis for lifelong learning. Information literacy skills, especially for student in an environment that is full of information from multiple technologies are being developed is equally important. Information literacy is a set of cognitive and practical skills and like any other science, proper training is needed, and standard-based education is definitely better and evaluation would be easier. This study aimed to determine the impact of information literacy training course on information literacy skills of Isfahan University of Medical Sciences students based on ACRL standard in 2012. The study method is semi-experience with two group design (with pre-test and post-test) and applied. The data collection toll was a questionnaire assessing student's information literacy that developed by Davarpanah and Siamak and validity was confirmed by professional librarians and reliability as measured by Cronbach's alpha, was 0.83. The sample consisted of 50 undergraduate students from Isfahan University of Medical Sciences that by random sampling method was perch in both case and control groups. Before and after the training (once a week), a questionnaire was distributed between the two groups. This training was held in a classroom equipped with computers with internet access and in addition to training using brochures and librarian presentation, interactive methods such as discussion and exercises were used. The data were analyzed using SPSS version 20 software and two level of descriptive (mean and SD) and inferential statistics (t-test and t-paired). The results showed that the students' information literacy scores before the training was lower than average, so that in the control group was 32.96 and in the case group was 33.24; while information literacy scores in the case group significantly increased after the training (46.68). Also, the effect of education, respectively had a greater impact on the ability to access information (the second standard), ethics and legal use of information (the third standard), effective use of information (the fourth standard), critically evaluate information and its sources (the fifth standard). This study showed that the training was effective on enhancing students' information literacy skills as the greatest impact was on increasing the ability to access information. Due to low mean score information literacy in the context of object recognition, there is a need for more training in this area.

Change in Functional Arm Use Is Associated With Somatosensory Skills After Sensory Retraining Poststroke.

PubMed

Turville, Megan; Carey, Leeanne M; Matyas, Thomas A; Blennerhassett, Jannette

We investigated changes in functional arm use after retraining for stroke-related somatosensory loss and identified whether such changes are associated with somatosensory discrimination skills. Data were pooled (N = 80) from two randomized controlled trials of somatosensory retraining. We used the Motor Activity Log to measure perceived amount of arm use in daily activities and the Action Research Arm Test to measure performance capacity. Somatosensory discrimination skills were measured using standardized modality-specific measures. Participants' arm use improved after somatosensory retraining (z = -6.80, p < .01). Change in arm use was weakly associated with somatosensation (tactile, β = 0.31, p < .01; proprioception, β = -0.17, p > .05; object recognition, β = 0.13, p < .05). Change in daily arm use was related to a small amount of variance in somatosensory outcomes. Stroke survivors' functional arm use can increase after somatosensory retraining, with change varying among survivors. Copyright © 2017 by the American Occupational Therapy Association, Inc.

Different Cognitive Profiles of Patients with Severe Aphasia.

PubMed

Marinelli, Chiara Valeria; Spaccavento, Simona; Craca, Angela; Marangolo, Paola; Angelelli, Paola

2017-01-01

Cognitive dysfunction frequently occurs in aphasic patients and primarily compromises linguistic skills. However, patients suffering from severe aphasia show heterogeneous performance in basic cognition. Our aim was to characterize the cognitive profiles of patients with severe aphasia and to determine whether they also differ as to residual linguistic abilities. We examined 189 patients with severe aphasia with standard language tests and with the CoBaGA (Cognitive Test Battery for Global Aphasia), a battery of nonverbal tests that assesses a wide range of cognitive domains such as attention, executive functions, intelligence, memory, visual-auditory recognition, and visual-spatial abilities. Twenty patients were also followed longitudinally in order to assess their improvement in cognitive skills after speech therapy. Three different subgroups of patients with different types and severity of cognitive impairment were evidenced. Subgroups differed as to residual linguistic skills, in particular comprehension and reading-writing abilities. Attention, reasoning, and executive functions improved after language rehabilitation. This study highlights the importance of an extensive evaluation of cognitive functions in patients with severe aphasia.

Measuring the continuum of literacy skills among adults: educational testing and the LAMP experience

NASA Astrophysics Data System (ADS)

Guadalupe, Cesar; Cardoso, Manuel

2011-08-01

The field of educational testing has become increasingly important for providing different stakeholders and decision-makers with information. This paper discusses basic standards for methodological approaches used in measuring literacy skills among adults. The authors address the increasing interest in skills measurement, the discourses on how this should be done with scientific integrity and UNESCO's experience regarding the Literacy Assessment and Monitoring Programme (LAMP). The increase in interest is due to the evolving notion of literacy as a continuum. Its recognition in surveys and data collection is ensured in the first commitment in section 11 of the Belém Framework for Action. The discourse on how measurements should be carried out concerns the need to find valid parsimonious approaches, also their relevance in different institutional, cultural and linguistic contexts as well as issues of ownership and sustainability. Finally, UNESCO's experience with LAMP shows how important addressing these different issues is in order to equip countries with an approach that is fit for purpose.

Video Modeling of SBIRT for Alcohol Use Disorders Increases Student Empathy in Standardized Patient Encounters.

PubMed

Crisafio, Anthony; Anderson, Victoria; Frank, Julia

2018-04-01

The purpose of this study was to assess the usefulness of adding video models of brief alcohol assessment and counseling to a standardized patient (SP) curriculum that covers and tests acquisition of this skill. The authors conducted a single-center, retrospective cohort study of third- and fourth-year medical students between 2013 and 2015. All students completed a standardized patient (SP) encounter illustrating the diagnosis of alcohol use disorder, followed by an SP exam on the same topic. Beginning in August 2014, the authors supplemented the existing formative SP exercise on problem drinking with one of two 5-min videos demonstrating screening, brief intervention, and referral for treatment (SBIRT). P values and Z tests were performed to evaluate differences between students who did and did not see the video in knowledge and skills related to alcohol use disorders. One hundred ninety-four students were included in this analysis. Compared to controls, subjects did not differ in their ability to uncover and accurately characterize an alcohol problem during a standardized encounter (mean exam score 41.29 vs 40.93, subject vs control, p = 0.539). However, the SPs' rating of students' expressions of empathy were significantly higher for the group who saw the video (81.63 vs 69.79%, p < 0.05). The findings did not confirm the original hypothesis that the videos would improve students' recognition and knowledge of alcohol-related conditions. However, feedback from the SPs produced the serendipitous finding that the communication skills demonstrated in the videos had a sustained effect in enhancing students' professional behavior.

Gesture Recognition and Sensorimotor Learning-by-Doing of Motor Skills in Manual Professions: A Case Study in the Wheel-Throwing Art of Pottery

ERIC Educational Resources Information Center

Glushkova, Alina; Manitsaris, Sotiris

2018-01-01

This paper presents a methodological framework for the use of gesture recognition technologies in the learning/mastery of the gestural skills required in wheel-throwing pottery. In the case of self-instruction or training, learners face difficulties due to the absence of the teacher/expert and the consequent lack of guidance. Motion capture…

Assessing Counter-Terrorism field training with multiple behavioral measures.

PubMed

Spiker, V Alan; Johnston, Joan H

2013-09-01

Development of behavioral pattern recognition and analysis skills is an essential element of Counter-Terrorism training, particularly in the field. Three classes of behavioral measures were collected in an assessment of skill acquisition during a US Joint Forces Command-sponsored course consisting of Combat Tracking and Combat Profiling segments. Measures included situational judgment tests, structured behavioral observation checklists, and qualitative assessments of the emergence of specific knowledge-skills-attitudes over the course of the training. The paper describes statistical evidence across the three types of measures that indicate that behavioral pattern recognition and analysis skills were successfully acquired by most students (a mix of Army and civilian law enforcement personnel) during the field training exercises. Implications for broader training of these critical skills are also discussed. Copyright © 2012 Elsevier Ltd and The Ergonomics Society. All rights reserved.

Impairments in Monkey and Human Face Recognition in 2-Year-Old Toddlers with Autism Spectrum Disorder and Developmental Delay

ERIC Educational Resources Information Center

Chawarska, Katarzyna; Volkmar, Fred

2007-01-01

Face recognition impairments are well documented in older children with Autism Spectrum Disorders (ASD); however, the developmental course of the deficit is not clear. This study investigates the progressive specialization of face recognition skills in children with and without ASD. Experiment 1 examines human and monkey face recognition in…

The relationship between action anticipation and emotion recognition in athletes of open skill sports.

PubMed

Shih, Yu-Ling; Lin, Chia-Yen

2016-08-01

Action anticipation plays an important role in the successful performance of open skill sports, such as ball and combat sports. Evidence has shown that elite athletes of open sports excel in action anticipation. Most studies have targeted ball sports and agreed that information on body mechanics is one of the key determinants for successful action anticipation in open sports. However, less is known about combat sports, and whether facial emotions have an influence on athletes' action anticipation skill. It has been suggested that the understanding of intention in combat sports relies heavily on emotional context. Based on this suggestion, the present study compared the action anticipation performances of taekwondo athletes, weightlifting athletes, and non-athletes and then correlated these with their performances of emotion recognition. This study primarily found that accurate action anticipation does not necessarily rely on the dynamic information of movement, and that action anticipation performance is correlated with that of emotion recognition in taekwondo athletes, but not in weightlifting athletes. Our results suggest that the recognition of facial emotions plays a role in the action prediction in such combat sports as taekwondo.

How is this child feeling? Preschool-aged children’s ability to recognize emotion in faces and body poses

PubMed Central

Parker, Alison E.; Mathis, Erin T.; Kupersmidt, Janis B.

2016-01-01

The study examined children’s recognition of emotion from faces and body poses, as well as gender differences in these recognition abilities. Preschool-aged children (N = 55) and their parents and teachers participated in the study. Preschool-aged children completed a web-based measure of emotion recognition skills, which included five tasks (three with faces and two with bodies). Parents and teachers reported on children’s aggressive behaviors and social skills. Children’s emotion accuracy on two of the three facial tasks and one of the body tasks was related to teacher reports of social skills. Some of these relations were moderated by child gender. In particular, the relationships between emotion recognition accuracy and reports of children’s behavior were stronger for boys than girls. Identifying preschool-aged children’s strengths and weaknesses in identification of emotion from faces and body poses may be helpful in guiding interventions with children who have problems with social and behavioral functioning that may be due, in part, to emotional knowledge deficits. Further developmental implications of these findings are discussed. PMID:27057129

Detecting Superior Face Recognition Skills in a Large Sample of Young British Adults

PubMed Central

Bobak, Anna K.; Pampoulov, Philip; Bate, Sarah

2016-01-01

The Cambridge Face Memory Test Long Form (CFMT+) and Cambridge Face Perception Test (CFPT) are typically used to assess the face processing ability of individuals who believe they have superior face recognition skills. Previous large-scale studies have presented norms for the CFPT but not the CFMT+. However, previous research has also highlighted the necessity for establishing country-specific norms for these tests, indicating that norming data is required for both tests using young British adults. The current study addressed this issue in 254 British participants. In addition to providing the first norm for performance on the CFMT+ in any large sample, we also report the first UK specific cut-off for superior face recognition on the CFPT. Further analyses identified a small advantage for females on both tests, and only small associations between objective face recognition skills and self-report measures. A secondary aim of the study was to examine the relationship between trait or social anxiety and face processing ability, and no associations were noted. The implications of these findings for the classification of super-recognizers are discussed. PMID:27713706

Famous face recognition, face matching, and extraversion.

PubMed

Lander, Karen; Poyarekar, Siddhi

2015-01-01

It has been previously established that extraverts who are skilled at interpersonal interaction perform significantly better than introverts on a face-specific recognition memory task. In our experiment we further investigate the relationship between extraversion and face recognition, focusing on famous face recognition and face matching. Results indicate that more extraverted individuals perform significantly better on an upright famous face recognition task and show significantly larger face inversion effects. However, our results did not find an effect of extraversion on face matching or inverted famous face recognition.

Auditory Pattern Recognition and Brief Tone Discrimination of Children with Reading Disorders

ERIC Educational Resources Information Center

Walker, Marianna M.; Givens, Gregg D.; Cranford, Jerry L.; Holbert, Don; Walker, Letitia

2006-01-01

Auditory pattern recognition skills in children with reading disorders were investigated using perceptual tests involving discrimination of frequency and duration tonal patterns. A behavioral test battery involving recognition of the pattern of presentation of tone triads was used in which individual components differed in either frequency or…

Influences on Facial Emotion Recognition in Deaf Children

ERIC Educational Resources Information Center

Sidera, Francesc; Amadó, Anna; Martínez, Laura

2017-01-01

This exploratory research is aimed at studying facial emotion recognition abilities in deaf children and how they relate to linguistic skills and the characteristics of deafness. A total of 166 participants (75 deaf) aged 3-8 years were administered the following tasks: facial emotion recognition, naming vocabulary and cognitive ability. The…

Children's Recognition of Cartoon Voices.

ERIC Educational Resources Information Center

Spence, Melanie J.; Rollins, Pamela R.; Jerger, Susan

2002-01-01

A study examined developmental changes in talker recognition skills by assessing 72 children's (ages 3-5) recognition of 20 cartoon characters' voices. Four- and 5-year-old children recognized more of the voices than did 3-year-olds. All children were more accurate at recognizing more familiar characters than less familiar characters. (Contains…

Masked Speech Recognition and Reading Ability in School-Age Children: Is There a Relationship?

ERIC Educational Resources Information Center

Miller, Gabrielle; Lewis, Barbara; Benchek, Penelope; Buss, Emily; Calandruccio, Lauren

2018-01-01

Purpose: The relationship between reading (decoding) skills, phonological processing abilities, and masked speech recognition in typically developing children was explored. This experiment was designed to evaluate the relationship between phonological processing and decoding abilities and 2 aspects of masked speech recognition in typically…

Comparison of emotion recognition from facial expression and music.

PubMed

Gaspar, Tina; Labor, Marina; Jurić, Iva; Dumancić, Dijana; Ilakovac, Vesna; Heffer, Marija

2011-01-01

The recognition of basic emotions in everyday communication involves interpretation of different visual and auditory clues. The ability to recognize emotions is not clearly determined as their presentation is usually very short (micro expressions), whereas the recognition itself does not have to be a conscious process. We assumed that the recognition from facial expressions is selected over the recognition of emotions communicated through music. In order to compare the success rate in recognizing emotions presented as facial expressions or in classical music works we conducted a survey which included 90 elementary school and 87 high school students from Osijek (Croatia). The participants had to match 8 photographs of different emotions expressed on the face and 8 pieces of classical music works with 8 offered emotions. The recognition of emotions expressed through classical music pieces was significantly less successful than the recognition of emotional facial expressions. The high school students were significantly better at recognizing facial emotions than the elementary school students, whereas girls were better than boys. The success rate in recognizing emotions from music pieces was associated with higher grades in mathematics. Basic emotions are far better recognized if presented on human faces than in music, possibly because the understanding of facial emotions is one of the oldest communication skills in human society. Female advantage in emotion recognition was selected due to the necessity of their communication with the newborns during early development. The proficiency in recognizing emotional content of music and mathematical skills probably share some general cognitive skills like attention, memory and motivation. Music pieces were differently processed in brain than facial expressions and consequently, probably differently evaluated as relevant emotional clues.

Empathy and Facial Expression Recognition in Children With and Without Attention-Deficit/Hyperactivity Disorder: Effects of Stimulant Medication on Empathic Skills in Children with Attention-Deficit/Hyperactivity Disorder.

PubMed

Gumustas, Funda; Yilmaz, Ibrahim; Yulaf, Yasemin; Gokce, Sebla; Sabuncuoglu, Osman

2017-06-01

The aim of this study was to compare children and adolescents with attention-deficit/hyperactivity disorder (ADHD) to healthy children and adolescents in terms of state and trait empathy and emotion expression recognition skills. The goal was also to determine whether there are changes in emotion recognition and empathy measures in children with ADHD after methylphenidate (MPH) treatment. The research sample consisted of outpatient drug-naive children and adolescents between the age of 8 and 14 years (n = 65) with ADHD according to the Diagnostic and Statistical Manual of Mental Disorders, 4th ed. criteria, and healthy children and adolescents of the same age (n = 61). Scores of the oppositional problems (OPs) and conduct problems (CPs) were obtained to evaluate their impact on children's empathy skills with the Child Behavior Checklist. Self-reported (Bryant Index of Empathy, BEI) and parent-reported (Griffith Empathy Measurement-Parent Rating, GEM-PR) scales were used to evaluate trait empathy. The Empathy Response Task (ERT) was used to evaluate state empathy, and the Diagnostic Analysis of Nonverbal Accuracy-2 (DANVA-2) was used to evaluate facial expression recognition skills. The scales and tests were repeated after 12 weeks of MPH treatment in the ADHD group. There were no significant statistical differences in trait empathy skills evaluated by parent-reported and self-reported measures, ERT, and DANVA-2 scores. In self-reported measures, the girls had higher scores than boys. From the results of the regression analysis, it was concluded that OPs were not associated with the measures. However, CPs were associated with the scores of the BEI, GEM-PR, and the match scores of the ERT. The average dosage of MPH in the group with ADHD was 0.83 ± 0.21 mg/(kg·d). While there was no change in the BEI and GEM-PR scores after 12 weeks of treatment, there was a significant increase in the ERT interpretation subscore and a significant decrease in the recognition error of anger and sadness expressions in the DANVA-2. The findings of our study suggest that children with ADHD have similar levels of trait and state empathy skills and facial expressions as healthy controls and CPs negatively affect their empathy skills. MPH treatment does not change trait empathy skills, yet there are some improvements in state empathy skills.

Self-reported confidence and skills of general practitioners in management of mental health disorders.

PubMed

Oakley Browne, Mark; Lee, Adeline; Prabhu, Radha

2007-10-01

To identify the predictors of self-reported confidence and skills of GPs in management of patients with mental health problems. Cross-sectional survey, with questionnaire presented to 246 GPs working in 62 practices throughout Gippsland. Rural general practices in Gippsland. One hundred and thirty-four GPs across Gippsland. GPs completed a questionnaire assessing self-perception of knowledge and skills in recognition and management of common mental health problems. Of 134 GPs, 45% reported that they have a specific interest in mental health, and 39% of GPs reported that they had previous mental health training. Only 22% of GPs describe having both an interest and prior training in mental health care. Age and years since graduation are not significantly related to self-reported confidence and skills. The results of this study highlight that self-professed interest and prior training in mental health are associated. Self-professed interest in mental health care predicts confidence and self-perceived skills in recognition, assessment and management of common mental health disorders. Similarly, prior training in mental health care predicts confidence and self-perceived skills in recognition, assessment and management of common mental health problems. Self-professed interest in mental health issues is also associated with hours of participation in continuing medical education related to mental health care. Unfortunately, only a minority described having both interest and prior training in mental health care.

The contribution of executive skills to reading comprehension.

PubMed

Sesma, Heather Whitney; Mahone, E Mark; Levine, Terry; Eason, Sarah H; Cutting, Laurie E

2009-05-01

Although word recognition deficits (WRD) are a known cause of reading comprehension deficits (RCD), other contributions to RCD, including executive function (EF), have not been fully explored. We examined the contribution of EF (working memory and planning), along with attention, decoding, fluency, and vocabulary to reading comprehension in 60 children (including 16 WRD and 10 RCD), ages 9-15 years. After controlling for commonly accepted contributors to reading comprehension (i.e., attention, decoding skills, fluency, and vocabulary), EF continued to make a significant contribution to reading comprehension but not to word recognition skills. These findings highlight the need for consideration of the role of EF in RCD.

THE CONTRIBUTION OF EXECUTIVE SKILLS TO READING COMPREHENSION

PubMed Central

Sesma, Heather Whitney; Mahone, E. Mark; Levine, Terry; Eason, Sarah H.; Cutting, Laurie E.

2009-01-01

Although word recognition deficits (WRD) are a known cause of reading comprehension deficits (RCD), other contributions to RCD, including executive function (EF), have not been fully explored. We examined the contribution of EF (working memory and planning), along with attention, decoding, fluency, and vocabulary to reading comprehension in 60 children (including 16 WRD and 10 RCD), ages 9–15 years. After controlling for commonly accepted contributors to reading comprehension (i.e., attention, decoding skills, fluency, and vocabulary), EF continued to make a significant contribution to reading comprehension but not to word recognition skills. These findings highlight the need for consideration of the role of EF in RCD. PMID:18629674

Social cognition in patients at ultra-high risk for psychosis: What is the relation to social skills and functioning?

PubMed

Glenthøj, Louise B; Fagerlund, Birgitte; Hjorthøj, Carsten; Jepsen, Jens R M; Bak, Nikolaj; Kristensen, Tina D; Wenneberg, Christina; Krakauer, Kristine; Roberts, David L; Nordentoft, Merete

2016-09-01

Patients at ultra-high risk (UHR) for psychosis show significant impairments in functioning. It is essential to determine which factors influence functioning, as it may have implications for intervention strategies. This study examined whether social cognitive abilities and clinical symptoms are associated with functioning and social skills. The study included 65 UHR patients and 30 healthy controls. Social cognitive function, social skills, and a broad range of functioning measures were assessed. The UHR patients demonstrated significant decrements on The Awareness of Social Inferences Task total score (p = .046, d  = .51), and on the CANTAB emotion recognition task total percent correct (p = .023, d  = .54) displaying particular difficulties in negative affect recognition. The patients exhibited significant impairments in social skills measured with the High Risk Social Challenge (p˂.001, d  = 1.05). Aspects of emotion recognition were associated with role functioning and social skill performance. The level of attributional bias was associated with overall functioning, and theory of mind ability was associated with self-reported functioning. Negative symptoms were associated with all measures of functioning (p ≤ .05). Significant impairments in social cognition and social skills were found in UHR patients. The patients' social cognitive function was associated with overall functioning and social skills. Negative symptoms appear to play an important role for functioning. Research is needed to investigate how the relations between social cognition, social skills and functioning develop from the UHR state to the stage of manifest illness. Research into how deficits in social cognition and social skills can be ameliorated in UHR patients is warranted.

Decision making in trauma settings: simulation to improve diagnostic skills.

PubMed

Murray, David J; Freeman, Brad D; Boulet, John R; Woodhouse, Julie; Fehr, James J; Klingensmith, Mary E

2015-06-01

In the setting of acute injury, a wrong, missed, or delayed diagnosis can impact survival. Clinicians rely on pattern recognition and heuristics to rapidly assess injuries, but an overreliance on these approaches can result in a diagnostic error. Simulation has been advocated as a method for practitioners to learn how to recognize the limitations of heuristics and develop better diagnostic skills. The objective of this study was to determine whether simulation could be used to provide teams the experiences in managing scenarios that require the use of heuristic as well as analytic diagnostic skills to effectively recognize and treat potentially life-threatening injuries. Ten scenarios were developed to assess the ability of trauma teams to provide initial care to a severely injured patient. Seven standard scenarios simulated severe injuries that once diagnosed could be effectively treated using standard Advanced Trauma Life Support algorithms. Because diagnostic error occurs more commonly in complex clinical settings, 3 complex scenarios required teams to use more advanced diagnostic skills to uncover a coexisting condition and treat the patient. Teams composed of 3 to 5 practitioners were evaluated in the performance of 7 (of 10) randomly selected scenarios (5 standard, 2 complex). Expert rates scored teams using standardized checklists and global scores. Eighty-three surgery, emergency medicine, and anesthesia residents constituted 21 teams. Expert raters were able to reliably score the scenarios. Teams accomplished fewer checklist actions and received lower global scores on the 3 analytic scenarios (73.8% [12.3%] and 5.9 [1.6], respectively) compared with the 7 heuristic scenarios (83.2% [11.7%] and 6.6 [1.3], respectively; P < 0.05 for both). Teams led by more junior residents received higher global scores on the analytic scenarios (6.4 [1.3]) than the more senior team leaders (5.3 [1.7]). This preliminary study indicates that teams led by more senior residents received higher scores when managing heuristic scenarios but were less effective when managing the scenarios that require a more analytic approach. Simulation can be used to provide teams with decision-making experiences in trauma settings and could be used to improve diagnostic skills as well as study the decision-making process.

The Recognition of Prior Learning. Quality Assurance in Education and Training.

ERIC Educational Resources Information Center

New Zealand Qualifications Authority, Wellington.

As this booklet describes, New Zealand's Education Amendment Act of 1990 made the country's Qualifications Authority (QA) responsible for developing and implementing a process for recognition of prior learning (RPL) that would enable individuals to receive formal recognition for skills and knowledge they already possess. As of 1993, the QA had…

Individual Differences in Visual Word Recognition: Insights from the English Lexicon Project

ERIC Educational Resources Information Center

Yap, Melvin J.; Balota, David A.; Sibley, Daragh E.; Ratcliff, Roger

2012-01-01

Empirical work and models of visual word recognition have traditionally focused on group-level performance. Despite the emphasis on the prototypical reader, there is clear evidence that variation in reading skill modulates word recognition performance. In the present study, we examined differences among individuals who contributed to the English…

KSC-2011-2253

NASA Image and Video Library

2011-03-11

ORLANDO, Fla. – NASA Kennedy Space Center Director Bob Cabana talks to high school students taking part in the "For Inspiration and Recognition of Science and Technology," or FIRST, competition at the University of Central Florida in Orlando. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. Photo credit: NASA/Glenn Benson

KSC-2011-2254

NASA Image and Video Library

2011-03-11

ORLANDO, Fla. – NASA Kennedy Space Center Director Bob Cabana talks to high school students taking part in the "For Inspiration and Recognition of Science and Technology," or FIRST, competition at the University of Central Florida in Orlando. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. Photo credit: NASA/Glenn Benson

Stickybear's Math Splash: Adventures in Math Fun for Ages 5-10! School Version with Lesson Plans. [CD-ROM].

ERIC Educational Resources Information Center

Highsmith, Joni Bitman

Stickybear's Math Splash is a CD-ROM-based software tool for teaching mathematics skills beyond simple number recognition to elementary students. The accompanying printed lesson plans are designed to complement mathematics skills with other methods and areas of emphasis including kinesthetic learning, listening skills, decision making skills, and…

Learning to Read in Arabic: Reading, Syntactic, Orthographic and Working Memory Skills in Normally Achieving and Poor Arabic Readers.

ERIC Educational Resources Information Center

Abu-Rabia, Salim

1995-01-01

Examines relationships between phonological skills and reading in 143 Arab children in Arab villages of central Israel. Finds that a word recognition test was highly correlated with phonological skills, semantic processing, syntactic knowledge, and short-term memory, and that poor readers significantly lagged in skill development. Discusses…

Acquisition of Malay word recognition skills: lessons from low-progress early readers.

PubMed

Lee, Lay Wah; Wheldall, Kevin

2011-02-01

Malay is a consistent alphabetic orthography with complex syllable structures. The focus of this research was to investigate word recognition performance in order to inform reading interventions for low-progress early readers. Forty-six Grade 1 students were sampled and 11 were identified as low-progress readers. The results indicated that both syllable awareness and phoneme blending were significant predictors of word recognition, suggesting that both syllable and phonemic grain-sizes are important in Malay word recognition. Item analysis revealed a hierarchical pattern of difficulty based on the syllable and the phonic structure of the words. Error analysis identified the sources of errors to be errors due to inefficient syllable segmentation, oversimplification of syllables, insufficient grapheme-phoneme knowledge and inefficient phonemic code assembly. Evidence also suggests that direct instruction in syllable segmentation, phonemic awareness and grapheme-phoneme correspondence is necessary for low-progress readers to acquire word recognition skills. Finally, a logical sequence to teach grapheme-phoneme decoding in Malay is suggested. Copyright © 2010 John Wiley & Sons, Ltd.

78 FR 70329 - Modification to the Scopes of Recognition of Several NRTLs; Final Determination

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-25

... determination to delete specific test standards from the scopes of recognition of several Nationally Recognized Testing Laboratories (NRTLs), and to incorporate replacement test standards into the scopes of recognition... proposed to delete specific test standards from the scopes of recognition of several NRTLs, and incorporate...

Reading Improvement in the Secondary School.

ERIC Educational Resources Information Center

Dechant, Emerald

This book, a comprehensive statement about the reading problems of adolescent students, relates the principles of learning and learning theory to the teaching of reading. Using a linguistic orientation, the author guides the teacher through the procedure for developing word recognition skills, comprehension skills, content-area reading skills, and…

Telling in-tune from out-of-tune: widespread evidence for implicit absolute intonation.

PubMed

Van Hedger, Stephen C; Heald, Shannon L M; Huang, Alex; Rutstein, Brooke; Nusbaum, Howard C

2017-04-01

Absolute pitch (AP) is the rare ability to name or produce an isolated musical note without the aid of a reference note. One skill thought to be unique to AP possessors is the ability to provide absolute intonation judgments (e.g., classifying an isolated note as "in-tune" or "out-of-tune"). Recent work has suggested that absolute intonation perception among AP possessors is not crystallized in a critical period of development, but is dynamically maintained by the listening environment, in which the vast majority of Western music is tuned to a specific cultural standard. Given that all listeners of Western music are constantly exposed to this specific cultural tuning standard, our experiments address whether absolute intonation perception extends beyond AP possessors. We demonstrate that non-AP listeners are able to accurately judge the intonation of completely isolated notes. Both musicians and nonmusicians showed evidence for absolute intonation recognition when listening to familiar timbres (piano and violin). When testing unfamiliar timbres (triangle and inverted sine waves), only musicians showed weak evidence of absolute intonation recognition (Experiment 2). Overall, these results highlight a previously unknown similarity between AP and non-AP possessors' long-term musical note representations, including evidence of sensitivity to frequency.

The locus of word frequency effects in skilled spelling-to-dictation.

PubMed

Chua, Shi Min; Liow, Susan J Rickard

2014-01-01

In spelling-to-dictation tasks, skilled spellers consistently initiate spelling of high-frequency words faster than that of low-frequency words. Tainturier and Rapp's model of spelling shows three possible loci for this frequency effect: spoken word recognition, orthographic retrieval, and response execution of the first letter. Thus far, researchers have attributed the effect solely to orthographic retrieval without considering spoken word recognition or response execution. To investigate word frequency effects at each of these three loci, Experiment 1 involved a delayed spelling-to-dictation task and Experiment 2 involved a delayed/uncertain task. In Experiment 1, no frequency effect was found in the 1200-ms delayed condition, suggesting that response execution is not affected by word frequency. In Experiment 2, no frequency effect was found in the delayed/uncertain task that reflects the orthographic retrieval, whereas a frequency effect was found in the comparison immediate/uncertain task that reflects both spoken word recognition and orthographic retrieval. The results of this two-part study suggest that frequency effects in spoken word recognition play a substantial role in skilled spelling-to-dictation. Discrepancies between these findings and previous research, and the limitations of the present study, are discussed.

Effect of information literacy training course on information literacy skills of undergraduate students of Isfahan University of Medical Sciences based on ACRL standards

PubMed Central

Karimi, Zohreh; Ashrafi-rizi, Hasan; Papi, Ahmad; Shahrzadi, Leila; Hassanzadeh, Akbar

2015-01-01

Background: Information literacy is the basis for lifelong learning. Information literacy skills, especially for student in an environment that is full of information from multiple technologies are being developed is equally important. Information literacy is a set of cognitive and practical skills and like any other science, proper training is needed, and standard-based education is definitely better and evaluation would be easier. This study aimed to determine the impact of information literacy training course on information literacy skills of Isfahan University of Medical Sciences students based on ACRL standard in 2012. Materials and Methods: The study method is semi-experience with two group design (with pre-test and post-test) and applied. The data collection toll was a questionnaire assessing student's information literacy that developed by Davarpanah and Siamak and validity was confirmed by professional librarians and reliability as measured by Cronbach's alpha, was 0.83. The sample consisted of 50 undergraduate students from Isfahan University of Medical Sciences that by random sampling method was perch in both case and control groups. Before and after the training (once a week), a questionnaire was distributed between the two groups. This training was held in a classroom equipped with computers with internet access and in addition to training using brochures and librarian presentation, interactive methods such as discussion and exercises were used. The data were analyzed using SPSS version 20 software and two level of descriptive (mean and SD) and inferential statistics (t-test and t-paired). Results: The results showed that the students’ information literacy scores before the training was lower than average, so that in the control group was 32.96 and in the case group was 33.24; while information literacy scores in the case group significantly increased after the training (46.68). Also, the effect of education, respectively had a greater impact on the ability to access information (the second standard), ethics and legal use of information (the third standard), effective use of information (the fourth standard), critically evaluate information and its sources (the fifth standard). Conclusion: This study showed that the training was effective on enhancing students’ information literacy skills as the greatest impact was on increasing the ability to access information. Due to low mean score information literacy in the context of object recognition, there is a need for more training in this area. PMID:27462618

A family at risk: congenital prosopagnosia, poor face recognition and visuoperceptual deficits within one family.

PubMed

Johnen, Andreas; Schmukle, Stefan C; Hüttenbrink, Judith; Kischka, Claudia; Kennerknecht, Ingo; Dobel, Christian

2014-05-01

Congenital prosopagnosia (CP) describes a severe face processing impairment despite intact early vision and in the absence of overt brain damage. CP is assumed to be present from birth and often transmitted within families. Previous studies reported conflicting findings regarding associated deficits in nonface visuoperceptual tasks. However, diagnostic criteria for CP significantly differed between studies, impeding conclusions on the heterogeneity of the impairment. Following current suggestions for clinical diagnoses of CP, we administered standardized tests for face processing, a self-report questionnaire and general visual processing tests to an extended family (N=28), in which many members reported difficulties with face recognition. This allowed us to assess the degree of heterogeneity of the deficit within a large sample of suspected CPs of similar genetic and environmental background. (a) We found evidence for a severe face processing deficit but intact nonface visuoperceptual skills in three family members - a father and his two sons - who fulfilled conservative criteria for a CP diagnosis on standardized tests and a self-report questionnaire, thus corroborating findings of familial transmissions of CP. (b) Face processing performance of the remaining family members was also significantly below the mean of the general population, suggesting that face processing impairments are transmitted as a continuous trait rather than in a dichotomous all-or-nothing fashion. (c) Self-rating scores of face recognition showed acceptable correlations with standardized tests, suggesting this method as a viable screening procedure for CP diagnoses. (d) Finally, some family members revealed severe impairments in general visual processing and nonface visual memory tasks either in conjunction with face perception deficits or as an isolated impairment. This finding may indicate an elevated risk for more general visuoperceptual deficits in families with prosopagnosic members. Copyright © 2014 Elsevier Ltd. All rights reserved.

Use of Authentic-Speech Technique for Teaching Sound Recognition to EFL Students

ERIC Educational Resources Information Center

Sersen, William J.

2011-01-01

The main objective of this research was to test an authentic-speech technique for improving the sound-recognition skills of EFL (English as a foreign language) students at Roi-Et Rajabhat University. The secondary objective was to determine the correlation, if any, between students' self-evaluation of sound-recognition progress and the actual…

The Fair Play Game: Promoting Social Skills in Physical Education

ERIC Educational Resources Information Center

Vidoni, Carla; Ulman, Jerome D.

2012-01-01

The implementation of social skills into teaching helps students achieve such important affective outcomes as peer recognition or popularity, respect for others, acceptance of rules, pro-social values, communication skills, and positive social interactions. Within physical education, many professionals believe that students who engage in games and…

Enhanced tactile encoding and memory recognition in congenital blindness.

PubMed

D'Angiulli, Amedeo; Waraich, Paul

2002-06-01

Several behavioural studies have shown that early-blind persons possess superior tactile skills. Since neurophysiological data show that early-blind persons recruit visual as well as somatosensory cortex to carry out tactile processing (cross-modal plasticity), blind persons' sharper tactile skills may be related to cortical re-organisation resulting from loss of vision early in their life. To examine the nature of blind individuals' tactile superiority and its implications for cross-modal plasticity, we compared the tactile performance of congenitally totally blind, low-vision and sighted children on raised-line picture identification test and re-test, assessing effects of task familiarity, exploratory strategy and memory recognition. What distinguished the blind from the other children was higher memory recognition and higher tactile encoding associated with efficient exploration. These results suggest that enhanced perceptual encoding and recognition memory may be two cognitive correlates of cross-modal plasticity in congenital blindness.

Recognition of Prior Learning (RPL) and Skill Deficit: The Role of Open Distance Learning (ODL)

ERIC Educational Resources Information Center

Srivastava, Mamta; Jena, S. S.

2015-01-01

Skills acquisition is vital for any economic growth, particularly in an era of economic and technological changes. The need for skill development is a vital challenge, foremost for a developing nation, such as India. Therefore, vocational education and training (VET) is a direct means of providing workers with skills more relevant to their…

Skills based evaluation of alternative input methods to command a semi-autonomous electric wheelchair.

PubMed

Rojas, Mario; Ponce, Pedro; Molina, Arturo

2016-08-01

This paper presents the evaluation, under standardized metrics, of alternative input methods to steer and maneuver a semi-autonomous electric wheelchair. The Human-Machine Interface (HMI), which includes a virtual joystick, head movements and speech recognition controls, was designed to facilitate mobility skills for severely disabled people. Thirteen tasks, which are common to all the wheelchair users, were attempted five times by controlling it with the virtual joystick and the hands-free interfaces in different areas for disabled and non-disabled people. Even though the prototype has an intelligent navigation control, based on fuzzy logic and ultrasonic sensors, the evaluation was done without assistance. The scored values showed that both controls, the head movements and the virtual joystick have similar capabilities, 92.3% and 100%, respectively. However, the 54.6% capacity score obtained for the speech control interface indicates the needs of the navigation assistance to accomplish some of the goals. Furthermore, the evaluation time indicates those skills which require more user's training with the interface and specifications to improve the total performance of the wheelchair.

Facial emotion recognition, socio-occupational functioning and expressed emotions in schizophrenia versus bipolar disorder.

PubMed

Thonse, Umesh; Behere, Rishikesh V; Praharaj, Samir Kumar; Sharma, Podila Sathya Venkata Narasimha

2018-06-01

Facial emotion recognition deficits have been consistently demonstrated in patients with severe mental disorders. Expressed emotion is found to be an important predictor of relapse. However, the relationship between facial emotion recognition abilities and expressed emotions and its influence on socio-occupational functioning in schizophrenia versus bipolar disorder has not been studied. In this study we examined 91 patients with schizophrenia and 71 with bipolar disorder for psychopathology, socio occupational functioning and emotion recognition abilities. Primary caregivers of 62 patients with schizophrenia and 49 with bipolar disorder were assessed on Family Attitude Questionnaire to assess their expressed emotions. Patients of schizophrenia and bipolar disorder performed similarly on the emotion recognition task. Patients with schizophrenia group experienced higher critical comments and had a poorer socio-occupational functioning as compared to patients with bipolar disorder. Poorer socio-occupational functioning in patients with schizophrenia was significantly associated with greater dissatisfaction in their caregivers. In patients with bipolar disorder, poorer emotion recognition scores significantly correlated with poorer adaptive living skills and greater hostility and dissatisfaction in their caregivers. The findings of our study suggest that emotion recognition abilities in patients with bipolar disorder are associated with negative expressed emotions leading to problems in adaptive living skills. Copyright © 2018 Elsevier B.V. All rights reserved.

Speech and language development in cognitively delayed children with cochlear implants.

PubMed

Holt, Rachael Frush; Kirk, Karen Iler

2005-04-01

The primary goals of this investigation were to examine the speech and language development of deaf children with cochlear implants and mild cognitive delay and to compare their gains with those of children with cochlear implants who do not have this additional impairment. We retrospectively examined the speech and language development of 69 children with pre-lingual deafness. The experimental group consisted of 19 children with cognitive delays and no other disabilities (mean age at implantation = 38 months). The control group consisted of 50 children who did not have cognitive delays or any other identified disability. The control group was stratified by primary communication mode: half used total communication (mean age at implantation = 32 months) and the other half used oral communication (mean age at implantation = 26 months). Children were tested on a variety of standard speech and language measures and one test of auditory skill development at 6-month intervals. The results from each test were collapsed from blocks of two consecutive 6-month intervals to calculate group mean scores before implantation and at 1-year intervals after implantation. The children with cognitive delays and those without such delays demonstrated significant improvement in their speech and language skills over time on every test administered. Children with cognitive delays had significantly lower scores than typically developing children on two of the three measures of receptive and expressive language and had significantly slower rates of auditory-only sentence recognition development. Finally, there were no significant group differences in auditory skill development based on parental reports or in auditory-only or multimodal word recognition. The results suggest that deaf children with mild cognitive impairments benefit from cochlear implantation. Specifically, improvements are evident in their ability to perceive speech and in their reception and use of language. However, it may be reduced relative to their typically developing peers with cochlear implants, particularly in domains that require higher level skills, such as sentence recognition and receptive and expressive language. These findings suggest that children with mild cognitive deficits be considered for cochlear implantation with less trepidation than has been the case in the past. Although their speech and language gains may be tempered by their cognitive abilities, these limitations do not appear to preclude benefit from cochlear implant stimulation, as assessed by traditional measures of speech and language development.

Modeling Polymorphemic Word Recognition: Exploring Differences among Children with Early-Emerging and Late- Emerging Word Reading Difficulty

ERIC Educational Resources Information Center

Kearns, Devin M.; Steacy, Laura M.; Compton, Donald L.; Gilbert, Jennifer K.; Goodwin, Amanda P.; Cho, Eunsoo; Lindstrom, Esther R.; Collins, Alyson A.

2016-01-01

Comprehensive models of derived polymorphemic word recognition skill in developing readers, with an emphasis on children with reading difficulty (RD), have not been developed. The purpose of the present study was to model individual differences in polymorphemic word recognition ability at the item level among 5th-grade children (N = 173)…

Employment Research Method for Early Recognition of Skills Needs

ERIC Educational Resources Information Center

Spottl, Georg; Windelband, Lars

2006-01-01

Given that the early recognition procedures used to date focus on trends and the scenario technique and are less concerned with the design of VET, a research-based employment research early recognition tool was developed as part of the "EarlyBird" Leonardo Project, by means of which it is possible to identify changes at shop-floor level. What was…

Influence of the Rewards and Recognition Scheme on Higher Vocational Education Curriculum Reform in China

ERIC Educational Resources Information Center

Chen, Hao; Tyler, Mark; Bagnall, Richard G.

2018-01-01

This paper reviews the impact of the rewards and recognition scheme on curriculum reform in higher vocational education (HVE) in China. In this scheme, teachers and students can win rewards and obtain recognition through curriculum competitions and student skill competitions conducted by the government. It has been used to encourage and to support…

Association of Polar Early Career Scientists Promotes Professional Skills

NASA Astrophysics Data System (ADS)

Pope, Allen; Fugmann, Gerlis; Kruse, Frigga

2014-06-01

As a partner organization of AGU, the Association of Polar Early Career Scientists (APECS; http://www.apecs.is) fully supports the views expressed in Wendy Gordon's Forum article "Developing Scientists' `Soft' Skills" (Eos, 95(6), 55, doi:10.1002/2014EO060003). Her recognition that beyond research skills, people skills and professional training are crucial to the success of any early-career scientist is encouraging.

Since They Are Going to Watch TV Anyway, Why Not Connect It To Reading.

ERIC Educational Resources Information Center

Hutchison, Laveria F.

In view of the great amount of television viewing among poor readers, the Learning Model for Watching Television was developed to capitalize on students' television watching proclivities. The model encompasses three major overlapping component skill areas to reinforce classroom learning: active listening skills, auditory word recognition skills,…

Health Literacy Education within Adult Literacy Instruction

ERIC Educational Resources Information Center

Diehl, Sandra J.

2011-01-01

Building health literacy skills among adult learners has the potential to contribute to efforts to eliminate health disparities and improve health outcomes. Adults with limited literacy skills are more likely to be underserved by health services and at risk for poorer health. Recognition of the need for stronger health literacy skills and a desire…

Developing Social Skills of Students with Additional Needs within the Context of the Australian Curriculum

ERIC Educational Resources Information Center

Davies, Michael; Cooper, Greta; Kettler, Ryan J.; Elliott, Stephen N.

2015-01-01

Decades of research on social skills assessment and intervention indicates the importance of social skills in improving academic achievement. Additionally, a strong evidence base promotes the inclusion of social-emotional learning into the whole school curriculum. In recognition of this evidence, the new Australian Curriculum, under Personal and…

Recognition of surgical skills using hidden Markov models

NASA Astrophysics Data System (ADS)

Speidel, Stefanie; Zentek, Tom; Sudra, Gunther; Gehrig, Tobias; Müller-Stich, Beat Peter; Gutt, Carsten; Dillmann, Rüdiger

2009-02-01

Minimally invasive surgery is a highly complex medical discipline and can be regarded as a major breakthrough in surgical technique. A minimally invasive intervention requires enhanced motor skills to deal with difficulties like the complex hand-eye coordination and restricted mobility. To alleviate these constraints we propose to enhance the surgeon's capabilities by providing a context-aware assistance using augmented reality techniques. To recognize and analyze the current situation for context-aware assistance, we need intraoperative sensor data and a model of the intervention. Characteristics of a situation are the performed activity, the used instruments, the surgical objects and the anatomical structures. Important information about the surgical activity can be acquired by recognizing the surgical gesture performed. Surgical gestures in minimally invasive surgery like cutting, knot-tying or suturing are here referred to as surgical skills. We use the motion data from the endoscopic instruments to classify and analyze the performed skill and even use it for skill evaluation in a training scenario. The system uses Hidden Markov Models (HMM) to model and recognize a specific surgical skill like knot-tying or suturing with an average recognition rate of 92%.

GETTING LOST: TOPOGRAPHIC SKILLS IN ACQUIRED AND DEVELOPMENTAL PROSOPAGNOSIA

PubMed Central

Lee, Edison; Pancaroglu, Raika; Burles, Ford; Duchaine, Brad; Iaria, Giuseppe; Barton, Jason J S

2016-01-01

Previous studies report that acquired prosopagnosia is frequently associated with topographic disorientation. Whether this is associated with a specific anatomic subtype of prosopagnosia, how frequently it is seen with the developmental variant, and what specific topographic function is impaired to account for this problem are not known. We studied ten subjects with acquired prosopagnosia from either occipitotemporal or anterior temporal lesions and seven with developmental prosopagnosia. Subjects were given a battery of topographic tests, including house and scene recognition, the road map test, a test of cognitive map formation, and a standardized self-report questionnaire. House and/or scene recognition were frequently impaired after either occipitotemporal or anterior temporal lesions in acquired prosopagnosia. Subjects with occipitotemporal lesions were also impaired in cognitive map formation: an overlap analysis identified right fusiform and parahippocampal gyri as a likely correlate. Only one subject with acquired prosopagnosia had mild difficulty with directional orientation on the road map test. Only one subject with developmental prosopagnosia had difficulty with cognitive map formation, and none were impaired on the other tests. Scores for house and scene recognition correlated most strongly with the results of the questionnaire. We conclude that topographic disorientation in acquired prosopagnosia reflects impaired place recognition, with a contribution from poor cognitive map formation when there is occipitotemporal damage. Topographic impairments are less frequent in developmental prosopagnosia. PMID:26874939

KSC-2011-2266

NASA Image and Video Library

2011-03-11

ORLANDO, Fla. – Teams prepare for the "For Inspiration and Recognition of Science and Technology," or FIRST, competition at the University of Central Florida in Orlando. About 60 high school teams took part in hopes of advancing to the national robotics championship. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. Photo credit: NASA/Glenn Benson

KSC-2011-2270

NASA Image and Video Library

2011-03-11

ORLANDO, Fla. – Teams prepare for the "For Inspiration and Recognition of Science and Technology," or FIRST, competition at the University of Central Florida in Orlando. About 60 high school teams took part in hopes of advancing to the national robotics championship. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. Photo credit: NASA/Glenn Benson

Exposure to childhood adversity and deficits in emotion recognition: results from a large, population-based sample.

PubMed

Dunn, Erin C; Crawford, Katherine M; Soare, Thomas W; Button, Katherine S; Raffeld, Miriam R; Smith, Andrew D A C; Penton-Voak, Ian S; Munafò, Marcus R

2018-03-07

Emotion recognition skills are essential for social communication. Deficits in these skills have been implicated in mental disorders. Prior studies of clinical and high-risk samples have consistently shown that children exposed to adversity are more likely than their unexposed peers to have emotion recognition skills deficits. However, only one population-based study has examined this association. We analyzed data from children participating in the Avon Longitudinal Study of Parents and Children, a prospective birth cohort (n = 6,506). We examined the association between eight adversities, assessed repeatedly from birth to age 8 (caregiver physical or emotional abuse; sexual or physical abuse; maternal psychopathology; one adult in the household; family instability; financial stress; parent legal problems; neighborhood disadvantage) and the ability to recognize facial displays of emotion measured using the faces subtest of the Diagnostic Assessment of Non-Verbal Accuracy (DANVA) at age 8.5 years. In addition to examining the role of exposure (vs. nonexposure) to each type of adversity, we also evaluated the role of the timing, duration, and recency of each adversity using a Least Angle Regression variable selection procedure. Over three-quarters of the sample experienced at least one adversity. We found no evidence to support an association between emotion recognition deficits and previous exposure to adversity, either in terms of total lifetime exposure, timing, duration, or recency, or when stratifying by sex. Results from the largest population-based sample suggest that even extreme forms of adversity are unrelated to emotion recognition deficits as measured by the DANVA, suggesting the possible immutability of emotion recognition in the general population. These findings emphasize the importance of population-based studies to generate generalizable results. © 2018 Association for Child and Adolescent Mental Health.

Designing and Delivering Skills Transferability and Employment Mobility: The Challenges of a Market-Driven Vocational Education and Training System

ERIC Educational Resources Information Center

Gekara, Victor; Snell, Darryn

2018-01-01

As job security declines and precarious employment arrangements become more prevalent, transferable skills have become vital for job seeking success. In recognition of this issue, many governments are seeking to redesign their training systems in ways that transferable skills become better emphasised. This paper examines the challenges of…

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

ERIC Educational Resources Information Center

Townsend, David J.

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

Developing Thinking Skills within the Context of the Existing Secondary Curriculum: The Case of Economics.

ERIC Educational Resources Information Center

Morris, Paul

Topics and issues which are central features of current secondary school economics curricula can be used to develop two aspects of students' thinking skills: (1) the development of problem-solving skills, and (2) the recognition of logical fallacies. The efficacy of economics instruction as a vehicle for developing student problem-solving skills…

Recognition of Tacit Skills and Knowledge: Sustaining Learning Outcomes in Workplace Environments

ERIC Educational Resources Information Center

Evans, Karen; Kersh, Natasha

2004-01-01

The part played by tacit skills and knowledge in work performance is well recognised but not well understood. These implicit or hidden dimensions of knowledge and skill are key elements of "mastery," which experienced workers draw upon in everyday activities and continuously expand in tackling new or unexpected situations. This paper,…

Constructivism in Reading Education.

ERIC Educational Resources Information Center

Stanovich, Keith

1994-01-01

In the development of word recognition skills, self-discovery may not be the most efficacious mode of learning, and it may be useful to isolate or fractionate cognitive components. Successful intervention directed at word recognition involves exogenous constructivism, in which explicit instruction and teacher-directed strategy teaching are not…

Mirror-Induced Behavior in the Magpie (Pica pica): Evidence of Self-Recognition

PubMed Central

Prior, Helmut; Schwarz, Ariane; Güntürkün, Onur

2008-01-01

Comparative studies suggest that at least some bird species have evolved mental skills similar to those found in humans and apes. This is indicated by feats such as tool use, episodic-like memory, and the ability to use one's own experience in predicting the behavior of conspecifics. It is, however, not yet clear whether these skills are accompanied by an understanding of the self. In apes, self-directed behavior in response to a mirror has been taken as evidence of self-recognition. We investigated mirror-induced behavior in the magpie, a songbird species from the crow family. As in apes, some individuals behaved in front of the mirror as if they were testing behavioral contingencies. When provided with a mark, magpies showed spontaneous mark-directed behavior. Our findings provide the first evidence of mirror self-recognition in a non-mammalian species. They suggest that essential components of human self-recognition have evolved independently in different vertebrate classes with a separate evolutionary history. PMID:18715117

Acoustic-Phonetic Versus Lexical Processing in Nonnative Listeners Differing in Their Dominant Language.

PubMed

Shi, Lu-Feng; Koenig, Laura L

2016-09-01

Nonnative listeners have difficulty recognizing English words due to underdeveloped acoustic-phonetic and/or lexical skills. The present study used Boothroyd and Nittrouer's (1988)j factor to tease apart these two components of word recognition. Participants included 15 native English and 29 native Russian listeners. Fourteen and 15 of the Russian listeners reported English (ED) and Russian (RD) to be their dominant language, respectively. Listeners were presented 119 consonant-vowel-consonant real and nonsense words in speech-spectrum noise at +6 dB SNR. Responses were scored for word and phoneme recognition, the logarithmic quotient of which yielded j. Word and phoneme recognition was comparable between native and ED listeners but poorer in RD listeners. Analysis of j indicated less effective use of lexical information in RD than in native and ED listeners. Lexical processing was strongly correlated with the length of residence in the United States. Language background is important for nonnative word recognition. Lexical skills can be regarded as nativelike in ED nonnative listeners. Compromised word recognition in ED listeners is unlikely a result of poor lexical processing. Performance should be interpreted with caution for listeners dominant in their first language, whose word recognition is affected by both lexical and acoustic-phonetic factors.

Speech Perception in Noise by Children With Cochlear Implants

PubMed Central

Caldwell, Amanda; Nittrouer, Susan

2013-01-01

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

Learning by Sorting

ERIC Educational Resources Information Center

Lovrencic, Michael; Vena, Laurie

2014-01-01

A kinesthetic technique for learning to recognize elements and compounds is presented in this article. The current common pedagogy appears to merge recognition and implementation into one naming method. A separate recognition skill is critical to students being able to correctly name and write the formulas of compounds. This article focuses on…

Simultaneous Communication Supports Learning in Noise by Cochlear Implant Users

PubMed Central

Blom, Helen C.; Marschark, Marc; Machmer, Elizabeth

2017-01-01

Objectives This study sought to evaluate the potential of using spoken language and signing together (simultaneous communication, SimCom, sign-supported speech) as a means of improving speech recognition, comprehension, and learning by cochlear implant users in noisy contexts. Methods Forty eight college students who were active cochlear implant users, watched videos of three short presentations, the text versions of which were standardized at the 8th grade reading level. One passage was presented in spoken language only, one was presented in spoken language with multi-talker babble background noise, and one was presented via simultaneous communication with the same background noise. Following each passage, participants responded to 10 (standardized) open-ended questions designed to assess comprehension. Indicators of participants’ spoken language and sign language skills were obtained via self-reports and objective assessments. Results When spoken materials were accompanied by signs, scores were significantly higher than when materials were spoken in noise without signs. Participants’ receptive spoken language skills significantly predicted scores in all three conditions; neither their receptive sign skills nor age of implantation predicted performance. Discussion Students who are cochlear implant users typically rely solely on spoken language in the classroom. The present results, however, suggest that there are potential benefits of simultaneous communication for such learners in noisy settings. For those cochlear implant users who know sign language, the redundancy of speech and signs potentially can offset the reduced fidelity of spoken language in noise. Conclusion Accompanying spoken language with signs can benefit learners who are cochlear implant users in noisy situations such as classroom settings. Factors associated with such benefits, such as receptive skills in signed and spoken modalities, classroom acoustics, and material difficulty need to be empirically examined. PMID:28010675

Simultaneous communication supports learning in noise by cochlear implant users.

PubMed

Blom, Helen; Marschark, Marc; Machmer, Elizabeth

2017-01-01

This study sought to evaluate the potential of using spoken language and signing together (simultaneous communication, SimCom, sign-supported speech) as a means of improving speech recognition, comprehension, and learning by cochlear implant (CI) users in noisy contexts. Forty eight college students who were active CI users, watched videos of three short presentations, the text versions of which were standardized at the 8 th -grade reading level. One passage was presented in spoken language only, one was presented in spoken language with multi-talker babble background noise, and one was presented via simultaneous communication with the same background noise. Following each passage, participants responded to 10 (standardized) open-ended questions designed to assess comprehension. Indicators of participants' spoken language and sign language skills were obtained via self-reports and objective assessments. When spoken materials were accompanied by signs, scores were significantly higher than when materials were spoken in noise without signs. Participants' receptive spoken language skills significantly predicted scores in all three conditions; neither their receptive sign skills nor age of implantation predicted performance. Students who are CI users typically rely solely on spoken language in the classroom. The present results, however, suggest that there are potential benefits of simultaneous communication for such learners in noisy settings. For those CI users who know sign language, the redundancy of speech and signs potentially can offset the reduced fidelity of spoken language in noise. Accompanying spoken language with signs can benefit learners who are CI users in noisy situations such as classroom settings. Factors associated with such benefits, such as receptive skills in signed and spoken modalities, classroom acoustics, and material difficulty need to be empirically examined.

Recognition of emotions in autism: a formal meta-analysis.

PubMed

Uljarevic, Mirko; Hamilton, Antonia

2013-07-01

Determining the integrity of emotion recognition in autistic spectrum disorder is important to our theoretical understanding of autism and to teaching social skills. Previous studies have reported both positive and negative results. Here, we take a formal meta-analytic approach, bringing together data from 48 papers testing over 980 participants with autism. Results show there is an emotion recognition difficulty in autism, with a mean effect size of 0.80 which reduces to 0.41 when a correction for publication bias is applied. Recognition of happiness was only marginally impaired in autism, but recognition of fear was marginally worse than recognition of happiness. This meta-analysis provides an opportunity to survey the state of emotion recognition research in autism and to outline potential future directions.

Skills and the appreciation of computer art

NASA Astrophysics Data System (ADS)

Boden, Margaret A.

2016-04-01

The appreciation of art normally includes recognition of the artist's skills in making it. Most people cannot appreciate computer art in that way, because they know little or nothing about coding. Various suggestions are made about how computer artists and/or curators might design and present computer art in such a way as to make the relevant making-skills more intelligible.

The Cambridge Face Memory Test for Children (CFMT-C): a new tool for measuring face recognition skills in childhood.

PubMed

Croydon, Abigail; Pimperton, Hannah; Ewing, Louise; Duchaine, Brad C; Pellicano, Elizabeth

2014-09-01

Face recognition ability follows a lengthy developmental course, not reaching maturity until well into adulthood. Valid and reliable assessments of face recognition memory ability are necessary to examine patterns of ability and disability in face processing, yet there is a dearth of such assessments for children. We modified a well-known test of face memory in adults, the Cambridge Face Memory Test (Duchaine & Nakayama, 2006, Neuropsychologia, 44, 576-585), to make it developmentally appropriate for children. To establish its utility, we administered either the upright or inverted versions of the computerised Cambridge Face Memory Test - Children (CFMT-C) to 401 children aged between 5 and 12 years. Our results show that the CFMT-C is sufficiently sensitive to demonstrate age-related gains in the recognition of unfamiliar upright and inverted faces, does not suffer from ceiling or floor effects, generates robust inversion effects, and is capable of detecting difficulties in face memory in children diagnosed with autism. Together, these findings indicate that the CFMT-C constitutes a new valid assessment tool for children's face recognition skills. Copyright © 2014 Elsevier Ltd. All rights reserved.

Karen and George: Face Recognition by Visually Impaired Children.

ERIC Educational Resources Information Center

Ellis, Hadyn D.; And Others

1988-01-01

Two visually impaired children, aged 8 and 10, appeared to have severe difficulty in recognizing faces. After assessment, it became apparent that only one had unusually poor facial recognition skills. After training, which included matching face photographs, schematic faces, and digitized faces, there was no evidence of any improvement.…

Recognition of Emotions in Autism: A Formal Meta-Analysis

ERIC Educational Resources Information Center

Uljarevic, Mirko; Hamilton, Antonia

2013-01-01

Determining the integrity of emotion recognition in autistic spectrum disorder is important to our theoretical understanding of autism and to teaching social skills. Previous studies have reported both positive and negative results. Here, we take a formal meta-analytic approach, bringing together data from 48 papers testing over 980 participants…

Collaborative Efforts to Promote Emergent Literacy and Efficient Word Recognition Skills

ERIC Educational Resources Information Center

Roth, Froma P.; Troia, Gary A.

2006-01-01

In this article, 3 models of collaboration between speech-language pathologists and classroom teachers are discussed to promote emergent literacy and accurate and fluent word recognition. These models are demonstration lessons, team teaching, and consultation. A number of instructional principles are presented for emergent literacy and decoding…

Teaching Emotion Recognition Skills to Children with Autism

ERIC Educational Resources Information Center

Ryan, Christian; Charragain, Caitriona Ni

2010-01-01

Autism is associated with difficulty interacting with others and an impaired ability to recognize facial expressions of emotion. Previous teaching programmes have not addressed weak central coherence. Emotion recognition training focused on components of facial expressions. The training was administered in small groups ranging from 4 to 7…

Word Recognition: Theoretical Issues and Instructional Hints.

ERIC Educational Resources Information Center

Smith, Edward E.; Kleiman, Glenn M.

Research on adult readers' word recognition skills is used in this paper to develop a general information processing model of reading. Stages of the model include feature extraction, interpretation, lexical access, working memory, and integration. Of those stages, particular attention is given to the units of interpretation, speech recoding and…

Separating Speed from Accuracy in Beginning Reading Development

ERIC Educational Resources Information Center

Juul, Holger; Poulsen, Mads; Elbro, Carsten

2014-01-01

Phoneme awareness, letter knowledge, and rapid automatized naming (RAN) are well-known kindergarten predictors of later word recognition skills, but it is not clear whether they predict developments in accuracy or speed, or both. The present longitudinal study of 172 Danish beginning readers found that speed of word recognition mainly developed…

Standard object recognition memory and "what" and "where" components: Improvement by post-training epinephrine in highly habituated rats.

PubMed

Jurado-Berbel, Patricia; Costa-Miserachs, David; Torras-Garcia, Meritxell; Coll-Andreu, Margalida; Portell-Cortés, Isabel

2010-02-11

The present work examined whether post-training systemic epinephrine (EPI) is able to modulate short-term (3h) and long-term (24 h and 48 h) memory of standard object recognition, as well as long-term (24 h) memory of separate "what" (object identity) and "where" (object location) components of object recognition. Although object recognition training is associated to low arousal levels, all the animals received habituation to the training box in order to further reduce emotional arousal. Post-training EPI improved long-term (24 h and 48 h), but not short-term (3 h), memory in the standard object recognition task, as well as 24 h memory for both object identity and object location. These data indicate that post-training epinephrine: (1) facilitates long-term memory for standard object recognition; (2) exerts separate facilitatory effects on "what" (object identity) and "where" (object location) components of object recognition; and (3) is capable of improving memory for a low arousing task even in highly habituated rats.

Imported tropical neuroinfections: practice skills and knowledge among nurses and nursing students.

PubMed

Rajoo, Maheswaari; Sulicova, Andrea; Mroskova, Slavka; Supinova, Maria; Plackova, Anna; Bystra, Martina; Baranova, Lenka; Grezdova, Iveta; Santova, Tatiana; Janakova, Maria; Simova, Zuzana; Cinova, Jana; Cibrikova, Silvia; Decsiova, Zuzana; Lengyelova, Anna; Hlinovska, Jana; Rovna, Silvia; Igazova, Maria; Nadova, Monika; Rakova, Jana; Lehotska, Maria; Moraucikova, Eva; Mizenkova, Ludmila; Novotna, Zuzana; Paukova, Luba; Semjonova, Alexandra; Schlosserova, Alena; Vicanova, Michaela; Balkova, Hilda; Banasova, Vlasta; Horanska, Valeria; Hudakova, Pavlina; Hudakova, Anna; Majernikova, Ludmila; Poliakova, Nikoleta; Suchanova, Renata; Tirpakova, Libusa; Perinova, Nadezda; Vatehova, Drahormira; Komanicky, Dusan; Koudelkova, Vlasta; Capska, Jana; Maskalikova, Tatiana; Hulkova, Vlasta; Treslova, Marie

2013-09-01

Tropical neuroinfections are still cause of substantial mortality in travelers. Therefore, good knowledge of early symptoms is very important for nurses acting as first contact persons. Nurse's practical skills and knowledge of signs and early recognition of tropical neuroinfections, providing first aid and quick action has been studied among graduates of two Tropical Nursing PhD programs (in EU-Countries vs. tropical country) using a standardized questionnaire. Statistical package EPI info was used to determine potential differences between both groups of graduates. Acceptable knowledge on early symptoms and signs of cerebral malaria and meningococcal meningitis in returning travelers was found among 121 graduates of two PhD programs who were included in the study. Of these, 99 questionnaires were filled in Slovakia, Czech Republic and Germany and another 22 were filled in Malaysia, as a part of the Tropical Nursing PhD Study Programs. Nursing students and recent graduates in two PhD programs demonstrated acceptable, although not large-scaled, knowledge of early signs and symptoms of tropical neuroinfections.

Sequential-Simultaneous Processing and Reading Skills in Primary Grade Children.

ERIC Educational Resources Information Center

McRae, Sandra G.

1986-01-01

The study examined relationships between two modes of information processing, simultaneous and sequential, and two sets of reading skills, word recognition and comprehension, among 40 second and third grade students. Results indicated there is a relationship between simultaneous processing and reading comprehension. (Author)

Turkish Senior Nursing Students' Communication Experience With English-Speaking Patients.

PubMed

Guvenc, Gulten; Unver, Vesile; Basak, Tulay; Yuksel, Cigdem; Ayhan, Hatice; Kok, Gulsah; Konukbay, Dilek; Kose, Gulsah; Aslan, Ozlem; Tastan, Sevinc; Iyigun, Emine

2016-02-01

Simulation has been widely accepted as a valuable learning method in nursing education programs so that nursing students can learn and develop communication skills. The aim of this study was to evaluate nursing students' communication experience with an English-speaking standardized patient in the context of the Rational Administration of Medicines course. Involving both quantitative and qualitative research designs, this descriptive study was conducted with 104 nursing students in Ankara, Turkey, from September 2012 to July 2013. The majority (98.1%) of the participants stated the necessity of improving their English to communicate with English-speaking patients. Three overarching categories, including seven themes, emerged from the description of nursing students' experience: recognition of emotions, experiences during the simulation, and gains. Standardized patient practice emphasized the significance of cultural differences, of knowing and using a foreign language, of communication, and of patient safety. Copyright 2016, SLACK Incorporated.

Auditory Learning Using a Portable Real-Time Vocoder: Preliminary Findings

PubMed Central

Pisoni, David B.

2015-01-01

Purpose Although traditional study of auditory training has been in controlled laboratory settings, interest has been increasing in more interactive options. The authors examine whether such interactive training can result in short-term perceptual learning, and the range of perceptual skills it impacts. Method Experiments 1 (N = 37) and 2 (N = 21) used pre- and posttest measures of speech and nonspeech recognition to find evidence of learning (within subject) and to compare the effects of 3 kinds of training (between subject) on the perceptual abilities of adults with normal hearing listening to simulations of cochlear implant processing. Subjects were given interactive, standard lab-based, or control training experience for 1 hr between the pre- and posttest tasks (unique sets across Experiments 1 & 2). Results Subjects receiving interactive training showed significant learning on sentence recognition in quiet task (Experiment 1), outperforming controls but not lab-trained subjects following training. Training groups did not differ significantly on any other task, even those directly involved in the interactive training experience. Conclusions Interactive training has the potential to produce learning in 1 domain (sentence recognition in quiet), but the particulars of the present training method (short duration, high complexity) may have limited benefits to this single criterion task. PMID:25674884

MARTI: man-machine animation real-time interface

NASA Astrophysics Data System (ADS)

Jones, Christian M.; Dlay, Satnam S.

1997-05-01

The research introduces MARTI (man-machine animation real-time interface) for the realization of natural human-machine interfacing. The system uses simple vocal sound-tracks of human speakers to provide lip synchronization of computer graphical facial models. We present novel research in a number of engineering disciplines, which include speech recognition, facial modeling, and computer animation. This interdisciplinary research utilizes the latest, hybrid connectionist/hidden Markov model, speech recognition system to provide very accurate phone recognition and timing for speaker independent continuous speech, and expands on knowledge from the animation industry in the development of accurate facial models and automated animation. The research has many real-world applications which include the provision of a highly accurate and 'natural' man-machine interface to assist user interactions with computer systems and communication with one other using human idiosyncrasies; a complete special effects and animation toolbox providing automatic lip synchronization without the normal constraints of head-sets, joysticks, and skilled animators; compression of video data to well below standard telecommunication channel bandwidth for video communications and multi-media systems; assisting speech training and aids for the handicapped; and facilitating player interaction for 'video gaming' and 'virtual worlds.' MARTI has introduced a new level of realism to man-machine interfacing and special effect animation which has been previously unseen.

Illinois Occupational Skill Standards: Machining Skills Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document of skill standards for the machining skills cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 67 occupational skill standards describe what people should know and be able to do in an…

Robotic Surgery Readiness (RSR): A Prospective Randomized Skills Decay Recognition and Prevention Study

DTIC Science & Technology

2017-08-01

Evaluative Assessment of Robotic Skills (GEARS) scoring will be correlated by the Principal Investigator (Dr. Thomas Lendvay - UW) and Co-Investigator (Dr...be evaluated and developed through collaboration with the Intuitive Surgical Consultant (Simon DiMaio, Senior Research Manager). We will deliver...Virtual Reality Simulation Curriculum GEARS - Global Evaluative Assessment of Robotic Skills Surgical Education 6 of 41 3. ACCOMPLISHMENTS: What

School Entry Age and Children's Social-Behavioral Skills: Evidence From a National Longitudinal Study of U.S. Kindergartners

ERIC Educational Resources Information Center

Datar, Ashlesha; Gottfried, Michael A.

2015-01-01

Prior research evaluating school entry age effects has largely overlooked the effects on social-behavioral skills despite the growing recognition of returns to such skills. This study is the first to examine the effects of kindergarten entry age on children's social-behavioral outcomes using 9 years of panel data on a national sample of U.S.…

Effect of metaphorical verbal instruction on modeling of sequential dance skills by young children.

PubMed

Sawada, Misako; Mori, Shiro; Ishii, Motonobu

2002-12-01

Metaphorical verbal instruction was compared to specific verbal instruction about movement in the modeling of sequential dance skills by young children. Two groups of participants (Younger, mean age 5:3 yr., n = 30: Older, mean age 6:2 yr., n = 30) were randomly assigned to conditions in a 2 (sex) x 2 (age [Younger and Older]) x 3 (verbal instruction [Metaphorical, Movement-relevant, and None]) factorial design. Order scores were calculated for both performance and recognition tests, comprising five acquisition trials and two retention trials after 24 hr., respectively. Analysis of variance indicated that the group given metaphorical instruction performed better than the other two instructions for both younger and older children. The results suggest that metaphorical verbal instruction aids the recognition and performance of sequential dance skills in young children.

Virtual reality skills training for health care professionals in alcohol screening and brief intervention.

PubMed

Fleming, Michael; Olsen, Dale; Stathes, Hilary; Boteler, Laura; Grossberg, Paul; Pfeifer, Judie; Schiro, Stephanie; Banning, Jane; Skochelak, Susan

2009-01-01

Educating physicians and other health care professionals about the identification and treatment of patients who drink more than recommended limits is an ongoing challenge. An educational randomized controlled trial was conducted to test the ability of a stand-alone training simulation to improve the clinical skills of health care professionals in alcohol screening and intervention. The "virtual reality simulation" combined video, voice recognition, and nonbranching logic to create an interactive environment that allowed trainees to encounter complex social cues and realistic interpersonal exchanges. The simulation included 707 questions and statements and 1207 simulated patient responses. A sample of 102 health care professionals (10 physicians; 30 physician assistants or nurse practitioners; 36 medical students; 26 pharmacy, physican assistant, or nurse practitioner students) were randomly assigned to a no training group (n = 51) or a computer-based virtual reality intervention (n = 51). Professionals in both groups had similar pretest standardized patient alcohol screening skill scores: 53.2 (experimental) vs 54.4 (controls), 52.2 vs 53.7 alcohol brief intervention skills, and 42.9 vs 43.5 alcohol referral skills. After repeated practice with the simulation there were significant increases in the scores of the experimental group at 6 months after randomization compared with the control group for the screening (67.7 vs 58.1; P < .001) and brief intervention (58.3 vs 51.6; P < .04) scenarios. The technology tested in this trial is the first virtual reality simulation to demonstrate an increase in the alcohol screening and brief intervention skills of health care professionals.

Virtual Reality Skills Training for Health Care Professionals in Alcohol Screening and Brief Intervention

PubMed Central

Fleming, Michael; Olsen, Dale; Stathes, Hilary; Boteler, Laura; Grossberg, Paul; Pfeifer, Judie; Schiro, Stephanie; Banning, Jane; Skochelak, Susan

2009-01-01

Background Educating physicians and other health care professionals to identify and treat patients who drink above recommended limits is an ongoing challenge. Methods An educational Randomized Control Trial (RCT) was conducted to test the ability of a stand alone training simulation to improve the clinical skills of health care professionals in alcohol screening and intervention. The “virtual reality simulation” combines video, voice recognition and non branching logic to create an interactive environment that allows trainees to encounter complex social cues and realistic interpersonal exchanges. The simulation includes 707 questions and statements and 1207 simulated patient responses. Results A sample of 102 health care professionals (10 physicians; 30 physician assistants [PAs] or nurse practitioners [NPs]; 36 medical students; 26 pharmacy, PA or NP students) were randomly assigned to no training (n=51) or a computer based virtual reality intervention (n=51). Subjects in both groups had similar pre-test standardized patient alcohol screening skill scores – 53.2 (experimental) vs. 54.4 (controls), 52.2 vs. 53.7 alcohol brief intervention skills, and 42.9 vs. 43.5 alcohol referral skills. Following repeated practice with the simulation there were significant increases in the scores of the experimental group at 6 months post-randomization compared to the control group for the screening (67.7 vs. 58.1, p<.001) and brief intervention (58.3 vs. 51.6, p<.04) scenarios. Conclusions The technology tested in this trial is the first virtual reality simulation to demonstrate an increase in the alcohol screening and brief intervention skills of health care professionals. PMID:19587253

Pedestrian navigation and public transit training interventions for youth with disabilities: a systematic review.

PubMed

Lindsay, Sally; Lamptey, De-Lawrence

2018-05-09

Being able to travel independently, whether as a pedestrian or by taking public transportation, is a critical element to maintaining quality of life and participation in the community. The objective of this systematic review is to understand the best practices and effective components of pedestrian and public transit training interventions for youth with disabilities. Systematic searches of seven international databases identified 29 studies meeting our inclusion criteria. We analyzed these studies based on participant characteristics, methods, results, and quality of evidence. Among the 29 studies, 857 participants (aged 5-39, mean 18.3 years) were represented across 10 countries. Although the intervention outcomes varied across the studies, 24 of them reported an improvement in at least one of the following: pedestrian and general navigation skills, pedestrian safety, landmark recognition, route knowledge, and public transportation skills. Our findings highlight that pedestrian and public transit interventions have the potential to improve the participation and quality of life of children and youth with disabilities. More rigorous, theoretically informed interventions, using standardized measures are needed to enhance pedestrian and transit training skills among youth with disabilities. Implications for rehabilitation Travel training interventions have the potential to effectively support youth with disabilities in learning pedestrian and public transportation navigation skills. Clinicians and educators should encourage youth with disabilities to participate in travel training programs enhance their independence skills and participation in the community. Clinicians, educators, and program managers can help to build relevant content for travel training programs and connect youth to programs.

Motor skills, haptic perception and social abilities in children with mild speech disorders.

PubMed

Müürsepp, Iti; Aibast, Herje; Gapeyeva, Helena; Pääsuke, Mati

2012-02-01

The aim of the study was to evaluate motor skills, haptic object recognition and social interaction in 5-year-old children with mild specific expressive language impairment (expressive-SLI) and articulation disorder (AD) in comparison of age- and gender matched healthy children. Twenty nine children (23 boys and 6 girls) with expressive-SLI, 27 children (20 boys and 7 girls) with AD and 30 children (23 boys and 7 girls) with typically developing language as controls participated in our study. The children were examined for manual dexterity, ball skills, static and dynamic balance by M-ABC test, haptic object recognition and for social interaction by questionnaire completed by teachers. Children with mild expressive-SLI demonstrated significantly poorer results in all subtests of motor skills (p<0.05), in haptic object recognition and social interaction (p<0.01) compared to controls. There were no statistically significant differences (p>0.05) in measured parameters between children with AD and controls. Children with expressive-SLI performed considerably poorer compared to AD group in balance subtest (p<0.05), and in overall M-ABC test (p<0.01). In children with mild expressive-SLI the functional motor performance, haptic perception and social interaction are considerably more affected than in children with AD. Although motor difficulties in speech production are prevalent in AD, it is localised and does not involve children's general motor skills, haptic perception or social interaction. Copyright © 2011 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Recognition of face and non-face stimuli in autistic spectrum disorder.

PubMed

Arkush, Leo; Smith-Collins, Adam P R; Fiorentini, Chiara; Skuse, David H

2013-12-01

The ability to remember faces is critical for the development of social competence. From childhood to adulthood, we acquire a high level of expertise in the recognition of facial images, and neural processes become dedicated to sustaining competence. Many people with autism spectrum disorder (ASD) have poor face recognition memory; changes in hairstyle or other non-facial features in an otherwise familiar person affect their recollection skills. The observation implies that they may not use the configuration of the inner face to achieve memory competence, but bolster performance in other ways. We aimed to test this hypothesis by comparing the performance of a group of high-functioning unmedicated adolescents with ASD and a matched control group on a "surprise" face recognition memory task. We compared their memory for unfamiliar faces with their memory for images of houses. To evaluate the role that is played by peripheral cues in assisting recognition memory, we cropped both sets of pictures, retaining only the most salient central features. ASD adolescents had poorer recognition memory for faces than typical controls, but their recognition memory for houses was unimpaired. Cropping images of faces did not disproportionately influence their recall accuracy, relative to controls. House recognition skills (cropped and uncropped) were similar in both groups. In the ASD group only, performance on both sets of task was closely correlated, implying that memory for faces and other complex pictorial stimuli is achieved by domain-general (non-dedicated) cognitive mechanisms. Adolescents with ASD apparently do not use domain-specialized processing of inner facial cues to support face recognition memory. © 2013 International Society for Autism Research, Wiley Periodicals, Inc.

Community Trial of a Comprehensive Psychosocial Treatment for HFASDs

ERIC Educational Resources Information Center

Lopata, Christopher; Toomey, Jennifer A.; Thomeer, Marcus L.; McDonald, Christin A.; Fox, Jeffery D.; Smith, Rachael A.; Meichenbaum, David L.; Volker, Martin A.; Lee, Gloria K.; Lipinski, Alanna M.

2015-01-01

This community effectiveness trial examined the feasibility and efficacy of a comprehensive psychosocial treatment for 28 children, aged 7 to 10 years with high-functioning autism spectrum disorders (HFASDs). Treatment included instruction and therapeutic activities targeting social skills, face-emotion recognition skills, interest expansion, and…

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

PubMed Central

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

2011-01-01

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

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

PubMed

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

2011-12-15

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

Developing and Evaluating an Oral Skills Training Website Supported by Automatic Speech Recognition Technology

ERIC Educational Resources Information Center

Chen, Howard Hao-Jan

2011-01-01

Oral communication ability has become increasingly important to many EFL students. Several commercial software programs based on automatic speech recognition (ASR) technologies are available but their prices are not affordable for many students. This paper will demonstrate how the Microsoft Speech Application Software Development Kit (SASDK), a…

Limited Role of Contextual Information in Adult Word Recognition. Technical Report No. 411.

ERIC Educational Resources Information Center

Durgunoglu, Aydin Y.

Recognizing a word in a meaningful text involves processes that combine information from many different sources, and both bottom-up processes (such as feature extraction and letter recognition) and top-down processes (contextual information) are thought to interact when skilled readers recognize words. Two similar experiments investigated word…

Recognition of Prior Learning: The Participants' Perspective

ERIC Educational Resources Information Center

Miguel, Marta C.; Ornelas, José H.; Maroco, João P.

2016-01-01

The current narrative on lifelong learning goes beyond formal education and training, including learning at work, in the family and in the community. Recognition of prior learning is a process of evaluation of those skills and knowledge acquired through life experience, allowing them to be formally recognized by the qualification systems. It is a…

Relationships between Visual and Auditory Perceptual Skills and Comprehension in Students with Learning Disabilities.

ERIC Educational Resources Information Center

Weaver, Phyllis A.; Rosner, Jerome

1979-01-01

Scores of 25 learning disabled students (aged 9 to 13) were compared on five tests: a visual-perceptual test (Coloured Progressive Matrices); an auditory-perceptual test (Auditory Motor Placement); a listening and reading comprehension test (Durrell Listening-Reading Series); and a word recognition test (Word Recognition subtest, Diagnostic…

Summative Evaluation of the Foreign Credential Recognition Program. Final Report

ERIC Educational Resources Information Center

Human Resources and Skills Development Canada, 2010

2010-01-01

A summative evaluation of the Foreign Credential Recognition Program (FCRP) funded by Human Resources and Skills Development Canada (HRSDC) was conducted during the spring, summer and fall of 2008. The main objective of the evaluation was to measure the relevance, impacts, and cost-effectiveness of the program. Given the timing of the evaluation…

Instructional Design for Advanced Learners: Training Recognition Skills to Hasten Expertise

ERIC Educational Resources Information Center

Fadde, Peter Jae

2009-01-01

Expertise in domains ranging from sports to surgery involves a process of recognition-primed decision-making (RPD) in which experts make rapid, intuitive decisions based on recognizing critical features of dynamic performance situations. While the development of expert RPD is assumed to require years of domain experience, the transition from…

Exploring the Relation Between Memory, Gestural Communication, and the Emergence of Language in Infancy: A Longitudinal Study

PubMed Central

Heimann, Mikael; Strid, Karin; Smith, Lars; Tjus, Tomas; Ulvund, Stein Erik; Meltzoff, Andrew N.

2006-01-01

The relationship between recall memory, visual recognition memory, social communication, and the emergence of language skills was measured in a longitudinal study. Thirty typically developing Swedish children were tested at 6, 9 and 14 months. The result showed that, in combination, visual recognition memory at 6 months, deferred imitation at 9 months and turn-taking skills at 14 months could explain 41% of the variance in the infants’ production of communicative gestures as measured by a Swedish variant of the MacArthur Communicative Development Inventories (CDI). In this statistical model, deferred imitation stood out as the strongest predictor. PMID:16886041

A predictive study of reading comprehension in third-grade Spanish students.

PubMed

López-Escribano, Carmen; Elosúa de Juan, María Rosa; Gómez-Veiga, Isabel; García-Madruga, Juan Antonio

2013-01-01

The study of the contribution of language and cognitive skills to reading comprehension is an important goal of current reading research. However, reading comprehension is not easily assessed by a single instrument, as different comprehension tests vary in the type of tasks used and in the cognitive demands required. This study examines the contribution of basic language and cognitive skills (decoding, word recognition, reading speed, verbal and nonverbal intelligence and working memory) to reading comprehension, assessed by two tests utilizing various tasks that require different skill sets in third-grade Spanish-speaking students. Linguistic and cognitive abilities predicted reading comprehension. A measure of reading speed (the reading time of pseudo-words) was the best predictor of reading comprehension when assessed by the PROLEC-R test. However, measures of word recognition (the orthographic choice task) and verbal working memory were the best predictors of reading comprehension when assessed by means of the DARC test. These results show, on the one hand, that reading speed and word recognition are better predictors of Spanish language comprehension than reading accuracy. On the other, the reading comprehension test applied here serves as a critical variable when analyzing and interpreting results regarding this topic.

Normative Data on Audiovisual Speech Integration Using Sentence Recognition and Capacity Measures

PubMed Central

Altieri, Nicholas; Hudock, Daniel

2016-01-01

Objective The ability to use visual speech cues and integrate them with auditory information is important, especially in noisy environments and for hearing-impaired (HI) listeners. Providing data on measures of integration skills that encompass accuracy and processing speed will benefit researchers and clinicians. Design The study consisted of two experiments: First, accuracy scores were obtained using CUNY sentences, and capacity measures that assessed reaction-time distributions were obtained from a monosyllabic word recognition task. Study Sample We report data on two measures of integration obtained from a sample comprised of 86 young and middle-age adult listeners: Results To summarize our results, capacity showed a positive correlation with accuracy measures of audiovisual benefit obtained from sentence recognition. More relevant, factor analysis indicated that a single-factor model captured audiovisual speech integration better than models containing more factors. Capacity exhibited strong loadings on the factor, while the accuracy-based measures from sentence recognition exhibited weaker loadings. Conclusions Results suggest that a listener’s integration skills may be assessed optimally using a measure that incorporates both processing speed and accuracy. PMID:26853446

Normative data on audiovisual speech integration using sentence recognition and capacity measures.

PubMed

Altieri, Nicholas; Hudock, Daniel

2016-01-01

The ability to use visual speech cues and integrate them with auditory information is important, especially in noisy environments and for hearing-impaired (HI) listeners. Providing data on measures of integration skills that encompass accuracy and processing speed will benefit researchers and clinicians. The study consisted of two experiments: First, accuracy scores were obtained using City University of New York (CUNY) sentences, and capacity measures that assessed reaction-time distributions were obtained from a monosyllabic word recognition task. We report data on two measures of integration obtained from a sample comprised of 86 young and middle-age adult listeners: To summarize our results, capacity showed a positive correlation with accuracy measures of audiovisual benefit obtained from sentence recognition. More relevant, factor analysis indicated that a single-factor model captured audiovisual speech integration better than models containing more factors. Capacity exhibited strong loadings on the factor, while the accuracy-based measures from sentence recognition exhibited weaker loadings. Results suggest that a listener's integration skills may be assessed optimally using a measure that incorporates both processing speed and accuracy.

Does viotin activate violin more than viocin? On the use of visual cues during visual-word recognition.

PubMed

Perea, Manuel; Panadero, Victoria

2014-01-01

The vast majority of neural and computational models of visual-word recognition assume that lexical access is achieved via the activation of abstract letter identities. Thus, a word's overall shape should play no role in this process. In the present lexical decision experiment, we compared word-like pseudowords like viotín (same shape as its base word: violín) vs. viocín (different shape) in mature (college-aged skilled readers), immature (normally reading children), and immature/impaired (young readers with developmental dyslexia) word-recognition systems. Results revealed similar response times (and error rates) to consistent-shape and inconsistent-shape pseudowords for both adult skilled readers and normally reading children - this is consistent with current models of visual-word recognition. In contrast, young readers with developmental dyslexia made significantly more errors to viotín-like pseudowords than to viocín-like pseudowords. Thus, unlike normally reading children, young readers with developmental dyslexia are sensitive to a word's visual cues, presumably because of poor letter representations.

Facial recognition in children after perinatal stroke.

PubMed

Ballantyne, A O; Trauner, D A

1999-04-01

To examine the effects of prenatal or perinatal stroke on the facial recognition skills of children and young adults. It was hypothesized that the nature and extent of facial recognition deficits seen in patients with early-onset lesions would be different from that seen in adults with later-onset neurologic impairment. Numerous studies with normal and neurologically impaired adults have found a right-hemisphere superiority for facial recognition. In contrast, little is known about facial recognition in children after early focal brain damage. Forty subjects had single, unilateral brain lesions from pre- or perinatal strokes (20 had left-hemisphere damage, and 20 had right-hemisphere damage), and 40 subjects were controls who were individually matched to the lesion subjects on the basis of age, sex, and socioeconomic status. Each subject was given the Short-Form of Benton's Test of Facial Recognition. Data were analyzed using the Wilcoxon matched-pairs signed-rank test and multiple regression. The lesion subjects performed significantly more poorly than did matched controls. There was no clear-cut lateralization effect, with the left-hemisphere group performing significantly more poorly than matched controls and the right-hemisphere group showing a trend toward poorer performance. Parietal lobe involvement, regardless of lesion side, adversely affected facial recognition performance in the lesion group. Results could not be accounted for by IQ differences between lesion and control groups, nor was lesion severity systematically related to facial recognition performance. Pre- or perinatal unilateral brain damage results in a subtle disturbance in facial recognition ability, independent of the side of the lesion. Parietal lobe involvement, in particular, has an adverse effect on facial recognition skills. These findings suggest that the parietal lobes may be involved in the acquisition of facial recognition ability from a very early point in brain development, but that there is sufficient potential to reorganize or compensate such that the residual deficits, though significant, are subtle.

Effective connectivity of visual word recognition and homophone orthographic errors

PubMed Central

Guàrdia-Olmos, Joan; Peró-Cebollero, Maribel; Zarabozo-Hurtado, Daniel; González-Garrido, Andrés A.; Gudayol-Ferré, Esteve

2015-01-01

The study of orthographic errors in a transparent language like Spanish is an important topic in relation to writing acquisition. The development of neuroimaging techniques, particularly functional magnetic resonance imaging (fMRI), has enabled the study of such relationships between brain areas. The main objective of the present study was to explore the patterns of effective connectivity by processing pseudohomophone orthographic errors among subjects with high and low spelling skills. Two groups of 12 Mexican subjects each, matched by age, were formed based on their results in a series of ad hoc spelling-related out-scanner tests: a high spelling skills (HSSs) group and a low spelling skills (LSSs) group. During the f MRI session, two experimental tasks were applied (spelling recognition task and visuoperceptual recognition task). Regions of Interest and their signal values were obtained for both tasks. Based on these values, structural equation models (SEMs) were obtained for each group of spelling competence (HSS and LSS) and task through maximum likelihood estimation, and the model with the best fit was chosen in each case. Likewise, dynamic causal models (DCMs) were estimated for all the conditions across tasks and groups. The HSS group’s SEM results suggest that, in the spelling recognition task, the right middle temporal gyrus, and, to a lesser extent, the left parahippocampal gyrus receive most of the significant effects, whereas the DCM results in the visuoperceptual recognition task show less complex effects, but still congruent with the previous results, with an important role in several areas. In general, these results are consistent with the major findings in partial studies about linguistic activities but they are the first analyses of statistical effective brain connectivity in transparent languages. PMID:26042070

Teaching Oral Communication in Undergraduate Science: Are We Doing Enough and Doing it Right?

ERIC Educational Resources Information Center

Chan, Vincent

2011-01-01

Communication skills and insights form an important basis for employability and participation in society. Universities aim to produce graduates with effective communication skills. Effective oral communication is critical for the advancement and sharing of scientific knowledge. There is increasing recognition within tertiary institutions of the…

Automobile Maintenance. Reading and Language Activities.

ERIC Educational Resources Information Center

Kessman, William A.

Designed primarily for special needs students in a vocational program in automobile maintenance, this book was written to refine the basic skills of following directions, reading comprehension, vocabulary building, spelling, word usage, and word recognition, while relating these skills to some of the tasks a beginning student in the program must…

The Interplay between Attention, Experience and Skills in Online Language Teaching

ERIC Educational Resources Information Center

Shi, Lijing; Stickler, Ursula; Lloyd, Mair E.

2017-01-01

The demand for online teaching is growing as is the recognition that online teachers require highly sophisticated skills to manage classrooms and create an environment conducive to learning. However, there is little rigorous empirical research investigating teachers' thoughts and actions during online tutorials. Taking a sociocultural perspective,…

Introducing B Corporations to the Higher Education Community

ERIC Educational Resources Information Center

Houlahan, Bart; Osusky, Dan

2016-01-01

The higher education industry faces many challenges. Despite the recognition that a college degree is essential to developing skilled employees, informed citizens, and flourishing people, there is a shortage of skilled workers, college costs (and student debt) are rising, and the attainment gap for minorities and underrepresented populations…

Assessing and Certifying Occupational Skills and Competencies in Vocational Education and Training.

ERIC Educational Resources Information Center

Bertrand, Olivier

This document contains the analytical reports and case studies presented at a 1992 Organisation for Economic Cooperation and Development policy seminar that focused on assessment, certification, and recognition of skills and qualifications in vocational education and training. The following papers are included: "The Issues" (Hilary…

Reading Big Words: Instructional Practices to Promote Multisyllabic Word Reading Fluency

ERIC Educational Resources Information Center

Toste, Jessica R.; Williams, Kelly J.; Capin, Philip

2017-01-01

Poorly developed word recognition skills are the most pervasive and debilitating source of reading challenges for students with learning disabilities (LD). With a notable decrease in word reading instruction in the upper elementary grades, struggling readers receive fewer instructional opportunities to develop proficient word reading skills, yet…

Remediation of Content/Skill Deficiencies in Middle Level Students.

ERIC Educational Resources Information Center

Price, John L.; And Others

A remediation approach developed by the Vilonia public schools (Arkansas) to remediate content/skill deficiencies in middle level students resulted from three conditions: state laws and regulations regarding minimum competency testing; more awareness of problems with at-risk students; and recognition of the need to reach students academically…

Enhancing Clinical Evaluation Skills: Palpation as the Principal Skill

ERIC Educational Resources Information Center

Eberman, Lindsey E.; Finn, Megan E.

2010-01-01

Context: Recognition and evaluation of injuries/illnesses accounts for the greatest percentage (24%) of an athletic trainer's responsibilities as a clinician. When teaching orthopedic evaluation, we often emphasize history taking and special/ligamentous tests to achieve a diagnosis. Because of its complexity and variability, palpation becomes an…

Case-Based Policy and Goal Recognition

DTIC Science & Technology

2015-09-30

or noisy. Ontanón et al. [8] use case-based reasoning (CBR) to model human driving vehicle control behaviors and skill level to reduce teen crash...Snodgrass, S., Bonfiglio, D., Winston, F.K., McDonald, C., Gonzalez, A.J.: Case-based prediction of teen driver behavior and skill. In: Pro- ceedings

Tessellating with Logo: Effects on Visual Literacy.

ERIC Educational Resources Information Center

Knupfer, Nancy Nelson; Clark, Barbara I.

This investigation of the potential of a Logo environment to develop visual literacy skills in elementary school students focused on the recognition of Escher-type geometric constructions by second and sixth grade students. Four research questions were addressed: (1) whether students can use higher-order and creative thinking skills in using…

Academic standards and changing patterns of medical school admissions: a Malaysian study.

PubMed

Tan, C M

1990-07-01

Changing social demands made it necessary for the Medical Faculty of the University of Malaya to accommodate students with a wider range of academic experience than before. However, teachers sought to achieve comparable academic standards to those in the West by striving to maintain a close resemblance to the Western model of medical education in other respects. As a result teachers failed to adapt their teaching methods, assessment techniques and curriculum design to meet the educational needs of the students, thus compromising academic standards. Many students lack basic academic skills and do not know how to learn effectively. In order to help students overcome their learning difficulties innovative teaching was required during the first year at university, designed to foster the joint development of knowledge and basic skills. In the case of less well-prepared students who lack self-confidence, a caring and supportive learning environment is crucial to the achievement of meaningful learning. Lecturers needed to become facilitators of learning rather than transmitters of knowledge. However, teachers' objective to retain international recognition of the degree, which presumably reflected the importance of teaching, was not operationalized in terms of its incentive structure such that teachers were constrained not to try to fill the new roles demanded of them. It was assumed that academic distinction accrued through scientific research was essential for the achievement of academic excellence. However, under the prevailing circumstances the two aims were mutually exclusive and incompatible and teaching quality deteriorated.

Cochrane review: social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD).

PubMed

Reichow, Brian; Steiner, Amanda M; Volkmar, Fred

2013-03-07

Since autism was first described, major difficulties in social interaction have been a defining feature of individuals with autism spectrum disorders (ASD). Social skills groups are a common intervention for individuals with ASD. Although a frequently recommended practice, the few studies that have addressed the efficacy of social skills groups have shown mixed results. To determine the effectiveness of social skills groups for improving social competence, social communication, and quality of life for people with ASD who are six to 21 years of age. We searched the following databases in December 2011: CENTRAL (2011 Issue 4), MEDLINE (1948 to November Week 3, 2011), EMBASE (1980 to Week 50, 2011), PsycINFO (1887 to December Week 2, 2011), CINAHL (1937 to current), ERIC (1966 to current), Sociological Abstracts (1952 to current), OCLC WorldCat (12 December 2011), Social Science Citation Index (1970 to 16 December 2011), and the metaRegister of Controlled Trials (20 December 2011). We also searched the reference lists of published papers. Randomized control trials (RCTs) comparing treatment (social skills groups) with a control group who were not receiving the treatment for participants aged six to 21 years with ASD. The control group could be no intervention, wait list, or treatment as usual. Outcomes sought were standardized measures of social competence, social communication, quality of life, emotion recognition, and any other specific behaviors. Two review authors independently selected and appraised studies for inclusion and assessed the risk of bias in each included study. All outcome data were continuous and standardized mean difference effect sizes (ES) with small sample correction were calculated. We conducted random-effects meta-analysis where possible. We included five RCTs evaluating the effects of social skills groups in 196 participants with ASD aged 6 to 21 years old. The results show there is some evidence that social skills groups improve overall social competence (ES = 0.47, 95% confidence interval (CI) 0.16 to 0.78, P = 0.003) and friendship quality (ES = 0.41, 95% CI 0.02 to 0.81, P = 0.04) for this population. No differences were found between treatment and control groups in relation to emotional recognition (ES = 0.34, 95% CI -0.20 to 0.88, P = 0.21) assessed in two studies or social communication as related to the understanding of idioms (ES = 0.05, 95% CI -0.63 to 0.72, P = 0.89), which was assessed in only one study. Two additional quality of life outcomes were evaluated, with results of single studies suggesting decreases in loneliness (ES = -0.66, 95% CI -1.15 to -0.17) but no effect on child or parental depression. No adverse events were reported. Given the nature of the intervention and the selected outcome measures, the risk of performance and detection bias are high. There is limited generalizability from the studies as they were all conducted in the US; they focused mainly on children aged 7 to 12, and the participants were all of average or above average intelligence. There is some evidence that social skills groups can improve social competence for some children and adolescents with ASD. More research is needed to draw more robust conclusions, especially with respect to improvements in quality of life. Copyright © 2013 The Cochrane Collaboration. Published by John Wiley & Sons, Ltd.

Social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD).

PubMed

Reichow, Brian; Steiner, Amanda M; Volkmar, Fred

2012-07-11

Since autism was first described, major difficulties in social interaction have been a defining feature of individuals with autism spectrum disorders (ASD). Social skills groups are a common intervention for individuals with ASD. Although a frequently recommended practice, the few studies that have addressed the efficacy of social skills groups have shown mixed results. To determine the effectiveness of social skills groups for improving social competence, social communication, and quality of life for people with ASD who are six to 21 years of age. We searched the following databases in December 2011: CENTRAL (2011 Issue 4), MEDLINE (1948 to November Week 3, 2011), EMBASE (1980 to Week 50, 2011), PsycINFO (1887 to December Week 2, 2011), CINAHL (1937 to current), ERIC (1966 to current), Sociological Abstracts (1952 to current), OCLC WorldCat (12 December 2011), Social Science Citation Index (1970 to 16 December 2011), and the metaRegister of Controlled Trials (20 December 2011). We also searched the reference lists of published papers. Randomized control trials (RCTs) comparing treatment (social skills groups) with a control group who were not receiving the treatment for participants aged six to 21 years with ASD. The control group could be no intervention, wait list, or treatment as usual. Outcomes sought were standardized measures of social competence, social communication, quality of life, emotion recognition, and any other specific behaviors. Two review authors independently selected and appraised studies for inclusion and assessed the risk of bias in each included study. All outcome data were continuous and standardized mean difference effect sizes (ES) with small sample correction were calculated. We conducted random-effects meta-analysis where possible. We included five RCTs evaluating the effects of social skills groups in 196 participants with ASD aged 6 to 21 years old. The results show there is some evidence that social skills groups improve overall social competence (ES = 0.47, 95% confidence interval (CI) 0.16 to 0.78, P = 0.003) and friendship quality (ES = 0.41, 95% CI 0.02 to 0.81, P = 0.04) for this population. No differences were found between treatment and control groups in relation to emotional recognition (ES = 0.34, 95% CI -0.20 to 0.88, P = 0.21) assessed in two studies or social communication as related to the understanding of idioms (ES = 0.05, 95% CI -0.63 to 0.72, P = 0.89), which was assessed in only one study. Two additional quality of life outcomes were evaluated, with results of single studies suggesting decreases in loneliness (ES = -0.66, 95% CI -1.15 to -0.17) but no effect on child or parental depression. No adverse events were reported.Given the nature of the intervention and the selected outcome measures, the risk of performance and detection bias are high. There is limited generalizability from the studies as they were all conducted in the US; they focused mainly on children aged 7 to 12, and the participants were all of average or above average intelligence. There is some evidence that social skills groups can improve social competence for some children and adolescents with ASD. More research is needed to draw more robust conclusions, especially with respect to improvements in quality of life.

How Do Professional Mutual Recognition Agreements Affect Higher Education? Examining Regional Policy in North America

ERIC Educational Resources Information Center

Sa, Creso; Gaviria, Patricia

2011-01-01

Professional mutual recognition agreements (MRAs) are one of the policy instruments employed in global and regional trade agreements to facilitate the mobility of skilled labour. While such agreements have been noted in the literature examining cross-border academic mobility, little is known about how they impact higher education. This paper…

Let the Doors of Learning Be Open to All--A Case for Recognition of Prior Learning

ERIC Educational Resources Information Center

Singh, A. M.

2011-01-01

Recognition of Prior Learning (RPL) is a process of evaluating an adult learners previous experience, skills, knowledge and informal learning and articulating it towards a formal qualification. Whilst RPL is enshrined in a number of international qualifications frameworks, there are certain barriers which have prevented its application and…

Attention to Social Stimuli and Facial Identity Recognition Skills in Autism Spectrum Disorder

ERIC Educational Resources Information Center

Wilson, C. E.; Brock, J.; Palermo, R.

2010-01-01

Background: Previous research suggests that individuals with autism spectrum disorder (ASD) have a reduced preference for viewing social stimuli in the environment and impaired facial identity recognition. Methods: Here, we directly tested a link between these two phenomena in 13 ASD children and 13 age-matched typically developing (TD) controls.…

Emotion Recognition in Children with Down Syndrome: Influence of Emotion Label and Expression Intensity

ERIC Educational Resources Information Center

Cebula, Katie R.; Wishart, Jennifer G.; Willis, Diane S.; Pitcairn, Tom K.

2017-01-01

Some children with Down syndrome may experience difficulties in recognizing facial emotions, particularly fear, but it is not clear why, nor how such skills can best be facilitated. Using a photo-matching task, emotion recognition was tested in children with Down syndrome, children with nonspecific intellectual disability and cognitively matched,…

Does improved decision-making ability reduce the physiological demands of game-based activities in field sport athletes?

PubMed

Gabbett, Tim J; Carius, Josh; Mulvey, Mike

2008-11-01

This study investigated the effects of video-based perceptual training on pattern recognition and pattern prediction ability in elite field sport athletes and determined whether enhanced perceptual skills influenced the physiological demands of game-based activities. Sixteen elite women soccer players (mean +/- SD age, 18.3 +/- 2.8 years) were allocated to either a video-based perceptual training group (N = 8) or a control group (N = 8). The video-based perceptual training group watched video footage of international women's soccer matches. Twelve training sessions, each 15 minutes in duration, were conducted during a 4-week period. Players performed assessments of speed (5-, 10-, and 20-m sprint), repeated-sprint ability (6 x 20-m sprints, with active recovery on a 15-second cycle), estimated maximal aerobic power (V O2 max, multistage fitness test), and a game-specific video-based perceptual test of pattern recognition and pattern prediction before and after the 4 weeks of video-based perceptual training. The on-field assessments included time-motion analysis completed on all players during a standardized 45-minute small-sided training game, and assessments of passing, shooting, and dribbling decision-making ability. No significant changes were detected in speed, repeated-sprint ability, or estimated V O2 max during the training period. However, video-based perceptual training improved decision accuracy and reduced the number of recall errors, indicating improved game awareness and decision-making ability. Importantly, the improvements in pattern recognition and prediction ability transferred to on-field improvements in passing, shooting, and dribbling decision-making skills. No differences were detected between groups for the time spent standing, walking, jogging, striding, and sprinting during the small-sided training game. These findings demonstrate that video-based perceptual training can be used effectively to enhance the decision-making ability of field sport athletes; however, it has no effect on the physiological demands of game-based activities.

Sensitivity and specificity of a digit symbol recognition trial in the identification of response bias.

PubMed

Kim, Nancy; Boone, Kyle B; Victor, Tara; Lu, Po; Keatinge, Carolyn; Mitchell, Cary

2010-08-01

Recently published practice standards recommend that multiple effort indicators be interspersed throughout neuropsychological evaluations to assess for response bias, which is most efficiently accomplished through use of effort indicators from standard cognitive tests already included in test batteries. The present study examined the utility of a timed recognition trial added to standard administration of the WAIS-III Digit Symbol subtest in a large sample of "real world" noncredible patients (n=82) as compared with credible neuropsychology clinic patients (n=89). Scores from the recognition trial were more sensitive in identifying poor effort than were standard Digit Symbol scores, and use of an equation incorporating Digit Symbol Age-Corrected Scaled Scores plus accuracy and time scores from the recognition trial was associated with nearly 80% sensitivity at 88.7% specificity. Thus, inclusion of a brief recognition trial to Digit Symbol administration has the potential to provide accurate assessment of response bias.

78 FR 73208 - Underwriters Laboratories, Inc.: Application for Expansion

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-05

... Laboratories, Inc., requests the addition of multiple test standards to its scope of recognition. This... Laboratory (NRTL). UL requests the addition of multiple test standards to their NRTL scope of recognition... recognition has three elements: (1) The type of products the NRTL may test, with each type specified by its...

Determining the Appropriateness of the "What If" Situations Test (WIST) with Turkish Pre-Schoolers.

PubMed

Citak Tunc, Gulseren; Gorak, Gulay; Ozyazicioglu, Nurcan; Ak, Bedriye; Isil, Ozlem; Vural, Pinar

2018-04-01

Measurement instruments are needed to assess the child's sexual abuse prevention program. The purpose of the study was to determine the reliability and validity of the WIST (What If Situations Test) for Turkish culture. Participants were children of the 3-6 age group attending pre-school education institutions and the sample size was identified by means of a power analysis. Seventy children were identified as the sample with 0.85 power and 0.05 type I error according to the power analysis. Language validity, content validity, internal validity coefficient (Cronbach alpha coefficient), and test-retest analyses were conducted in terms of validity and reliability in the scope of efforts for adaptation to Turkish culture. Firstly, Kendall W = 0.83 was the score for the expert opinions concerning the content validity of the language validity scale. It was found that the Cronbach alpha coefficients were between 0.68 and 0.90 for the scale sub-dimensions of appropriate and inappropriate recognition, saying, doing, telling, and reporting. The test-retest reliability of the scale was found to be r = 0.89 and the test-retest reliabilities for the sub-dimensions (appropriate recognition, inappropriate recognition, say skills, do skills, tell skills, and reporting skills) were between r = 0.48 and r = 0.92. The test-retest reliability for the Personal Safety Questionnaire (PSQ), as having complimentary items to the WIST, was found to be r = 0.82. The reliability and validity analysis of the 'What If' Situations Test (WIST), used to evaluate pre-schoolers' skills regarding self-protection against sexual abuse, showed that the Test's adaptation to Turkish culture was reliable and valid.

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

PubMed

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

2012-01-01

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

(Social) Cognitive Skills and Social Information Processing in Children with Mild to Borderline Intellectual Disabilities

ERIC Educational Resources Information Center

van Nieuwenhuijzen, M.; Vriens, A.

2012-01-01

The purpose of this study was to examine the unique contributions of (social) cognitive skills such as inhibition, working memory, perspective taking, facial emotion recognition, and interpretation of situations to the variance in social information processing in children with mild to borderline intellectual disabilities. Respondents were 79…

Genetic and Environmental Overlap between Chinese and English Reading-Related Skills in Chinese Children

ERIC Educational Resources Information Center

Wong, Simpson W. L.; Chow, Bonnie Wing-Yin; Ho, Connie Suk-Han; Waye, Mary M. Y.; Bishop, Dorothy V. M.

2014-01-01

This twin study examined the relative contributions of genes and environment on 2nd language reading acquisition of Chinese-speaking children learning English. We examined whether specific skills-visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination-in the 1st and 2nd languages have…

Evaluating the Integration of Key Skills and NVQs into an Undergraduate Degree Programme: A Case Study from the Graduate Apprenticeship Initiative.

ERIC Educational Resources Information Center

Thomas, Sarah; Grimes, Darren

2003-01-01

Graduate apprenticeships in a British college's hospitality management course involved integration of key skills and National Vocational Qualifications units. Qualitative and quantitative data from seven students indicated they felt that integration enabled formal recognition of competency, provided valuable managerial experience, and facilitated…

Identifying Differences in Early Mathematical Skills among Children in Head Start

ERIC Educational Resources Information Center

Wu, Qiong; Lei, Pui-wa; DiPerna, James C.; Morgan, Paul L.; Reid, Erin E.

2015-01-01

The purpose of this study was to examine early mathematical skill differences among preschool children in US Head Start classrooms. Latent class analysis based on six early mathematical subtest scores (i.e. counting aloud, measurement, counting objects, numbers and shapes, pattern recognition, and grouping) from a sample of 279 Head Start children…

The Effects of Lower-Level Processing Skills on FL Reading Performance: Implications for Instruction.

ERIC Educational Resources Information Center

Koda, Keiko

1992-01-01

The relationship between lower-level verbal processing skills and foreign language reading proficiency was investigated with U.S. college students learning Japanese. Focus was on the specific effects of letter identification and word recognition. Findings suggest that efficient lower-level verbal processing operations are essential in foreign…

Cognition in Reading: Modes and Strategies for Improvement.

ERIC Educational Resources Information Center

Palmer, William S.

Five modes and strategies for improving cognition in reading are discussed. As defined by the author, cignition concerns recognition of knowledge and development of intellectual skills and abilities. The five points discussed are: (1) cognitive skills can be arranged in a hierarchy; (2) to teach students at or near the apex of the hierarchy,…

READINESS AND PHONETIC ANALYSIS OF WORDS IN GRADES K-2.

ERIC Educational Resources Information Center

CAMPBELL, BONNIE; QUINN, GOLDIE

THE METHOD USED AT THE BELLEVUE, NEBRASKA, PUBLIC SCHOOLS TO TEACH READING READINESS AND THE PHONETIC ANALYSIS OF WORDS IN KINDERGARTEN THROUGH GRADE TWO IS DESCRIBED. SUGGESTIONS FOR TEACHING THE READINESS SKILLS OF AUDITORY AND VISUAL PERCEPTION, VOCABULARY SKILLS OF WORD RECOGNITION AND WORD MEANING, AND THE PHONETIC ANALYSIS OF WORDS IN GRADES…

Group Social Skills Instruction for Adolescents with High-Functioning Autism Spectrum Disorders

ERIC Educational Resources Information Center

White, Susan W.; Koenig, Kathleen; Scahill, Lawrence

2010-01-01

Given the increased recognition of autism spectrum disorders (ASD) and the chronic and pervasive nature of associated deficits, there is a pressing need for effective treatments. The feasibility and preliminary efficacy of a structured, group social skills training program for high-functioning youth with ASD was examined in this study. Fifteen…

Reading Skills in Children with Down Syndrome: A Meta-Analytic Review

ERIC Educational Resources Information Center

Naess, Kari-Anne B.; Melby-Lervag, Monica; Hulme, Charles; Lyster, Solveig-Alma Halaas

2012-01-01

The authors examine the reading profile in children with Down syndrome by comparing the nonword decoding skills in children with Down syndrome and typically developing children matched for word recognition level. Journal articles published before 04.05.2010 were identified by using the keyword Down* cross-referenced to "reading", "literacy",…

Harnessing Spatial Thinking to Support STEM Learning. OECD Education Working Papers, No. 161

ERIC Educational Resources Information Center

Newcombe, Nora

2017-01-01

Spatial intelligence concerns the locations of objects, their shapes, their relations, and the paths they take as they move. Recognition of spatial skills enriches the traditional educational focus on developing literacy and numerical skills to include a cognitive domain particularly relevant to achievement in science, technology, engineering and…

Does Poor Spelling Equate to Limited Word Choice? The Role of Spelling in Word Choice

ERIC Educational Resources Information Center

Avery, Mina J.

2016-01-01

Does spelling matter? is a question that has been answered in many ways. Yes, spelling matters because conventional spelling is necessary for accurate transcription. Yes, spelling matters because spelling skills support phonemic awareness, word recognition skills, and the acquisition of the alphabetic principle. And yes, spelling matters because…

Financial Management and Relationship Skills Education: Gauging Consumer Interest and Delivery Preferences

ERIC Educational Resources Information Center

Futris, Ted G.; Nielsen, Robert B.; Barton, Allen W.

2011-01-01

The study reported here explored level of interest and preferred delivery method of Extension programming related to financial management and relationship skills education. These two subjects comprise areas of Extension that often receive less recognition but appear as pertinent issues in the lives of many individuals. Using a diverse sample of…

Enhancing the Emotion Recognition Skills of Individuals with Learning Disabilities: A Review of the Literature

ERIC Educational Resources Information Center

Wood, Pamela Margaret; Kroese, Biza Stenfert

2007-01-01

Background: It has been repeatedly demonstrated that individuals with intellectual disabilities experience significant difficulties in recognizing facial expressions of emotion. The aim of this review was to address whether such skills can be enhanced amongst individuals with intellectual disabilities. Materials and Methods: The PsychInfo database…

READING SUPPLEMENT TO CURRICULUM GUIDE FOR TEXAS MIGRATORY CHILDREN.

ERIC Educational Resources Information Center

Texas Education Agency, Austin.

CURRICULAR GUIDES TO THE TEACHING OF READING TO MIGRANT CHILDREN IN GRADES 1 THROUGH 6 ARE PRESENTED. OBJECTIVES ARE TO TEACH SUCH ESSENTIAL SKILLS IN WORD RECOGNITION AS CONTEXTUAL CLUES, WORD FORM CLUES, PHONETIC ANALYSIS, AND STRUCTURAL ANALYSIS. THE TEACHING OF SUCH COGNITIVE SKILLS AS APPREHENDING THE MAIN IDEA, FINDING SUPPORTING DETAILS,…

Program Development for the Acquisition of Work and Social Skills. [The Granville Project].

ERIC Educational Resources Information Center

Hauritz, Margory; And Others

The paper discusses program development at the Granville Work Preparation Centre in Australia, which teaches mildly retarded adolescents work and social skills. Some broad parameters considered in program development are listed and include recognition of the Center's industrial setting, and disruption in routines through extra movement of trainees…

The perception and identification of facial emotions in individuals with autism spectrum disorders using the Let's Face It! Emotion Skills Battery.

PubMed

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

2012-12-01

Although impaired social-emotional ability is a hallmark of autism spectrum disorder (ASD), the perceptual skills and mediating strategies contributing to the social deficits of autism are not well understood. A perceptual skill that is fundamental to effective social communication is the ability to accurately perceive and interpret facial emotions. To evaluate the expression processing of participants with ASD, we designed the Let's Face It! Emotion Skills Battery (LFI! Battery), a computer-based assessment composed of three subscales measuring verbal and perceptual skills implicated in the recognition of facial emotions. We administered the LFI! Battery to groups of participants with ASD and typically developing control (TDC) participants that were matched for age and IQ. On the Name Game labeling task, participants with ASD (N = 68) performed on par with TDC individuals (N = 66) in their ability to name the facial emotions of happy, sad, disgust and surprise and were only impaired in their ability to identify the angry expression. On the Matchmaker Expression task that measures the recognition of facial emotions across different facial identities, the ASD participants (N = 66) performed reliably worse than TDC participants (N = 67) on the emotions of happy, sad, disgust, frighten and angry. In the Parts-Wholes test of perceptual strategies of expression, the TDC participants (N = 67) displayed more holistic encoding for the eyes than the mouths in expressive faces whereas ASD participants (N = 66) exhibited the reverse pattern of holistic recognition for the mouth and analytic recognition of the eyes. In summary, findings from the LFI! Battery show that participants with ASD were able to label the basic facial emotions (with the exception of angry expression) on par with age- and IQ-matched TDC participants. However, participants with ASD were impaired in their ability to generalize facial emotions across different identities and showed a tendency to recognize the mouth feature holistically and the eyes as isolated parts. © 2012 The Authors. Journal of Child Psychology and Psychiatry © 2012 Association for Child and Adolescent Mental Health.

Illinois Occupational Skill Standards: Nursing Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

These skill standards, developed through a consortium of educational and industry partners in Illinois, serve as guides to workforce preparation program providers to define content for their programs and to employers to establish the skills and standards necessary for job acquisition and performance. The skill standards include the following…

[Frankfurt group social communication and interaction skills training for children and adolescents with autism spectrum disorders].

PubMed

Herbrecht, Evelyn; Poustka, Fritz

2007-01-01

Despite the recognition of the need for group-based training programmes for children and adolescents with autistic disorders, there are only very few specific German-speaking training programmes available. Since 2003, a structured group training programme on social skills for children and adolescents with high-functioning autism or Asperger syndrome has been developed and conducted at our department. The training programme focuses on the main deficits of those disorders. Thus, the primary goal is to improve communication and interaction skills. Participants are children and adolescents without significant cognitive and language delays. Principles of intervention include structured formats, combination of theoretical and practical elements, predictable rules, consideration of individual difficulties, and sequential and progressive learning. Techniques range from structured games, the training of affect recognition, group activities, role play, team discussions, and feedback to homework using a newly designed manual on our group-based social skill training programme and curriculum. Generally, three groups of 5-7 participants each and of different age range (children, adolescents) meet weekly/biweekly for 1-1.5 hours (excluding the holidays). Two trainers--who change during the programme--carry out each of the sessions. Trainers meet regularly with the parents to discuss experiences and to provide details of the programme. Acceptance by and satisfaction with the programme are high among participants, as is the mutual recognition of and tolerance of their respective problems. Both feedback from parents and trainers' clinical impressions indicate distinct improvement of verbalization and contact abilities. Participants seem to benefit particularly from role play. Qualtitative measures (impressions of the participants, their parents and their trainers with regard to change in behaviour skills) suggest mounting interaction, communication, and problem-solving skills during the group treatment. An ongoing pilot evaluation also includes measurements of effects in everyday settings. Depending on the results, the training subsequently could be conducted and evaluated in groups with both pervasive developmental, as well as other psychiatric disorders.

Illinois Occupational Skill Standards: Physical Therapist Assistant Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

These skill standards, developed through a consortium of educational and industry partners in Illinois, serve as guides to workforce preparation program providers to define content for their programs and to employers to establish the skills and standards necessary for job acquisition and performance. The skill standards include the following…

Illinois Occupational Skill Standards: Medical Office Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

These skill standards, developed through a consortium of educational and industry partners in Illinois, serve as guides to workforce preparation program providers to define content for their programs and to employers to establish the skills and standards necessary for job acquisition and performance. The skill standards include the following…

Illinois Occupational Skill Standards: Press Operations Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

These skill standards, developed through a consortium of educational and industry partners in Illinois, serve as guides to workforce preparation program providers to define content for their programs and to employers to establish the skills and standards necessary for job acquisition and performance. The skill standards include the following…

Illinois Occupational Skill Standards: Retail Garden Center Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

These skill standards, developed through a consortium of educational and industry partners in Illinois, serve as guides to workforce preparation program providers to define content for their programs and to employers to establish the skills and standards necessary for job acquisition and performance. The skill standards include the following…

The Bangor Voice Matching Test: A standardized test for the assessment of voice perception ability.

PubMed

Mühl, Constanze; Sheil, Orla; Jarutytė, Lina; Bestelmeyer, Patricia E G

2017-11-09

Recognising the identity of conspecifics is an important yet highly variable skill. Approximately 2 % of the population suffers from a socially debilitating deficit in face recognition. More recently the existence of a similar deficit in voice perception has emerged (phonagnosia). Face perception tests have been readily available for years, advancing our understanding of underlying mechanisms in face perception. In contrast, voice perception has received less attention, and the construction of standardized voice perception tests has been neglected. Here we report the construction of the first standardized test for voice perception ability. Participants make a same/different identity decision after hearing two voice samples. Item Response Theory guided item selection to ensure the test discriminates between a range of abilities. The test provides a starting point for the systematic exploration of the cognitive and neural mechanisms underlying voice perception. With a high test-retest reliability (r=.86) and short assessment duration (~10 min) this test examines individual abilities reliably and quickly and therefore also has potential for use in developmental and neuropsychological populations.

Assessing spelling in kindergarten: further comparison of scoring metrics and their relation to reading skills.

PubMed

Clemens, Nathan H; Oslund, Eric L; Simmons, Leslie E; Simmons, Deborah

2014-02-01

Early reading and spelling development share foundational skills, yet spelling assessment is underutilized in evaluating early reading. This study extended research comparing the degree to which methods for scoring spelling skills at the end of kindergarten were associated with reading skills measured at the same time as well as at the end of first grade. Five strategies for scoring spelling responses were compared: totaling the number of words spelled correctly, totaling the number of correct letter sounds, totaling the number of correct letter sequences, using a rubric for scoring invented spellings, and calculating the Spelling Sensitivity Score (Masterson & Apel, 2010b). Students (N=287) who were identified at kindergarten entry as at risk for reading difficulty and who had received supplemental reading intervention were administered a standardized spelling assessment in the spring of kindergarten, and measures of phonological awareness, decoding, word recognition, and reading fluency were administered concurrently and at the end of first grade. The five spelling scoring metrics were similar in their strong relations with factors summarizing reading subskills (phonological awareness, decoding, and word reading) on a concurrent basis. Furthermore, when predicting first-grade reading skills based on spring-of-kindergarten performance, spelling scores from all five metrics explained unique variance over the autoregressive effects of kindergarten word identification. The practical advantages of using a brief spelling assessment for early reading evaluation and the relative tradeoffs of each scoring metric are discussed. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Automatic Activation of Phonological Code during Visual Word Recognition in Children: A Masked Priming Study in Grades 3 and 5

ERIC Educational Resources Information Center

Sauval, Karinne; Perre, Laetitia; Casalis, Séverine

2017-01-01

The present study aimed to investigate the development of automatic phonological processes involved in visual word recognition during reading acquisition in French. A visual masked priming lexical decision experiment was carried out with third, fifth graders and adult skilled readers. Three different types of partial overlap between the prime and…

Teaching Emotion Recognition Skills to Young Children with Autism: A Randomised Controlled Trial of an Emotion Training Programme

ERIC Educational Resources Information Center

Williams, Beth T.; Gray, Kylie M.; Tonge, Bruce J.

2012-01-01

Background: Children with autism have difficulties in emotion recognition and a number of interventions have been designed to target these problems. However, few emotion training interventions have been trialled with young children with autism and co-morbid ID. This study aimed to evaluate the efficacy of an emotion training programme for a group…

A Longitudinal Study of Cognitive Representation in Symbolic Play, Self-recognition, and Object Permanence during the Second Year.

ERIC Educational Resources Information Center

Chapman, Michael

1987-01-01

Explores development of cognitive representation in 20 infants 12 to 24 months of age with regard to (l) their understanding of agency in symbolic play (agent use), (2) recognition of their own mirror image, and (3) object permanence. Results were generally consistent with developmental sequences predicted by Fischer's Skill Theory for agent use…

Exploring the Relation between Memory, Gestural Communication, and the Emergence of Language in Infancy: A Longitudinal Study

ERIC Educational Resources Information Center

Heimann, Mikael; Strid, Karin; Smith, Lars; Tjus, Tomas; Ulvund, Stein Erik; Meltzoff, Andrew N.

2006-01-01

The relationship between recall memory, visual recognition memory, social communication, and the emergence of language skills was measured in a longitudinal study. Thirty typically developing Swedish children were tested at 6, 9 and 14 months. The result showed that, in combination, visual recognition memory at 6 months, deferred imitation at 9…

Name Writing but not Environmental Print Recognition Is Related to Letter-Sound Knowledge and Phonological Awareness in Pre-Readers

ERIC Educational Resources Information Center

Blair, Rebecca; Savage, Robert

2006-01-01

This paper reports a study exploring the associations between measures of two levels of phonological representation: recognition (epi-linguistic) and production (meta-linguistic) tasks, and very early reading and writing skills. Thirty-eight pre-reading Ottawa-area children, aged 4-5 years, named environmental print (EP), wrote their own name,…

MEDIASSIST: medical assistance for intraoperative skill transfer in minimally invasive surgery using augmented reality

NASA Astrophysics Data System (ADS)

Sudra, Gunther; Speidel, Stefanie; Fritz, Dominik; Müller-Stich, Beat Peter; Gutt, Carsten; Dillmann, Rüdiger

2007-03-01

Minimally invasive surgery is a highly complex medical discipline with various risks for surgeon and patient, but has also numerous advantages on patient-side. The surgeon has to adapt special operation-techniques and deal with difficulties like the complex hand-eye coordination, limited field of view and restricted mobility. To alleviate with these new problems, we propose to support the surgeon's spatial cognition by using augmented reality (AR) techniques to directly visualize virtual objects in the surgical site. In order to generate an intelligent support, it is necessary to have an intraoperative assistance system that recognizes the surgical skills during the intervention and provides context-aware assistance surgeon using AR techniques. With MEDIASSIST we bundle our research activities in the field of intraoperative intelligent support and visualization. Our experimental setup consists of a stereo endoscope, an optical tracking system and a head-mounted-display for 3D visualization. The framework will be used as platform for the development and evaluation of our research in the field of skill recognition and context-aware assistance generation. This includes methods for surgical skill analysis, skill classification, context interpretation as well as assistive visualization and interaction techniques. In this paper we present the objectives of MEDIASSIST and first results in the fields of skill analysis, visualization and multi-modal interaction. In detail we present a markerless instrument tracking for surgical skill analysis as well as visualization techniques and recognition of interaction gestures in an AR environment.

Investigation on the music perception skills of Italian children with cochlear implants.

PubMed

Scorpecci, Alessandro; Zagari, Felicia; Mari, Giorgia; Giannantonio, Sara; D'Alatri, Lucia; Di Nardo, Walter; Paludetti, Gaetano

2012-10-01

To compare the music perception skills of a group of Italian-speaking children with cochlear implants to those of a group of normal hearing children; to analyze possible correlations between implanted children's musical skills and their demographics, clinical characteristics, phonological perception, and speech recognition and production abilities. 18 implanted children aged 5-12 years and a reference group of 23 normal-hearing subjects with typical language development were enrolled. Both groups received a melody identification test and a song (i.e. original version) identification test. The implanted children also received a test battery aimed at assessing speech recognition, speech production and phoneme discrimination. The implanted children scored significantly worse than the normal hearing subjects in both musical tests. In the cochlear implant group, phoneme discrimination abilities were significantly correlated with both melody and song identification skills, and length of device use was significantly correlated with song identification skills. Experience with device use and phonological perception had a moderate-to-strong correlation to implanted children's music perception abilities. In the light of these findings, it is reasonable to assume that a rehabilitation program specifically aimed at improving phonological perception could help pediatric cochlear implant recipients better understand the basic elements of music; moreover, a training aimed at improving the comprehension of the spectral elements of music could enhance implanted children's phonological skills. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Speech Recognition as a Transcription Aid: A Randomized Comparison With Standard Transcription

PubMed Central

Mohr, David N.; Turner, David W.; Pond, Gregory R.; Kamath, Joseph S.; De Vos, Cathy B.; Carpenter, Paul C.

2003-01-01

Objective. Speech recognition promises to reduce information entry costs for clinical information systems. It is most likely to be accepted across an organization if physicians can dictate without concerning themselves with real-time recognition and editing; assistants can then edit and process the computer-generated document. Our objective was to evaluate the use of speech-recognition technology in a randomized controlled trial using our institutional infrastructure. Design. Clinical note dictations from physicians in two specialty divisions were randomized to either a standard transcription process or a speech-recognition process. Secretaries and transcriptionists also were assigned randomly to each of these processes. Measurements. The duration of each dictation was measured. The amount of time spent processing a dictation to yield a finished document also was measured. Secretarial and transcriptionist productivity, defined as hours of secretary work per minute of dictation processed, was determined for speech recognition and standard transcription. Results. Secretaries in the endocrinology division were 87.3% (confidence interval, 83.3%, 92.3%) as productive with the speech-recognition technology as implemented in this study as they were using standard transcription. Psychiatry transcriptionists and secretaries were similarly less productive. Author, secretary, and type of clinical note were significant (p < 0.05) predictors of productivity. Conclusion. When implemented in an organization with an existing document-processing infrastructure (which included training and interfaces of the speech-recognition editor with the existing document entry application), speech recognition did not improve the productivity of secretaries or transcriptionists. PMID:12509359

Illinois Occupational Skill Standards: Lodging Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document of skill standards for the lodging cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 28 occupational skill standards describe what people should know and be able to do in an…

Illinois Occupational Skill Standards: Greenhouse/Nursery Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document of skill standards for the greenhouse/nursery cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 23 occupational skill standards describe what people should know and be able to do in an…

Making Sense of Industry-Based Skill Standards.

ERIC Educational Resources Information Center

Bailey, Thomas; Merritt, Donna

The objectives and development of the skill standards movement were examined along with 22 pilot projects that were undertaken as part of an effort to promote the development of a national system of voluntary industry-based skill standards. First, the past and present of the skill standards movement and certification practices were analyzed along…

Illinois Occupational Skill Standards: Landscape Technician Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document of skill standards for the landscape technician cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 19 occupational skill standards describe what people should know and be able to do in…

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

PubMed

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

2015-02-01

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

Face recognition performance of individuals with Asperger syndrome on the Cambridge Face Memory Test.

PubMed

Hedley, Darren; Brewer, Neil; Young, Robyn

2011-12-01

Although face recognition deficits in individuals with Autism Spectrum Disorder (ASD), including Asperger syndrome (AS), are widely acknowledged, the empirical evidence is mixed. This in part reflects the failure to use standardized and psychometrically sound tests. We contrasted standardized face recognition scores on the Cambridge Face Memory Test (CFMT) for 34 individuals with AS with those for 42, IQ-matched non-ASD individuals, and age-standardized scores from a large Australian cohort. We also examined the influence of IQ, autistic traits, and negative affect on face recognition performance. Overall, participants with AS performed significantly worse on the CFMT than the non-ASD participants and when evaluated against standardized test norms. However, while 24% of participants with AS presented with severe face recognition impairment (>2 SDs below the mean), many individuals performed at or above the typical level for their age: 53% scored within +/- 1 SD of the mean and 9% demonstrated superior performance (>1 SD above the mean). Regression analysis provided no evidence that IQ, autistic traits, or negative affect significantly influenced face recognition: diagnostic group membership was the only significant predictor of face recognition performance. In sum, face recognition performance in ASD is on a continuum, but with average levels significantly below non-ASD levels of performance. Copyright © 2011, International Society for Autism Research, Wiley-Liss, Inc.

Visual-Attentional Span and Lexical ­Decision in Skilled Adult Readers

ERIC Educational Resources Information Center

Holmes, Virginia M.; Dawson, Georgia

2014-01-01

The goal of the study was to examine the association between visual-attentional span and lexical decision in skilled adult readers. In the span tasks, an array of letters was presented briefly and recognition or production of a single cued letter (partial span) or production of all letters (whole span) was required. Independently of letter…

Numbers Start Here. Material from the Merseyside and Cheshire Numeracy Lift-Off Project.

ERIC Educational Resources Information Center

Adult Literacy and Basic Skills Unit, London (England).

This skills pack is intended to assist basic numeracy tutors working with adults needing help with prenumber work, number concepts up to 10, time telling, and British money handling. The package includes notes on using the materials provided; materials for use in assessing student skills with respect to color and shape recognition, number…

Children and Adults Both See "Pirates" in "Parties": Letter-Position Effects for Developing Readers and Skilled Adult Readers

ERIC Educational Resources Information Center

Paterson, Kevin B.; Read, Josephine; McGowan, Victoria A.; Jordan, Timothy R.

2015-01-01

Developing readers often make anagrammatical errors (e.g. misreading pirates as parties), suggesting they use letter position flexibly during word recognition. However, while it is widely assumed that the occurrence of these errors decreases with increases in reading skill, empirical evidence to support this distinction is lacking. Accordingly, we…

Educators in Non-Formal Vocational Education and Training in Mozambique: A Plea for Recognition and Professionalisation

ERIC Educational Resources Information Center

Manuel, Alzira; van der Linden, Josje; Popov, Oleg

2017-01-01

Interest in vocational education and training (VET) is growing. This can be attributed to global socio-economic developments requiring continuously changing knowledge and skills. Adult education and training, particularly in non-formal education (NFE) contributes to provide these skills and knowledge for youth and adults. This puts pressure not…

Enhancing Maintenance and Generalization of Incremental Rehearsal through Theory-Based Modifications

ERIC Educational Resources Information Center

Petersen-Brown, Shawna M.

2013-01-01

The attainment of basic early literacy skills at an early age is one way to ensure children become proficient readers as adults. Word recognition is an important basic early literacy skill that is related to reading fluency and overall reading competency. Incremental rehearsal (IR) is a flashcard technique that has produced strong outcomes for a…

Core Skills & Participative Learning. Coombe Lodge Working Paper. Information Bank Number 2088. Draft.

ERIC Educational Resources Information Center

Boffy, Roy; And Others

This paper is intended to help supervisors, trainers, and teachers involved in Great Britain's Youth Training Scheme (YTS) understand the principles of participative learning and use them in teaching core skills to YTS trainees. Participative learning is discussed in terms of its emphasis on individual activity in learning and recognition of the…

Subgroups of Adult Basic Education Learners with Different Profiles of Reading Skills

ERIC Educational Resources Information Center

MacArthur, Charles A.; Konold, Timothy R.; Glutting, Joseph J.; Alamprese, Judith A.

2012-01-01

The purpose of this study was to identify subgroups of adult basic education (ABE) learners with different profiles of skills in the core reading components of decoding, word recognition, spelling, fluency, and comprehension. The analysis uses factor scores of those 5 reading components from on a prior investigation of the reliability and…

The Effects of Video Self-Modeling on the Decoding Skills of Children at Risk for Reading Disabilities

ERIC Educational Resources Information Center

Ayala, Sandra M.

2010-01-01

Ten first grade students, participating in a Tier II response to intervention (RTI) reading program received an intervention of video self modeling to improve decoding skills and sight word recognition. The students were video recorded blending and segmenting decodable words, and reading sight words taken directly from their curriculum…

Relationship between individual differences in functional connectivity and facial-emotion recognition abilities in adults with traumatic brain injury.

PubMed

Rigon, A; Voss, M W; Turkstra, L S; Mutlu, B; Duff, M C

2017-01-01

Although several studies have demonstrated that facial-affect recognition impairment is common following moderate-severe traumatic brain injury (TBI), and that there are diffuse alterations in large-scale functional brain networks in TBI populations, little is known about the relationship between the two. Here, in a sample of 26 participants with TBI and 20 healthy comparison participants (HC) we measured facial-affect recognition abilities and resting-state functional connectivity (rs-FC) using fMRI. We then used network-based statistics to examine (A) the presence of rs-FC differences between individuals with TBI and HC within the facial-affect processing network, and (B) the association between inter-individual differences in emotion recognition skills and rs-FC within the facial-affect processing network. We found that participants with TBI showed significantly lower rs-FC in a component comprising homotopic and within-hemisphere, anterior-posterior connections within the facial-affect processing network. In addition, within the TBI group, participants with higher emotion-labeling skills showed stronger rs-FC within a network comprised of intra- and inter-hemispheric bilateral connections. Findings indicate that the ability to successfully recognize facial-affect after TBI is related to rs-FC within components of facial-affective networks, and provide new evidence that further our understanding of the mechanisms underlying emotion recognition impairment in TBI.

Young children's core symbolic and nonsymbolic quantitative knowledge in the prediction of later mathematics achievement.

PubMed

Geary, David C; vanMarle, Kristy

2016-12-01

At the beginning of preschool (M = 46 months of age), 197 (94 boys) children were administered tasks that assessed a suite of nonsymbolic and symbolic quantitative competencies as well as their executive functions, verbal and nonverbal intelligence, preliteracy skills, and their parents' education level. The children's mathematics achievement was assessed at the end of preschool (M = 64 months). We used a series of Bayesian and standard regression analyses to winnow this broad set of competencies down to the core subset of quantitative skills that predict later mathematics achievement, controlling other factors. This knowledge included children's fluency in reciting the counting string, their understanding of the cardinal value of number words, and recognition of Arabic numerals, as well as their sensitivity to the relative quantity of 2 collections of objects. The results inform theoretical models of the foundations of children's early quantitative development and have practical implications for the design of early interventions for children at risk for poor long-term mathematics achievement. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

A reciprocal model of face recognition and autistic traits: evidence from an individual differences perspective.

PubMed

Halliday, Drew W R; MacDonald, Stuart W S; Scherf, K Suzanne; Sherf, Suzanne K; Tanaka, James W

2014-01-01

Although not a core symptom of the disorder, individuals with autism often exhibit selective impairments in their face processing abilities. Importantly, the reciprocal connection between autistic traits and face perception has rarely been examined within the typically developing population. In this study, university participants from the social sciences, physical sciences, and humanities completed a battery of measures that assessed face, object and emotion recognition abilities, general perceptual-cognitive style, and sub-clinical autistic traits (the Autism Quotient (AQ)). We employed separate hierarchical multiple regression analyses to evaluate which factors could predict face recognition scores and AQ scores. Gender, object recognition performance, and AQ scores predicted face recognition behaviour. Specifically, males, individuals with more autistic traits, and those with lower object recognition scores performed more poorly on the face recognition test. Conversely, university major, gender and face recognition performance reliably predicted AQ scores. Science majors, males, and individuals with poor face recognition skills showed more autistic-like traits. These results suggest that the broader autism phenotype is associated with lower face recognition abilities, even among typically developing individuals.

A Reciprocal Model of Face Recognition and Autistic Traits: Evidence from an Individual Differences Perspective

PubMed Central

Halliday, Drew W. R.; MacDonald, Stuart W. S.; Sherf, Suzanne K.; Tanaka, James W.

2014-01-01

Although not a core symptom of the disorder, individuals with autism often exhibit selective impairments in their face processing abilities. Importantly, the reciprocal connection between autistic traits and face perception has rarely been examined within the typically developing population. In this study, university participants from the social sciences, physical sciences, and humanities completed a battery of measures that assessed face, object and emotion recognition abilities, general perceptual-cognitive style, and sub-clinical autistic traits (the Autism Quotient (AQ)). We employed separate hierarchical multiple regression analyses to evaluate which factors could predict face recognition scores and AQ scores. Gender, object recognition performance, and AQ scores predicted face recognition behaviour. Specifically, males, individuals with more autistic traits, and those with lower object recognition scores performed more poorly on the face recognition test. Conversely, university major, gender and face recognition performance reliably predicted AQ scores. Science majors, males, and individuals with poor face recognition skills showed more autistic-like traits. These results suggest that the broader autism phenotype is associated with lower face recognition abilities, even among typically developing individuals. PMID:24853862

Early Postimplant Speech Perception and Language Skills Predict Long-Term Language and Neurocognitive Outcomes Following Pediatric Cochlear Implantation

PubMed Central

Kronenberger, William G.; Castellanos, Irina; Pisoni, David B.

2017-01-01

Purpose We sought to determine whether speech perception and language skills measured early after cochlear implantation in children who are deaf, and early postimplant growth in speech perception and language skills, predict long-term speech perception, language, and neurocognitive outcomes. Method Thirty-six long-term users of cochlear implants, implanted at an average age of 3.4 years, completed measures of speech perception, language, and executive functioning an average of 14.4 years postimplantation. Speech perception and language skills measured in the 1st and 2nd years postimplantation and open-set word recognition measured in the 3rd and 4th years postimplantation were obtained from a research database in order to assess predictive relations with long-term outcomes. Results Speech perception and language skills at 6 and 18 months postimplantation were correlated with long-term outcomes for language, verbal working memory, and parent-reported executive functioning. Open-set word recognition was correlated with early speech perception and language skills and long-term speech perception and language outcomes. Hierarchical regressions showed that early speech perception and language skills at 6 months postimplantation and growth in these skills from 6 to 18 months both accounted for substantial variance in long-term outcomes for language and verbal working memory that was not explained by conventional demographic and hearing factors. Conclusion Speech perception and language skills measured very early postimplantation, and early postimplant growth in speech perception and language, may be clinically relevant markers of long-term language and neurocognitive outcomes in users of cochlear implants. Supplemental materials https://doi.org/10.23641/asha.5216200 PMID:28724130

Mentoring SFRM: A New Approach to International Space Station Flight Controller Training

NASA Technical Reports Server (NTRS)

Huning, Therese; Barshi, Immanuel; Schmidt, Lacey

2008-01-01

The Mission Operations Directorate (MOD) of the Johnson Space Center is responsible for providing continuous operations support for the International Space Station (ISS). Operations support requires flight controllers who are skilled in team performance as well as the technical operations of the ISS. Space Flight Resource Management (SFRM), a NASA adapted variant of Crew Resource Management (CRM), is the competency model used in the MOD. ISS flight controller certification has evolved to include a balanced focus on development of SFRM and technical expertise. The latest challenge the MOD faces is how to certify an ISS flight controller (operator) to a basic level of effectiveness in 1 year. SFRM training uses a two-pronged approach to expediting operator certification: 1) imbed SFRM skills training into all operator technical training and 2) use senior flight controllers as mentors. This paper focuses on how the MOD uses senior flight controllers as mentors to train SFRM skills. Methods: A mentor works with an operator throughout the training flow. Inserted into the training flow are guided-discussion sessions and on-the-job observation opportunities focusing on specific SFRM skills, including: situational leadership, conflict management, stress management, cross-cultural awareness, self care and team care while on-console, communication, workload management, and situation awareness. The mentor and operator discuss the science and art behind the skills, cultural effects on skills applications, recognition of good and bad skills applications, recognition of how skills application changes subtly in different situations, and individual goals and techniques for improving skills. Discussion: This mentoring program provides an additional means of transferring SFRM knowledge compared to traditional CRM training programs. Our future endeavors in training SFRM skills (as well as other organization s) may benefit from adding team performance skills mentoring. This paper explains our mentoring approach and discusses its effectiveness and future applicability in promoting SFRM/CRM skills.

34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Standards for measuring skill or progress in physical... Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical education classes. If use of a single standard of measuring skill or progress in physical education classes...

National Athletic Trainers' Association position statement: environmental cold injuries.

PubMed

Cappaert, Thomas A; Stone, Jennifer A; Castellani, John W; Krause, Bentley Andrew; Smith, Daniel; Stephens, Bradford A

2008-01-01

To present recommendations for the prevention, recognition, and treatment of environmental cold injuries. Individuals engaged in sport-related or work-related physical activity in cold, wet, or windy conditions are at risk for environmental cold injuries. An understanding of the physiology and pathophysiology, risk management, recognition, and immediate care of environmental cold injuries is an essential skill for certified athletic trainers and other health care providers working with individuals at risk. These recommendations are intended to provide certified athletic trainers and others participating in athletic health care with the specific knowledge and problem-solving skills needed to address environmental cold injuries. Each recommendation has been graded (A, B, or C) according to the Strength of Recommendation Taxonomy criterion scale.

National Athletic Trainers' Association Position Statement: Environmental Cold Injuries

PubMed Central

Cappaert, Thomas A; Stone, Jennifer A; Castellani, John W; Krause, Bentley Andrew; Smith, Daniel; Stephens, Bradford A

2008-01-01

Objective: To present recommendations for the prevention, recognition, and treatment of environmental cold injuries. Background: Individuals engaged in sport-related or work-related physical activity in cold, wet, or windy conditions are at risk for environmental cold injuries. An understanding of the physiology and pathophysiology, risk management, recognition, and immediate care of environmental cold injuries is an essential skill for certified athletic trainers and other health care providers working with individuals at risk. Recommendations: These recommendations are intended to provide certified athletic trainers and others participating in athletic health care with the specific knowledge and problem-solving skills needed to address environmental cold injuries. Each recommendation has been graded (A, B, or C) according to the Strength of Recommendation Taxonomy criterion scale. PMID:19030143

Word Recognition and Cognitive Profiles of Chinese Pre-School Children at Risk for Dyslexia through Language Delay or Familial History of Dyslexia

ERIC Educational Resources Information Center

McBride-Chang, Catherine; Lam, Fanny; Lam, Catherine; Doo, Sylvia; Wong, Simpson W. L.; Chow, Yvonne Y. Y.

2008-01-01

Background: This study sought to identify cognitive abilities that might distinguish Hong Kong Chinese kindergarten children at risk for dyslexia through either language delay or familial history of dyslexia from children who were not at risk and to examine how these abilities were associated with Chinese word recognition. The cognitive skills of…

Recognition of Own-Race and Other-Race Faces by Three-Month-Old Infants

ERIC Educational Resources Information Center

Sangrigoli, Sandy; De Schonen, Scania

2004-01-01

Background: People are better at recognizing faces of their own race than faces of another race. Such race specificity may be due to differential expertise in the two races. Method: In order to find out whether this other-race effect develops as early as face-recognition skills or whether it is a long-term effect of acquired expertise, we tested…

Ohio's Resource Guide for Voluntary Skill Standards.

ERIC Educational Resources Information Center

Springfield-Clark Joint Vocational School, Springfield, OH.

Voluntary skill standards are industry-based, industry-verified performance specifications that identify the knowledge, skills, and abilities individuals need for success in an industry. This resource guide is designed to raise awareness of voluntary skill standards, identify their benefits, and encourage stakeholder involvement in implementation…

Development and Application of Skill Standards for Security Practitioners

DTIC Science & Technology

2006-07-01

Development and Application of Skill Standards for Security Practitioners Henry K. Simpson Northrop Grumman Technical Services Lynn F. Fischer...and Application of Skill Standards for Security Practitioners Henry K. Simpson, Northrop Grumman Technical Services Lynn F. Fischer, Defense...described in the present report was driven by a JSTC tasking to develop skill standards for security practitioners in seven different security

Facial recognition performance of female inmates as a result of sexual assault history.

PubMed

Islam-Zwart, Kayleen A; Heath, Nicole M; Vik, Peter W

2005-06-01

This study examined the effect of sexual assault history on facial recognition performance. Gender of facial stimuli and posttraumatic stress disorder (PTSD) symptoms also were expected to influence performance. Fifty-six female inmates completed an interview and the Wechsler Memory Scale-Third Edition Faces I and Faces II subtests (Wechsler, 1997). Women with a sexual assault exhibited better immediate and delayed facial recognition skills than those with no assault history. There were no differences in performance based on the gender of faces or PTSD diagnosis. Immediate facial recognition was correlated with report of PTSD symptoms. Findings provide greater insight into women's reactions to, and the uniqueness of, the trauma of sexual victimization.

Sexual Abuse Prevention Mobile Application (SAP_MobAPP) for Primary School Children in Korea.

PubMed

Moon, Kyoung Ja; Park, Kyung Min; Sung, Yunsick

2017-07-01

This study aimed to develop and evaluate the effects of a sexual abuse prevention mobile application, SAP_MobAPP, for primary school children. Forty-five subjects were trained for 40 minutes once a week. The experimental group received education that utilized the SAP_MobAPP. Control group A received Web based sexual abuse prevention education, while control group B received textbook based sexual abuse prevention education. Effectiveness was verified through a survey on child sexual abuse recognition and avoidance skills administered before and after training. The SAP_MobAPP program improved recognition (awareness) and the child's skills to avoid child sexual abuse situations, and the effects were long-lasting. However, differences between groups were not statistically significant. This study developed a sexual abuse prevention application and verified its effectiveness. Awareness and skills to avoid child sexual abuse after app education increased immediately after training and four weeks later. The SAP_MobAPP could be used for sexual abuse prevention education in schools.

Unsupervised learning of facial emotion decoding skills.

PubMed

Huelle, Jan O; Sack, Benjamin; Broer, Katja; Komlewa, Irina; Anders, Silke

2014-01-01

Research on the mechanisms underlying human facial emotion recognition has long focussed on genetically determined neural algorithms and often neglected the question of how these algorithms might be tuned by social learning. Here we show that facial emotion decoding skills can be significantly and sustainably improved by practice without an external teaching signal. Participants saw video clips of dynamic facial expressions of five different women and were asked to decide which of four possible emotions (anger, disgust, fear, and sadness) was shown in each clip. Although no external information about the correctness of the participant's response or the sender's true affective state was provided, participants showed a significant increase of facial emotion recognition accuracy both within and across two training sessions two days to several weeks apart. We discuss several similarities and differences between the unsupervised improvement of facial decoding skills observed in the current study, unsupervised perceptual learning of simple stimuli described in previous studies and practice effects often observed in cognitive tasks.

Unsupervised learning of facial emotion decoding skills

PubMed Central

Huelle, Jan O.; Sack, Benjamin; Broer, Katja; Komlewa, Irina; Anders, Silke

2013-01-01

Research on the mechanisms underlying human facial emotion recognition has long focussed on genetically determined neural algorithms and often neglected the question of how these algorithms might be tuned by social learning. Here we show that facial emotion decoding skills can be significantly and sustainably improved by practice without an external teaching signal. Participants saw video clips of dynamic facial expressions of five different women and were asked to decide which of four possible emotions (anger, disgust, fear, and sadness) was shown in each clip. Although no external information about the correctness of the participant’s response or the sender’s true affective state was provided, participants showed a significant increase of facial emotion recognition accuracy both within and across two training sessions two days to several weeks apart. We discuss several similarities and differences between the unsupervised improvement of facial decoding skills observed in the current study, unsupervised perceptual learning of simple visual stimuli described in previous studies and practice effects often observed in cognitive tasks. PMID:24578686

Recognition of own-race and other-race faces by three-month-old infants.

PubMed

Sangrigoli, Sandy; De Schonen, Scania

2004-10-01

People are better at recognizing faces of their own race than faces of another race. Such race specificity may be due to differential expertise in the two races. In order to find out whether this other-race effect develops as early as face-recognition skills or whether it is a long-term effect of acquired expertise, we tested face recognition in 3-month-old Caucasian infants by conducting two experiments using Caucasian and Asiatic faces and a visual pair-comparison task. We hypothesized that if the other race effect develops together with face processing skills during the first months of life, the ability to recognize own-race faces will be greater than the ability to recognize other-race faces: 3-month-old Caucasian infants should be better at recognizing Caucasian faces than Asiatic faces. If, on the contrary, the other-race effect is the long-term result of acquired expertise, no difference between recognizing own- and other-race faces will be observed at that age. In Experiment 1, Caucasian infants were habituated to a single face. Recognition was assessed by a novelty preference paradigm. The infants' recognition performance was better for Caucasian than for Asiatic faces. In Experiment 2, Caucasian infants were familiarized with three individual faces. Recognition was demonstrated with both Caucasian and Asiatic faces. These results suggest that (i) the representation of face information by 3-month-olds may be race-experience-dependent (Experiment 1), and (ii) short-term familiarization with exemplars of another race group is sufficient to reduce the other-race effect and to extend the power of face processing (Experiment 2).

Exploring the Perceived Benefits and Limitations of a School-Based Social-Emotional Learning Program: A Concept Map Evaluation

ERIC Educational Resources Information Center

Haymovitz, Ethan; Houseal-Allport, Pia; Lee, R. Scott; Svistova, Juliana

2018-01-01

Schools today are faced with the challenge of equipping students with the skills they need to succeed in life outside the classroom while also teaching the academic material required. More often, teachers are called on to establish environments in which students learn social and emotional skills alongside academics. With increased recognition that…

Art-Based Program for Social and Emotional Development of Children

ERIC Educational Resources Information Center

Mynarikova, Lenka

2012-01-01

For eight weeks, we ran an art-based program for social and emotional development in Grade 5 of primary school for children aged 11-12. We met once a week for 45 minutes and worked with 25 children on improving their skills in communication, cooperation, manifestation, and recognition of emotions and identity enforcement. Each skill was covered by…

Individual Differences in Skilled Adult Readers Reveal Dissociable Patterns of Neural Activity Associated with Component Processes of Reading

ERIC Educational Resources Information Center

Welcome, Suzanne E.; Joanisse, Marc F.

2012-01-01

We used fMRI to examine patterns of brain activity associated with component processes of visual word recognition and their relationships to individual differences in reading skill. We manipulated both the judgments adults made on written stimuli and the characteristics of the stimuli. Phonological processing led to activation in left inferior…

A Web-based Game for Teaching Facial Expressions to Schizophrenic Patients.

PubMed

Gülkesen, Kemal Hakan; Isleyen, Filiz; Cinemre, Buket; Samur, Mehmet Kemal; Sen Kaya, Semiha; Zayim, Nese

2017-07-12

Recognizing facial expressions is an important social skill. In some psychological disorders such as schizophrenia, loss of this skill may complicate the patient's daily life. Prior research has shown that information technology may help to develop facial expression recognition skills through educational software and games. To examine if a computer game designed for teaching facial expressions would improve facial expression recognition skills of patients with schizophrenia. We developed a website composed of eight serious games. Thirty-two patients were given a pre-test composed of 21 facial expression photographs. Eighteen patients were in the study group while 14 were in the control group. Patients in the study group were asked to play the games on the website. After a period of one month, we performed a post-test for all patients. The median score of the correct answers was 17.5 in the control group whereas it was 16.5 in the study group (of 21) in pretest. The median post-test score was 18 in the control group (p=0.052) whereas it was 20 in the study group (p<0.001). Computer games may be used for the purpose of educating people who have difficulty in recognizing facial expressions.

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

PubMed

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

2015-10-01

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

Visual skills involved in decision making by expert referees.

PubMed

Ghasemi, Abdollah; Momeni, Maryam; Jafarzadehpur, Ebrahim; Rezaee, Meysam; Taheri, Hamid

2011-02-01

Previous studies have compared visual skills of expert and novice athletes; referees' performance has not been addressed. Visual skills of two groups of expert referees, successful and unsuccessful in decision making, were compared. Using video clips of soccer matches to assess decision-making success of 41 national and international referees from 31 to 42 years of age, 10 top referees were selected as the Successful group and 10 as the Unsuccessful group. Visual tests included visual memory, visual reaction time, peripheral vision, recognition speed, saccadic eye movement, and facility of accommodation. The Successful group had better visual skills than the Unsuccessful group. Such visual skills enhance soccer referees' performance and may be recommended for young referees.

High-skilled labour mobility in Europe before and after the 2004 enlargement

PubMed Central

Puliga, Michelangelo

2017-01-01

The extent to which international high-skilled mobility channels are forming is a question of great importance in an increasingly global knowledge-based economy. One factor facilitating the growth of high-skilled labour markets is the standardization of certifiable degrees meriting international recognition. Within this context, we analysed an extensive high-skilled mobility database comprising roughly 382 000 individuals from five broad profession groups (Medical, Education, Technical, Science & Engineering and Business & Legal) over the period 1997–2014, using the 13-country expansion of the European Union (EU) to provide insight into labour market integration. We compare the periods before and after the 2004 enlargement, showing the emergence of a new east–west migration channel between the 13 mostly eastern EU entrants (E) and the rest of the western European countries (W). Indeed, we observe a net directional loss of human capital from E → W, representing 29% of the total mobility after 2004. Nevertheless, the counter-migration from W → E is 7% of the total mobility over the same period, signalling the emergence of brain circulation within the EU. Our analysis of the country–country mobility networks and the country–profession bipartite networks provides timely quantitative evidence for the convergent integration of the EU, and highlights the central role of the UK and Germany as high-skilled labour hubs. We conclude with two data-driven models to explore the structural dynamics of the mobility networks. First, we develop a reconfiguration model to explore the potential ramifications of Brexit and the degree to which redirection of high-skilled labourers away from the UK may impact the integration of the rest of the European mobility network. Second, we use a panel regression model to explain empirical high-skilled mobility rates in terms of various economic ‘push–pull’ factors, the results of which show that government expenditure on education, per capita wealth, geographical proximity and labour force size are significant attractive features of destination countries. PMID:28298610

High-skilled labour mobility in Europe before and after the 2004 enlargement.

PubMed

Petersen, Alexander M; Puliga, Michelangelo

2017-03-01

The extent to which international high-skilled mobility channels are forming is a question of great importance in an increasingly global knowledge-based economy. One factor facilitating the growth of high-skilled labour markets is the standardization of certifiable degrees meriting international recognition. Within this context, we analysed an extensive high-skilled mobility database comprising roughly 382 000 individuals from five broad profession groups (Medical, Education, Technical, Science & Engineering and Business & Legal) over the period 1997-2014, using the 13-country expansion of the European Union (EU) to provide insight into labour market integration. We compare the periods before and after the 2004 enlargement, showing the emergence of a new east-west migration channel between the 13 mostly eastern EU entrants (E) and the rest of the western European countries (W). Indeed, we observe a net directional loss of human capital from E → W, representing 29% of the total mobility after 2004. Nevertheless, the counter-migration from W → E is 7% of the total mobility over the same period, signalling the emergence of brain circulation within the EU. Our analysis of the country-country mobility networks and the country-profession bipartite networks provides timely quantitative evidence for the convergent integration of the EU, and highlights the central role of the UK and Germany as high-skilled labour hubs. We conclude with two data-driven models to explore the structural dynamics of the mobility networks. First, we develop a reconfiguration model to explore the potential ramifications of Brexit and the degree to which redirection of high-skilled labourers away from the UK may impact the integration of the rest of the European mobility network. Second, we use a panel regression model to explain empirical high-skilled mobility rates in terms of various economic 'push-pull' factors, the results of which show that government expenditure on education, per capita wealth, geographical proximity and labour force size are significant attractive features of destination countries. © 2017 The Author(s).

Using evidence-based leadership initiatives to create a healthy nursing work environment.

PubMed

Nayback-Beebe, Ann M; Forsythe, Tanya; Funari, Tamara; Mayfield, Marie; Thoms, William; Smith, Kimberly K; Bradstreet, Harry; Scott, Pamela

2013-01-01

In an effort to create a healthy nursing work environment in a military hospital Intermediate Care Unit (IMCU), a facility-level Evidence Based Practice working group composed of nursing.Stakeholders brainstormed and piloted several unit-level evidence-based leadership initiatives to improve the IMCU nursing work environment. These initiatives were guided by the American Association of Critical Care Nurses Standards for Establishing and Sustaining Healthy Work Environments which encompass: (1) skilled communication, (2) true collaboration, (3) effective decision making, (4) appropriate staffing, (5) meaningful recognition, and (6) authentic leadership. Interim findings suggest implementation of these six evidence-based, relationship-centered principals, when combined with IMCU nurses' clinical expertise, management experience, and personal values and preferences, improved staff morale, decreased staff absenteeism, promoted a healthy nursing work environment, and improved patient care.

KSC-2011-2273

NASA Image and Video Library

2011-03-11

ORLANDO, Fla. – NASA's Jet Propulsion Laboratory (JPL) in Pasadena, Calif., unveiled an inflatable, full-size model of the Mars Science Laboratory mission's Curiosity rover at the "For Inspiration and Recognition of Science and Technology," or FIRST, competition at the University of Central Florida in Orlando. The rover is scheduled to launch from Cape Canaveral Air Force Station in Florida aboard an Atlas V later this year. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. Photo credit: NASA/Glenn Benson

KSC-2011-2274

NASA Image and Video Library

2011-03-11

ORLANDO, Fla. – NASA's Jet Propulsion Laboratory (JPL) in Pasadena, Calif., unveiled an inflatable, full-size model of the Mars Science Laboratory mission's Curiosity rover at the "For Inspiration and Recognition of Science and Technology," or FIRST, competition at the University of Central Florida in Orlando. The rover is scheduled to launch from Cape Canaveral Air Force Station in Florida aboard an Atlas V later this year. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. Photo credit: NASA/Glenn Benson

KSC-2011-2276

NASA Image and Video Library

2011-03-11

ORLANDO, Fla. – NASA's Jet Propulsion Laboratory (JPL) in Pasadena, Calif., unveiled an inflatable, full-size model of the Mars Science Laboratory mission's Curiosity rover at the "For Inspiration and Recognition of Science and Technology," or FIRST, competition at the University of Central Florida in Orlando. The rover is scheduled to launch from Cape Canaveral Air Force Station in Florida aboard an Atlas V later this year. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. Photo credit: NASA/Glenn Benson

78 FR 52568 - TUV SUD America, Inc.: Modification of Scope of Recognition

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-23

... three test standards from the scope of recognition of the Nationally Recognized Testing Laboratory (NRTL... standards (1) UL 551 Transformer-type Arc-welding Machine, (2) UL 1484 Residential Gas Detectors, and (3) UL...

A multi-institutional study using simulation to teach cardiopulmonary physical examination and diagnosis skills to physician assistant students.

PubMed

Multak, Nina; Newell, Karen; Spear, Sherrie; Scalese, Ross J; Issenberg, S Barry

2015-06-01

Research demonstrates limitations in the ability of health care trainees/practitioners, including physician assistants (PAs), to identify important cardiopulmonary examination findings and diagnose corresponding conditions. Studies also show that simulation-based training leads to improved performance and that these skills can transfer to real patients. This study evaluated the effectiveness of a newly developed curriculum incorporating simulation with deliberate practice for teaching cardiopulmonary physical examination/bedside diagnosis skills in the PA population. This multi-institutional study used a pretest/posttest design. Participants, PA students from 4 different programs, received a standardized curriculum including instructor-led activities interspersed among small-group/independent self-study time. Didactic sessions and independent study featured practice with the "Harvey" simulator and use of specially developed computer-based multimedia tutorials. Preintervention: participants completed demographic questionnaires, rated self-confidence, and underwent baseline evaluation of knowledge and cardiopulmonary physical examination skills. Students logged self-study time using various learning resources. Postintervention: students again rated self-confidence and underwent repeat cognitive/performance testing using equivalent written/simulator-based assessments. Physician assistant students (N = 56) demonstrated significant gains in knowledge, cardiac examination technique, recognition of total cardiac findings, identification of key auscultatory findings (extra heart sounds, systolic/diastolic murmurs), and the ability to make correct diagnoses. Learner self-confidence also improved significantly. This study demonstrated the effectiveness of a simulation-based curriculum for teaching essential physical examination/bedside diagnosis skills to PA students. Its results reinforce those of similar/previous research, which suggest that simulation-based training is most effective under certain educational conditions. Future research will include subgroup analyses/correlation of other variables to explore best features/uses of simulation technology for training PAs.

Reading recognition of pointer meter based on pattern recognition and dynamic three-points on a line

NASA Astrophysics Data System (ADS)

Zhang, Yongqiang; Ding, Mingli; Fu, Wuyifang; Li, Yongqiang

2017-03-01

Pointer meters are frequently applied to industrial production for they are directly readable. They should be calibrated regularly to ensure the precision of the readings. Currently the method of manual calibration is most frequently adopted to accomplish the verification of the pointer meter, and professional skills and subjective judgment may lead to big measurement errors and poor reliability and low efficiency, etc. In the past decades, with the development of computer technology, the skills of machine vision and digital image processing have been applied to recognize the reading of the dial instrument. In terms of the existing recognition methods, all the parameters of dial instruments are supposed to be the same, which is not the case in practice. In this work, recognition of pointer meter reading is regarded as an issue of pattern recognition. We obtain the features of a small area around the detected point, make those features as a pattern, divide those certified images based on Gradient Pyramid Algorithm, train a classifier with the support vector machine (SVM) and complete the pattern matching of the divided mages. Then we get the reading of the pointer meter precisely under the theory of dynamic three points make a line (DTPML), which eliminates the error caused by tiny differences of the panels. Eventually, the result of the experiment proves that the proposed method in this work is superior to state-of-the-art works.

Social competence intervention for youth with Asperger Syndrome and high-functioning autism: an initial investigation.

PubMed

Stichter, Janine P; Herzog, Melissa J; Visovsky, Karen; Schmidt, Carla; Randolph, Jena; Schultz, Tia; Gage, Nicholas

2010-09-01

Individuals with high functioning autism (HFA) or Asperger Syndrome (AS) exhibit difficulties in the knowledge or correct performance of social skills. This subgroup's social difficulties appear to be associated with deficits in three social cognition processes: theory of mind, emotion recognition and executive functioning. The current study outlines the development and initial administration of the group-based Social Competence Intervention (SCI), which targeted these deficits using cognitive behavioral principles. Across 27 students age 11-14 with a HFA/AS diagnosis, results indicated significant improvement on parent reports of social skills and executive functioning. Participants evidenced significant growth on direct assessments measuring facial expression recognition, theory of mind and problem solving. SCI appears promising, however, larger samples and application in naturalistic settings are warranted.

The impact of rewards on empowering public nurses.

PubMed

Gkorezis, Panagiotis; Petridou, Eugenia

2011-05-01

Employee empowerment is regarded as an essential management practice that may offer various benefits in health-care organizations. Despite a growing research body regarding the antecedents of psychological empowerment, the literature indicates limited empirical evidence on the effect of rewards on nurses' psychological empowerment. Thus, the purpose of this paper is to examine the impact of a bundle of rewards, namely skill variety, information, recognition and job security, on the psychological empowerment of public nurses. Further, this study investigates the influence of demographics on this construct. Data from 258 public nurses demonstrate that information, recognition and job security have a significant association with employees' feelings of psychological empowerment. This study shows no relationship between skill variety and psychological empowerment. With respect to demographics, age, work experience and tenure have an impact on psychological empowerment.

Effects and modeling of phonetic and acoustic confusions in accented speech.

PubMed

Fung, Pascale; Liu, Yi

2005-11-01

Accented speech recognition is more challenging than standard speech recognition due to the effects of phonetic and acoustic confusions. Phonetic confusion in accented speech occurs when an expected phone is pronounced as a different one, which leads to erroneous recognition. Acoustic confusion occurs when the pronounced phone is found to lie acoustically between two baseform models and can be equally recognized as either one. We propose that it is necessary to analyze and model these confusions separately in order to improve accented speech recognition without degrading standard speech recognition. Since low phonetic confusion units in accented speech do not give rise to automatic speech recognition errors, we focus on analyzing and reducing phonetic and acoustic confusability under high phonetic confusion conditions. We propose using likelihood ratio test to measure phonetic confusion, and asymmetric acoustic distance to measure acoustic confusion. Only accent-specific phonetic units with low acoustic confusion are used in an augmented pronunciation dictionary, while phonetic units with high acoustic confusion are reconstructed using decision tree merging. Experimental results show that our approach is effective and superior to methods modeling phonetic confusion or acoustic confusion alone in accented speech, with a significant 5.7% absolute WER reduction, without degrading standard speech recognition.

Global Labour Mobility and Mutual Recognition of Skills and Qualifications: European Union and Australia/New Zealand Perspectives. Working Paper No. 56

ERIC Educational Resources Information Center

Shah, Chandra; Long, Michael

2004-01-01

The labour market is one the most significant markets in modern economies. Today labour embodies increasing amounts of human capital in the form of skills, talents and knowledge. Migration of workers between regions and countries can contribute to efficiency. People are moving from areas in which they are underemployed or unemployed to areas in…

The Relationship of the Component Skills of Reading to IALS Performance: Tipping Points and Five Classes of Adult Literacy Learners. NCSALL Reports #29

ERIC Educational Resources Information Center

Strucker, John; Yamamoto, Kentaro; Kirsch, Irwin

2007-01-01

This study's aim was to understand the relationship of the component skills of reading, such as word recognition, vocabulary, and spelling, to large-scale measures of literacy, such as the 1992 National Adult Literacy Survey (NALS) (Kirsch, Jungleblut, Jenkins, & Kolstad, 1993) and the closely related International Adult Literacy Survey (IALS)…

Self-Assessment for Managers of Health Care. How Can I Be a Better Manager? WHO Offset Publication No. 97.

ERIC Educational Resources Information Center

Rotem, Arie; Fay, Joe

This booklet is intended to assist midlevel health care managers in assessing and improving their health care management skills. The first chapter uses the story of one health care manager's recognition of his own weaknesses and subsequent self-improvement to illustrate the qualities and skills that make a good manager. The second chapter, which…

Adding New Tools to the Black Bag—Introduction of Ultrasound into the Physical Diagnosis Course

PubMed Central

Amponsah, David; Yang, James; Mendez, Jennifer; Bridge, Patrick; Hays, Gregory; Baliga, Sudhir; Crist, Karen; Brennan, Simone; Jackson, Matt; Dulchavsky, Scott

2010-01-01

INTRODUCTION Ultrasound, a versatile diagnostic modality that permits real-time visualization at the patient’s bedside, can be used as an adjunct in teaching physical diagnosis (PD). Aims: (1) to study the feasibility of incorporating ultrasound into PD courses and (2) determine whether learners can demonstrate image recognition and acquisition skills. PROGRAM DESCRIPTION Three hundred seven second-year medical students were introduced to cardiovascular and abdominal ultrasound scanning after training in the physical examination. This consisted of a demonstration of the ultrasound examination, followed by practice on standardized patients (SPs). Pre-post tests were administered to evaluate students’ knowledge and understanding of ultrasound. Students performed an ultrasound examination during the PD final examination. PROGRAM EVALUATION Pre-post test data revealed significant improvements in image recognition. On the final exam, the highest scores (98.4%) were obtained for the internal jugular vein and lowest scores (74.6%) on the Focused Assessment with Sonography for Trauma images. Eighty-nine percent of students’ surveyed felt ultrasound was a valuable tool for physicians. DISCUSSION An introductory ultrasound course is effective in improving medical students' acquisition and recognition of basic cardiovascular and abdominal ultrasound images. This innovative program demonstrates the feasibility of incorporating portable ultrasound as a learning tool during medical school. Electronic supplementary material The online version of this article (doi:10.1007/s11606-010-1451-5) contains supplementary material, which is available to authorized users. PMID:20697974

Neuropsychological and FDG-PET profiles in VGKC autoimmune limbic encephalitis.

PubMed

Dodich, Alessandra; Cerami, Chiara; Iannaccone, Sandro; Marcone, Alessandra; Alongi, Pierpaolo; Crespi, Chiara; Canessa, Nicola; Andreetta, Francesca; Falini, Andrea; Cappa, Stefano F; Perani, Daniela

2016-10-01

Limbic encephalitis (LE) is characterized by an acute or subacute onset with memory impairments, confusional state, behavioral disorders, variably associated with seizures and dystonic movements. It is due to inflammatory processes that selectively affect the medial temporal lobe structures. Voltage-gate potassium channel (VGKC) autoantibodies are frequently observed. In this study, we assessed at the individual level FDG-PET brain metabolic dysfunctions and neuropsychological profiles in three autoimmune LE cases seropositive for neuronal VGKC-complex autoantibodies. LGI1 and CASPR2 potassium channel complex autoantibody subtyping was performed. Cognitive abilities were evaluated with an in-depth neuropsychological battery focused on episodic memory and affective recognition/processing skills. FDG-PET data were analyzed at single-subject level according to a standardized and validated voxel-based Statistical Parametric Mapping (SPM) method. Patients showed severe episodic memory and fear recognition deficits at the neuropsychological assessment. No disorder of mentalizing processing was present. Variable patterns of increases and decreases of brain glucose metabolism emerged in the limbic structures, highlighting the pathology-driven selective vulnerability of this system. Additional involvement of cortical and subcortical regions, particularly in the sensorimotor system and basal ganglia, was found. Episodic memory and fear recognition deficits characterize the cognitive profile of LE. Commonalities and differences may occur in the brain metabolic patterns. Single-subject voxel-based analysis of FDG-PET imaging could be useful in the early detection of the metabolic correlates of cognitive and non-cognitive deficits characterizing LE condition. Copyright © 2016 Elsevier Inc. All rights reserved.

The Gravity of High-Skilled Migration Policies.

PubMed

Czaika, Mathias; Parsons, Christopher R

2017-04-01

Combining unique, annual, bilateral data on labor flows of highly skilled immigrants for 10 OECD destinations between 2000 and 2012, with new databases comprising both unilateral and bilateral policy instruments, we present the first judicious cross-country assessment of policies aimed to attract and select high-skilled workers. Points-based systems are much more effective in attracting and selecting high-skilled migrants than requiring a job offer, labor market tests, and shortage lists. Offers of permanent residency, while attracting the highly skilled, overall reduce the human capital content of labor flows because they prove more attractive to non-high-skilled workers. Bilateral recognition of diploma and social security agreements foster greater flows of high-skilled workers and improve the skill selectivity of immigrant flows. Conversely, double taxation agreements deter high-skilled migrants, although they do not alter overall skill selectivity. Our results are robust to a variety of empirical specifications that account for destination-specific amenities, multilateral resistance to migration, and the endogeneity of immigration policies.

Transfer-appropriate processing in recognition memory: perceptual and conceptual effects on recognition memory depend on task demands.

PubMed

Parks, Colleen M

2013-07-01

Research examining the importance of surface-level information to familiarity in recognition memory tasks is mixed: Sometimes it affects recognition and sometimes it does not. One potential explanation of the inconsistent findings comes from the ideas of dual process theory of recognition and the transfer-appropriate processing framework, which suggest that the extent to which perceptual fluency matters on a recognition test depends in large part on the task demands. A test that recruits perceptual processing for discrimination should show greater perceptual effects and smaller conceptual effects than standard recognition, similar to the pattern of effects found in perceptual implicit memory tasks. This idea was tested in the current experiment by crossing a levels of processing manipulation with a modality manipulation on a series of recognition tests that ranged from conceptual (standard recognition) to very perceptually demanding (a speeded recognition test with degraded stimuli). Results showed that the levels of processing effect decreased and the effect of modality increased when tests were made perceptually demanding. These results support the idea that surface-level features influence performance on recognition tests when they are made salient by the task demands. PsycINFO Database Record (c) 2013 APA, all rights reserved.

The Combined Arms Role of Armored Infantry.

DTIC Science & Technology

1985-01-01

65 This is an especially tempting argument in light of the early recognition of the potential of airpower. There remained in the German Army, however...solutions within the U.S. Army indicate a recognition of the importance of associating selected primary leaders (platoon leader and some squad... speech General Richardson discussed the orientation and employment of the U.S. Army’s new light infantry units. 7. The degradation of infantry skills in

The health sciences librarian in medical education: a vital pathways project task force.

PubMed

Schwartz, Diane G; Blobaum, Paul M; Shipman, Jean P; Markwell, Linda Garr; Marshall, Joanne Gard

2009-10-01

The Medical Education Task Force of the Task Force on Vital Pathways for Hospital Librarians reviewed current and future roles of health sciences librarians in medical education at the graduate and undergraduate levels and worked with national organizations to integrate library services, education, and staff into the requirements for training medical students and residents. Standards for medical education accreditation programs were studied, and a literature search was conducted on the topic of the role of the health sciences librarian in medical education. Expectations for library and information services in current standards were documented, and a draft standard prepared. A comprehensive bibliography on the role of the health sciences librarian in medical education was completed, and an analysis of the services provided by health sciences librarians was created. An essential role and responsibility of the health sciences librarian will be to provide the health care professional with the skills needed to access, manage, and use library and information resources effectively. Validation and recognition of the health sciences librarian's contributions to medical education by accrediting agencies will be critical. The opportunity lies in health sciences librarians embracing the diverse roles that can be served in this vital activity, regardless of accrediting agency mandates.

Critical thinking skills in nursing students: comparison of simulation-based performance with metrics.

PubMed

Fero, Laura J; O'Donnell, John M; Zullo, Thomas G; Dabbs, Annette DeVito; Kitutu, Julius; Samosky, Joseph T; Hoffman, Leslie A

2010-10-01

This paper is a report of an examination of the relationship between metrics of critical thinking skills and performance in simulated clinical scenarios. Paper and pencil assessments are commonly used to assess critical thinking but may not reflect simulated performance. In 2007, a convenience sample of 36 nursing students participated in measurement of critical thinking skills and simulation-based performance using videotaped vignettes, high-fidelity human simulation, the California Critical Thinking Disposition Inventory and California Critical Thinking Skills Test. Simulation-based performance was rated as 'meeting' or 'not meeting' overall expectations. Test scores were categorized as strong, average, or weak. Most (75.0%) students did not meet overall performance expectations using videotaped vignettes or high-fidelity human simulation; most difficulty related to problem recognition and reporting findings to the physician. There was no difference between overall performance based on method of assessment (P = 0.277). More students met subcategory expectations for initiating nursing interventions (P ≤ 0.001) using high-fidelity human simulation. The relationship between videotaped vignette performance and critical thinking disposition or skills scores was not statistically significant, except for problem recognition and overall critical thinking skills scores (Cramer's V = 0.444, P = 0.029). There was a statistically significant relationship between overall high-fidelity human simulation performance and overall critical thinking disposition scores (Cramer's V = 0.413, P = 0.047). Students' performance reflected difficulty meeting expectations in simulated clinical scenarios. High-fidelity human simulation performance appeared to approximate scores on metrics of critical thinking best. Further research is needed to determine if simulation-based performance correlates with critical thinking skills in the clinical setting. © 2010 The Authors. Journal of Advanced Nursing © 2010 Blackwell Publishing Ltd.

Critical thinking skills in nursing students: comparison of simulation-based performance with metrics

PubMed Central

Fero, Laura J.; O’Donnell, John M.; Zullo, Thomas G.; Dabbs, Annette DeVito; Kitutu, Julius; Samosky, Joseph T.; Hoffman, Leslie A.

2018-01-01

Aim This paper is a report of an examination of the relationship between metrics of critical thinking skills and performance in simulated clinical scenarios. Background Paper and pencil assessments are commonly used to assess critical thinking but may not reflect simulated performance. Methods In 2007, a convenience sample of 36 nursing students participated in measurement of critical thinking skills and simulation-based performance using videotaped vignettes, high-fidelity human simulation, the California Critical Thinking Disposition Inventory and California Critical Thinking Skills Test. Simulation- based performance was rated as ‘meeting’ or ‘not meeting’ overall expectations. Test scores were categorized as strong, average, or weak. Results Most (75·0%) students did not meet overall performance expectations using videotaped vignettes or high-fidelity human simulation; most difficulty related to problem recognition and reporting findings to the physician. There was no difference between overall performance based on method of assessment (P = 0·277). More students met subcategory expectations for initiating nursing interventions (P ≤ 0·001) using high-fidelity human simulation. The relationship between video-taped vignette performance and critical thinking disposition or skills scores was not statistically significant, except for problem recognition and overall critical thinking skills scores (Cramer’s V = 0·444, P = 0·029). There was a statistically significant relationship between overall high-fidelity human simulation performance and overall critical thinking disposition scores (Cramer’s V = 0·413, P = 0·047). Conclusion Students’ performance reflected difficulty meeting expectations in simulated clinical scenarios. High-fidelity human simulation performance appeared to approximate scores on metrics of critical thinking best. Further research is needed to determine if simulation-based performance correlates with critical thinking skills in the clinical setting. PMID:20636471

Follow-up study on reading comprehension in Down's syndrome: the role of reading skills and listening comprehension.

PubMed

Roch, Maja; Florit, Elena; Levorato, Chiara

2011-01-01

According to the 'Simple View of Reading', reading comprehension requires some abilities such as reading skill and listening comprehension. Individuals with Down's syndrome show relative strengths in reading skills, mainly in word recognition, where they attain a reading age of about 7-8 years. Compared with word recognition, their reading comprehension is usually delayed by at least 6 months. Poor reading comprehension is paralleled by weak listening comprehension. It is claimed that poor listening comprehension might constrain the development of reading comprehension and, therefore, be a cause for the asynchrony between reading skills and reading comprehension. A follow-up study was carried out in order to analyse the improvements in reading skills, listening and reading text comprehension, and to support the hypothesis of a causal relationship between listening and reading comprehension. Ten children and adolescents with Down's syndrome, aged between 11 years 3 months and 19 years 10 months, were assessed twice over a one-year period as to their reading skills, listening and reading text comprehension. Three main findings emerged: (1) reading skills, on the one hand, and comprehension (both listening and reading), on the other hand, are independent; (2) reading comprehension development is determined mainly by listening comprehension, which in the present study proved to be very poor; and (3) an improvement after a one-year period, even though limited, occurred for all examined abilities except for listening comprehension. The results are discussed in the light of the theoretical framework of the 'Simple View of Reading' and of their relevance for practical and educational issues. © 2011 Royal College of Speech & Language Therapists.

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 1: Executive Summary, of a 15-Volume Set of Skills Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

The Machine Tool Advanced Skills Technology (MAST) consortium was formed to address the shortage of skilled workers for the machine tools and metals-related industries. Featuring six of the nation's leading advanced technology centers, the MAST consortium developed, tested, and disseminated industry-specific skill standards and model curricula for…

Deficits in recognizing disgust facial expressions and Internet addiction: Perceived stress as a mediator.

PubMed

Chen, Zhongting; Poon, Kai-Tak; Cheng, Cecilia

2017-08-01

Studies have examined social maladjustment among individuals with Internet addiction, but little is known about their deficits in specific social skills and the underlying psychological mechanisms. The present study filled these gaps by (a) establishing a relationship between deficits in facial expression recognition and Internet addiction, and (b) examining the mediating role of perceived stress that explains this hypothesized relationship. Ninety-seven participants completed validated questionnaires that assessed their levels of Internet addiction and perceived stress, and performed a computer-based task that measured their facial expression recognition. The results revealed a positive relationship between deficits in recognizing disgust facial expression and Internet addiction, and this relationship was mediated by perceived stress. However, the same findings did not apply to other facial expressions. Ad hoc analyses showed that recognizing disgust was more difficult than recognizing other facial expressions, reflecting that the former task assesses a social skill that requires cognitive astuteness. The present findings contribute to the literature by identifying a specific social skill deficit related to Internet addiction and by unveiling a psychological mechanism that explains this relationship, thus providing more concrete guidelines for practitioners to strengthen specific social skills that mitigate both perceived stress and Internet addiction. Copyright © 2017 Elsevier Ireland Ltd. All rights reserved.

Illinois Occupational Skill Standards: Information Technology Design/Build Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document contains Illinois Occupational Skill Standards for occupations in the Information Technology Design and Build Cluster (technical writer, programmer, system analyst, network architect, application product architect, network engineer, and database administrator). The skill standards define what an individual should know and the…

Children and Sports: Choices for All Ages

MedlinePlus

... to take on complex skill sports, such as football, basketball, hockey and volleyball. Keep in mind, however, ... coach attentive to the prevention and recognition of concussions? Coaching style. Attend practices or talk to the ...

Keyboarding: An Important Skill for the Office of the Future.

ERIC Educational Resources Information Center

Burford, Anna M.

1980-01-01

Defines the components of the office of the future: data processing, micrographics, optical character recognition, telecommunications, and word processing. Also discusses teacher responsibility, student preparation, future challenges, and teacher awareness. (CT)

Reflective intuition: defining A&E nursing.

PubMed

Cook, A

1996-01-01

A&E nurses may develop intuitive feelings about the condition of their patients. A&E nurses are practising reflective intuition, based on experience. Recognition of this skill could raise the professional status of nursing.

Training Metacognitive Skills for Situation Assessment

DTIC Science & Technology

1994-06-01

see Toulmin , 1978). The initial recognitional response to a cue provides its normal meaning. For example, the absence of enemy artillery within...Holland. Toulmin , S. (1958). The uses of argument. Cambridge, UK: Cambridge University Press.

Intensive Reading Remediation in Grade 2 or 3: Are There Effects a Decade Later?

PubMed Central

Blachman, Benita A.; Schatschneider, Christopher; Fletcher, Jack M.; Murray, Maria S.; Munger, Kristen A.; Vaughn, Michael G.

2014-01-01

Despite data supporting the benefits of early reading interventions, there has been little evaluation of the long-term educational impact of these interventions, with most follow-up studies lasting less than two years (Suggate, 2010). This study evaluated reading outcomes more than a decade after the completion of an 8-month reading intervention using a randomized design with second and third graders selected on the basis of poor word-level skills (Blachman et al., 2004). Fifty-eight (84%) of the original 69 participants took part in the study. The treatment group demonstrated a moderate to small effect size advantage on reading and spelling measures over the comparison group. There were statistically significant differences with moderate effect sizes between treatment and comparison groups on standardized measures of word recognition (i.e., Woodcock Basic Skills Cluster, d = 0.53; Woodcock Word Identification, d = 0.62), the primary, but not exclusive, focus of the intervention. Statistical tests on other reading and spelling measures did not reach thresholds for statistical significance. Patterns in the data related to other educational outcomes, such as high school completion, favored the treatment participants, although differences were not significant. PMID:24578581

Skill accreditation system for laparoscopic gastroenterologic surgeons in Japan.

PubMed

Mori, Toshiyuki; Kimura, Taizo; Kitajima, Masaki

2010-01-01

The Japan Society for Endoscopic Surgery (JSES) has established an Endoscopic Surgical Skill Qualification System and started examination in 2004. Non-edited videotapes were assessed by two judges in a double-blinded fashion with strict criteria. Two kinds of criteria, namely common and procedure-specific, were prepared. The common criteria were designed to evaluate set-ups, autonomy of the operator, display of the surgical field, recognition of surgical anatomy, co-operation of the surgical team. The procedure-specific criteria were made to assess the operation in a step-by-step fashion. In total, out of 1.114 surgeons who were assessed by this qualification system over a period of four years, 537 (48.2%) have been accredited. The qualification rate in each surgical field has remained at the same level of 40 to 50% to date. Inter-rater agreement of two judges was low at 0.31 in the first year, but improved with revision of the criteria and consensus meetings. Surgeons assessed by this system as qualified experienced less frequent complications when compared to those who failed. This system has impacted on the improvement and standardization of laparoscopic surgery in Japan.

Social functioning and facial expression recognition in children with neurofibromatosis type 1.

PubMed

Allen, T; Willard, V W; Anderson, L M; Hardy, K K; Bonner, M J

2016-03-01

This study examined social functioning and facial expression recognition (FER) in children with neurofibromatosis type 1 (NF1) compared to typically developing peers. Specifically, the current research aimed to identify hypothesised relationships between neurocognitive ability, FER and social functioning. Children, ages 8 to 16, with NF1 (n = 23) and typically developing peers (n = 23) were recruited during regularly scheduled clinic visits and through advertisements on an institutional clinical trials website, respectively. Participants completed a measure of FER, an abbreviated intelligence test and questionnaires regarding their quality of life and behavioural functioning. Parents were also asked to complete questionnaires regarding the social-emotional and cognitive functioning of their child. As expected, there were significant differences between children with NF1 and typically developing peers across domains of social functioning and FER. Within the sample of children with NF1, there were no significant associations observed between cognitive measures, social functioning and facial recognition skills. Children with NF1 exhibited high rates of social impairment and weak FER skills compared to controls. The absence of associations between FER with cognitive and social variables, however, suggests something unique about this skill in children with NF1. Theoretical comparisons are made to children with autism spectrum disorders, as this condition may serve as a potentially useful model in better understanding FER in children with NF1. © 2016 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Gender recognition depends on type of movement and motor skill. Analyzing and perceiving biological motion in musical and nonmusical tasks.

PubMed

Wöllner, Clemens; Deconinck, Frederik J A

2013-05-01

Gender recognition in point-light displays was investigated with regard to body morphology cues and motion cues of human motion performed with different levels of technical skill. Gestures of male and female orchestral conductors were recorded with a motion capture system while they conducted excerpts from a Mendelssohn string symphony to musicians. Point-light displays of conductors were presented to observers under the following conditions: visual-only, auditory-only, audiovisual, and two non-conducting conditions (walking and static images). Observers distinguished between male and female conductors in gait and static images, but not in visual-only and auditory-only conducting conditions. Across all conductors, gender recognition for audiovisual stimuli was better than chance, yet significantly less reliable than for gait. Separate analyses for two groups of conductors indicated an expertise effect in that novice conductors' gender was perceived above chance level for visual-only and audiovisual conducting, while skilled conducting gestures of experts did not afford gender-specific cues. In these conditions, participants may have ignored the body morphology cues that led to correct judgments for static images. Results point to a response bias such that conductors were more often judged to be male. Thus judgment accuracy depended both on the conductors' level of expertise as well as on the observers' concepts, suggesting that perceivable differences between men and women may diminish for highly trained movements of experienced individuals. Copyright © 2013 Elsevier B.V. All rights reserved.

Video content analysis of surgical procedures.

PubMed

Loukas, Constantinos

2018-02-01

In addition to its therapeutic benefits, minimally invasive surgery offers the potential for video recording of the operation. The videos may be archived and used later for reasons such as cognitive training, skills assessment, and workflow analysis. Methods from the major field of video content analysis and representation are increasingly applied in the surgical domain. In this paper, we review recent developments and analyze future directions in the field of content-based video analysis of surgical operations. The review was obtained from PubMed and Google Scholar search on combinations of the following keywords: 'surgery', 'video', 'phase', 'task', 'skills', 'event', 'shot', 'analysis', 'retrieval', 'detection', 'classification', and 'recognition'. The collected articles were categorized and reviewed based on the technical goal sought, type of surgery performed, and structure of the operation. A total of 81 articles were included. The publication activity is constantly increasing; more than 50% of these articles were published in the last 3 years. Significant research has been performed for video task detection and retrieval in eye surgery. In endoscopic surgery, the research activity is more diverse: gesture/task classification, skills assessment, tool type recognition, shot/event detection and retrieval. Recent works employ deep neural networks for phase and tool recognition as well as shot detection. Content-based video analysis of surgical operations is a rapidly expanding field. Several future prospects for research exist including, inter alia, shot boundary detection, keyframe extraction, video summarization, pattern discovery, and video annotation. The development of publicly available benchmark datasets to evaluate and compare task-specific algorithms is essential.

The nature of visual self-recognition.

PubMed

Suddendorf, Thomas; Butler, David L

2013-03-01

Visual self-recognition is often controversially cited as an indicator of self-awareness and assessed with the mirror-mark test. Great apes and humans, unlike small apes and monkeys, have repeatedly passed mirror tests, suggesting that the underlying brain processes are homologous and evolved 14-18 million years ago. However, neuroscientific, developmental, and clinical dissociations show that the medium used for self-recognition (mirror vs photograph vs video) significantly alters behavioral and brain responses, likely due to perceptual differences among the different media and prior experience. On the basis of this evidence and evolutionary considerations, we argue that the visual self-recognition skills evident in humans and great apes are a byproduct of a general capacity to collate representations, and need not index other aspects of self-awareness. Copyright © 2013 Elsevier Ltd. All rights reserved.

Illinois Occupational Skill Standards: Housekeeping Management Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document contains 44 occupational skill standards for the housekeeping management occupational cluster, as required for the state of Illinois. Skill standards, which were developed by committees that included educators and representatives from business, industry, and labor, are intended to promote education and training investment and ensure…

Illinois Occupational Skill Standards: Chemical Process Technical Operators.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

Illinois Occupational Skill Standards: Automotive Technician Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the automotive technician cluster. The document begins with overviews of the Illinois perspective on occupational skill standards and…

Illinois Occupational Skill Standards. Meeting Professional Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended as a guide for workforce preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in the meeting professional occupational cluster. It begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing,…

Illinois Occupational Skill Standards. Beef Production Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended as a guide for workforce preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the beef production cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and…

Tracking the emergence of the consonant bias in visual-word recognition: evidence with developing readers.

PubMed

Soares, Ana Paula; Perea, Manuel; Comesaña, Montserrat

2014-01-01

Recent research with skilled adult readers has consistently revealed an advantage of consonants over vowels in visual-word recognition (i.e., the so-called "consonant bias"). Nevertheless, little is known about how early in development the consonant bias emerges. This work aims to address this issue by studying the relative contribution of consonants and vowels at the early stages of visual-word recognition in developing readers (2(nd) and 4(th) Grade children) and skilled adult readers (college students) using a masked priming lexical decision task. Target words starting either with a consonant or a vowel were preceded by a briefly presented masked prime (50 ms) that could be the same as the target (e.g., pirata-PIRATA [pirate-PIRATE]), a consonant-preserving prime (e.g., pureto-PIRATA), a vowel-preserving prime (e.g., gicala-PIRATA), or an unrelated prime (e.g., bocelo -PIRATA). Results revealed significant priming effects for the identity and consonant-preserving conditions in adult readers and 4(th) Grade children, whereas 2(nd) graders only showed priming for the identity condition. In adult readers, the advantage of consonants was observed both for words starting with a consonant or a vowel, while in 4(th) graders this advantage was restricted to words with an initial consonant. Thus, the present findings suggest that a Consonant/Vowel skeleton should be included in future (developmental) models of visual-word recognition and reading.

Evaluating the developmental trajectory of the episodic buffer component of working memory and its relation to word recognition in children.

PubMed

Wang, Shinmin; Allen, Richard J; Lee, Jun Ren; Hsieh, Chia-En

2015-05-01

The creation of temporary bound representation of information from different sources is one of the key abilities attributed to the episodic buffer component of working memory. Whereas the role of working memory in word learning has received substantial attention, very little is known about the link between the development of word recognition skills and the ability to bind information in the episodic buffer of working memory and how it may develop with age. This study examined the performance of Grade 2 children (8 years old), Grade 3 children (9 years old), and young adults on a task designed to measure their ability to bind visual and auditory-verbal information in working memory. Children's performance on this task significantly correlated with their word recognition skills even when chronological age, memory for individual elements, and other possible reading-related factors were taken into account. In addition, clear developmental trajectories were observed, with improvements in the ability to hold temporary bound information in working memory between Grades 2 and 3, and between the child and adult groups, that were independent from memory for the individual elements. These findings suggest that the capacity to temporarily bind novel auditory-verbal information to visual form in working memory is linked to the development of word recognition in children and improves with age. Copyright © 2015 Elsevier Inc. All rights reserved.

KSC-2011-2256

NASA Image and Video Library

2011-03-11

ORLANDO, Fla. – The S.S. Marinerds team participates in the regional FIRST robotics competition at the University of Central Florida in Orlando. The team is made up of students from Mariner High School in Cape Coral, Fla. NASA is a sponsor of the team. About 60 high school teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. Photo credit: NASA/Glenn Benson

KSC-2011-2264

NASA Image and Video Library

2011-03-11

ORLANDO, Fla. – Team 3149 participates in the regional FIRST robotics competition at the University of Central Florida in Orlando. The team is made up of students from McKeel Academy of Technology in Lakeland, Fla. NASA is a sponsor of the team. Team 3149 finished eighth in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, among about 60 high school teams hoping to advance to the national robotics championship. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. Photo credit: NASA/Glenn Benson

KSC-2011-2265

NASA Image and Video Library

2011-03-11

ORLANDO, Fla. – The Team 3149 robot participates in the regional FIRST robotics competition at the University of Central Florida in Orlando. The team is made up of students from McKeel Academy of Technology in Lakeland, Fla. NASA is a sponsor of the team. Team 3149 finished eighth in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, among about 60 high school teams hoping to advance to the national robotics championship. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. Photo credit: NASA/Glenn Benson

Lean manufacturing comes to China: a case study of its impact on workplace health and safety.

PubMed

Brown, Garrett D; O'Rourke, Dara

2007-01-01

Lean manufacturing, which establishes small production "cells," or teams of workers, who complete an entire product from raw material processing through final assembly and shipment, increases health and safety hazards by mixing previously separated exposures to various chemicals (with possible additive and cumulative effects) and noise. The intensification of work leads to greater ergonomic and stress-related adverse health effects, as well as increased safety hazards. The standard industrial hygiene approach of anticipation, recognition, evaluation, and hazard control is applicable to lean operations. A focus on worker participation in identifying and solving problems is critical for reducing negative impacts. A key to worker safety in lean production operations is the development of informed, empowered, and active workers with the knowledge, skills, and opportunity to act in the workplace to eliminate or reduce hazards.

Comparing Emotion Recognition Skills among Children with and without Jailed Parents.

PubMed

Hindt, Lauren A; Davis, Laurel; Schubert, Erin C; Poehlmann-Tynan, Julie; Shlafer, Rebecca J

2016-01-01

Approximately five million children in the United States have experienced a co-resident parent's incarceration in jail or prison. Parental incarceration is associated with multiple risk factors for maladjustment, which may contribute to the increased likelihood of behavioral problems in this population. Few studies have examined early predictors of maladjustment among children with incarcerated parents, limiting scholars' understanding about potential points for prevention and intervention. Emotion recognition skills may play a role in the development of maladjustment and may be amenable to intervention. The current study examined whether emotion recognition skills differed between 3- to 8-year-old children with and without jailed parents. We hypothesized that children with jailed parents would have a negative bias in processing emotions and less accuracy compared to children without incarcerated parents. Data were drawn from 128 families, including 75 children (53.3% male, M = 5.37 years) with jailed parents and 53 children (39.6% male, M = 5.02 years) without jailed parents. Caregivers in both samples provided demographic information. Children performed an emotion recognition task in which they were asked to produce a label for photos expressing six different emotions (i.e., happy, surprised, neutral, sad, angry, and fearful). For scoring, the number of positive and negative labels were totaled; the number of negative labels provided for neutral and positive stimuli were totaled (measuring negative bias/overextension of negative labels); and valence accuracy (i.e., positive, negative, and neutral) and label accuracy were calculated. Results indicated a main effect of parental incarceration on the number of positive labels provided; children with jailed parents presented significantly fewer positive emotions than the comparison group. There was also a main effect of parental incarceration on negative bias (the overextension of negative labels); children with jailed parents had a negative bias compared to children without jailed parents. However, these findings did not hold when controlling for child age, race/ethnicity, receipt of special education services, and caregiver education. The results provide some evidence for the effect of the context of parental incarceration in the development of negative emotion recognition biases. Limitations and implications for future research and interventions are discussed.

Comparing Emotion Recognition Skills among Children with and without Jailed Parents

PubMed Central

Hindt, Lauren A.; Davis, Laurel; Schubert, Erin C.; Poehlmann-Tynan, Julie; Shlafer, Rebecca J.

2016-01-01

Approximately five million children in the United States have experienced a co-resident parent’s incarceration in jail or prison. Parental incarceration is associated with multiple risk factors for maladjustment, which may contribute to the increased likelihood of behavioral problems in this population. Few studies have examined early predictors of maladjustment among children with incarcerated parents, limiting scholars’ understanding about potential points for prevention and intervention. Emotion recognition skills may play a role in the development of maladjustment and may be amenable to intervention. The current study examined whether emotion recognition skills differed between 3- to 8-year-old children with and without jailed parents. We hypothesized that children with jailed parents would have a negative bias in processing emotions and less accuracy compared to children without incarcerated parents. Data were drawn from 128 families, including 75 children (53.3% male, M = 5.37 years) with jailed parents and 53 children (39.6% male, M = 5.02 years) without jailed parents. Caregivers in both samples provided demographic information. Children performed an emotion recognition task in which they were asked to produce a label for photos expressing six different emotions (i.e., happy, surprised, neutral, sad, angry, and fearful). For scoring, the number of positive and negative labels were totaled; the number of negative labels provided for neutral and positive stimuli were totaled (measuring negative bias/overextension of negative labels); and valence accuracy (i.e., positive, negative, and neutral) and label accuracy were calculated. Results indicated a main effect of parental incarceration on the number of positive labels provided; children with jailed parents presented significantly fewer positive emotions than the comparison group. There was also a main effect of parental incarceration on negative bias (the overextension of negative labels); children with jailed parents had a negative bias compared to children without jailed parents. However, these findings did not hold when controlling for child age, race/ethnicity, receipt of special education services, and caregiver education. The results provide some evidence for the effect of the context of parental incarceration in the development of negative emotion recognition biases. Limitations and implications for future research and interventions are discussed. PMID:27504101

New FASB standard addresses revenue recognition considerations.

PubMed

McKee, Thomas E

2015-12-01

Healthcare organizations are expected to apply the following steps in revenue recognition under the new standard issued in May 2014 by the Financial Accounting Standards Board: Identify the customer contract. Identify the performance obligations in the contract. Determine the transaction price. Allocate the transaction price to the performance obligations in the contract. Recognize revenue when--or in some circumstances, as--the entity satisfies the performance obligation.

78 FR 32473 - Southwest Research Institute: Modification of Scope of Recognition

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-30

... test standard from the scope of recognition of a Nationally Recognized Testing Laboratory (NRTL... delete a test standard, UL 60950--Information Technology Equipment (see Exhibit OSHA- 2006-0041-003... David Michaels, Ph.D., MPH, Assistant Secretary of Labor for Occupational Safety and Health, 200...

Surveying Indian gay men for coping skills and HIV testing patterns using the internet.

PubMed

Jethwani, K S; Mishra, S V; Jethwani, P S; Sawant, N S

2014-01-01

Surveying vulnerable and incarcerated populations is often challenging. Newer methods to reach and collect sensitive information in a safe, secure, and valid manner can go a long way in addressing this unmet need. Homosexual men in India live with inadequate social support, marginalization, and lack legal recognition. These make them less reachable by public health agencies, and make them more likely to continue with high-risk behaviors, and contract human immunodeficiency virus (HIV). To understand coping skills and HIV testing patterns of homosexual men versus heterosexual men. An internet based study using a secure web platform and an anonymised questionnaire. The brief COPE Inventory was used to assess coping styles. A total of 124 respondents were studied. Homosexual men used negative coping skills such as behavioral disengagement and tested for HIV significantly more often than heterosexual men. Heterosexual respondents used positive coping skills more often. The most commonly used coping skill by heterosexual men was instrumental coping and by homosexual men was acceptance. Overall, homosexual men used negative coping mechanisms, like behavioral disengagement more often. The Indian family structure and social support is probably responsible for heterosexual men's over-reliance on instrumental coping, while resulting in disengagement in homosexuals. The lack of legal and social recognition of homosexuality has negatively impacted lives of gay men in India. This is strongly linked to harmful psychological and public health implications for HIV prevention and mental health for homosexual men.

Illinois Occupational Skill Standards: Information Technology End User Applications Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

Illinois Occupational Skill Standards: Clinical Laboratory Science/Biotechnology Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended to serve as a guide for workforce preparation program providers, details the Illinois Occupational Skill Standards for clinical laboratory occupations programs. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the…

Illinois Occupational Skill Standards: Mechanical Drafting Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the mechanical drafting cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and…

Illinois Occupational Skill Standards: Dental Assistant.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

These Illinois skill standards for dental assistant are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as the establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education, business,…

National Health Care Skill Standards.

ERIC Educational Resources Information Center

National Consortium on Health Science and Technology Education, Okemos, MI.

This document presents the National Health Care Skill Standards, which were developed by the National Consortium on Health Science and Technology and West Ed Regional Research Laboratory, in partnership with educators and health care employers. The document begins with an overview of the purpose and benefits of skill standards. Presented next are…

Illinois Occupational Skill Standards: Architectural Drafting Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the architectural drafting cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and…

Illinois Occupational Skill Standards: Industrial Maintenance General Maintenance Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

Illinois Occupational Skill Standards: Dental Hygienist.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

These Illinois skill standards for dental hygienists are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education, business,…

Skill Standards for Open Cut Pipe Laying.

ERIC Educational Resources Information Center

Laborers-AGC Education and Training Fund, Pomfret Center, CT.

This document identifies skill standards for utility construction in a format that uses scenarios to provide a picture of the construction process under consideration. The scenarios provide a general description of the pipe laying and utility construction process. An introduction describes use and benefits of skill standards. Section 2 presents…

Illinois Occupational Skill Standards: Swine Production Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document contains 52 Occupational Skill Standards for the swine production occupational cluster, as required for the state of Illinois. Skill Standards, which were developed by committees that included educators, business, industry, and labor, are intended to promote education and training investment and ensure that students and workers are…

Illinois Occupational Skill Standards: Entry-Level Truck Driver.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended to serve as a guide for workforce preparation program providers, details the Illinois Occupational Skill Standards for programs preparing students for employment as entry-level truck drivers. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the…

Illinois Occupational Skill Standards: Imaging/Pre-Press Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the imaging/pre-press cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and…

Observing the sick child: Part 2c. Respiratory auscultation.

PubMed

Aylott, Marion

2007-04-01

Nursing continues to extend its practice base as the acuity of children in general wards often with complex illnesses and treatment increases. There is a need for ongoing development of the physical assessment skills of nurses who care for children and young people in order to facilitate early recognition of clinical problems. Respiratory dysfunction is the common precursor to adverse events. The skill of auscultation adds another dimension that augments the respiratory assessment repertoire of the nurse. This article builds on the palpation skills presented in February issue and provides a practical step-by-step introduction to auscultation.

Bayesian Analysis of Recognition Memory: The Case of the List-Length Effect

ERIC Educational Resources Information Center

Dennis, Simon; Lee, Michael D.; Kinnell, Angela

2008-01-01

Recognition memory experiments are an important source of empirical constraints for theories of memory. Unfortunately, standard methods for analyzing recognition memory data have problems that are often severe enough to prevent clear answers being obtained. A key example is whether longer lists lead to poorer recognition performance. The presence…

The Role of the Global SOF Network in a Resource Constrained Environment

DTIC Science & Technology

2013-11-01

backed by actions. Step Two: Matching Skill Sets with Individuals: Who Needs to Know What? This step sounds simple enough in theory . You need to...Training Finally, step five is the recognition that, like physical training and condition- ing, cognitive skills need to be continuously refreshed. These...and maintaining the data needed , and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other

Theory of Mind and Emotion Recognition Skills in Children with Specific Language Impairment, Autism Spectrum Disorder and Typical Development: Group Differences and Connection to Knowledge of Grammatical Morphology, Word-Finding Abilities and Verbal Working Memory

ERIC Educational Resources Information Center

Loukusa, Soile; Mäkinen, Leena; Kuusikko-Gauffin, Sanna; Ebeling, Hanna; Moilanen, Irma

2014-01-01

Background: Social perception skills, such as understanding the mind and emotions of others, affect children's communication abilities in real-life situations. In addition to autism spectrum disorder (ASD), there is increasing knowledge that children with specific language impairment (SLI) also demonstrate difficulties in their social…

78 FR 38389 - Proposed Modification to the Scopes of Recognition of Several NRTLs

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-26

... the NRTL's written testing procedures.\\2\\ \\2\\ Such datasheets may be electronic records or hardcopies... particular test standard. OSHA reviews each NRTL's procedures to determine which approach the NRTL will use... standards from the scopes of recognition of several nationally recognized testing laboratories (NRTLs), and...

The effectiveness of using standardized patients to improve community physician skills in mammography counseling and clinical breast exam.

PubMed

Costanza, M E; Luckmann, R; Quirk, M E; Clemow, L; White, M J; Stoddard, A M

1999-10-01

Traditional didactic continuing education is relatively ineffective in improving physicians' clinical skills. We hypothesized that a centralized course including small group workshops utilizing standardized patients could improve clinical skills for a reasonable cost. We designed a 5-h course aimed at improving physicians' counseling skills (re: screening mammography) and clinical breast exam (CBE) skills. The course included lectures, demonstrations, and small group skills sessions utilizing standardized patients and was offered to 156 typical community-based primary care physicians. Pre- and postcourse evaluation included in-office assessments of physician CBE and counseling performance by standardized patients and a written test of knowledge and attitudes. A total of 54.5% of eligible physicians participated. They improved modestly in only one of three areas of counseling skills measured (providing counseling appropriate to the patient's readiness to accept mammography, P = 0.01). The overall CBE score increased substantially from 24.8 to 34.7 (P < 0.0001). Knowledge in all areas measured and confidence in counseling patients also increased. The basic course cost $202 per physician trained. Most community-based primary care physicians may find small group training and in-office evaluation involving standardized patients acceptable. Such training may be more effective in improving physical exam skills than complex communication skills.

Visual Scan Paths and Recognition of Facial Identity in Autism Spectrum Disorder and Typical Development

PubMed Central

Wilson, C. Ellie; Palermo, Romina; Brock, Jon

2012-01-01

Background Previous research suggests that many individuals with autism spectrum disorder (ASD) have impaired facial identity recognition, and also exhibit abnormal visual scanning of faces. Here, two hypotheses accounting for an association between these observations were tested: i) better facial identity recognition is associated with increased gaze time on the Eye region; ii) better facial identity recognition is associated with increased eye-movements around the face. Methodology and Principal Findings Eye-movements of 11 children with ASD and 11 age-matched typically developing (TD) controls were recorded whilst they viewed a series of faces, and then completed a two alternative forced-choice recognition memory test for the faces. Scores on the memory task were standardized according to age. In both groups, there was no evidence of an association between the proportion of time spent looking at the Eye region of faces and age-standardized recognition performance, thus the first hypothesis was rejected. However, the ‘Dynamic Scanning Index’ – which was incremented each time the participant saccaded into and out of one of the core-feature interest areas – was strongly associated with age-standardized face recognition scores in both groups, even after controlling for various other potential predictors of performance. Conclusions and Significance In support of the second hypothesis, results suggested that increased saccading between core-features was associated with more accurate face recognition ability, both in typical development and ASD. Causal directions of this relationship remain undetermined. PMID:22666378

ASK Standards: Assessment, Skills, and Knowledge Content Standards for Student Affairs Practitioners and Scholars

ERIC Educational Resources Information Center

ACPA College Student Educators International, 2011

2011-01-01

The Assessment Skills and Knowledge (ASK) standards seek to articulate the areas of content knowledge, skill and dispositions that student affairs professionals need in order to perform as practitioner-scholars to assess the degree to which students are mastering the learning and development outcomes the professionals intend. Consistent with…

Illinois Occupational Skill Standards: Agricultural Laboratory and Field Technician Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

These Illinois skill standards for the agricultural laboratory and field technician cluster are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for…

Illinois Occupational Skill Standards: Accounting Services Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

These Illinois skill standards for the accounting services cluster are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education,…

34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

Code of Federal Regulations, 2011 CFR

2011-07-01

... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical... 34 Education 1 2011-07-01 2011-07-01 false Standards for measuring skill or progress in physical...

Illinois Occupational Skill Standards: Agricultural Machinery Service Technician.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

These Illinois skill standards for agriculture machinery service technician are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among…

Illinois Occupational Skill Standards: Welding Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

These Illinois skill standards for the welding cluster are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education, business,…

The Role of National Industry-Based Skill Standards in the Development, Implementation, and Assessment of Community College Curriculum

ERIC Educational Resources Information Center

Aragon, Steven R.; Woo, Hui-Jeong; Marvel, Matthew R.

2005-01-01

Using a descriptive survey design, a nationally representative sample of community college career and technical deans were asked to complete a questionnaire that assessed awareness and implementation of industry-based skill standards. For those institutions implementing industry-based skill standards, the questionnaire sought additional…

Communication Skills in Standardized-Patient Assessment of Final-Year Medical Students: A Psychometric Study

ERIC Educational Resources Information Center

Guiton, Gretchen; Hodgson, Carol S.; Delandshere, Ginett; Wilkerson, Luann

2004-01-01

The purpose of this study is to investigate the content-specificity of communication skills. It investigates the reliability and dimensionality of standardized patient (SP) ratings of communication skills in an Objective Structured Clinical Examination(OSCE) for final year medical students. An OSCE consisting of seven standardized patient(SP)…

Gateway to the Future. Skill Standards for the Bioscience Industry for Technical Workers in Pharmaceutical Companies, Biotechnology Companies, and Clinical Laboratories.

ERIC Educational Resources Information Center

Education Development Center, Inc., Newton, MA.

The Bioscience Industry Skills Standards Project (BISSP) is developing national, voluntary skill standards for technical jobs in biotechnology and pharmaceutical companies and clinical laboratories in hospitals, universities, government, and independent settings. Research with employees and educators has pinpointed three issues underscoring the…

National Health Care Skill Standards.

ERIC Educational Resources Information Center

Far West Lab. for Educational Research and Development, San Francisco, CA.

This booklet contains draft national health care skill standards that were proposed during the National Health Care Skill Standards Project on the basis of input from more than 1,000 representatives of key constituencies of the health care field. The project objectives and structure are summarized in the introduction. Part 1 examines the need for…

National Skill Standards for Advanced High Performance Manufacturing. Version 2.1.

ERIC Educational Resources Information Center

National Coalition for Advanced Manufacturing, Washington, DC.

This document presents and discusses the national skill standards for advanced high-performance manufacturing that were developed during a project that was commissioned by the U.S. Department of Education. The introduction explains the need for national skill standards. Discussed in the next three sections are the following: benefits of national…

34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

Code of Federal Regulations, 2014 CFR

2014-07-01

... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical... 34 Education 1 2014-07-01 2014-07-01 false Standards for measuring skill or progress in physical...

34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

Code of Federal Regulations, 2012 CFR

2012-07-01

... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical... 34 Education 1 2012-07-01 2012-07-01 false Standards for measuring skill or progress in physical...

34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

Code of Federal Regulations, 2013 CFR

2013-07-01

... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical... 34 Education 1 2013-07-01 2013-07-01 false Standards for measuring skill or progress in physical...

State Initiatives on Industry-Based Skill Standards and Credentials.

ERIC Educational Resources Information Center

Ganzglass, Evelyn; Simon, Martin

A study examined state initiatives for industry-based skill standards and credentials. Officials in 19 states were interviewed, case studies of programs in 3 states (Georgia, Pennsylvania, and Texas) were conducted, and focus group discussions were held with 25 individuals. State skill standards were generally found to be tied to broader efforts…

Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word Learning.

PubMed

Adlof, Suzanne M; Patten, Hannah

2017-03-01

This study examined the unique and shared variance that nonword repetition and vocabulary knowledge contribute to children's ability to learn new words. Multiple measures of word learning were used to assess recall and recognition of phonological and semantic information. Fifty children, with a mean age of 8 years (range 5-12 years), completed experimental assessments of word learning and norm-referenced assessments of receptive and expressive vocabulary knowledge and nonword repetition skills. Hierarchical multiple regression analyses examined the variance in word learning that was explained by vocabulary knowledge and nonword repetition after controlling for chronological age. Together with chronological age, nonword repetition and vocabulary knowledge explained up to 44% of the variance in children's word learning. Nonword repetition was the stronger predictor of phonological recall, phonological recognition, and semantic recognition, whereas vocabulary knowledge was the stronger predictor of verbal semantic recall. These findings extend the results of past studies indicating that both nonword repetition skill and existing vocabulary knowledge are important for new word learning, but the relative influence of each predictor depends on the way word learning is measured. Suggestions for further research involving typically developing children and children with language or reading impairments are discussed.

Age-congruency and contact effects in body expression recognition from point-light displays (PLD)

PubMed Central

Hermens, Frouke; Willmott, Alexander P.

2016-01-01

Recognition of older people’s body expressions is a crucial social skill. We here investigate how age, not just of the observer, but also of the observed individual, affects this skill. Age may influence the ability to recognize other people’s body expressions by changes in one’s own ability to perform certain action over the life-span (i.e., an own-age bias may occur, with best recognition for one’s own age). Whole body point light displays of children, young adults and older adults (>70 years) expressing six different emotions were presented to observers of the same three age-groups. Across two variations of the paradigm, no evidence for the predicted own-age bias (a cross-over interaction between one’s own age and the observed person’s age) was found. Instead, experience effects were found with children better recognizing older actors’ expressions of ‘active emotions,’ such as anger and happiness with greater exposure in daily life. Together, the findings suggest that age-related changes in one own’s mobility only influences body expression categorization in young children who interact frequently with older adults. PMID:27994986

Computers Are for Kids: Designing Software Programs to Avoid Problems of Learning.

ERIC Educational Resources Information Center

Grimes, Lynn

1981-01-01

Procedures for programing computers to deal with handicapped students, problems in selective attention, visual discrimination, reaction time differences, short term memory, transfer and generalization, recognition of mistakes, and social skills are discussed. (CL)

Social skills training for children with autism spectrum disorder using a robotic behavioral intervention system.

PubMed

Yun, Sang-Seok; Choi, JongSuk; Park, Sung-Kee; Bong, Gui-Young; Yoo, HeeJeong

2017-07-01

We designed a robot system that assisted in behavioral intervention programs of children with autism spectrum disorder (ASD). The eight-session intervention program was based on the discrete trial teaching protocol and focused on two basic social skills: eye contact and facial emotion recognition. The robotic interactions occurred in four modules: training element query, recognition of human activity, coping-mode selection, and follow-up action. Children with ASD who were between 4 and 7 years old and who had verbal IQ ≥ 60 were recruited and randomly assigned to the treatment group (TG, n = 8, 5.75 ± 0.89 years) or control group (CG, n = 7; 6.32 ± 1.23 years). The therapeutic robot facilitated the treatment intervention in the TG, and the human assistant facilitated the treatment intervention in the CG. The intervention procedures were identical in both groups. The primary outcome measures included parent-completed questionnaires, the Autism Diagnostic Observation Schedule (ADOS), and frequency of eye contact, which was measured with the partial interval recording method. After completing treatment, the eye contact percentages were significantly increased in both groups. For facial emotion recognition, the percentages of correct answers were increased in similar patterns in both groups compared to baseline (P > 0.05), with no difference between the TG and CG (P > 0.05). The subjects' ability to play, general behavioral and emotional symptoms were significantly diminished after treatment (p < 0.05). These results showed that the robot-facilitated and human-facilitated behavioral interventions had similar positive effects on eye contact and facial emotion recognition, which suggested that robots are useful mediators of social skills training for children with ASD. Autism Res 2017,. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Autism Res 2017, 10: 1306-1323. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

Unique effects of The transporters animated series and of parental support on emotion recognition skills of children with ASD: Results of a randomized controlled trial.

PubMed

Gev, Tali; Rosenan, Ruthie; Golan, Ofer

2017-05-01

Emotion recognition (ER) and understanding deficits are characteristic of autism spectrum disorder (ASD). The Transporters (TT) animated series has shown promising results in teaching children with ASD to recognize emotions, with mixed findings about generalization and maintenance of effects. This study aimed to evaluate the unique role of TT and of parental support in the acquisition, generalization, and maintenance of acquired ER skills in children with ASD. 77 Israeli children with high functioning ASD, aged 4-7 were randomly assigned into four groups according to a 2 × 2 design of the factors Series (TT, control series) and Parental Support (with/without). Thirty typically developing children, matched to the ASD groups on mental age, were tested with no intervention. Participants' ER (on three generalization levels) and emotional vocabulary (EV) were tested pre and post 8 weeks of intervention, and at 3 months' follow-up. Compared to the control series, watching TT significantly improved children's ER skills at all generalization levels, with good skill maintenance. All groups improved equally on EV. The amount of parental support given, in the groups that had received it, contributed to the generalization and maintenance of ER skills. Autism severity negatively correlated with ER improvement. The current study provides evidence to the unique role of TT in ER skill acquisition, generalization, and maintenance in children with high functioning ASD. In addition, this study provides evidence for a successful cultural adaptation of TT to a non-English speaking culture. Autism Res 2017, 10: 993-1003. © 2016 International Society for Autism Research, Wiley Periodicals, Inc. © 2016 International Society for Autism Research, Wiley Periodicals, Inc.

Parents Perceive Improvements in Socio-emotional Functioning in Adolescents with ASD Following Social Skills Treatment.

PubMed

N Lordo, Danielle; Bertolin, Madison; L Sudikoff, Eliana; Keith, Cierra; Braddock, Barbara; Kaufman, David A S

2017-01-01

The current study examined the effectiveness of a social skills treatment (PEERS) for improving socio-emotional competencies in a sample of high-functioning adolescents with ASD. Neuropsychological and self- and parent-report measures assessing social, emotional, and behavioral functioning were administered before and after treatment. Following social skills treatment, adolescents with ASD exhibited decreased aggression, anxiety, and withdrawal, as well as improvements in emotional responsiveness, adaptability, leadership, and participation in activities of daily living, though no change was found in affect recognition abilities. These findings suggest that PEERS social skills treatment improves particular aspects of emotional, behavioral, and social functioning that may be necessary for developing and maintaining quality peer relationships and remediating social isolation in adolescents with ASD.

Awareness, Use, and Perceived Impact of Selected Stakeholders toward the Implementation of Skills Standards in the State of Illinois

ERIC Educational Resources Information Center

Bragg, Debra D.; Marvel, Matthew R.

2008-01-01

This study examined differences in the awareness, use, and perceived impact of educators, employers, and workforce training providers toward skills standards implementation in the State of Illinois. Group differences were revealed on the use of skills standards, with educators displaying significantly higher levels of use than employers or…

Summative and Formative Evaluations, National Skill Standards Project. Prepared for the National Grocers Association.

ERIC Educational Resources Information Center

Hamm, Michael S.

In 1993-1996, the Grocers Research and Educational Foundation of the National Grocers Association developed entry-level skill standards for the food marketing industry. A coalition formed early in the project directed the skill standard development process and solicited input from major organizations involved in the industry. The validity of the…

Characteristics of Competency. Measurement Criteria for Entry-Level Electronics Technician Skills..

ERIC Educational Resources Information Center

Electronic Industries Foundation, Washington, DC.

This supplement to "Raising the Standard" details the knowledge and skills required to successfully achieve competence in each of the tasks identified in the standards manual. It is divided into five sections that correspond to the five skill categories for entry-level electronics technician: additional skills, desirable behavior and work habits,…

Supporting assistant practitioners during their training.

PubMed

Ripley, Kenneth; Hoad, Bridget

2016-07-27

Assistant practitioners, also known as associate practitioners, provide support to the registered healthcare workforce, practising with advanced knowledge and skills. Assistant practitioners require substantial training to obtain the skills and knowledge required for the role. This article identifies the challenges trainee assistant practitioners may encounter, and makes recommendations for how they can be best supported. The core areas where trainee assistant practitioners require support from their colleagues and mentors are workload, role clarity, mentoring, academic challenge and recognition as learners.

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

PubMed

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

2014-09-01

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

Concept mapping in a critical care orientation program: a pilot study to develop critical thinking and decision-making skills in novice nurses.

PubMed

Wahl, Stacy E; Thompson, Anita M

2013-10-01

Newly graduated registered nurses who were hired into a critical care intensive care unit showed a lack of critical thinking skills to inform their clinical decision-making abilities. This study evaluated the effectiveness of concept mapping as a teaching tool to improve critical thinking and clinical decision-making skills in novice nurses. A self-evaluation tool was administered before and after the learning intervention. The 25-item tool measured five key indicators of the development of critical thinking skills: problem recognition, clinical decision-making, prioritization, clinical implementation, and reflection. Statistically significant improvements were seen in 10 items encompassing all five indicators. Concept maps are an effective tool for educators to use in assisting novice nurses to develop their critical thinking and clinical decision-making skills. Copyright 2013, SLACK Incorporated.

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 13: Laser Machining, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 6: Welding, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 12: Instrumentation, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 5: Mold Making, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational speciality areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 3: Machining, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Individual Differences in Visual Word Recognition: Insights from the English Lexicon Project

PubMed Central

Yap, Melvin J.; Balota, David A.; Sibley, Daragh E.; Ratcliff, Roger

2011-01-01

Empirical work and models of visual word recognition have traditionally focused on group-level performance. Despite the emphasis on the prototypical reader, there is clear evidence that variation in reading skill modulates word recognition performance. In the present study, we examined differences between individuals who contributed to the English Lexicon Project (http://elexicon.wustl.edu), an online behavioral database containing nearly four million word recognition (speeded pronunciation and lexical decision) trials from over 1,200 participants. We observed considerable within- and between-session reliability across distinct sets of items, in terms of overall mean response time (RT), RT distributional characteristics, diffusion model parameters (Ratcliff, Gomez, & McKoon, 2004), and sensitivity to underlying lexical dimensions. This indicates reliably detectable individual differences in word recognition performance. In addition, higher vocabulary knowledge was associated with faster, more accurate word recognition performance, attenuated sensitivity to stimuli characteristics, and more efficient accumulation of information. Finally, in contrast to suggestions in the literature, we did not find evidence that individuals were trading-off in their utilization of lexical and nonlexical information. PMID:21728459

Design and validation of a three-instrument toolkit for the assessment of competence in electrocardiogram rhythm recognition.

PubMed

Hernández-Padilla, José M; Granero-Molina, José; Márquez-Hernández, Verónica V; Suthers, Fiona; López-Entrambasaguas, Olga M; Fernández-Sola, Cayetano

2017-06-01

Rapid and accurate interpretation of cardiac arrhythmias by nurses has been linked with safe practice and positive patient outcomes. Although training in electrocardiogram rhythm recognition is part of most undergraduate nursing programmes, research continues to suggest that nurses and nursing students lack competence in recognising cardiac rhythms. In order to promote patient safety, nursing educators must develop valid and reliable assessment tools that allow the rigorous assessment of this competence before nursing students are allowed to practise without supervision. The aim of this study was to develop and psychometrically evaluate a toolkit to holistically assess competence in electrocardiogram rhythm recognition. Following a convenience sampling technique, 293 nursing students from a nursing faculty in a Spanish university were recruited for the study. The following three instruments were developed and psychometrically tested: an electrocardiogram knowledge assessment tool (ECG-KAT), an electrocardiogram skills assessment tool (ECG-SAT) and an electrocardiogram self-efficacy assessment tool (ECG-SES). Reliability and validity (content, criterion and construct) of these tools were meticulously examined. A high Cronbach's alpha coefficient demonstrated the excellent reliability of the instruments (ECG-KAT=0.89; ECG-SAT=0.93; ECG-SES=0.98). An excellent context validity index (scales' average content validity index>0.94) and very good criterion validity were evidenced for all the tools. Regarding construct validity, principal component analysis revealed that all items comprising the instruments contributed to measure knowledge, skills or self-efficacy in electrocardiogram rhythm recognition. Moreover, known-groups analysis showed the tools' ability to detect expected differences in competence between groups with different training experiences. The three-instrument toolkit developed showed excellent psychometric properties for measuring competence in electrocardiogram rhythm recognition.

Sharing psychological skills in the general practice setting.

PubMed

Weinman, J; Medlik, L

1985-09-01

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

Remember-Know and Source Memory Instructions Can Qualitatively Change Old-New Recognition Accuracy: The Modality-Match Effect in Recognition Memory

ERIC Educational Resources Information Center

Mulligan, Neil W.; Besken, Miri; Peterson, Daniel

2010-01-01

Remember-Know (RK) and source memory tasks were designed to elucidate processes underlying memory retrieval. As part of more complex judgments, both tests produce a measure of old-new recognition, which is typically treated as equivalent to that derived from a standard recognition task. The present study demonstrates, however, that recognition…

The Role of Active Exploration of 3D Face Stimuli on Recognition Memory of Facial Information

ERIC Educational Resources Information Center

Liu, Chang Hong; Ward, James; Markall, Helena

2007-01-01

Research on face recognition has mainly relied on methods in which observers are relatively passive viewers of face stimuli. This study investigated whether active exploration of three-dimensional (3D) face stimuli could facilitate recognition memory. A standard recognition task and a sequential matching task were employed in a yoked design.…

Rapid Word Recognition as a Measure of Word-Level Automaticity and Its Relation to Other Measures of Reading

ERIC Educational Resources Information Center

Frye, Elizabeth M.; Gosky, Ross

2012-01-01

The present study investigated the relationship between rapid recognition of individual words (Word Recognition Test) and two measures of contextual reading: (1) grade-level Passage Reading Test (IRI passage) and (2) performance on standardized STAR Reading Test. To establish if time of presentation on the word recognition test was a factor in…

When Children Learn Programming: Antecedents, Concepts and Outcomes.

ERIC Educational Resources Information Center

Shneiderman, Ben

1985-01-01

Discusses components of an educational plan which supports acquisition of computer programing skills by elementary school children, including antecedent knowledge required (sequencing, similarity, character recognition, part/whole relationships, conditional forms, repetition, and incrementation); initial programing concepts; and outcomes valuable…

Law School, University of Minnesota, Minneapolis

ERIC Educational Resources Information Center

American School and University, 1977

1977-01-01

The University of Minnesota Law School is a winner in the AS&U 1977 College & University Architectural Competition. The jury commented on the strong recognition of energy conservation and the skillful integration of the building with the existing campus. (Author/MLF)

From LVN to RN in One Year

ERIC Educational Resources Information Center

Fasano, Marie A.

1976-01-01

The article describes a community college program which prepares licensed vocational nurses to become registered nurses. The program stresses recognition of individual student differences and skills, provides individual and group counseling, and promotes understanding of the role change. (MS)

Tracking the Emergence of the Consonant Bias in Visual-Word Recognition: Evidence with Developing Readers

PubMed Central

Soares, Ana Paula; Perea, Manuel; Comesaña, Montserrat

2014-01-01

Recent research with skilled adult readers has consistently revealed an advantage of consonants over vowels in visual-word recognition (i.e., the so-called “consonant bias”). Nevertheless, little is known about how early in development the consonant bias emerges. This work aims to address this issue by studying the relative contribution of consonants and vowels at the early stages of visual-word recognition in developing readers (2nd and 4th Grade children) and skilled adult readers (college students) using a masked priming lexical decision task. Target words starting either with a consonant or a vowel were preceded by a briefly presented masked prime (50 ms) that could be the same as the target (e.g., pirata-PIRATA [pirate-PIRATE]), a consonant-preserving prime (e.g., pureto-PIRATA), a vowel-preserving prime (e.g., gicala-PIRATA), or an unrelated prime (e.g., bocelo -PIRATA). Results revealed significant priming effects for the identity and consonant-preserving conditions in adult readers and 4th Grade children, whereas 2nd graders only showed priming for the identity condition. In adult readers, the advantage of consonants was observed both for words starting with a consonant or a vowel, while in 4th graders this advantage was restricted to words with an initial consonant. Thus, the present findings suggest that a Consonant/Vowel skeleton should be included in future (developmental) models of visual-word recognition and reading. PMID:24523917

Using a social robot to teach gestural recognition and production in children with autism spectrum disorders.

PubMed

So, Wing-Chee; Wong, Miranda Kit-Yi; Lam, Carrie Ka-Yee; Lam, Wan-Yi; Chui, Anthony Tsz-Fung; Lee, Tsz-Lok; Ng, Hoi-Man; Chan, Chun-Hung; Fok, Daniel Chun-Wing

2017-07-04

While it has been argued that children with autism spectrum disorders are responsive to robot-like toys, very little research has examined the impact of robot-based intervention on gesture use. These children have delayed gestural development. We used a social robot in two phases to teach them to recognize and produce eight pantomime gestures that expressed feelings and needs. Compared to the children in the wait-list control group (N = 6), those in the intervention group (N = 7) were more likely to recognize gestures and to gesture accurately in trained and untrained scenarios. They also generalized the acquired recognition (but not production) skills to human-to-human interaction. The benefits and limitations of robot-based intervention for gestural learning were highlighted. Implications for Rehabilitation Compared to typically-developing children, children with autism spectrum disorders have delayed development of gesture comprehension and production. Robot-based intervention program was developed to teach children with autism spectrum disorders recognition (Phase I) and production (Phase II) of eight pantomime gestures that expressed feelings and needs. Children in the intervention group (but not in the wait-list control group) were able to recognize more gestures in both trained and untrained scenarios and generalize the acquired gestural recognition skills to human-to-human interaction. Similar findings were reported for gestural production except that there was no strong evidence showing children in the intervention group could produce gestures accurately in human-to-human interaction.

Building a World-Class Front-Line Workforce: The Need for Occupational Skill Standards in State Workforce Preparation Programs. EQW Working Papers.

ERIC Educational Resources Information Center

Sheets, Robert G.

Establishment of a national-state system of world-class occupational skill standards is a first step in restructuring adult vocational-technical education and job training programs. Occupational skills standards provide the necessary foundation for addressing three major state policy issues: the state's proper role in private work-based training,…

Getting Started on Assessment: Developing a Voluntary System of Assessment and Certification Based on Skill Standards.

ERIC Educational Resources Information Center

National Skill Standards Board (DOL/ETA), Washington, DC.

This manual provides practical advice for voluntary partnerships that, since 1994, are part of the effort to build a voluntary national system of skill standards, assessment, and certification. Intended to be used with guidance from the National Skill Standards Board, it is designed for the voluntary partnerships that have completed the standards…

Migration and validation of non-formal and informal learning in Europe: Inclusion, exclusion or polarisation in the recognition of skills?

NASA Astrophysics Data System (ADS)

Souto-Otero, Manuel; Villalba-Garcia, Ernesto

2015-10-01

This article explores (1) the degree to which immigrants can be considered dominant groups in the area of validation of non-formal and informal learning and are subject to specific validation measures in 33 European countries; (2) whether country clusters can be identified within Europe with regard to the dominance of immigrants in the area of validation; and (3) whether validation systems are likely to lead to the inclusion of immigrants or foster a process of "devaluation" of their skills and competences in their host countries. Based on the European Inventory on validation of non- formal and informal learning project (chiefly its 2014 update) as well as a review of 124 EU-funded (Lifelong Learning Programme and European Social Fund) validation projects, the authors present the following findings: (1) in the majority of European countries, immigrants are not a dominant group in the area of validation. (2) In terms of country clusters, Central European and Nordic countries tend to consider immigrants a dominant target group for validation to a greater extent than Southern and Eastern European countries. (3) Finally, few initiatives aim to ensure that immigrants' skills and competences are not devalued in their host country, and those initiatives which are in place benefit particularly those defined as "highly skilled" individuals, on the basis of their productive potential. There is, thus, a "low road" and a "high road" to validation, leading to a process of polarisation in the recognition of the skills and competences of immigrants.

Countertransference. Its continued importance in psychiatric education

PubMed Central

Rao, Nyapati R.; Meinzer, Arthur E.; Berman, Sheldon S.

1997-01-01

Psychotherapy is likely to play a minor or nonexistent role in the future general psychiatrist's training and practice. However, the component skills of recognition and management of the countertransference will remain important. Because psychotherapy training and supervision have been the venues for countertransference learning, the field is in danger of losing its teaching laboratory and hence losing these skills. The authors examine the concept of countertransference and discuss its importance in four increasingly significant areas: managed care, psychopharmacological treatment, emergency intervention, and the management of professional boundaries regarding sexual misconduct. Methods are discussed for enhancing residents' countertransference skills through supervision, training groups, and the resident's personal psychotherapy. PMID:9058556

To recognize the use of international standards for making harmonized regulation of medical devices in Asia-pacific.

PubMed

Anand, K; Saini, Ks; Chopra, Y; Binod, Sk

2010-07-01

'Medical Devices' include everything from highly sophisticated, computerized, medical equipment, right down to simple wooden tongue depressors. Regulations embody the public expectations for how buildings and facilities are expected to perform and as such represent public policy. Regulators, who develop and enforce regulations, are empowered to act in the public's interest to set this policy and are ultimately responsible to the public in this regard. Standardization contributes to the basic infrastructure that underpins society including health and environment, while promoting sustainability and good regulatory practice. The international organizations that produce International Standards are the International Electrotechnical Commission (IEC), the International Organization for Standardization (ISO), and the International Telecommunication Union (ITU). With the increasing globalization of markets, International Standards (as opposed to regional or national standards) have become critical to the trading process, ensuring a level playing field for exports, and ensuring that imports meet the internationally recognized levels of performance and safety. The development of standards is done in response to sectors and stakeholders that express a clearly established need for them. An industry sector or other stakeholder group typically communicates its requirement for standards to one of the national members. To be accepted for development, a proposed work item must receive a majority support of the participating members, who verify the global relevance of the proposed item. The regulatory authority (RA) should provide a method for the recognition of international voluntary standards and for public notification of such recognition. The process of recognition may vary from country to country. Recognition may occur by periodic publication of lists of standards that a regulatory authority has found will meet the Essential Principles. In conclusion, International standards, such as, basic standards, group standards, and product standards, are a tool for harmonizing regulatory processes, to assure the safety, quality, and performance of medical devices. Standards represent the opinion of experts from all interested parties, including industry, regulators, users, and others.

[Face recognition in patients with schizophrenia].

PubMed

Doi, Hirokazu; Shinohara, Kazuyuki

2012-07-01

It is well known that patients with schizophrenia show severe deficiencies in social communication skills. These deficiencies are believed to be partly derived from abnormalities in face recognition. However, the exact nature of these abnormalities exhibited by schizophrenic patients with respect to face recognition has yet to be clarified. In the present paper, we review the main findings on face recognition deficiencies in patients with schizophrenia, particularly focusing on abnormalities in the recognition of facial expression and gaze direction, which are the primary sources of information of others' mental states. The existing studies reveal that the abnormal recognition of facial expression and gaze direction in schizophrenic patients is attributable to impairments in both perceptual processing of visual stimuli, and cognitive-emotional responses to social information. Furthermore, schizophrenic patients show malfunctions in distributed neural regions, ranging from the fusiform gyrus recruited in the structural encoding of facial stimuli, to the amygdala which plays a primary role in the detection of the emotional significance of stimuli. These findings were obtained from research in patient groups with heterogeneous characteristics. Because previous studies have indicated that impairments in face recognition in schizophrenic patients might vary according to the types of symptoms, it is of primary importance to compare the nature of face recognition deficiencies and the impairments of underlying neural functions across sub-groups of patients.

Assessing BSW Student Direct Practice Skill Using Standardized Clients and Self-Efficacy Theory

ERIC Educational Resources Information Center

Rawlings, Mary A.

2012-01-01

Entering and exiting BSW students were compared on self-efficacy and on direct practice skill performance with a standardized client. Self-efficacy was tested as a predictor and as a mediator of skill performance. Ordinary least squares hierarchical regression found BSW education to be predictive of higher skill and higher self-efficacy. After…

The health sciences librarian in medical education: a vital pathways project task force

PubMed Central

Schwartz, Diane G.; Blobaum, Paul M.; Shipman, Jean P.; Markwell, Linda Garr; Marshall, Joanne Gard

2009-01-01

Objectives: The Medical Education Task Force of the Task Force on Vital Pathways for Hospital Librarians reviewed current and future roles of health sciences librarians in medical education at the graduate and undergraduate levels and worked with national organizations to integrate library services, education, and staff into the requirements for training medical students and residents. Methods: Standards for medical education accreditation programs were studied, and a literature search was conducted on the topic of the role of the health sciences librarian in medical education. Results: Expectations for library and information services in current standards were documented, and a draft standard prepared. A comprehensive bibliography on the role of the health sciences librarian in medical education was completed, and an analysis of the services provided by health sciences librarians was created. Conclusion: An essential role and responsibility of the health sciences librarian will be to provide the health care professional with the skills needed to access, manage, and use library and information resources effectively. Validation and recognition of the health sciences librarian's contributions to medical education by accrediting agencies will be critical. The opportunity lies in health sciences librarians embracing the diverse roles that can be served in this vital activity, regardless of accrediting agency mandates. PMID:19851492

KSC-2011-2271

NASA Image and Video Library

2011-03-11

ORLANDO, Fla. –The Bionic Tigers robot participates in the regional FIRST robotics competition at the University of Central Florida in Orlando. The team is made up of students from Cocoa High School and Holy Trinity Episcopal Academy along the Space Coast in Florida. NASA's Launch Services Program based at Kennedy is a sponsor of the team. The Bionic Tigers finished seventh in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, among about 60 high school teams hoping to advance to the national robotics championship. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. Photo credit: NASA/Glenn Benson

KSC-2011-2261

NASA Image and Video Library

2011-03-11

ORLANDO, Fla. – NASA Kennedy Space Center Director Bob Cabana talks to The Wolverines team at the regional FIRST robotics competition at the University of Central Florida in Orlando. The team is made up of students from the Foshay Learning Center located in Los Angeles. NASA is a sponsor of the team. About 60 high school teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. The team took home the Industrial Safety Award sponsored by Underwriters Laboratories. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. Photo credit: NASA/Glenn Benson

KSC-2011-2275

NASA Image and Video Library

2011-03-11

ORLANDO, Fla. – Robotics Engineer Michael Garrett from NASA's Jet Propulsion Laboratory (JPL) in Pasadena, Calif., talks about the Mars Science Laboratory mission's Curiosity rover at the "For Inspiration and Recognition of Science and Technology," or FIRST, competition at the University of Central Florida in Orlando. JPL unveiled an inflatable, full-size model of the rover at the competition. The rover is scheduled to launch from Cape Canaveral Air Force Station in Florida aboard an Atlas V later this year. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. Photo credit: NASA/Glenn Benson

KSC-2011-2262

NASA Image and Video Library

2011-03-11

ORLANDO, Fla. – NASA Kennedy Space Center Director Bob Cabana talks to The Wolverines team at the regional FIRST robotics competition at the University of Central Florida in Orlando. The team is made up of students from the Foshay Learning Center located in Los Angeles. NASA is a sponsor of the team. About 60 high school teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. The team took home the Industrial Safety Award sponsored by Underwriters Laboratories. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. Photo credit: NASA/Glenn Benson

Moreland Recognition Program.

ERIC Educational Resources Information Center

Moreland Elementary School District, San Jose, CA.

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: Recognition for special effort and achievement has been noted as a component of effective schools. Schools in the Moreland School District have effectively improved standards of discipline and achievement by providing forty-six different ways for children to receive positive recognition. Good…

Assessing outcomes of industrial hygiene graduate education.

PubMed

Brosseau, Lisa; Fredrickson, Ann

2009-05-01

To ensure that industrial hygiene professionals continue to be prepared for current and future trends, it is important to regularly assess the value of their education. Described here are the results of discussions with employers and a mailed survey of graduates. Comparisons are made with past mailed surveys of both groups. Two sets of discussions were held in late 2005 with employers of industrial hygienists and other health and safety professionals. Twenty-eight participants were asked to discuss current and future needs for professionals in their organization and economic sector, their expectations for knowledge and skills when hiring professionals, methods for finding and hiring, and the importance of ABET accreditation. At the same time, a survey was mailed to 71 industrial hygiene students graduating in the last 15 years. Respondents were asked to rank the value of and their proficiency in 42 competencies. Questions also assessed employment experience, certification, the importance of ABET accreditation, and demographic characteristics. There was a lot of agreement between the two stakeholder groups (employers and graduates) about the most important skill and knowledge areas. Most employers identified communicating effectively and exposure assessment among the most important skills, with designing and initiating research as among the least. Hazard recognition, exposure measurement principles, and personal protective equipment were the most highly ranked knowledge areas. Employers discussed the need for good "business skills" such as teamwork, communication, and project management, and the importance of problem-solving skills. Graduates reported that skills in the areas of recognition, evaluation, and control were most valuable in their first jobs and generally reported high levels of proficiency in these skill areas. There was a similar dichotomy in opinions about accreditation within each stakeholder group. The reputation of the academic program was important when making hiring decisions; accreditation became an important factor only when a program's reputation was not known. Graduates strongly supported ongoing accreditation but did not apply or attend on the basis of accreditation.

What Are the Principles That Guide Behaviors in the Operating Room?: Creating a Framework to Define and Measure Performance.

PubMed

Madani, Amin; Vassiliou, Melina C; Watanabe, Yusuke; Al-Halabi, Becher; Al-Rowais, Mohammed S; Deckelbaum, Dan L; Fried, Gerald M; Feldman, Liane S

2017-02-01

To identify the core principles that guide expert intraoperative behaviors and to use these principles to develop a universal framework that defines intraoperative performance. Surgical outcomes are associated with intraoperative cognitive skills. Yet, our understanding of factors that control intraoperative judgment and decision-making are limited. As a result, current methods for training and measuring performance are somewhat subjective-more task rather than procedure-oriented-and usually not standardized. They thus provide minimal insight into complex cognitive processes that are fundamental to patient safety. Cognitive task analyses for 6 diverse surgical procedures were performed using semistructured interviews and field observations to describe the thoughts, behaviors, and actions that characterize and guide expert performance. Verbal data were transcribed, supplemented with content from published literature, coded, thematically analyzed using grounded-theory by 4 independent reviewers, and synthesized into a list of items. A conceptual framework was developed based on 42 semistructured interviews lasting 45 to 120 minutes, 5 expert panels and 51 field observations involving 35 experts, and 135 sources from the literature. Five domains of intraoperative performance were identified: psychomotor skills, declarative knowledge, advanced cognitive skills, interpersonal skills, and personal resourcefulness. Within the advanced cognitive skills domain, 21 themes were perceived to guide the behaviors of surgeons: 18 for surgical planning and error prevention, and 3 for error/injury recognition, rescue, and recovery. The application of these thought patterns was highly case-specific and variable amongst subspecialties, environments, and individuals. This study provides a comprehensive definition of intraoperative expertise, with greater insight into the complex cognitive processes that seem to underlie optimal performance. This framework provides trainees and other nonexperts with the necessary information to use in deliberate practice and the creation of effective thought habits that characterize expert performance. It may help to identify gaps in performance, and to isolate root causes of surgical errors with the ultimate goal of improving patient safety.

Emotion Analysis of Telephone Complaints from Customer Based on Affective Computing.

PubMed

Gong, Shuangping; Dai, Yonghui; Ji, Jun; Wang, Jinzhao; Sun, Hai

2015-01-01

Customer complaint has been the important feedback for modern enterprises to improve their product and service quality as well as the customer's loyalty. As one of the commonly used manners in customer complaint, telephone communication carries rich emotional information of speeches, which provides valuable resources for perceiving the customer's satisfaction and studying the complaint handling skills. This paper studies the characteristics of telephone complaint speeches and proposes an analysis method based on affective computing technology, which can recognize the dynamic changes of customer emotions from the conversations between the service staff and the customer. The recognition process includes speaker recognition, emotional feature parameter extraction, and dynamic emotion recognition. Experimental results show that this method is effective and can reach high recognition rates of happy and angry states. It has been successfully applied to the operation quality and service administration in telecom and Internet service company.

Predicting individual differences in reading comprehension: a twin study

PubMed Central

Cutting, Laurie; Deater-Deckard, Kirby; DeThorne, Laura S.; Justice, Laura M.; Schatschneider, Chris; Thompson, Lee A.; Petrill, Stephen A.

2010-01-01

We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among phonological decoding, word recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence for a genetic basis to the “Simple View” of reading. PMID:20814768

Local visual perception bias in children with high-functioning autism spectrum disorders; do we have the whole picture?

PubMed

Falkmer, Marita; Black, Melissa; Tang, Julia; Fitzgerald, Patrick; Girdler, Sonya; Leung, Denise; Ordqvist, Anna; Tan, Tele; Jahan, Ishrat; Falkmer, Torbjorn

2016-01-01

While local bias in visual processing in children with autism spectrum disorders (ASD) has been reported to result in difficulties in recognizing faces and facially expressed emotions, but superior ability in disembedding figures, associations between these abilities within a group of children with and without ASD have not been explored. Possible associations in performance on the Visual Perception Skills Figure-Ground test, a face recognition test and an emotion recognition test were investigated within 25 8-12-years-old children with high-functioning autism/Asperger syndrome, and in comparison to 33 typically developing children. Analyses indicated a weak positive correlation between accuracy in Figure-Ground recognition and emotion recognition. No other correlation estimates were significant. These findings challenge both the enhanced perceptual function hypothesis and the weak central coherence hypothesis, and accentuate the importance of further scrutinizing the existance and nature of local visual bias in ASD.

Emotion Analysis of Telephone Complaints from Customer Based on Affective Computing

PubMed Central

Gong, Shuangping; Ji, Jun; Wang, Jinzhao; Sun, Hai

2015-01-01

Customer complaint has been the important feedback for modern enterprises to improve their product and service quality as well as the customer's loyalty. As one of the commonly used manners in customer complaint, telephone communication carries rich emotional information of speeches, which provides valuable resources for perceiving the customer's satisfaction and studying the complaint handling skills. This paper studies the characteristics of telephone complaint speeches and proposes an analysis method based on affective computing technology, which can recognize the dynamic changes of customer emotions from the conversations between the service staff and the customer. The recognition process includes speaker recognition, emotional feature parameter extraction, and dynamic emotion recognition. Experimental results show that this method is effective and can reach high recognition rates of happy and angry states. It has been successfully applied to the operation quality and service administration in telecom and Internet service company. PMID:26633967

Estrogenic involvement in social learning, social recognition and pathogen avoidance.

PubMed

Choleris, Elena; Clipperton-Allen, Amy E; Phan, Anna; Valsecchi, Paola; Kavaliers, Martin

2012-04-01

Sociality comes with specific cognitive skills that allow the proper processing of information about others (social recognition), as well as of information originating from others (social learning). Because sociality and social interactions can also facilitate the spread of infection among individuals the ability to recognize and avoid pathogen threat is also essential. We review here various studies primarily from the rodent literature supporting estrogenic involvement in the regulation of social recognition, social learning (socially acquired food preferences and mate choice copying) and the recognition and avoidance of infected and potentially infected individuals. We consider both genomic and rapid estrogenic effects involving estrogen receptors α and β, and G-protein coupled estrogen receptor 1, along with their interactions with neuropeptide systems in the processing of social stimuli and the regulation and expression of these various socially relevant behaviors. Copyright © 2012 Elsevier Inc. All rights reserved.

The core role of the nurse practitioner: practice, professionalism and clinical leadership.

PubMed

Carryer, Jenny; Gardner, Glenn; Dunn, Sandra; Gardner, Anne

2007-10-01

To draw on empirical evidence to illustrate the core role of nurse practitioners in Australia and New Zealand. Enacted legislation provides for mutual recognition of qualifications, including nursing, between New Zealand and Australia. As the nurse practitioner role is relatively new in both countries, there is no consistency in role expectation and hence mutual recognition has not yet been applied to nurse practitioners. A study jointly commissioned by both countries' Regulatory Boards developed information on the core role of the nurse practitioner, to develop shared competency and educational standards. Reporting on this study's process and outcomes provides insights that are relevant both locally and internationally. This interpretive study used multiple data sources, including published and grey literature, policy documents, nurse practitioner program curricula and interviews with 15 nurse practitioners from the two countries. Data were analysed according to the appropriate standard for each data type and included both deductive and inductive methods. The data were aggregated thematically according to patterns within and across the interview and material data. The core role of the nurse practitioner was identified as having three components: dynamic practice, professional efficacy and clinical leadership. Nurse practitioner practice is dynamic and involves the application of high level clinical knowledge and skills in a wide range of contexts. The nurse practitioner demonstrates professional efficacy, enhanced by an extended range of autonomy that includes legislated privileges. The nurse practitioner is a clinical leader with a readiness and an obligation to advocate for their client base and their profession at the systems level of health care. A clearly articulated and research informed description of the core role of the nurse practitioner provides the basis for development of educational and practice competency standards. These research findings provide new perspectives to inform the international debate about this extended level of nursing practice. The findings from this research have the potential to achieve a standardised approach and internationally consistent nomenclature for the nurse practitioner role.

Correlation pattern recognition: optimal parameters for quality standards control of chocolate marshmallow candy

NASA Astrophysics Data System (ADS)

Flores, Jorge L.; García-Torales, G.; Ponce Ávila, Cristina

2006-08-01

This paper describes an in situ image recognition system designed to inspect the quality standards of the chocolate pops during their production. The essence of the recognition system is the localization of the events (i.e., defects) in the input images that affect the quality standards of pops. To this end, processing modules, based on correlation filter, and segmentation of images are employed with the objective of measuring the quality standards. Therefore, we designed the correlation filter and defined a set of features from the correlation plane. The desired values for these parameters are obtained by exploiting information about objects to be rejected in order to find the optimal discrimination capability of the system. Regarding this set of features, the pop can be correctly classified. The efficacy of the system has been tested thoroughly under laboratory conditions using at least 50 images, containing 3 different types of possible defects.

Florida Journal of Communication Disorders, 1997.

ERIC Educational Resources Information Center

Langhans, Joseph J., Ed.

1997-01-01

This annual volume is a compilation of traditional articles, poster publications and clinical reports addressing speech and language impairments and intervention. Featured articles include: (1) "Pantomime Recognition and Pantomime Expression in Persons with Aphasia" (Joseph J. Langhans); (2) "Bilingual Classroom Discourse Skills: An…

Suicidal Behavior and Gifted Adolescents.

ERIC Educational Resources Information Center

Leroux, Janice A.

1986-01-01

Analysis of insights of parents of gifted adolescent boys (N=8) who committed suicide found retrospective clues for potential suicide such as: lack of recognition/acceptance of individuality; effects of competition on self-esteem; lack of coping skills; and suicidal behavior of friends. (CB)

Ethics--How Important Is It in Today's Office?

ERIC Educational Resources Information Center

Holmquist, Donna

1993-01-01

Employer seeking to improve ethics in the workplace should develop a limited number of rules; explain why they are important; correct worker behavior privately; use human relations skills; give employees recognition; set an example; offer training; and provide feedback. (SK)

Evaluation of teen seat belt demonstration projects in Colorado and Nevada : traffic tech.

DOT National Transportation Integrated Search

2012-02-01

Teens have higher fatality and injury rates in motor vehicle : crashes than any other age group. The combination of immaturity, : inexperience, and underdeveloped decision-making skills : (including hazard recognition) contributes to the high crash r...

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 9: Tool and Die, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 8: Sheet Metal & Composites, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 4: Manufacturing Engineering Technology, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 14: Automated Equipment Technician (CIM), of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 10: Computer-Aided Drafting & Design, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 11: Computer-Aided Manufacturing & Advanced CNC, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 2: Career Development, General Education and Remediation, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 7: Industrial Maintenance Technology, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

An Overview of Skill Standards Systems in Education & Industry. Systems in the U.S. and Abroad. Volume I.

ERIC Educational Resources Information Center

Institute for Educational Leadership, Washington, DC.

This first volume in a four-volume study of industry- and education-driven skill standards in the United States and other countries describes current practice. Chapter I is the executive summary. Chapter II is an overview of historical and current issues that will affect a voluntary network of industry-based skill standards, competencies, and…

When true memory availability promotes false memory: evidence from confabulating patients.

PubMed

Ciaramelli, Elisa; Ghetti, Simona; Frattarelli, Massimo; Làdavas, Elisabetta

2006-01-01

We explored the extent to which confabulators are susceptible to false recall and false recognition, and whether false recognition is reduced when memory for studied items is experimentally enhanced. Five confabulating patients, nine non-confabulating amnesics--including patients with (F amnesics) and without frontal-lobe dysfunction (NF amnesics)--and 14 control subjects underwent the DRM paradigm [Roediger, H. L., & McDermott, K. B. (1995). Creating false memories: Remembering words not presented in lists. Journal of Experimental Psychology: Learning, Memory and Cognition, 21, 803-814.] in two experimental conditions. In both conditions participants studied eight lists of semantic associates, and free recall was tested after the presentation of each list. In the Standard condition recognition was tested after the presentation of all the lists, whereas in the Proximal condition patients were administered a six-item recognition task after the presentation of each list. Participants also provided remember or know judgements, and described the content of their recollections. All groups of patients recalled a lower proportion of targets and critical lures than did control subjects, but confabulators recalled more words unrelated to the studied lists than did NF amnesics and controls. All groups of participants improved true recognition across conditions. However, whereas normal controls suppressed false recognition to critical lures in the Proximal compared to the Standard condition, and non-confabulating amnesics showed comparable gist-based false recognition, confabulators showed increased levels of false recognition to critical lures across conditions. Furthermore, NF amnesics significantly reduced false recognition to unrelated lures in the Proximal compared to the Standard condition, whereas confabulators were unable to suppress false recognition to unrelated lures across conditions. Analysis of the phenomenological experience showed that, unlike non-confabulating amnesics, confabulators characterized true and false memories with irrelevant information related to test items. Results are interpreted in light of confabulators' monitoring deficits.

Utilization of standardized patients to evaluate clinical and interpersonal skills of surgical residents.

PubMed

Hassett, James M; Zinnerstrom, Karen; Nawotniak, Ruth H; Schimpfhauser, Frank; Dayton, Merril T

2006-10-01

This project was designed to determine the growth of interpersonal skills during the first year of a surgical residency. All categorical surgical residents were given a clinical skills examination of abdominal pain using standardized patients during their orientation (T1). The categorical residents were retested after 11 months (T2). The assessment tool was based on a 12-item modified version of the 5-point Likert Interpersonal Scale (IP) used on the National Board of Medical Examiners prototype Clinical Skills Examination and a 24-item, done-or-not-done, history-taking checklist. Residents' self-evaluation scores were compared to standardized patients' assessment scores. Data were analyzed using the Pearson correlation coefficient, Wilcoxon signed rank test, Student t test, and Cronbach alpha. Thirty-eight categorical residents were evaluated at T1 and T2. At T1, in the history-taking exercise, the scores of the standardized patients and residents correlated (Pearson = .541, P = .000). In the interpersonal skills exercise, the scores of the standardized patients and residents did not correlate (Pearson = -0.238, P = .150). At T2, there was a significant improvement in the residents' self-evaluation scores in both the history-taking exercise (t = -3.280, P = .002) and the interpersonal skills exercise (t = 2.506, P = 0.017). In the history-taking exercise, the standardized patients' assessment scores correlated with the residents' self-evaluation scores (Pearson = 0.561, P = .000). In the interpersonal skills exercise, the standardized patients' assessment scores did not correlate with the residents' self-evaluation scores (Pearson = 0.078, P = .646). Surgical residents demonstrate a consistently low level of self-awareness regarding their interpersonal skills. Observed improvement in resident self-evaluation may be a function of growth in self-confidence.

Australian Recognition Framework Arrangements. Australia's National Training Framework.

ERIC Educational Resources Information Center

Australian National Training Authority, Brisbane.

This document explains the objectives, principles, standards, and protocols of the Australian Recognition Framework (ARF), which is a comprehensive approach to national recognition of vocational education and training (VET) that is based on a quality-assured approach to the registration of training organizations seeking to deliver training, assess…

Use of rhythm in acquisition of a computer-generated tracking task.

PubMed

Fulop, A C; Kirby, R H; Coates, G D

1992-08-01

This research assessed whether rhythm aids acquisition of motor skills by providing cues for the timing of those skills. Rhythms were presented to participants visually or visually with auditory cues. It was hypothesized that the auditory cues would facilitate recognition and learning of the rhythms. The three timing principles of rhythms were also explored. It was hypothesized that rhythms that satisfied all three timing principles would be more beneficial in learning a skill than rhythms that did not satisfy the principles. Three groups learned three different rhythms by practicing a tracking task. After training, participants attempted to reproduce the tracks from memory. Results suggest that rhythms do help in learning motor skills but different sets of timing principles explain perception of rhythm in different modalities.

Impact of Childhood Maltreatment on the Recognition of Facial Expressions of Emotions.

PubMed

Ardizzi, Martina; Martini, Francesca; Umiltà, Maria Alessandra; Evangelista, Valentina; Ravera, Roberto; Gallese, Vittorio

2015-01-01

The development of the explicit recognition of facial expressions of emotions can be affected by childhood maltreatment experiences. A previous study demonstrated the existence of an explicit recognition bias for angry facial expressions among a population of adolescent Sierra Leonean street-boys exposed to high levels of maltreatment. In the present study, the recognition bias for angry facial expressions was investigated in a younger population of street-children and age-matched controls. Participants performed a forced-choice facial expressions recognition task. Recognition bias was measured as participants' tendency to over-attribute anger label to other negative facial expressions. Participants' heart rate was assessed and related to their behavioral performance, as index of their stress-related physiological responses. Results demonstrated the presence of a recognition bias for angry facial expressions among street-children, also pinpointing a similar, although significantly less pronounced, tendency among controls. Participants' performance was controlled for age, cognitive and educational levels and for naming skills. None of these variables influenced the recognition bias for angry facial expressions. Differently, a significant effect of heart rate on participants' tendency to use anger label was evidenced. Taken together, these results suggest that childhood exposure to maltreatment experiences amplifies children's "pre-existing bias" for anger labeling in forced-choice emotion recognition task. Moreover, they strengthen the thesis according to which the recognition bias for angry facial expressions is a manifestation of a functional adaptive mechanism that tunes victim's perceptive and attentive focus on salient environmental social stimuli.

Impact of Childhood Maltreatment on the Recognition of Facial Expressions of Emotions

PubMed Central

Ardizzi, Martina; Martini, Francesca; Umiltà, Maria Alessandra; Evangelista, Valentina; Ravera, Roberto; Gallese, Vittorio

2015-01-01

The development of the explicit recognition of facial expressions of emotions can be affected by childhood maltreatment experiences. A previous study demonstrated the existence of an explicit recognition bias for angry facial expressions among a population of adolescent Sierra Leonean street-boys exposed to high levels of maltreatment. In the present study, the recognition bias for angry facial expressions was investigated in a younger population of street-children and age-matched controls. Participants performed a forced-choice facial expressions recognition task. Recognition bias was measured as participants’ tendency to over-attribute anger label to other negative facial expressions. Participants’ heart rate was assessed and related to their behavioral performance, as index of their stress-related physiological responses. Results demonstrated the presence of a recognition bias for angry facial expressions among street-children, also pinpointing a similar, although significantly less pronounced, tendency among controls. Participants’ performance was controlled for age, cognitive and educational levels and for naming skills. None of these variables influenced the recognition bias for angry facial expressions. Differently, a significant effect of heart rate on participants’ tendency to use anger label was evidenced. Taken together, these results suggest that childhood exposure to maltreatment experiences amplifies children’s “pre-existing bias” for anger labeling in forced-choice emotion recognition task. Moreover, they strengthen the thesis according to which the recognition bias for angry facial expressions is a manifestation of a functional adaptive mechanism that tunes victim’s perceptive and attentive focus on salient environmental social stimuli. PMID:26509890

Illinois Occupational Skill Standards: Telecommunications Technician Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended as a guide for workforce preparation program providers, details the Illinois Occupational Skill Standards for programs preparing students for employment in the telecommunications technician occupational cluster. The document begins with a brief overview of the Illinois perspective on occupational skills standards…

Agricultural Biotechnology Technician. National Voluntary Occupational Skill Standards.

ERIC Educational Resources Information Center

National Future Farmers of America Foundation, Madison, WI.

The skill standards in this document were developed as a result of meetings between representatives of the agricultural industry and educational institutions to determine the skills and educational preparation required of an agricultural biotechnology technician, verified by technicians working in laboratories, greenhouses, animal facilities, and…

Ways of Seeing the Recognition of Prior Learning (RPL): What Contribution Can Such Practices Make to Social Inclusion?

ERIC Educational Resources Information Center

Harris, Judy

1999-01-01

Describes four models of recognition of prior learning (PL): (1) procrustean--PL is made to match predetermined standards; (2) learning and development--PL approximates implicit academic standards; (3) radical--subjective knowledge is recognized as an alternative to dominant forms; and (4) Trojan-horse--PL is seen as socially constructed and…

The Effect of Programmable Tactile Displays on Spatial Learning Skills in Children and Adolescents of Different Visual Disability.

PubMed

Leo, Fabrizio; Cocchi, Elena; Brayda, Luca

2017-07-01

Vision loss has severe impacts on physical, social and emotional well-being. The education of blind children poses issues as many scholar disciplines (e.g., geometry, mathematics) are normally taught by heavily relying on vision. Touch-based assistive technologies are potential tools to provide graphical contents to blind users, improving learning possibilities and social inclusion. Raised-lines drawings are still the golden standard, but stimuli cannot be reconfigured or adapted and the blind person constantly requires assistance. Although much research concerns technological development, little work concerned the assessment of programmable tactile graphics, in educative and rehabilitative contexts. Here we designed, on programmable tactile displays, tests aimed at assessing spatial memory skills and shapes recognition abilities. Tests involved a group of blind and a group of low vision children and adolescents in a four-week longitudinal schedule. After establishing subject-specific difficulty levels, we observed a significant enhancement of performance across sessions and for both groups. Learning effects were comparable to raised paper control tests: however, our setup required minimal external assistance. Overall, our results demonstrate that programmable maps are an effective way to display graphical contents in educative/rehabilitative contexts. They can be at least as effective as traditional paper tests yet providing superior flexibility and versatility.

The National Resuscitation Council, Singapore, and 34 years of resuscitation training: 1983 to 2017.

PubMed

Anantharaman, Venkataraman

2017-07-01

Training in the modern form of cardiopulmonary resuscitation (CPR) started in Singapore in 1983. For the first 15 years, the expansion of training programmes was mainly owing to the interest of a few individuals. Public training in the skill was minimal. In an area of medical care where the greatest opportunity for benefit lies in employing core resuscitation skills in the prehospital environment, very little was being done to address such a need. In 1998, a group of physicians, working together with the Ministry of Health, set up the National Resuscitation Council (NRC). Over the years, the NRC has created national guidelines on resuscitation and reviewed them at five-yearly intervals. Provider training manuals are now available for most programmes. The NRC has set up an active accreditation system for monitoring and maintaining standards of life support training. This has led to a large increase in the number of training centres, as well as recognition and adoption of the council's guidelines in the country. The NRC has also actively promoted the use of bystander CPR through community-based programmes, resulting in a rise in the number of certified providers. Improving the chain of survival, through active community-based training programmes, will likely lead to more lives being saved from sudden cardiac arrest. Copyright: © Singapore Medical Association.

The National Resuscitation Council, Singapore, and 34 years of resuscitation training: 1983 to 2017

PubMed Central

Anantharaman, Venkataraman

2017-01-01

Training in the modern form of cardiopulmonary resuscitation (CPR) started in Singapore in 1983. For the first 15 years, the expansion of training programmes was mainly owing to the interest of a few individuals. Public training in the skill was minimal. In an area of medical care where the greatest opportunity for benefit lies in employing core resuscitation skills in the prehospital environment, very little was being done to address such a need. In 1998, a group of physicians, working together with the Ministry of Health, set up the National Resuscitation Council (NRC). Over the years, the NRC has created national guidelines on resuscitation and reviewed them at five-yearly intervals. Provider training manuals are now available for most programmes. The NRC has set up an active accreditation system for monitoring and maintaining standards of life support training. This has led to a large increase in the number of training centres, as well as recognition and adoption of the council’s guidelines in the country. The NRC has also actively promoted the use of bystander CPR through community-based programmes, resulting in a rise in the number of certified providers. Improving the chain of survival, through active community-based training programmes, will likely lead to more lives being saved from sudden cardiac arrest. PMID:28741008

Face and body perception in schizophrenia: a configural processing deficit?

PubMed

Soria Bauser, Denise; Thoma, Patrizia; Aizenberg, Victoria; Brüne, Martin; Juckel, Georg; Daum, Irene

2012-01-30

Face and body perception rely on common processing mechanisms and activate similar but not identical brain networks. Patients with schizophrenia show impaired face perception, and the present study addressed for the first time body perception in this group. Seventeen patients diagnosed with schizophrenia or schizoaffective disorder were compared to 17 healthy controls on standardized tests assessing basic face perception skills (identity discrimination, memory for faces, recognition of facial affect). A matching-to-sample task including emotional and neutral faces, bodies and cars either in an upright or in an inverted position was administered to assess potential category-specific performance deficits and impairments of configural processing. Relative to healthy controls, schizophrenia patients showed poorer performance on the tasks assessing face perception skills. In the matching-to-sample task, they also responded more slowly and less accurately than controls, regardless of the stimulus category. Accuracy analysis showed significant inversion effects for faces and bodies across groups, reflecting configural processing mechanisms; however reaction time analysis indicated evidence of reduced inversion effects regardless of category in schizophrenia patients. The magnitude of the inversion effects was not related to clinical symptoms. Overall, the data point towards reduced configural processing, not only for faces but also for bodies and cars in individuals with schizophrenia. © 2011 Elsevier Ltd. All rights reserved.

Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word Learning

PubMed Central

Patten, Hannah

2017-01-01

Purpose This study examined the unique and shared variance that nonword repetition and vocabulary knowledge contribute to children's ability to learn new words. Multiple measures of word learning were used to assess recall and recognition of phonological and semantic information. Method Fifty children, with a mean age of 8 years (range 5–12 years), completed experimental assessments of word learning and norm-referenced assessments of receptive and expressive vocabulary knowledge and nonword repetition skills. Hierarchical multiple regression analyses examined the variance in word learning that was explained by vocabulary knowledge and nonword repetition after controlling for chronological age. Results Together with chronological age, nonword repetition and vocabulary knowledge explained up to 44% of the variance in children's word learning. Nonword repetition was the stronger predictor of phonological recall, phonological recognition, and semantic recognition, whereas vocabulary knowledge was the stronger predictor of verbal semantic recall. Conclusions These findings extend the results of past studies indicating that both nonword repetition skill and existing vocabulary knowledge are important for new word learning, but the relative influence of each predictor depends on the way word learning is measured. Suggestions for further research involving typically developing children and children with language or reading impairments are discussed. PMID:28241284

Mathematics Education: Student Terminal Goals, Program Goals, and Behavioral Objectives.

ERIC Educational Resources Information Center

Mesa Public Schools, AZ.

Behavioral objectives are listed for the primary, intermediate and junior high mathematics curriculum in the Mesa Public Schools (Arizona). Lists of specific objectives are given by level for sets, symbol recognition, number operations, mathematical structures, measurement and problem solving skills. (JP)

24 CFR 904.203 - Planning.

Code of Federal Regulations, 2011 CFR

2011-04-01

... be recognized that most of the objectives stated require specialized instructional skill and content knowledge. There shall be recognition of the differences in communication and in value systems, and an... indigenous trainers to insure good communication and rapport. Special attention shall be directed to the...

24 CFR 904.203 - Planning.

Code of Federal Regulations, 2013 CFR

2013-04-01

... be recognized that most of the objectives stated require specialized instructional skill and content knowledge. There shall be recognition of the differences in communication and in value systems, and an... indigenous trainers to insure good communication and rapport. Special attention shall be directed to the...

24 CFR 904.203 - Planning.

Code of Federal Regulations, 2014 CFR

2014-04-01

... be recognized that most of the objectives stated require specialized instructional skill and content knowledge. There shall be recognition of the differences in communication and in value systems, and an... indigenous trainers to insure good communication and rapport. Special attention shall be directed to the...

24 CFR 904.203 - Planning.

Code of Federal Regulations, 2012 CFR

2012-04-01

... be recognized that most of the objectives stated require specialized instructional skill and content knowledge. There shall be recognition of the differences in communication and in value systems, and an... indigenous trainers to insure good communication and rapport. Special attention shall be directed to the...

Individual differences in forced-choice recognition memory: partitioning contributions of recollection and familiarity.

PubMed

Migo, Ellen M; Quamme, Joel R; Holmes, Selina; Bendell, Andrew; Norman, Kenneth A; Mayes, Andrew R; Montaldi, Daniela

2014-01-01

In forced-choice recognition memory, two different testing formats are possible under conditions of high target-foil similarity: Each target can be presented alongside foils similar to itself (forced-choice corresponding; FCC), or alongside foils similar to other targets (forced-choice noncorresponding; FCNC). Recent behavioural and neuropsychological studies suggest that FCC performance can be supported by familiarity whereas FCNC performance is supported primarily by recollection. In this paper, we corroborate this finding from an individual differences perspective. A group of older adults were given a test of FCC and FCNC recognition for object pictures, as well as standardized tests of recall, recognition, and IQ. Recall measures were found to predict FCNC, but not FCC performance, consistent with a critical role for recollection in FCNC only. After the common influence of recall was removed, standardized tests of recognition predicted FCC, but not FCNC performance. This is consistent with a contribution of only familiarity in FCC. Simulations show that a two-process model, where familiarity and recollection make separate contributions to recognition, is 10 times more likely to give these results than a single-process model. This evidence highlights the importance of recognition memory test design when examining the involvement of recollection and familiarity.

Human Services. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists core standards and occupational knowledge and skills that have been identified and validated by industry as necessary to all Georgia students in secondary-level human services occupations programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening, speaking);…

Technical/Engineering. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists core standards and occupational knowledge and skills that have been identified and validated by industry as necessary to all Georgia students in secondary-level technical/engineering programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening, speaking); thinking…

Health Care. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists core standards and occupational knowledge and skills that have been identified/validated by industry as necessary to all Georgia students in secondary-level health care occupations programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening, speaking); thinking…

The surgeon as educator: fundamentals of faculty training in surgical specialties.

PubMed

Khan, Nuzhath; Khan, Mohammed S; Dasgupta, Prokar; Ahmed, Kamran

2013-01-01

To explore faculty training in the field of surgical specialities with a focus on the educational aspect of faculty training. Teaching is an important commitment for academic surgeons alongside duties of patient care, research and continuing professional development. Educating surgical faculty in the skills of teaching is becoming increasingly important and the realisation that clinical expertise does not necessarily translate to teaching expertise has led to the notion that faculty members require formal training in teaching methods and educational theory to teach effectively. The aim of faculty training or development is to increase knowledge and skills in teaching, research and administration of faculty members. A range of resources, e.g. journal articles, books and online literature was reviewed to investigate faculty development programmes in surgery. Various issues were addressed, e.g. the need for faculty development, evaluating the various types of training programmes and their outcomes, and exploring barriers to faculty training. Recommendations were provided based on the findings. There is increased recognition that faculty members require basic training in educational theory and teaching skills to teach effectively. Most faculty training programmes are workshops and short courses, which use participant satisfaction as an outcome measure. However, there is growing consensus that longer term interventions, e.g. seminar series, longitudinal programmes and fellowships, produce more sustainable change in learning, behaviour and organisational culture. Barriers to faculty development include lack of protected time, reward and recognition for teaching. Recommendations are made including better documentation of faculty training interventions within surgery, further investigation into the effectiveness of long- vs short-term interventions, improved methodology, and increased recognition and reward for educational accomplishments. © 2012 BJU International.

Design and validation of a computer-aided learning program to enhance students' ability to recognize lameness in the horse.

PubMed

Barstow, Amy; Pfau, Thilo; Bolt, David M; Smith, Roger K; Weller, Renate

2014-01-01

The ability to recognize lameness in the horse is an important skill for veterinary graduates; however, opportunities to develop this skill at the undergraduate level are limited. Computer-aided learning programs (CALs) have been successful in supplementing practical skills teaching. The aim of this study was to design and validate a CAL for the teaching of equine lameness recognition (CAL1). A control CAL was designed to simulate learning by experience (CAL2). Student volunteers were randomly assigned to either CAL and tested to establish their current ability to recognize lameness. Retesting occurred both immediately following exposure and 1 week later. At each test point, the number of correct responses for forelimb and hind limb cases was determined. Student confidence was assessed before and after CAL exposure, with previous opportunities to recognize lameness taken into account. Immediately following exposure, the number of correct responses was significantly higher for CAL1 than for CAL2, both overall and for forelimb cases but not for hind limb cases. After 1 week, the CAL1 group performed significantly better overall compared to the CAL2 group, with no significant difference between forelimb and hind limb cases. Student confidence and ability to recognize lameness were significantly improved following exposure to CAL1. When considered as one category, students in years 4 and 5 performed significantly better than year 3 students. Gender did not significantly affect performance. CAL1 could be used to supplement current lameness recognition opportunities. CAL1 is, however, limited in its ability to improve lameness recognition, especially in relation to hind limb lameness where it was unable to attain a significant difference from CAL2.

Preventing Child Sexual Abuse: Body Safety Training for Young Children in Turkey.

PubMed

Citak Tunc, Gulseren; Gorak, Gulay; Ozyazicioglu, Nurcan; Ak, Bedriye; Isil, Ozlem; Vural, Pinar

2018-01-01

The "Body Safety Training Program" is an education program aimed at ensuring children are informed about their body and acquire self-protection skills. In this study, a total of 83 preschoolers were divided into experimental and control groups; based on a power analysis, 40 children comprised the experimental group, while 43 children comprised the control group. The "Body Safety Training Programme" was translated into Turkish and content validity was determined regarding the language and cultural appropriateness. The "What If Situations Test" (WIST) was administered to both groups before and after the training. Mann-Whitney U Test, Kruskal-Wallis Variance Analysis, and the Wilcoxon Signed Ranks Test were used to compare between the groups and the Spearman correlation analysis was used to determine the strength of the relationship between the dependent and independent variable. The differences between the pretest and posttest scores for the subscales (appropriate recognition, inappropriate recognition, say, do, tell, and reporting skills), and the personal safety questionnaire (PSQ) score means for the children in the experimental group were found to be statistically significant (p < .001). The posttest-pretest difference score means of the experimental group children for WIST saying, doing, telling and reporting, total skills, and PSQ were found to be statistically significant as compared to that of the control group (p < .05). The "Body Safety Training programme" is effective in increasing the child sexual abuse prevention and self-protection skills in Turkish young children.

Infection prevention and control.

PubMed

Pegram, Anne; Bloomfield, Jacqueline

2015-03-18

All newly registered graduate nurses are required to have the appropriate knowledge and understanding to perform the skills required for patient care, specifically the competencies identified in the Nursing and Midwifery Council's essential skills clusters. This article focuses on the third essential skills cluster - infection prevention and control. It provides an overview and discussion of the key skills and behaviours that must be demonstrated to meet the standards set by the Nursing and Midwifery Council. In doing so, it considers the key principles of infection prevention and control, including local and national policies, standard infection control precautions, risk assessment, standard isolation measures and asepsis.

Teaching interpersonal skills in family practice: results of a national survey.

PubMed

Kahn, G; Cohen, B; Jason, H

1979-02-01

The increasing recognition of the importance of a well-developed set of interpersonal skills to the competent family physician has resulted in a rapid growth in the formal teaching of interpersonal skills within family practice residencies. Of the 168 programs responding to a national survey of family practice residencies, 88 percent indicated that they have formal programs in interpersonal skills. It is estimated that there are well over 500 family practice faculty members who have special responsibilities in teaching interpersonal skills. While most programs address the component skills of the interpersonal process (eg, demonstrating empathy, information gathering, information giving, and psychological intervention), it is of concern that only about half offer explicit training in patient education (53 percent), specific types of counseling (eg, family counseling, 55 percent), or some of the specific interpersonal skills important in team practice and practice management (eg, supervisory skills). One of the most striking findings was that 88 percent of the reporting programs use videotechnology, with 77 percent of these planning to increase their use. Although most programs evaluate their interpersonal skills training using both indirect and direct assessment methods, only 25 percent attempt to use patient outcome as a measure of teaching effectiveness.

75 FR 21666 - Canadian Standards Association; Application for Expansion of Recognition

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-26

... provides its final decision on the application. These notices set forth the NRTL's scope of recognition or... . Each NRTL's scope of recognition has three elements: (1) The type of products the NRTL may test, with.... OSHA will publish a public notice of this final decision in the Federal Register. Authority and...

Using Recall to Reduce False Recognition: Diagnostic and Disqualifying Monitoring

ERIC Educational Resources Information Center

Gallo, David A.

2004-01-01

Whether recall of studied words (e.g., parsley, rosemary, thyme) could reduce false recognition of related lures (e.g., basil) was investigated. Subjects studied words from several categories for a final recognition memory test. Half of the subjects were given standard test instructions, and half were instructed to use recall to reduce false…

78 FR 7348 - Patient Protection and Affordable Care Act; Exchange Functions: Eligibility for Exemptions...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-01

... se and those that may apply for recognition are neither group health insurance coverage nor.... 156.602) c. Requirements for Recognition as Minimum Essential Coverage for Coverage Not Otherwise... recognition that they meet the standards under section 5000A(d)(2)(B) of the Code. We also received...

Jumping for recognition: Women's ski jumping viewed as a struggle for rights.

PubMed

Andersen, W; Loland, S

2017-03-01

With the campaign for women's participation in international and Olympic ski jumping as a practical case, sport's potential for recognition of individual rights is explored. In line with Honneth's influential ethical theory, recognition of rights refers to a mutual recognition between persons of each other as rational and responsible agents with an equal right to take part in the public formation and development of their community or practice. The argument is that women ski jumpers were entitled to compete as they had actual and/or potential capabilities and skills to contribute in the public formation and development of their sport. Their exclusion was a violation of individual rights. At a more general level, sport is discussed as a sphere for recognition of rights. It is argued that the basic principles of equal opportunity to take part and to perform make sport a particularly clear and potent sphere for such recognition, and also for the identification of rights violations. In sport, rights, or the violation of rights, are demonstrated in concrete and embodied ways. It is concluded that struggles for recognition and individual rights are a continuous process in sport as in most other human institutions and practices. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Impaired processing of self-face recognition in anorexia nervosa.

PubMed

Hirot, France; Lesage, Marine; Pedron, Lya; Meyer, Isabelle; Thomas, Pierre; Cottencin, Olivier; Guardia, Dewi

2016-03-01

Body image disturbances and massive weight loss are major clinical symptoms of anorexia nervosa (AN). The aim of the present study was to examine the influence of body changes and eating attitudes on self-face recognition ability in AN. Twenty-seven subjects suffering from AN and 27 control participants performed a self-face recognition task (SFRT). During the task, digital morphs between their own face and a gender-matched unfamiliar face were presented in a random sequence. Participants' self-face recognition failures, cognitive flexibility, body concern and eating habits were assessed with the Self-Face Recognition Questionnaire (SFRQ), Trail Making Test (TMT), Body Shape Questionnaire (BSQ) and Eating Disorder Inventory-2 (EDI-2), respectively. Subjects suffering from AN exhibited significantly greater difficulties than control participants in identifying their own face (p = 0.028). No significant difference was observed between the two groups for TMT (all p > 0.1, non-significant). Regarding predictors of self-face recognition skills, there was a negative correlation between SFRT and body mass index (p = 0.01) and a positive correlation between SFRQ and EDI-2 (p < 0.001) or BSQ (p < 0.001). Among factors involved, nutritional status and intensity of eating disorders could play a part in impaired self-face recognition.

Environmental and Agricultural Sciences. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists core standards and occupational knowledge amd skills that have been identified/validated by industry as necessary to all Georgia students in secondary-level environmental and agricultural sciences programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening,…

Business, Marketing, and Information Management. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists core standards and occupational knowledge and skills that have been identified and validated by industry as necessary to all Georgia students in business, marketing, and information management programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening, speaking);…

Illinois Occupational Skill Standards: In-Store Retailing Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended to serve as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the in-store retailing cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards…

Illinois Occupational Skill Standards. Collision Repair Technician Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended as a guide for workforce preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the (vehicle) collision repair technician cluster. It begins with a brief overview of the Illinois perspective on occupational skill standards…

Illinois Occupational Skill Standards: Finishing and Distribution Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the finishing and distribution cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards…

Self-directed study using MP3 players to improve auscultation proficiency of physicians: a randomized, controlled trial.

PubMed

Donato, Anthony A; Kaliyadan, Antony G; Wasser, Thomas

2014-01-01

Studies of physicians at all levels of training demonstrate significant deficiencies in cardiac auscultation skills. The best instructional methods to augment these skills are not known. This study was a randomized, controlled trial of 83 noncardiologist volunteers exposed to a 12-week lower cognitive load self-study group using MP3 players containing heart sound audio files compared to a group receiving a 1-time 1-hour higher cognitive load multimedia lecture using the same audio files. The primary outcome measure was change in 15-question posttest score at 4 and 12 weeks as compared to pretest on recognition of identical audio files introduced during training. In the self-study group, the association of total exposure and deliberate practice effort (estimated by standard deviation of files played/mean) to improvement in test score was measured as a secondary end point. Self-study group participants improved as compared to pretest by 4.42 ± 3.41 answers correct at 12 weeks (5.09-9.51 correct, p < .001), while those exposed to the multimedia lecture improved by an average of 1.13 ± 3.2 answers correct (4.48-5.61 correct, p = .03). In the self-study arm, improvement in the posttest was positively associated with both total exposure (β = 0.55, p < .001) and deliberate practice score (β = 0.31, p = .02). A lower cognitive load self-study of audio files improved recognition of cardiac sounds, as compared to multimedia lecture, and deliberate practice strategies improved study efficiency. More investigation is needed to assess transfer of learning to a wider range of cardiac sounds in both simulated and clinical environments. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Evaluating Interpreter's Skill by Measurement of Prosody Recognition

NASA Astrophysics Data System (ADS)

Tanaka, Saori; Nakazono, Kaoru; Nishida, Masafumi; Horiuchi, Yasuo; Ichikawa, Akira

Sign language is a visual language in which main articulators are hands, torso, head, and face. For simultaneous interpreters of Japanese sign language (JSL) and spoken Japanese, it is very important to recognize not only the hands movement but also prosody such like head, eye, posture and facial expression. This is because prosody has grammatical rules for representing the case and modification relations in JSL. The goal of this study is to introduce an examination called MPR (Measurement of Prosody Recognition) and to demonstrate that it can be an indicator for the other general skills of interpreters. For this purpose, we conducted two experiments: the first studies the relationship between the interpreter's experience and the performance score on MPR (Experiment-1), and the second investigates the specific skill that can be estimated by MPR (Experiment-2). The data in Experiment-1 came from four interpreters who had more than 1-year experience as interpreters, and more four interpreters who had less than 1-year experience. The mean accuracy of MPR in the more experienced group was higher than that in the less experienced group. The data in Experiment-2 came from three high MPR interpreters and three low MPR interpreters. Two hearing subjects and three deaf subjects evaluated their skill in terms of the speech or sign interpretation skill, the reliability of interpretation, the expeditiousness, and the subjective sense of accomplishment for the ordering pizza task. The two experiments indicated a possibility that MPR could be useful for estimating if the interpreter is sufficiently experienced to interpret from sign language to spoken Japanese, and if they can work on the interpretation expeditiously without making the deaf or the hearing clients anxious. Finally we end this paper with suggestions for conclusions and future work.

Development of Pattern Recognition Techniques for the Evaluation of Toxicant Impacts to Multispecies Systems

DTIC Science & Technology

1993-06-18

the exception. In the Standardized Aquatic Microcosm and the Mixed Flask Culture (MFC) microcosms, multivariate analysis and clustering methods...rule rather than the exception. In the Standardized Aquatic Microcosm and the Mixed Flask Culture (MFC) microcosms, multivariate analysis and...experiments using two microcosm protocols. We use nonmetric clustering, a multivariate pattern recognition technique developed by Matthews and Heame (1991

Retrospection and Reflection: The Emerging Influence of an Institutional Professional Recognition Scheme on Professional Development and Academic Practice in a UK University

ERIC Educational Resources Information Center

van der Sluis, Hendrik; Burden, Penny; Huet, Isabel

2017-01-01

Raising the quality and profile of teaching and student learning is something universities across the UK are aspiring to achieve in order to maintain reputations. Currently, the UK Professional Standards Framework (UKPSF) provides a standard by which academic staff can gain professional recognition for their academic practice and many UK…

Early Math.

ERIC Educational Resources Information Center

Van Nuys, Ute Elisabeth

1986-01-01

Presents reviews of the following mathematics software designed to teach young children counting, number recognition, visual discrimination, matching, addition, and subtraction skills; Stickybear Numbers, Learning with Leeper, Getting Ready to Read and Add, Counting Parade, Early Games for Young Children, Charlie Brown's 1,2,3's, Let's Go Fishing,…

OCR Scanners Facilitate WP Training in Business Schools and Colleges.

ERIC Educational Resources Information Center

School Business Affairs, 1983

1983-01-01

Optical Character Recognition Scanners (OCR) scan typed text and feed it directly into word processing systems, saving input time. OCRs are valuable in word processing training programs because they allow more students access to classes and more time for skill training. (MD)

Icelandic occupational therapists' attitudes towards educational issues.

PubMed

Asmundsd ttir, ELIN EBBA; Kaplan, SUSAN

2001-01-01

The purpose of this study was to assess the readiness of occupational therapists in Iceland to accept a professional as opposed to a technical view of the profession. Most Icelandic occupational therapists were educated in other countries, with little emphasis on liberal arts, sciences and research. The first Icelandic occupational therapy programme, a university-level programme, was founded in 1997. All Icelandic occupational therapists were surveyed. Eighty-seven questionnaires were sent out and 80 (92%) were returned and used for statistical analysis. The results of the study showed that Icelandic occupational therapists valued academic skills over technical skills, emphasizing occupational therapy theory unique to the profession and research to validate practice. More recognition among other health professionals was considered the most needed change in the profession. The results of the study showed that the clinicians' attitudes confirmed in general what is emphasized in the curriculum and in students' fieldwork. Further research is needed to explore whether the Icelandic occupational therapy profession succeeds in promoting research and recognition by other health professions.

Assessing spoken word recognition in children who are deaf or hard of hearing: a translational approach.

PubMed

Kirk, Karen Iler; Prusick, Lindsay; French, Brian; Gotch, Chad; Eisenberg, Laurie S; Young, Nancy

2012-06-01

Under natural conditions, listeners use both auditory and visual speech cues to extract meaning from speech signals containing many sources of variability. However, traditional clinical tests of spoken word recognition routinely employ isolated words or sentences produced by a single talker in an auditory-only presentation format. The more central cognitive processes used during multimodal integration, perceptual normalization, and lexical discrimination that may contribute to individual variation in spoken word recognition performance are not assessed in conventional tests of this kind. In this article, we review our past and current research activities aimed at developing a series of new assessment tools designed to evaluate spoken word recognition in children who are deaf or hard of hearing. These measures are theoretically motivated by a current model of spoken word recognition and also incorporate "real-world" stimulus variability in the form of multiple talkers and presentation formats. The goal of this research is to enhance our ability to estimate real-world listening skills and to predict benefit from sensory aid use in children with varying degrees of hearing loss. American Academy of Audiology.

Orthographic learning and self-teaching in a bilingual and biliterate context.

PubMed

Schwartz, Mila; Kahn-Horwitz, Janina; Share, David L

2014-01-01

The aim of this study was to examine self-teaching in the context of English as a foreign language literacy acquisition. Three groups comprising 88 sixth-grade children participated. The first group consisted of Russian-Hebrew-speaking bilinguals who had acquired basic reading skills in Russian as their first language (L1) and literacy and who were literate in Hebrew as a second language. The second group consisted of Russian-Hebrew-speaking bilinguals who had not learned to read in their native Russian but had acquired Hebrew as their first literate language. The third group consisted of Hebrew-speaking monolingual children who were literate in Hebrew. This design facilitated examining the effect of biliteracy and bilingualism on basic English reading skills. We hypothesized that due to the proximity between the Russian and English orthographies as opposed to the Hebrew-English "distance," the Russian-Hebrew-speaking biliterate group who acquired basic reading and spelling skills in L1 Russian would have superior self-teaching in English as opposed to the two other groups. The standard two-session self-teaching paradigm was employed with naming (speed and accuracy) and orthographic choice as posttest measures of orthographic learning. Results showed that after 4 years of English instruction, all three groups showed evidence of self-teaching on naming speed and orthographic recognition. The Russian-Hebrew-speaking biliterate group, moreover, showed a partial advantage over the comparison groups for initial decoding of target pseudowords and clear-cut superiority for measures of later orthographic learning, thereby showing self-teaching while supporting the script dependence hypothesis. Copyright © 2013 Elsevier Inc. All rights reserved.

Longing for existential recognition: a qualitative study of everyday concerns for people with somatoform disorders.

PubMed

Lind, Annemette Bondo; Risoer, Mette Bech; Nielsen, Klaus; Delmar, Charlotte; Christensen, Morten Bondo; Lomborg, Kirsten

2014-02-01

Patients with somatoform disorders could be vulnerable to stressors and have difficulties coping with stress. The aim was to explore what the patients experience as stressful and how they resolve stress in everyday life. A cross-sectional retrospective design using 24 semi-structured individual life history interviews. Data-analysis was based on grounded theory. A major concern in patients was a longing for existential recognition. This influenced the patients' self-confidence, stress appraisals, symptom perceptions, and coping attitudes. Generally, patients had difficulties with self-confidence and self-recognition of bodily sensations, feelings, vulnerability, and needs, which negatively framed their attempts to obtain recognition in social interactions. Experiences of recognition appeared in three different modalities: 1) "existential misrecognition" covered the experience of being met with distrust and disrespect, 2) "uncertain existential recognition" covered experiences of unclear communication and a perception of not being totally recognized, and 3) "successful existential recognition" covered experiences of total respect and understanding. "Misrecognition" and "uncertain recognition" related to decreased self-confidence, avoidant coping behaviours, increased stress, and symptom appraisal; whereas "successful recognition" related to higher self-confidence, active coping behaviours, decreased stress, and symptom appraisal. Different modalities of existential recognition influenced self-identity and social identity affecting patients' daily stress and symptom appraisals, self-confidence, self-recognition, and coping attitudes. Clinically it seems crucial to improve the patients' ability to communicate concerns, feelings, and needs in social interactions. Better communicative skills and more active coping could reduce the harm the patients experienced by not being recognized and increase the healing potential of successful recognition. Copyright © 2013 Elsevier Inc. All rights reserved.

Development of visuo-haptic transfer for object recognition in typical preschool and school-aged children.

PubMed

Purpura, Giulia; Cioni, Giovanni; Tinelli, Francesca

2018-07-01

Object recognition is a long and complex adaptive process and its full maturation requires combination of many different sensory experiences as well as cognitive abilities to manipulate previous experiences in order to develop new percepts and subsequently to learn from the environment. It is well recognized that the transfer of visual and haptic information facilitates object recognition in adults, but less is known about development of this ability. In this study, we explored the developmental course of object recognition capacity in children using unimodal visual information, unimodal haptic information, and visuo-haptic information transfer in children from 4 years to 10 years and 11 months of age. Participants were tested through a clinical protocol, involving visual exploration of black-and-white photographs of common objects, haptic exploration of real objects, and visuo-haptic transfer of these two types of information. Results show an age-dependent development of object recognition abilities for visual, haptic, and visuo-haptic modalities. A significant effect of time on development of unimodal and crossmodal recognition skills was found. Moreover, our data suggest that multisensory processes for common object recognition are active at 4 years of age. They facilitate recognition of common objects, and, although not fully mature, are significant in adaptive behavior from the first years of age. The study of typical development of visuo-haptic processes in childhood is a starting point for future studies regarding object recognition in impaired populations.

Cross-institutional stability of behavioral criteria desirable for success in radiology residency.

PubMed

Altmaier, E; Smith, W L; Wood, P; Ross, R; Montgomery, W J; Klattee, E; Imray, T; Shields, J; Franken, E A

1989-03-01

Certain dimensions of job performance are critical to radiology residents, and several of these dimensions are noncognitive in nature (eg, interpersonal skills, conscientiousness, recognition of limits). Our initial study examined these factors in only one residency program, so the general nature of these dimensions must be documented. The current study was a cross institutional analysis involving 31 faculty radiologists at three separate academic institutions (82% of total faculty) who participated in a critical incident interview to obtain data on important resident behaviors and attitudes. The resultant 172 incidents were sorted by two physicians into the six categories (knowledge, technical skills, attitudes toward self and [both recognitions of limits and confidence in abilities], conscientiousness, curiosity, and interpersonal skills); inter-rater reliability was 92%, kappa = .89. A Chi square analysis revealed similar distributions of incidents across categories (x2 12 = 17.22) among the three institutions, supporting the general reliability of these dimensions across the institutions studied. Further, the distributions of these incidents demonstrated that the noncognitive dimensions again were given considerable importance by faculty radiologists. For example, more than 40% of the critical incidents pertained to the conscientiousness dimension. These findings documented the generalization of these behavioral dimensions across several sites and support their importance in selection and evaluation of residents.

The UK Public Health Skills and Career Framework--could it help to make public health the business of every workforce?

PubMed

Wright, Jenny; Rao, Mala; Walker, Karen

2008-06-01

There is growing recognition of the impact of the wider determinants of health and health inequalities, and an acknowledgement that addressing these root causes of ill health requires public health to be everyone's business and responsibility. Therefore, equipping the whole of the public health workforce and a wide range of other disciplines with the knowledge and skills to have a positive influence on health is a priority. The UK is implementing a competence-based skills framework that addresses this dual need. The aim of this paper is to describe how the UK Public Health Skills and Career Framework was developed, and to invite discussion on its potential usefulness as a tool for facilitating a shared approach to strengthening public health competence within and across countries.

Ultrafast learning in a hard-limited neural network pattern recognizer

NASA Astrophysics Data System (ADS)

Hu, Chia-Lun J.

1996-03-01

As we published in the last five years, the supervised learning in a hard-limited perceptron system can be accomplished in a noniterative manner if the input-output mapping to be learned satisfies a certain positive-linear-independency (or PLI) condition. When this condition is satisfied (for most practical pattern recognition applications, this condition should be satisfied,) the connection matrix required to meet this mapping can be obtained noniteratively in one step. Generally, there exist infinitively many solutions for the connection matrix when the PLI condition is satisfied. We can then select an optimum solution such that the recognition of any untrained patterns will become optimally robust in the recognition mode. The learning speed is very fast and close to real-time because the learning process is noniterative and one-step. This paper reports the theoretical analysis and the design of a practical charter recognition system for recognizing hand-written alphabets. The experimental result is recorded in real-time on an unedited video tape for demonstration purposes. It is seen from this real-time movie that the recognition of the untrained hand-written alphabets is invariant to size, location, orientation, and writing sequence, even the training is done with standard size, standard orientation, central location and standard writing sequence.

Déjà vu experiences in healthy subjects are unrelated to laboratory tests of recollection and familiarity for word stimuli.

PubMed

O'Connor, Akira R; Moulin, Chris J A

2013-01-01

Recent neuropsychological and neuroscientific research suggests that people who experience more déjà vu display characteristic patterns in normal recognition memory. We conducted a large individual differences study (n = 206) to test these predictions using recollection and familiarity parameters recovered from a standard memory task. Participants reported déjà vu frequency and a number of its correlates, and completed a recognition memory task analogous to a Remember-Know procedure. The individual difference measures replicated an established correlation between déjà vu frequency and frequency of travel, and recognition performance showed well-established word frequency and accuracy effects. Contrary to predictions, no relationships were found between déjà vu frequency and recollection or familiarity memory parameters from the recognition test. We suggest that déjà vu in the healthy population reflects a mismatch between errant memory signaling and memory monitoring processes not easily characterized by standard recognition memory task performance.

Déjà vu experiences in healthy subjects are unrelated to laboratory tests of recollection and familiarity for word stimuli

PubMed Central

O’Connor, Akira R.; Moulin, Chris J. A.

2013-01-01

Recent neuropsychological and neuroscientific research suggests that people who experience more déjà vu display characteristic patterns in normal recognition memory. We conducted a large individual differences study (n = 206) to test these predictions using recollection and familiarity parameters recovered from a standard memory task. Participants reported déjà vu frequency and a number of its correlates, and completed a recognition memory task analogous to a Remember-Know procedure. The individual difference measures replicated an established correlation between déjà vu frequency and frequency of travel, and recognition performance showed well-established word frequency and accuracy effects. Contrary to predictions, no relationships were found between déjà vu frequency and recollection or familiarity memory parameters from the recognition test. We suggest that déjà vu in the healthy population reflects a mismatch between errant memory signaling and memory monitoring processes not easily characterized by standard recognition memory task performance. PMID:24409159

Tech Prep Information Technology Skill Standards-Based Curriculum. Building a Foundation for Tomorrow.

ERIC Educational Resources Information Center

Bellevue Community Coll., WA. Northeast Tech Prep Consortium.

This guidebook provides the elements of curriculum that will help educators prepare students for careers in the field of information technology (IT). The introduction addresses national context, skill standards development, and educational response to the skills gap. The high school core IT curriculum is then presented, including: (1) project…

The Promotion of Critical Thinking Skills in School-Based Assessment (SBA)

ERIC Educational Resources Information Center

Kamarulzaman, Wirawani; Kamarulzaman, Wirawahida

2016-01-01

The new curriculum introduced in the Malaysian primary students; the Primary School Standard Curriculum (Kurikulum Standard Sekolah Rendah-KSSR) together with the school-based assessment (SBA) is a step taken by the Malaysian government to encourage thinking skills to students, specifically critical thinking skills. The study explores teachers'…

Emotion Recognition in Children and Adolescents with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Kuusikko, Sanna; Haapsamo, Helena; Jansson-Verkasalo, Eira; Hurtig, Tuula; Mattila, Marja-Leena; Ebeling, Hanna; Jussila, Katja; Bolte, Sven; Moilanen, Irma

2009-01-01

We examined upper facial basic emotion recognition in 57 subjects with autism spectrum disorders (ASD) (M = 13.5 years) and 33 typically developing controls (M = 14.3 years) by using a standardized computer-aided measure (The Frankfurt Test and Training of Facial Affect Recognition, FEFA). The ASD group scored lower than controls on the total…

Neither Physicians Nor Surgeons: Whither Neuropathological Skill in Post-war England?

PubMed Central

Schoefert, Anna Kathryn

2015-01-01

Neuropathologists constituted a small field in post-war England, perched between neurology, psychiatry, neurosurgery and pathology, but recognised as a discrete field of expertise. Despite this recognition, the success of the neighbouring fields of neurosurgery, psychosurgery and neurobiology, and the consultant status granted to pathologists in the National Health Service, neuropathologists struggled to stabilise their field. A discourse of skills, acquired and acquirable, became central to their attempts to situate the field in relation to surgeons’ handicraft, physicians’ diagnostic acumen and the technologies of the biological sciences. PMID:26090736

The Standardized Letter of Recommendation: Implications for Selection. Research Report. ETS RR-07-38

ERIC Educational Resources Information Center

Liu, Ou Lydia; Minsky, Jennifer; Ling, Guangming; Kyllonen, Patrick

2007-01-01

In an effort to standardize academic application procedures, the Standardized Letter of Recommendation (SLR) was developed to capture important cognitive and noncognitive qualities of graduate school candidates. The SLR consists of seven scales ("knowledge," "analytical skills," "communication skills,"…

A Contemporary Approach to Entrepreneurship Education

ERIC Educational Resources Information Center

Jones, Colin; English, Jack

2004-01-01

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

A commentary on perception-action relationships in spatial display instruments

NASA Technical Reports Server (NTRS)

Shebilske, Wayne L.

1989-01-01

Transfer of information across disciplines is promoted, while basic and applied researchers are cautioned about the danger of assuming simple relationships between stimulus information, perceptual impressions, and performance including pattern recognition and sensorimotor skills. A theoretical and empirical foundation was developed predicting those relationships.

Embedding Positive Behavior Intervention and Supports in Afterschool Programs

ERIC Educational Resources Information Center

Farrell, Anne F.; Collier-Meek, Melissa A.; Pons, Shelby R.

2013-01-01

There is growing recognition that after-school programs (ASPs) provide opportunities for positive youth development. Many ASPs focus on behavior and socio-emotional challenges, provide evidence-based interventions to improve homework completion and academic skills, and offer physical activities and nutritious foods. Generally speaking, ASPs offer…