Writing Process Products in Intermediate-Grade Children With and Without Language-Based Learning Disabilities.

PubMed

Koutsoftas, Anthony D

2016-12-01

Difficulties with written expression are an important consideration in the assessment and treatment of school-age children. This study evaluated how intermediate-grade children with and without written language difficulties fared on a writing task housed within the Hayes and Berninger (2014) writing process framework. Sixty-four children completed a writing task whereby they planned, wrote, and revised a narrative story across 3 days. Children had extended time to produce an outline, first draft, and final copy of their story. Language transcription approaches were used to obtain measures reflecting writing productivity, complexity, accuracy, and mechanics, in addition to measures of planning and revision. Results indicated that children with writing difficulties produced poorer quality stories compared with their peers yet were not significantly different across all measures. Children with typical development produced longer stories with better spelling accuracy. Writing process measures predicted significant amounts of variance in writing quality across the sample. Writing should be considered as part of language assessment and intervention, whether as the sole language difficulty or alongside difficulties with speaking, listening, or reading in children with language-based learning difficulties. Implications for translation of research to practice and service delivery are provided.

The Effects of Secure Attachments on Preschool Children's Conflict Management Skills.

ERIC Educational Resources Information Center

Kesner, John

This study examined the relationship between the security of children's attachment relationships to parents and teachers and how children negotiate and manage conflicts. Sixty-six preschool-aged children participated in story completion tasks regarding their attachment relationship with parents and teachers, and in hypothetical situations…

The case for testing memory with both stories and word lists prior to dbs surgery for Parkinson's Disease.

PubMed

Zahodne, Laura B; Bowers, Dawn; Price, Catherine C; Bauer, Russell M; Nisenzon, Anne; Foote, Kelly D; Okun, Michael S

2011-04-01

Patients seeking deep brain stimulation (DBS) surgery for Parkinson's disease (PD) typically undergo neuropsychological assessment to determine candidacy for surgery, with poor memory performance interpreted as a contraindication. Patients with PD may exhibit worse memory for word lists than for stories due to the lack of inherent organization in a list of unrelated words. Unfortunately, word list and story tasks are typically developed from different normative datasets, and the existence of a memory performance discrepancy in PD has been challenged. We compared recall of stories and word lists in 35 non-demented PD candidates for DBS. We administered commonly used neuropsychological measures of word list and story memory (Hopkins Verbal Learning Test, Logical Memory), along with a second word list task that was co-normed with the story task. Age-corrected scores were higher for the story task than for both word list tasks. Compared to story recall, word list recall correlated more consistently with motor severity and composite measures of processing speed, working memory, and executive functioning. These results support the classic view of fronto-subcortical contributions to memory in PD and suggest that executive deficits may influence word list recall more than story recall. We recommend a multi-componential memory battery in the neuropsychological assessment of DBS candidates to characterize both mesial temporal and frontal-executive memory processes. One should not rely solely on a word list task because patients exhibiting poor memory for word lists may perform better with stories and therefore deserve an interdisciplinary discussion for DBS surgery.

Sex Differences in Memory for Sexually-Relevant Information

PubMed Central

McCall, Katie M.; Rellini, Alessandra H.; Seal, Brooke N.

2010-01-01

The present study was conducted in an attempt to examine potential differences between men and women in memory for sexually relevant information. A total of 77 undergraduate students (31 men, 46 women) read a sexual story and completed memory tasks in response to the story. Based on previous research, we hypothesized that differences would exist between men and women for different types of sexual information and we hoped to understand whether specific variables (sexual experiences, sexual functioning, and reactions to the sexual story) could explain such differences. Men were more likely to remember erotic or explicit details of the story, whereas women were more likely to remember love and emotional bonding details of the story. Additionally, women were more likely to recall information referencing the characters in the story. Results from regression analyses indicated that sexual desire and satisfaction were related to differences in recall and recognition of the love and emotional bonding aspects of the story, and that frequency of sexual intercourse was related to differences in the recall of erotic or explicit details of the story. The significant results obtained in this study correspond to previously established sex differences in memory for sexual information. PMID:17186127

Dual-task effects of simulated lane navigation and story recall in older adults with and without memory impairment

PubMed Central

Cook, Sarah E.; Sisco, Shannon M.; Marsiske, Michael

2013-01-01

While driving is a complex task, it becomes relatively automatic over time although unfamiliar situations require increased cognitive effort. Much research has examined driving risk in cognitively impaired elders and found little effect. This study assessed whether mildly memory impaired elders made disproportionate errors in driving or story recall, under simultaneous simulated driving and story recall. Forty-six healthy (61% women; mean age = 76.4) and 15 memory impaired (66% women, mean age = 79.4) elders participated. Cognitive status was determined by neuropsychological performance. Results showed that during dual-task conditions, participants stayed in lane more, and recalled stories more poorly, than when they did the tasks separately. Follow-up analysis revealed that verbatim recall, in particular, was reduced while driving for healthy participants. While memory impaired participants performed more poorly than healthy controls on both tasks, cognitive status was not associated with greater dual-task costs when driving and story recall were combined. PMID:23043546

Dual-task effects of simulated lane navigation and story recall in older adults with and without memory impairment.

PubMed

Cook, Sarah E; Sisco, Shannon M; Marsiske, Michael

2013-01-01

While driving is a complex task, it becomes relatively automatic over time although unfamiliar situations require increased cognitive effort. Much research has examined driving risk in cognitively impaired elders and found little effect. This study assessed whether mildly memory impaired elders made disproportionate errors in driving or story recall, under simultaneous simulated driving and story recall. Forty-six healthy (61% women; mean age = 76.4) and 15 memory impaired (66% women, mean age = 79.4) elders participated. Cognitive status was determined by neuropsychological performance. Results showed that during dual-task conditions, participants stayed in lane more, and recalled stories more poorly, than when they did the tasks separately. Follow-up analysis revealed that verbatim recall, in particular, was reduced while driving for healthy participants. While memory impaired participants performed more poorly than healthy controls on both tasks, cognitive status was not associated with greater dual-task costs when driving and story recall were combined.

Age-Related Differences in Idiom Production in Adulthood

ERIC Educational Resources Information Center

Conner, Peggy S.; Hyun, Jungmoon; O'Connor Wells, Barbara; Anema, Inge; Goral, Mira; Monereau-Merry, Marie-Michelle; Rubino, Daniel; Kuckuk, Raija; Obler, Loraine K.

2011-01-01

To investigate whether idiom production was vulnerable to age-related difficulties, we asked 40 younger (ages 18-30) and 40 older healthy adults (ages 60-85) to produce idiomatic expressions in a story-completion task. Younger adults produced significantly more correct idiom responses (73%) than did older adults (60%). When older adults generated…

What REALLY Works: Optimizing Classroom Discussions to Promote Comprehension and Critical-Analytic Thinking

ERIC Educational Resources Information Center

Murphy, P. Karen; Firetto, Carla M.; Wei, Liwei; Li, Mengyi; Croninger, Rachel M. V.

2016-01-01

Many American students struggle to perform even basic comprehension of text, such as locating information, determining the main idea, or supporting details of a story. Even more students are inadequately prepared to complete more complex tasks, such as critically or analytically interpreting information in text or making reasoned decisions from…

Executive function in middle childhood and the relationship with theory of mind.

PubMed

Wilson, Jennifer; Andrews, Glenda; Hogan, Christy; Wang, Si; Shum, David H K

2018-01-01

A group of 126 typically developing children (aged 5-12 years) completed three cool executive function tasks (spatial working memory, stop signal, intra-extra dimensional shift), two hot executive function tasks (gambling, delay of gratification), one advanced theory of mind task (strange stories with high versus low affective tone), and a vocabulary test. Older children performed better than younger children, consistent with the protracted development of hot and cool executive functions and theory of mind. Multiple regression analyses showed that hot and cool executive functions were correlated but they predicted theory of mind in different ways.

Examining Mexican-Heritage Children's Representations of Relationships with Mothers and Teachers in Preschool

ERIC Educational Resources Information Center

Vu, Jennifer A.; Howes, Carollee

2012-01-01

Using narrative story-completion tasks with a sample of 97 preschool-age Mexican-heritage children from a large urban area, the authors examined differences in children's representations about their mothers and teachers. The authors also looked at teachers' perceptions to determine whether teachers viewed children in the same way as children…

Marital Conflict, Children's Representations of Family Relationships, and Children's Dispositions towards Peer Conflict Strategies

ERIC Educational Resources Information Center

Du Rocher Schudlich, Tina D.; Shamir, Haya; Cummings, E. Mark

2004-01-01

The links among marital relations and children's representations were examined. Forty-seven children between the ages of 5 and 8 completed the Family Stories Task (FAST) to obtain their narrative representations of family relations and performed a variation of a puppet procedure (Mize & Ladd, 1988) to assess children's dispositions towards peer…

A Drawing Task to Assess Emotion Inference in Language-Impaired Children.

PubMed

Vendeville, Nathalie; Blanc, Nathalie; Brechet, Claire

2015-10-01

Studies investigating the ability of children with language impairment (LI) to infer emotions rely on verbal responses (which can be challenging for these children) and/or the selection of a card representing an emotion (which limits the response range). In contrast, a drawing task might allow a broad spectrum of responses without involving language. This study used a drawing task to compare the ability to make emotional inferences in children with and without LI. Twenty-two children with LI and 22 typically developing children ages 6 to 10 years were assessed in school during 3 sessions. They were asked to listen to audio stories. At specific moments, the experimenter stopped the recording and asked children to complete the drawing of a face to depict the emotion felt by the story's character. Three adult study-blind judges were subsequently asked to evaluate the expressiveness of the drawings. Children with LI had more difficulty than typically developing children making emotional inferences. Children with LI also made more errors of different valence than their typically developing peers. Our findings confirm that children with LI show difficulty in producing emotional inferences, even when performing a drawing task--a relatively language-free response mode.

Story Processing Ability in Cognitively Healthy Younger and Older Adults

PubMed Central

Wright, Heather Harris; Capilouto, Gilson J.; Srinivasan, Cidambi; Fergadiotis, Gerasimos

2012-01-01

Purpose The purpose of the study was to examine the relationships among measures of comprehension and production for stories depicted in wordless pictures books and measures of memory and attention for 2 age groups. Method Sixty cognitively healthy adults participated. They consisted of two groups—young adults (20–29 years of age) and older adults (70–89 years of age). Participants completed cognitive measures and several discourse tasks; these included telling stories depicted in wordless picture books and answering multiple-choice comprehension questions pertaining to the story. Results The 2 groups did not differ significantly for proportion of story propositions conveyed; however, the younger group performed significantly better on the comprehension measure as compared with the older group. Only the older group demonstrated a statistically significant relationship between the story measures. Performance on the production and comprehension measures significantly correlated with performance on the cognitive measures for the older group but not for the younger group. Conclusions The relationship between adults’ comprehension of stimuli used to elicit narrative production samples and their narrative productions differed across the life span, suggesting that discourse processing performance changes in healthy aging. Finally, the study’s findings suggest that memory and attention contribute to older adults’ story processing performance. PMID:21106701

Narrative abilities, memory and attention in children with a specific language impairment.

PubMed

Duinmeijer, Iris; de Jong, Jan; Scheper, Annette

2012-01-01

While narrative tasks have proven to be valid measures for detecting language disorders, measuring communicative skills and predicting future academic performance, research into the comparability of different narrative tasks has shown that outcomes are dependent on the type of task used. Although many of the studies detecting task differences touch upon the fact that tasks place differential demands on cognitive abilities like auditory attention and memory, few studies have related specific narrative tasks to these cognitive abilities. Examining this relation is especially warranted for children with specific language impairment (SLI), who are characterized by language problems, but often have problems in other cognitive domains as well. In the current research, a comparison was made between a story retelling task (The Bus Story) and a story generation task (The Frog Story) in a group of children with SLI (n= 34) and a typically developing group (n= 38) from the same age range. In addition to the two narrative tasks, sustained auditory attention (TEA-Ch) and verbal working memory (WISC digit span and the Dutch version of the CVLT-C word list recall) were measured. Correlations were computed between the narrative, the memory and the attention scores. A group comparison showed that the children with SLI scored significantly worse than the typically developing children on several narrative measures as well as on sustained auditory attention and verbal working memory. A within-subjects comparison of the scores on the two narrative tasks showed a contrast between the tasks on several narrative measures. Furthermore, correlational analyses showed that, on the level of plot structure, the story generation task correlated with sustained auditory attention, while the story retelling task correlated with word list recall. Mean length of utterance (MLU) on the other hand correlated with digit span but not with sustained auditory attention. While children with SLI have problems with narratives in general, their performance is also dependent on the specific elicitation task used for research or diagnostics. Various narrative tasks generate different scores and are differentially correlated to cognitive skills like attention and memory, making the selection of a given task crucial in the clinical setting. © 2012 Royal College of Speech and Language Therapists.

Effects of Elicitation Procedures on the Narratives of Normal and Closed Head-Injured Adults.

ERIC Educational Resources Information Center

Liles, Betty Z.; And Others

1989-01-01

Twenty-three normal adults and four closed head-injured (CHI) adults with a high level of language recovery retold and generated stories. The two tasks differentially influenced the performance of both groups. The two groups differed in measures of cohesiveness and story grammar only in the story generation task. (Author/JDD)

Child mental representations of attachment when mothers are traumatized: The relationship of family-drawings to story-stem completion.

PubMed

Schechter, Daniel S; Zygmunt, Annette; Trabka, Kimberly A; Davies, Mark; Colon, Elizabeth; Kolodji, Ann; McCaw, Jaime E

2007-01-01

This study examines the relationship between child play-narratives and family drawings by children of violence-exposed mothers with posttraumatic stress disorder (PTSD). The Family Attachment Drawing Task (FAD-T) and MacArthur Story Stem Battery (MSSB) were administered. Of the 23 children (ages 4-7 years), 16 (70%) created drawings that were coded as being representative of insecure attachment. Attachment insecurity and disorganization of child-caregiver attachment on the FAD-T were significantly associated with trauma-related dimensions of the MSSB, but not to other factors. This study suggests that the FAD-T provides access to child mental representations, which may affect intergenerational transmission of violent trauma.

Story Grammar Ability in Children with and without Language Disorder: Story Generation, Story Retelling, and Story Comprehension.

ERIC Educational Resources Information Center

Merritt, Donna DiSegna; Liles, Betty Z.

1987-01-01

Twenty language-impaired and 20 unimpaired children, aged 9-11, generated and retold stories and answered comprehension questions. The stories produced by language-disordered children contained fewer complete story episodes, fewer main and subordinate clauses per complete episode, and a lower frequency of use of story grammar components than those…

Mothers' and Children's Story-Telling: A Study of Dyads with Typically Developing Children and Children with ASD

ERIC Educational Resources Information Center

Hutchins, Tiffany L.; Deraway, Chelsea; Prelock, Patricia; O'Neill, Ana

2017-01-01

The production of specific mental state terms types and functions by caregivers and their TD children and caregivers and their children with ASD were assessed in two contexts: a parent's story-telling task and a child's story-telling task. Caregivers of children with ASD produced less causal talk and proportionally less desire and cognitive talk…

Home Reading Environment and Brain Activation in Preschool Children Listening to Stories.

PubMed

Hutton, John S; Horowitz-Kraus, Tzipi; Mendelsohn, Alan L; DeWitt, Tom; Holland, Scott K

2015-09-01

Parent-child reading is widely advocated to promote cognitive development, including in recommendations from the American Academy of Pediatrics to begin this practice at birth. Although parent-child reading has been shown in behavioral studies to improve oral language and print concepts, quantifiable effects on the brain have not been previously studied. Our study used blood oxygen level-dependent functional magnetic resonance imaging to examine the relationship between home reading environment and brain activity during a story listening task in a sample of preschool-age children. We hypothesized that while listening to stories, children with greater home reading exposure would exhibit higher activation of left-sided brain regions involved with semantic processing (extraction of meaning). Nineteen 3- to 5-year-old children were selected from a longitudinal study of normal brain development. All completed blood oxygen level-dependent functional magnetic resonance imaging using an age-appropriate story listening task, where narrative alternated with tones. We performed a series of whole-brain regression analyses applying composite, subscale, and individual reading-related items from the validated StimQ-P measure of home cognitive environment as explanatory variables for neural activation. Higher reading exposure (StimQ-P Reading subscale score) was positively correlated (P < .05, corrected) with neural activation in the left-sided parietal-temporal-occipital association cortex, a "hub" region supporting semantic language processing, controlling for household income. In preschool children listening to stories, greater home reading exposure is positively associated with activation of brain areas supporting mental imagery and narrative comprehension, controlling for household income. These neural biomarkers may help inform eco-bio-developmental models of emergent literacy. Copyright © 2015 by the American Academy of Pediatrics.

Prereaders' Story Processing Strategies.

ERIC Educational Resources Information Center

Harlin, Rebecca P.

A study examined prereaders' story processing strategies by assessing their performance on tasks that tapped their ability to (1) use story grammar and role playing, (2) retell a wordless picture book, (3) read a predictable book, (4) retell an oral story, (5) sequence pictured story events, and (6) fingerpoint-read a nursery rhyme. Parent…

General intellectual functioning as a buffer against theory-of-mind deficits in individuals at ultra-high risk for psychosis.

PubMed

Hur, Ji-Won; Byun, Min Soo; Shin, Na Young; Shin, Ye Seul; Kim, Sung Nyun; Jang, Joon Hwan; Kwon, Jun Soo

2013-09-01

The influence of neurocognition, including general intelligence, on theory of mind (ToM) among patients with schizophrenia spectrum disorder is controversial. The purpose of the present study was to identify the influences of the non-ToM cognition and general intelligence on ToM performance in individuals at ultra-high risk (UHR) for psychosis. Fifty-five UHR subjects and 58 healthy controls (HCs) completed neurocognitive, verbal, and nonverbal ToM tasks. UHR individuals showed poorer performance in the two verbal ToM tasks, the false-belief task and the strange-story tasks. Moreover, the UHR subjects displayed poorer recall on the interference list of the verbal learning test. Linear regression analysis revealed that neurocognitive functioning, including executive functioning, working memory, and general intelligence, accounted for significant amounts of the variance in the results for UHR individuals: 20.4% in the false-belief task, 44.0% in the strange-story task, and 49.0% in the nonverbal cartoon task. Neurocognition, including general intelligence, was not a significant contributor to performance on ToM tasks in HCs. ToM deficits were not noted in UHR individuals with above-average IQ scores (≥ 110) compared with UHR subjects with IQ scores less than 110, who displayed significant differences on all ToM tasks compared with HCs. The present results suggest that ToM deficits in UHR individuals are complex and may be influenced by non-ToM cognition. Our findings are discussed in relation to the role of neurocognitive abilities in ToM-related impairments in UHR individuals. Copyright © 2013 Elsevier B.V. All rights reserved.

Coding in Senior School Mathematics with Live Editing

ERIC Educational Resources Information Center

Thompson, Ian

2017-01-01

In this paper, an example is offered of a problem-solving task for senior secondary school students which was given in the context of a story. As the story unfolds, the task requires progressively more complex forms of linear programming to be applied. Coding in MATLAB is used throughout the task in such a way that it supports the increasing…

Preschoolers’ Development of Theory of Mind: The Contribution of Understanding Psychological Causality in Stories

PubMed Central

Sanefuji, Wakako; Haryu, Etsuko

2018-01-01

This study investigated the relationship between children’s abilities to understand causal sequences and another’s false belief. In Experiment 1, we tested 3-, 4-, 5-, and 6-year-old children (n = 28, 28, 27, and 27, respectively) using false belief and picture sequencing tasks involving mechanical, behavioral, and psychological causality. Understanding causal sequences in mechanical, behavioral, and psychological stories was related to understanding other’s false beliefs. In Experiment 2, children who failed the initial false belief task (n = 50) were reassessed 5 months later. High scorers in the sequencing of the psychological stories in Experiment 1 were more likely to pass the standard false belief task than were the low scorers. Conversely, understanding causal sequences in the mechanical and behavioral stories in Experiment 1 did not predict passing the false belief task in Experiment 2. Thus, children may understand psychological causality before they are able to use it to understand false beliefs.

Taking the Perspective of the Other Contributes to Awareness of Illness in Schizophrenia

PubMed Central

Langdon, Robyn; Ward, Philip

2009-01-01

Two approaches dominate research on the lack of awareness of illness that characterizes schizophrenia. The “deficit” approach uses standardized neuropsychological batteries to identify the neural underpinnings of intact insight; the “nondeficit” approach investigates the psychological defense mechanisms that motivate denial of illness. We adopt, instead, a cognitive neuropsychological approach to model the cognitive processes which underpin insight and which might be either damaged (because of neuropathology) or not used (because of motivational forces). We conceive of these processes in terms of a metacognitive capacity “to see ourselves as others see us.” We predict that a general difficulty with adopting other mental perspectives (with “seeing the world as others do”), indexed by performance deficits on theory of mind (ToM) tasks, will impair insight in schizophrenia. Thirty schizophrenic patients (also assessed for insight) and 26 healthy controls completed a battery of ToM tasks which varied presentation modality, response mode and instruction type (picture sequencing, joke appreciation and story comprehension tasks). While patients performed more poorly than controls on all ToM tasks, impairment in patients was not concordant across tasks. ToM scores from the picture sequencing and joke appreciation tasks, and not the story comprehension task, intercorrelated significantly in patients and predicted insight. Findings support the view that insight relies upon a cognitive capacity to adopt the other perspective, which, if intact, contributes to the metacognitive capacity to reflect upon “one's own” mental health from the other perspective. Findings also suggest that the nature of perspective-taking difficulty which disrupts insight in schizophrenia is best revealed using ToM tasks with “indirect” instructions. PMID:18495647

Silent Films and Strange Stories: Theory of Mind, Gender, and Social Experiences in Middle Childhood

ERIC Educational Resources Information Center

Devine, Rory T.; Hughes, Claire

2013-01-01

In this study of two hundred and thirty 8- to 13-year-olds, a new "Silent Films" task is introduced, designed to address the dearth of research on theory of mind in older children by providing a film-based analogue of F. G. E. Happe's (1994) Strange Stories task. Confirmatory factor analysis showed that all items from both tasks loaded…

Narrative Ability of Children With Speech Sound Disorders and the Prediction of Later Literacy Skills

PubMed Central

Wellman, Rachel L.; Lewis, Barbara A.; Freebairn, Lisa A.; Avrich, Allison A.; Hansen, Amy J.; Stein, Catherine M.

2012-01-01

Purpose The main purpose of this study was to examine how children with isolated speech sound disorders (SSDs; n = 20), children with combined SSDs and language impairment (LI; n = 20), and typically developing children (n = 20), ages 3;3 (years;months) to 6;6, differ in narrative ability. The second purpose was to determine if early narrative ability predicts school-age (8–12 years) literacy skills. Method This study employed a longitudinal cohort design. The children completed a narrative retelling task before their formal literacy instruction began. The narratives were analyzed and compared for group differences. Performance on these early narratives was then used to predict the children’s reading decoding, reading comprehension, and written language ability at school age. Results Significant group differences were found in children’s (a) ability to answer questions about the story, (b) use of story grammars, and (c) number of correct and irrelevant utterances. Regression analysis demonstrated that measures of story structure and accuracy were the best predictors of the decoding of real words, reading comprehension, and written language. Measures of syntax and lexical diversity were the best predictors of the decoding of nonsense words. Conclusion Combined SSDs and LI, and not isolated SSDs, impact a child’s narrative abilities. Narrative retelling is a useful task for predicting which children may be at risk for later literacy problems. PMID:21969531

Psychometric properties of three measures assessing advanced theory of mind: Evidence from people with schizophrenia.

PubMed

Chen, Kuan-Wei; Lee, Shih-Chieh; Chiang, Hsin-Yu; Syu, Ya-Cing; Yu, Xiao-Xuan; Hsieh, Ching-Lin

2017-11-01

Patients with schizophrenia tend to have deficits in advanced Theory of Mind (ToM). The "Reading the mind in the eyes" test (RMET), the Faux Pas Task, and the Strange Stories are commonly used for assessing advanced ToM. However, most of the psychometric properties of these 3 measures in patients with schizophrenia are unknown. The aims of this study were to validate the psychometric properties of the 3 advanced ToM measures in patients with schizophrenia, including: (1) test-retest reliability; (2) random measurement error; (3) practice effect; (4) concurrent validity; and (5) ecological validity. We recruited 53 patients with schizophrenia, who completed the 3 measures twice, 4 weeks apart. The Revised Social Functioning Scale-Taiwan short version (R-SFST) was completed within 3 days of first session of assessments. We found that the intraclass correlation coefficients of the RMET, Strange Stories, and Faux Pas Task were 0.24, 0.5, and 0.76. All 3 advanced ToM measures had large random measurement error, trivial to small practice effects, poor concurrent validity, and low ecological validity. We recommend that the scores of the 3 advanced ToM measures be interpreted with caution because these measures may not provide reliable and valid results on patients' advanced ToM abilities. Copyright © 2017 Elsevier B.V. All rights reserved.

Performance of children and adolescents with Asperger syndrome or high-functioning autism on advanced theory of mind tasks.

PubMed

Kaland, Nils; Callesen, Kirsten; Møller-Nielsen, Annette; Mortensen, Erik Lykke; Smith, Lars

2008-07-01

Although a number of advanced theory of mind tasks have been developed, there is a dearth of information on whether performances on different tasks are associated. The present study examined the performance of 21 children and adolescents with diagnoses of Asperger syndrome (AS) and 20 typically developing controls on three advanced theory of mind tasks: The Eyes Task, the Strange Stories, and the Stories from Everyday Life. The participants in the clinical group demonstrated lower performance than the controls on all the three tasks. The pattern of findings, however, indicates that these tasks may share different information-processing requirements in addition to tapping different mentalizing abilities.

Age-related differences in idiom production in adulthood

PubMed Central

Conner, P. S.; Hyun, J.; O’Connor Wells, B.; Anema, I.; Goral, M.; Monéreau-Merry, M.; Rubino, D.; Kuckuk, R.; Obler, L. K.

2013-01-01

To investigate whether idiom production was vulnerable to age-related difficulties, we asked forty younger (ages 18-30) and forty older healthy adults (ages 60-85) to produce idiomatic expressions in a story-completion task. Younger adults produced significantly more correct idiom responses (73%) than older adults (60%) did. When older adults generated partially correct responses, they were less likely than younger participants to eventually produce the complete target idiom (Old: 32 % / Young: 70%); first-word cues after initial failure to retrieve an idiom resulted in more correct idioms for older (24%) than younger (15%) participants. Correlations between age and idiom correctness were positive for the Young group, and negative for the Older group, suggesting mastery of familiar idioms continues into adulthood. Within each group, scores on the Boston Naming Test correlated with performance on the idiom task. Findings for retrieving idiomatic expressions are thus similar to those for retrieving lexical items. PMID:21728830

Teaching Young Readers to Navigate a Digital Story When Rules Keep Changing

ERIC Educational Resources Information Center

Javorsky, Kristin; Trainin, Guy

2014-01-01

As mobile technologies such as tablets and smartphones offer opportunities to view stories in digital format, young readers are faced with new challenges in the reading task. The authors conducted an exploratory study of digital story applications on a mobile reading device and found that digital story applications are capable of taking large…

A new test of advanced theory of mind: The "Strange Stories Film Task" captures social processing differences in adults with autism spectrum disorders.

PubMed

Murray, Kim; Johnston, Kate; Cunnane, Helen; Kerr, Charlotte; Spain, Debbie; Gillan, Nicola; Hammond, Neil; Murphy, Declan; Happé, Francesca

2017-06-01

Real-life social processing abilities of adults with autism spectrum disorders (ASD) can be hard to capture in lab-based experimental tasks. A novel measure of social cognition, the "Strange Stories Film task' (SSFt), was designed to overcome limitations of available measures in the field. Brief films were made based on the scenarios from the Strange Stories task (Happé) and designed to capture the subtle social-cognitive difficulties observed in ASD adults. Twenty neurotypical adults were recruited to pilot the new measure. A final test set was produced and administered to a group of 20 adults with ASD and 20 matched controls, alongside established social cognition tasks and questionnaire measures of empathy, alexithymia and ASD traits. The SSFt was more effective than existing measures at differentiating the ASD group from the control group. In the ASD group, the SSFt was associated with the Strange Stories task. The SSFt is a potentially useful tool to identify social cognitive dis/abilities in ASD, with preliminary evidence of adequate convergent validity. Future research directions are discussed. Autism Res 2017. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Autism Res 2017, 10: 1120-1132. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

Can Games Help Creative Writing Students to Collaborate on Story-Writing Tasks?

ERIC Educational Resources Information Center

Jackson, David

2017-01-01

Story writing is a complex semantic and creative task, and the difficulty of managing it is made greater by attempting to write in collaboration with others. This complication can deter students from experimenting with collaboration before mastering their own practice in relative privacy. Such reticence is in spite of the fact that there are many…

Recalling academic tasks

NASA Astrophysics Data System (ADS)

Draper, Franklin Gno

This study was focused on what students remembered about five middle school science tasks when they were juniors and seniors in high school. Descriptions of the five tasks were reconstructed from available artifacts and teachers' records, notes and recollections. Three of the five tasks were "authentic" in the sense that students were asked to duplicate the decisions practitioners make in the adult world. The other two tasks were more typical school tasks involving note taking and preparation for a quiz. All five tasks, however, involved use of computers. Students were interviewed to examine what and how well they recalled the tasks and what forms or patterns of recall existed. Analysis of their responses indicated that different kinds of tasks produced different levels of recall. Authentically situated tasks were remembered much better than routine school tasks. Further, authentic tasks centered on design elements were recalled better than those for which design was not as pivotal. Patterns of recall indicated that participants most often recalled the decisions they made, the scenarios of the authentically situated tasks, the consequences of their tasks and the social contexts of the classroom. Task events, in other words, appeared to form a framework upon which students constructed stories of the tasks. The more salient the events, the richer the story, the deeper and more detailed the recall of the task. Thus, authentic tasks appeared to lend themselves to creating stories better than regular school tasks and therefore such tasks were recalled better. Implications of these patterns of recall are discussed with respect to issues of school learning and assessment.

Mouse-tracking evidence for parallel anticipatory option evaluation.

PubMed

Cranford, Edward A; Moss, Jarrod

2017-12-23

In fast-paced, dynamic tasks, the ability to anticipate the future outcome of a sequence of events is crucial to quickly selecting an appropriate course of action among multiple alternative options. There are two classes of theories that describe how anticipation occurs. Serial theories assume options are generated and evaluated one at a time, in order of quality, whereas parallel theories assume simultaneous generation and evaluation. The present research examined the option evaluation process during a task designed to be analogous to prior anticipation tasks, but within the domain of narrative text comprehension. Prior research has relied on indirect, off-line measurement of the option evaluation process during anticipation tasks. Because the movement of the hand can provide a window into underlying cognitive processes, online metrics such as continuous mouse tracking provide more fine-grained measurements of cognitive processing as it occurs in real time. In this study, participants listened to three-sentence stories and predicted the protagonists' final action by moving a mouse toward one of three possible options. Each story was presented with either one (control condition) or two (distractor condition) plausible ending options. Results seem most consistent with a parallel option evaluation process because initial mouse trajectories deviated further from the best option in the distractor condition compared to the control condition. It is difficult to completely rule out all possible serial processing accounts, although the results do place constraints on the time frame in which a serial processing explanation must operate.

The Contribution of Verbal Working Memory to Deaf Children’s Oral and Written Production

PubMed Central

Arfé, Barbara; Rossi, Cristina; Sicoli, Silvia

2015-01-01

This study investigated the contribution of verbal working memory to the oral and written story production of deaf children. Participants were 29 severely to profoundly deaf children aged 8–13 years and 29 hearing controls, matched for grade level. The children narrated a picture story orally and in writing and performed a reading comprehension test, the Wechsler Intelligence Scale for Children-Fourth Edition forward digit span task, and a reading span task. Oral and written stories were analyzed at the microstructural (i.e., clause) and macrostructural (discourse) levels. Hearing children’s stories scored higher than deaf children’s at both levels. Verbal working memory skills contributed to deaf children’s oral and written production over and above age and reading comprehension skills. Verbal rehearsal skills (forward digit span) contributed significantly to deaf children’s ability to organize oral and written stories at the microstructural level; they also accounted for unique variance at the macrostructural level in writing. Written story production appeared to involve greater verbal working memory resources than oral story production. PMID:25802319

American Society of Functional Neuroradiology-Recommended fMRI Paradigm Algorithms for Presurgical Language Assessment.

PubMed

Black, D F; Vachha, B; Mian, A; Faro, S H; Maheshwari, M; Sair, H I; Petrella, J R; Pillai, J J; Welker, K

2017-10-01

Functional MR imaging is increasingly being used for presurgical language assessment in the treatment of patients with brain tumors, epilepsy, vascular malformations, and other conditions. The inherent complexity of fMRI, which includes numerous processing steps and selective analyses, is compounded by institution-unique approaches to patient training, paradigm choice, and an eclectic array of postprocessing options from various vendors. Consequently, institutions perform fMRI in such markedly different manners that data sharing, comparison, and generalization of results are difficult. The American Society of Functional Neuroradiology proposes widespread adoption of common fMRI language paradigms as the first step in countering this lost opportunity to advance our knowledge and improve patient care. A taskforce of American Society of Functional Neuroradiology members from multiple institutions used a broad literature review, member polls, and expert opinion to converge on 2 sets of standard language paradigms that strike a balance between ease of application and clinical usefulness. The taskforce generated an adult language paradigm algorithm for presurgical language assessment including the following tasks: Sentence Completion, Silent Word Generation, Rhyming, Object Naming, and/or Passive Story Listening. The pediatric algorithm includes the following tasks: Sentence Completion, Rhyming, Antonym Generation, or Passive Story Listening. Convergence of fMRI language paradigms across institutions offers the first step in providing a "Rosetta Stone" that provides a common reference point with which to compare and contrast the usefulness and reliability of fMRI data. From this common language task battery, future refinements and improvements are anticipated, particularly as objective measures of reliability become available. Some commonality of practice is a necessary first step to develop a foundation on which to improve the clinical utility of this field. © 2017 by American Journal of Neuroradiology.

Story Sparks! How to Kindle Your Young Writers' Imaginations

ERIC Educational Resources Information Center

Traver, Warren

2004-01-01

Make writing less of a task and more of an adventure through this creative and imaginative collection of writing prompts, targeted at grade levels 2 to 5. It provides not only ideas and inspiration, but also motivation. This book includes: (1) Story Headers: single pictures with story titles that kids write about; (2) Every Picture Tells a Story:…

Comprehension of Short Stories: Effects of Task Instructions on Literary Interpretation

ERIC Educational Resources Information Center

McCarthy, Kathryn S.; Goldman, Susan R.

2015-01-01

An important purpose of reading literature is to move beyond the literal text to construct an interpretation of what the text conveys about the human condition and nature of the world. In two experiments, college students with no prior training in literary analysis read a short story and responded to one of four task instructions (plot, ambiguous,…

Iconic Prosody in Story Reading

ERIC Educational Resources Information Center

Perlman, Marcus; Clark, Nathaniel; Falck, Marlene Johansson

2015-01-01

Recent experiments have shown that people iconically modulate their prosody corresponding with the meaning of their utterance (e.g., Shintel et al., 2006). This article reports findings from a story reading task that expands the investigation of iconic prosody to abstract meanings in addition to concrete ones. Participants read stories that…

Social-cognitive deficits in normal aging

PubMed Central

Moran, Joseph M.; Jolly, Eshin; Mitchell, Jason P.

2012-01-01

A sizeable number of studies have implicated the default network (e.g., medial prefrontal and parietal cortices) in tasks that require participants to infer the mental states of others—that is, to mentalize. Parallel research has demonstrated that default network function declines over the lifespan, suggesting that older adults may show impairments in social-cognitive tasks that require mentalizing. Older and younger human adults were scanned using functional magnetic resonance imaging (fMRI) while performing three different social-cognitive tasks. Across three mentalizing paradigms, younger and older adults viewed animated shapes in brief social vignettes, stories about a person's moral actions and false belief stories. Consistent with predictions, older adults responded less accurately to stories about others' false beliefs and made less use of actors' intentions to judge the moral permissibility of behavior. These impairments in performance during social-cognitive tasks were accompanied by age-related decreases across all three paradigms in the BOLD response of a single brain region—dorsomedial prefrontal cortex. These findings suggest specific, task-independent age-related deficits in mentalizing that are localizeable to changes in circumscribed subregions of the default network. PMID:22514317

Narrative Skill in Children with Early Unilateral Brain Injury: A Possible Limit to Functional Plasticity

PubMed Central

Demir, Özlem Ece; Levine, Susan C.; Goldin-Meadow, Susan

2009-01-01

Children with pre- or perinatal brain injury (PL) exhibit marked plasticity for language learning. Previous work mostly focused on the emergence of earlier developing skills, such as vocabulary and syntax. Here we ask whether this plasticity for earlier developing aspects of language extends to more complex, later-developing language functions by examining the narrative production of children with PL. Using an elicitation technique that involves asking children to create stories de novo in response to a story stem, we collected narratives from 11 children with PL and 20 typically-developing (TD) children. Narratives were analyzed for length, diversity of the vocabulary used, use of complex syntax, complexity of the macro-level narrative structure and use of narrative evaluation. Children’s language performance on vocabulary and syntax tasks outside of the narrative context was also measured. Findings show that children with PL produced shorter stories, used less diverse vocabulary, produced structurally less complex stories at the macro-level, and made fewer inferences regarding the cognitive states of the story characters. These differences in the narrative task emerged even though children with PL did not differ from TD children on vocabulary and syntax tasks outside of the narrative context. Thus, findings suggest that there may be limitations to the plasticity for language functions displayed by children with PL, and that these limitations may be most apparent in complex, decontextualized language tasks such as narrative production. PMID:20590727

Theory of mind performance using a story comprehension task in bipolar mania compared to schizophrenia and healthy controls.

PubMed

Rossell, Susan L; Van Rheenen, Tamsyn E

2013-01-01

Theory of mind (ToM) refers to the ability to understand the mental state of self and others. There is limited research into this topic in bipolar disorder (BD), with no previous study examining ToM in a BD group within a psychotic manic phase. Twenty-eight psychotic manic BD patients were compared with 30 schizophrenia (SCZ) patients and 29 healthy controls (HC). Participants performed a ToM story comprehension task that compared ToM stories and non-ToM stories (which we relabelled non-ToM "semantic" stories). Performance was examined by answering comprehension questions. Both patient groups were equally impaired on their scores for ToM stories (scores BD = 10/24, SCZ = 9/24, HC = 14/24, p < .001). Interestingly, both patient groups showed reduced performance on non-ToM semantic stories (scores BD = 12/24, SCZ = 9/24, HC = 15/24, p < .001); SCZ showed a larger deficit. Reduced ToM performance was correlated with delusion severity in the BD group only. ToM performance was impaired in BD patients experiencing psychotic symptoms. Patient performance was also impaired on the control condition (i.e., non-ToM semantic stories) supporting an additional deficit in semantic processing.

Near-infrared spectroscopic study and the Wada test for presurgical evaluation of expressive and receptive language functions in glioma patients: with a case report of dissociated language functions.

PubMed

Sato, Yosuke; Uzuka, Takeo; Aoki, Hiroshi; Natsumeda, Manabu; Oishi, Makoto; Fukuda, Masafumi; Fujii, Yukihiko

2012-02-29

Near-infrared spectroscopy (NIRS) has proven to be useful for the evaluation of language lateralization in healthy subjects, infants, and epileptic patients. This study for the first time investigated the expressive and receptive language functions separately, using NIRS in presurgical glioma patients. We also describe a special case with dissociated pattern of language functions. Ten glioma patients were examined. Using NIRS, the hemodynamic changes during a verb generation task or story listening task were measured in the cerebral hemisphere on either side covering the language areas. Following the NIRS study, the Wada test was performed in all the patients. The NIRS study revealed increases of oxyhemoglobin and decreases of deoxyhemoglobin in the language areas elicited by both tasks. In 9 patients, who were all right-handed, the expressive and receptive language functions were lateralized to the left hemisphere. The results of the NIRS study were completely consistent with those of the Wada test. In the remaining 1 patient with a right sided insular glioma, who was right-handed, the NIRS study revealed stronger activation of the right inferior frontal region during the verb generation task, and stronger activation of the left superior temporal region during the story listening task. This dissociated language function was validated by the Wada test and the postoperative neurological course. These results demonstrate that a NIRS study using our technique is extremely valuable for preoperative assessment of the language functions and exemplifies how a preoperative NIRS study can allow detection of unforeseen language lateralization. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Dissecting Success Stories on Mathematical Problem Posing: A Case of the Billiard Task

ERIC Educational Resources Information Center

Koichu, Boris; Kontorovich, Igor

2013-01-01

"Success stories," i.e., cases in which mathematical problems posed in a controlled setting are perceived by the problem posers or other individuals as interesting, cognitively demanding, or surprising, are essential for understanding the nature of problem posing. This paper analyzes two success stories that occurred with individuals of different…

Keep it Simple

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

Wiley, H. S.

2010-05-01

Creating a story for a particular audience is one of the most difficult tasks for anyone to learn. This is true for scientists and writers as well as any creative artist who tries to understand the complexity of the world and explain it to other people. Telling a good story always takes skill. Telling a popular story, however, requires simplification.

Effects of monetary reward and punishment on information checking behaviour.

PubMed

Li, Simon Y W; Cox, Anna L; Or, Calvin; Blandford, Ann

2016-03-01

Two experiments were conducted to examine whether checking one's own work can be motivated by monetary reward and punishment. Participants were randomly assigned to one of three conditions: a flat-rate payment for completing the task (Control); payment increased for error-free performance (Reward); payment decreased for error performance (Punishment). Experiment 1 (N = 90) was conducted with liberal arts students, using a general data-entry task. Experiment 2 (N = 90) replicated Experiment 1 with clinical students and a safety-critical 'cover story' for the task. In both studies, Reward and Punishment resulted in significantly fewer errors, more frequent and longer checking, than Control. No such differences were obtained between the Reward and Punishment conditions. It is concluded that error consequences in terms of monetary reward and punishment can result in more accurate task performance and more rigorous checking behaviour than errors without consequences. However, whether punishment is more effective than reward, or vice versa, remains inconclusive. Copyright © 2015 Elsevier Ltd and The Ergonomics Society. All rights reserved.

Children's Understanding of Second-Order False Belief: Comparisons of Content and Method of Assessment

ERIC Educational Resources Information Center

Miller, Scott A.

2013-01-01

This research examined children's performance on second-order false belief tasks as a function of the content area for the belief and the method of assessing understanding. A total of 70 kindergarten and first-grade children responded to four second-order stories. On two stories, the task was to judge a belief about a belief, and on two, the…

Real-Time Distributed Algorithms for Visual and Battlefield Reasoning

DTIC Science & Technology

2006-08-01

High-Level Task Definition Language, Graphical User Interface (GUI), Story Analysis, Story Interpretation, SensIT Nodes 16. SECURITY...or more actions to be taken in the event the conditions are satisfied. We developed graphical user interfaces that may be used to express such...actions to be taken in the event the conditions are satisfied. We developed graphical user interfaces that may be used to express such task

Single-Word Recognition Need Not Depend on Single-Word Features: Narrative Coherence Counteracts Effects of Single-Word Features that Lexical Decision Emphasizes.

PubMed

Teng, Dan W; Wallot, Sebastian; Kelty-Stephen, Damian G

2016-12-01

Research on reading comprehension of connected text emphasizes reliance on single-word features that organize a stable, mental lexicon of words and that speed or slow the recognition of each new word. However, the time needed to recognize a word might not actually be as fixed as previous research indicates, and the stability of the mental lexicon may change with task demands. The present study explores the effects of narrative coherence in self-paced story reading to single-word feature effects in lexical decision. We presented single strings of letters to 24 participants, in both lexical decision and self-paced story reading. Both tasks included the same words composing a set of adjective-noun pairs. Reading times revealed that the tasks, and the order of the presentation of the tasks, changed and/or eliminated familiar effects of single-word features. Specifically, experiencing the lexical-decision task first gradually emphasized the role of single-word features, and experiencing the self-paced story-reading task afterwards counteracted the effect of single-word features. We discuss the implications that task-dependence and narrative coherence might have for the organization of the mental lexicon. Future work will need to consider what architectures suit the apparent flexibility with which task can accentuate or diminish effects of single-word features.

The neural substrates associated with attentional resources and difficulty of concurrent processing of the two verbal tasks.

PubMed

Mizuno, Kei; Tanaka, Masaaki; Tanabe, Hiroki C; Sadato, Norihiro; Watanabe, Yasuyoshi

2012-07-01

The kana pick-out test has been widely used in Japan to evaluate the ability to divide attention in both adult and pediatric patients. However, the neural substrates underlying the ability to divide attention using the kana pick-out test, which requires participants to pick out individual letters (vowels) in a story while also reading for comprehension, thus requiring simultaneous allocation of attention to both activities, are still unclear. Moreover, outside of the clinical area, neuroimaging studies focused on the mechanisms of divided attention during complex story comprehension are rare. Thus, the purpose of the present study, to clarify the neural substrates of kana pick-out test, improves our current understanding of the basic neural mechanisms of dual task performance in verbal memory function. We compared patterns of activation in the brain obtained during performance of the individual tasks of vowel identification and story comprehension, to levels of activation when participants performed the two tasks simultaneously during the kana pick-out test. We found that activations of the left dorsal inferior frontal gyrus and superior parietal lobule increase in functional connectivity to a greater extent during the dual task condition compared to the two single task conditions. In contrast, activations of the left fusiform gyrus and middle temporal gyrus, which are significantly involved in picking out letters and complex sentences during story comprehension, respectively, were reduced in the dual task condition compared to during the two single task conditions. These results suggest that increased activations of the dorsal inferior frontal gyrus and superior parietal lobule during dual task performance may be associated with the capacity for attentional resources, and reduced activations of the left fusiform gyrus and middle temporal gyrus may reflect the difficulty of concurrent processing of the two tasks. In addition, the increase in synchronization between the left dorsal inferior frontal gyrus and superior parietal lobule in the dual task condition may induce effective communication between these brain regions and contribute to more attentional processing than in the single task condition, due to greater and more complex demands on voluntary attentional resources. Copyright © 2012 Elsevier Ltd. All rights reserved.

Processing of false belief passages during natural story comprehension: An fMRI study.

PubMed

Kandylaki, Katerina D; Nagels, Arne; Tune, Sarah; Wiese, Richard; Bornkessel-Schlesewsky, Ina; Kircher, Tilo

2015-11-01

The neural correlates of theory of mind (ToM) are typically studied using paradigms which require participants to draw explicit, task-related inferences (e.g., in the false belief task). In a natural setup, such as listening to stories, false belief mentalizing occurs incidentally as part of narrative processing. In our experiment, participants listened to auditorily presented stories with false belief passages (implicit false belief processing) and immediately after each story answered comprehension questions (explicit false belief processing), while neural responses were measured with functional magnetic resonance imaging (fMRI). All stories included (among other situations) one false belief condition and one closely matched control condition. For the implicit ToM processing, we modeled the hemodynamic response during the false belief passages in the story and compared it to the hemodynamic response during the closely matched control passages. For implicit mentalizing, we found activation in typical ToM processing regions, that is the angular gyrus (AG), superior medial frontal gyrus (SmFG), precuneus (PCUN), middle temporal gyrus (MTG) as well as in the inferior frontal gyrus (IFG) billaterally. For explicit ToM, we only found AG activation. The conjunction analysis highlighted the left AG and MTG as well as the bilateral IFG as overlapping ToM processing regions for both implicit and explicit modes. Implicit ToM processing during listening to false belief passages, recruits the left SmFG and billateral PCUN in addition to the "mentalizing network" known form explicit processing tasks. © 2015 Wiley Periodicals, Inc.

Familiar-Strange: Teaching the Scripture as John Would Teach

ERIC Educational Resources Information Center

Ha, Tung-Chiew

2014-01-01

The Gospel of John teaches through telling the story of Jesus in light of the familiar Hebrew faith stories. It is an interpretive task that presents Jesus to his audience and teaches them adequate faith. John the Teacher skillfully uses narrative skills to create the familiar-strange effect in his storytelling. Each story is followed by a…

AYACUCHO READER.

ERIC Educational Resources Information Center

PARKER, GARY J.

INTENDED FOR USE AFTER COMPLETION OF THE SPOKEN AYACUCHO COURSE, THIS VOLUME CONTAINS 19 PROSE SELECTIONS AND 11 PAGES OF VERSE AND LYRICS. THE STORIES WERE SELECTED TO ILLUSTRATE THE COMPLETE RANGE OF QUECHUA ORAL TRADITION IN THE AYACUCHO SPEECH AREA. INCLUDED ARE STORIES OF SUPERNATURAL BEINGS, TALES OF HUMAN FOLLY, ANIMAL STORIES, HUMOROUS…

Functional anatomy of listening and reading comprehension during development.

PubMed

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

2010-08-01

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

Processing Demands Impact 3-Year-Olds' Performance in a Spontaneous-Response Task: New Evidence for the Processing-Load Account of Early False-Belief Understanding.

PubMed

Scott, Rose M; Roby, Erin

2015-01-01

Prior to age four, children succeed in non-elicited-response false-belief tasks but fail elicited-response false-belief tasks. To explain this discrepancy, the processing-load account argues that the capacity to represent beliefs emerges in infancy, as indicated by early success on non-elicited-response tasks, but that children's ability to demonstrate this capacity depends on the processing demands of the task and children's processing skills. When processing demands exceed young children's processing abilities, such as in standard elicited-response tasks, children fail despite their capacity to represent beliefs. Support for this account comes from recent evidence that reducing processing demands improves young children's performance: when demands are sufficiently reduced, 2.5-year-olds succeed in elicited-response tasks. Here we sought complementary evidence for the processing-load account by examining whether increasing processing demands impeded children's performance in a non-elicited-response task. 3-year-olds were tested in a preferential-looking task in which they heard a change-of-location false-belief story accompanied by a picture book; across children, we manipulated the amount of linguistic ambiguity in the story. The final page of the book showed two images: one that was consistent with the main character's false belief and one that was consistent with reality. When the story was relatively unambiguous, children looked reliably longer at the false-belief-consistent image, successfully demonstrating their false-belief understanding. When the story was ambiguous, however, this undermined children's performance: looking times to the belief-consistent image were correlated with verbal ability, and only children with verbal skills in the upper quartile of the sample demonstrated a significant preference for the belief-consistent image. These results support the processing-load account by demonstrating that regardless of whether a task involves an elicited response, children's performance depends on the processing demands of the task and their processing skills. These findings also have implications for alternative, deflationary accounts of early false-belief understanding.

Processing Demands Impact 3-Year-Olds’ Performance in a Spontaneous-Response Task: New Evidence for the Processing-Load Account of Early False-Belief Understanding

PubMed Central

Scott, Rose M.; Roby, Erin

2015-01-01

Prior to age four, children succeed in non-elicited-response false-belief tasks but fail elicited-response false-belief tasks. To explain this discrepancy, the processing-load account argues that the capacity to represent beliefs emerges in infancy, as indicated by early success on non-elicited-response tasks, but that children’s ability to demonstrate this capacity depends on the processing demands of the task and children’s processing skills. When processing demands exceed young children’s processing abilities, such as in standard elicited-response tasks, children fail despite their capacity to represent beliefs. Support for this account comes from recent evidence that reducing processing demands improves young children’s performance: when demands are sufficiently reduced, 2.5-year-olds succeed in elicited-response tasks. Here we sought complementary evidence for the processing-load account by examining whether increasing processing demands impeded children’s performance in a non-elicited-response task. 3-year-olds were tested in a preferential-looking task in which they heard a change-of-location false-belief story accompanied by a picture book; across children, we manipulated the amount of linguistic ambiguity in the story. The final page of the book showed two images: one that was consistent with the main character’s false belief and one that was consistent with reality. When the story was relatively unambiguous, children looked reliably longer at the false-belief-consistent image, successfully demonstrating their false-belief understanding. When the story was ambiguous, however, this undermined children’s performance: looking times to the belief-consistent image were correlated with verbal ability, and only children with verbal skills in the upper quartile of the sample demonstrated a significant preference for the belief-consistent image. These results support the processing-load account by demonstrating that regardless of whether a task involves an elicited response, children’s performance depends on the processing demands of the task and their processing skills. These findings also have implications for alternative, deflationary accounts of early false-belief understanding. PMID:26562840

Functions of personal and vicarious life stories: identity and empathy.

PubMed

Lind, Majse; Thomsen, Dorthe Kirkegaard

2018-05-01

The present study investigates functions of personal and vicarious life stories focusing on identity and empathy. Two-hundred-and-forty Danish high school students completed two life story questionnaires: one for their personal life story and one for a close other's life story. In both questionnaires, they identified up to 10 chapters and self-rated the chapters on valence and valence of causal connections. In addition, they completed measures of identity disturbance and empathy. More positive personal life stories were related to lower identity disturbance and higher empathy. Vicarious life stories showed a similar pattern with respect to identity but surprisingly were unrelated to empathy. In addition, we found positive correlations between personal and vicarious life stories for number of chapters, chapter valence, and valence of causal connections. The study indicates that both personal and vicarious life stories may contribute to identity.

Sensitivity to Referential Ambiguity in Discourse: The Role of Attention, Working Memory, and Verbal Ability

PubMed Central

Boudewyn, Megan A.; Long, Debra L.; Traxler, Matthew J.; Lesh, Tyler A.; Dave, Shruti; Mangun, George R.; Carter, Cameron S.; Swaab, Tamara Y.

2016-01-01

The establishment of reference is essential to language comprehension. The goal of this study was to examine listeners’ sensitivity to referential ambiguity as a function of individual variation in attention, working memory capacity, and verbal ability. Participants listened to stories in which two entities were introduced that were either very similar (e.g., two oaks) or less similar (e.g., one oak and one elm). The manipulation rendered an anaphor in a subsequent sentence (e.g., oak) ambiguous or unambiguous. EEG was recorded as listeners comprehended the story, after which participants completed tasks to assess working memory, verbal ability, and the ability to use context in task performance. Power in the alpha and theta frequency bands when listeners received critical information about the discourse entities (e.g., oaks) was used to index attention and the involvement of the working memory system in processing the entities. These measures were then used to predict an ERP component that is sensitive to referential ambiguity, the Nref, which was recorded when listeners received the anaphor. Nref amplitude at the anaphor was predicted by alpha power during the earlier critical sentence: Individuals with increased alpha power in ambiguous compared with unambiguous stories were less sensitive to the anaphor's ambiguity. Verbal ability was also predictive of greater sensitivity to referential ambiguity. Finally, increased theta power in the ambiguous compared with unambiguous condition was associated with higher working-memory span. These results highlight the role of attention and working memory in referential processing during listening comprehension. PMID:26401815

Sensitivity to Referential Ambiguity in Discourse: The Role of Attention, Working Memory, and Verbal Ability.

PubMed

Boudewyn, Megan A; Long, Debra L; Traxler, Matthew J; Lesh, Tyler A; Dave, Shruti; Mangun, George R; Carter, Cameron S; Swaab, Tamara Y

2015-12-01

The establishment of reference is essential to language comprehension. The goal of this study was to examine listeners' sensitivity to referential ambiguity as a function of individual variation in attention, working memory capacity, and verbal ability. Participants listened to stories in which two entities were introduced that were either very similar (e.g., two oaks) or less similar (e.g., one oak and one elm). The manipulation rendered an anaphor in a subsequent sentence (e.g., oak) ambiguous or unambiguous. EEG was recorded as listeners comprehended the story, after which participants completed tasks to assess working memory, verbal ability, and the ability to use context in task performance. Power in the alpha and theta frequency bands when listeners received critical information about the discourse entities (e.g., oaks) was used to index attention and the involvement of the working memory system in processing the entities. These measures were then used to predict an ERP component that is sensitive to referential ambiguity, the Nref, which was recorded when listeners received the anaphor. Nref amplitude at the anaphor was predicted by alpha power during the earlier critical sentence: Individuals with increased alpha power in ambiguous compared with unambiguous stories were less sensitive to the anaphor's ambiguity. Verbal ability was also predictive of greater sensitivity to referential ambiguity. Finally, increased theta power in the ambiguous compared with unambiguous condition was associated with higher working-memory span. These results highlight the role of attention and working memory in referential processing during listening comprehension.

Tell Me a Story: How Children's Developing Domain Knowledge Affects Their Story Construction

ERIC Educational Resources Information Center

Sobel, David M.; Weisberg, Deena Skolnick

2014-01-01

Young children distinguish between the physical and biological domains of knowledge. The current study examines how this distinction is expressed in a story construction task. Three- and 4-year-olds were shown pairs of pictures, one that depicted a normal event and one that depicted an event that violated either physical or biological causal…

Negative emotion impacts memory for verbal discourse in pediatric bipolar disorder.

PubMed

Jacobs, Rachel H; Pavuluri, Mani N; Schenkel, Lindsay S; Palmer, Anne; Shah, Khushbu; Vemuri, Deepthi; Whited, Stefanie; Little, Deborah M

2011-05-01

Cognitive and emotional deficits have been documented in youth with pediatric bipolar disorder (PBD); however, to date, a systematic evaluation of comprehension and memory for verbally presented information has not been conducted. The effect of emotion on comprehension and memory for verbally presented material also has not been examined. We examined whether youth with PBD have difficulty recalling the big picture (macrostructure) as well as the story details (microstructure). A total of 35 youth with PBD and 25 healthy controls completed an Affective Story Task. A psychological processing model allowed for the examination of both the macrostructure and microstructure of language comprehension. Youth with PBD were capable of comprehending the gist of the stories and were not impaired by emotion when comprehending and remembering macrostructure. However, negative emotional material was found to proactively interfere with the encoding and recall of microstructure. Level of depression appeared to impact recall of microstructure, but not macrostructure. Negatively valenced material may impair subsequent comprehension and memory for details among youth with PBD. This deficit could impact the daily functioning of these youth, as the perception of negative affect may derail aspects of successful comprehension and learning. © 2011 John Wiley and Sons A/S.

Neurocognitive functioning over the course of trauma-focused psychotherapy for PTSD: Changes in verbal memory and executive functioning.

PubMed

Nijdam, Mirjam J; Martens, Irene J M; Reitsma, Johannes B; Gersons, Berthold P R; Olff, Miranda

2018-05-01

Individuals with post-traumatic stress disorder (PTSD) have neurocognitive deficits in verbal memory and executive functioning. In this study, we examined whether memory and executive functioning changed over the course of treatment and which clinical variables were associated with change. Neuropsychological assessments were administered at baseline and endpoint of a randomized controlled trial as secondary outcome. Trauma survivors (n = 88) diagnosed with PTSD received trauma-focused psychotherapy within a 17-week randomized controlled trial. Neuropsychological tests were the California Verbal Learning Test, Rivermead Behavioural Memory Test, Stroop Color Word Test, and Trail Making Test. Significant, small- to medium-sized improvements in verbal memory, information processing speed, and executive functioning were found after trauma-focused psychotherapy (Cohen's d 0.16-0.68). Greater PTSD symptom decrease was significantly related to better post-treatment neurocognitive performance (all p < .005). Patients with comorbid depression improved more than patients with PTSD alone on interference tasks (p < .01). No differences emerged between treatment conditions and between patients on serotonergic antidepressants and those who were not. This study suggests that neurocognitive deficits in PTSD can improve over the course of trauma-focused psychotherapy and are therefore at least partly reversible. Improvements over treatment are in line with previous neuropsychological and neuroimaging studies and effect sizes exceed those of practice effects. Future research should determine whether these changes translate into improved functioning in the daily lives of the patients. Patients with PTSD have difficulties performing verbal memory tasks (e.g., remembering a grocery list, recall of a story) and executive functioning tasks (e.g., shifting attention between two tasks, ignoring irrelevant information to complete a task). Verbal memory, information processing speed, and executive functioning significantly improved in patients with post-traumatic stress disorder over the course of trauma-focused psychotherapy. Improvements were equal in size for two different trauma-focused psychotherapies (Eye movement desensitization and reprocessing therapy and brief eclectic psychotherapy for PTSD). Medium-sized effects were found for recall of a story, whereas effects in other aspects of verbal memory, information processing speed, and executive functioning were small-sized. No causal attributions can be made because we could not include a control group without treatment for ethical reasons. Findings may be more reflective of patients who completed treatment than patients who prematurely dropped out as completers were overrepresented in our sample. © 2018 The British Psychological Society.

Children's Enactment of Characters' Movements: A Novel Measure of Spatial Situation Model Representations and Indicator of Comprehension

ERIC Educational Resources Information Center

Nyhout, Angela; O'Neill, Daniela K.

2017-01-01

A story's space or setting often determines and constrains the actions of its characters. We report on an experiment with 106 children of 7-8 years old in which, using a novel enactment task, we measured children's representation of a story character's movement during story listening. We found that children were more likely to enact movements that…

Interindividual variability in the hemispheric organization for speech.

PubMed

Tzourio-Mazoyer, N; Josse, G; Crivello, F; Mazoyer, B

2004-01-01

A PET activation study was designed to investigate hemispheric specialization during speech comprehension and production in right- and left-handed subjects. Normalized regional cerebral blood flow (NrCBF) was repeatedly monitored while subjects either listened to factual stories (Story) or covertly generated verbs semantically related to heard nouns (Gener), using silent resting (Rest) as a common control condition. NrCBF variations in each task, as compared to Rest, as well as functional asymmetry indices (FAI = right minus left NrCBF variations), were computed in anatomical regions of interest (AROIs) defined on the single-subject MNI template. FAIs were predominantly leftward in all regions during both tasks, although larger FAIs were observed during Gener. Subjects were declared "typical" for language hemispheric specialization based on the presence of significant leftward asymmetries (FAI < 0) in the pars triangularis and opercularis of the inferior frontal gyrus during Gener, and in the middle and inferior temporal AROIs during Story. Six subjects (including five LH) showed an atypical language representation. Among them, one presented a right hemisphere specialization during both tasks, another a shift in hemispheric specialization from production to comprehension (left during Gener, right during Story). The group of 14 typical subjects showed significant positive correlation between homologous left and right AROIs NrCBF variations in temporal areas during Story, and in temporal and inferior frontal areas during Gener, almost all regions presenting a leftward FAI. Such correlations were also present in deactivated areas with strong leftward asymmetry (supramarginalis gyrus, inferior parietal region). These results suggest that entry into a language task translates into a hemispheric reconfiguration of lateral cortical areas with global NrCBF increase in the dominant hemisphere and decrease in the minor hemisphere. This can be considered as the setting up of a "language mode", under the control of a mechanism that operates at a perisylvian level. On top of this global organization, regional variations carry on the performance of the cognitive operations specific to the language task to be performed. Hemispheric relationships could be different in atypical subjects, with either between task hemispheric regulation differences or differences in regional specialization.

Gulf Coast Ecosystem Restoration Task Force Meeting and Public Listening

Science.gov Websites

Data Media & News Publications Press Releases Story Archive Home Gulf Coast Ecosystem Restoration Task Force Meeting and Public Listening Session Gulf Coast Ecosystem Restoration Task Force Meeting and Title: Gulf Coast Ecosystem Restoration Task Force Meeting and Public Listening SessionDescription: The

Self-referenced memory, social cognition, and symptom presentation in autism.

PubMed

Henderson, Heather A; Zahka, Nicole E; Kojkowski, Nicole M; Inge, Anne P; Schwartz, Caley B; Hileman, Camilla M; Coman, Drew C; Mundy, Peter C

2009-07-01

We examined performance on a self-referenced memory (SRM) task for higher-functioning children with autism (HFA) and a matched comparison group. SRM performance was examined in relation to symptom severity and social cognitive tests of mentalizing. Sixty-two children (31 HFA, 31 comparison; 8-16 years) completed a SRM task in which they read a list of words and decided whether the word described something about them, something about Harry Potter, or contained a certain number of letters. They then identified words that were familiar from a longer list. Dependent measures were memory performance (d') in each of the three encoding conditions as well as a self-memory bias score (d' self-d' other). Children completed The Strange Stories Task and The Children's Eyes Test as measures of social cognition. Parents completed the SCQ and ASSQ as measures of symptom severity. Children in the comparison sample showed the standard SRM effect in which they recognized significantly more self-referenced words relative to words in the other-referenced and letter conditions. In contrast, HFA children showed comparable rates of recognition for self- and other-referenced words. For all children, SRM performance improved with age and enhanced SRM performance was related to lower levels of social problems. These associations were not accounted for by performance on the mentalizing tasks. Children with HFA did not show the standard enhanced processing of self- vs. other-relevant information. Individual differences in the tendency to preferentially process self-relevant information may be associated with social cognitive processes that serve to modify the expression of social symptoms in children with autism.

Mental State Inferences Abilities Contribution to Verbal Irony Comprehension in Older Adults with Mild Cognitive Impairment

PubMed Central

Gaudreau, G.; Monetta, L.; Macoir, J.; Poulin, S.; Laforce, R. Jr.; Hudon, C.

2015-01-01

Objective. The present study examined mentalizing capacities as well as the relative implication of mentalizing in the comprehension of ironic and sincere assertions among 30 older adults with mild cognitive impairment (MCI) and 30 healthy control (HC) subjects. Method. Subjects were administered a task evaluating mentalizing by means of short stories. A verbal irony comprehension task, in which participants had to identify ironic or sincere statements within short stories, was also administered; the design of the task allowed uniform implication of mentalizing across the conditions. Results. Findings indicated that participants with MCI have second-order mentalizing difficulties compared to HC subjects. Moreover, MCI participants were impaired compared to the HC group in identifying ironic or sincere stories, both requiring mental inference capacities. Conclusion. This study suggests that, in individuals with MCI, difficulties in the comprehension of ironic and sincere assertions are closely related to second-order mentalizing deficits. These findings support previous data suggesting a strong relationship between irony comprehension and mentalizing. PMID:26199459

Theory of mind abilities in young siblings of children with autism.

PubMed

Shaked, Michal; Gamliel, Ifat; Yirmiya, Nurit

2006-03-01

Deficits in theory of mind (ToM), evident in most individuals with autism, have been suggested as a core deficit of autism. ToM difficulties in young siblings of children with autism (SIBS-A) compared to siblings of typically developing children (SIBS-TD) would place the former within the broad phenotype. We examined ToM's possible associations with measures of language, cognition, and daily living skills. Participants comprised 24 SIBS-A and 24 matched SIBSTD aged 4.6 years. They completed the false belief and the strange stories tasks. We also collected measures of verbal and cognitive ability and daily living skills. Non-significant differences emerged between the groups on both ToM tasks. Differences did emerge in within-group associations between ToM ability and receptive language. The conclusion is that SIBS-A show resilience in ToM abilities. Possibly, these deficits are not genetically transferred to siblings, at least as measured in laboratory-based ToM tasks.

The Complete Texts of the Stories Used in the Folktale-Project. Folktale: A Cross-Cultural, Interdisciplinary Study of the Experience of Literature. Paper 6.

ERIC Educational Resources Information Center

Dollerup, Cay, Ed.

This paper, the sixth of seven, part of an interdisciplinary project on the context of reading and reading research that explores similarities and dissimilarities in the response to literature in readers from different cultures, presents the complete texts of the three stories used in the project. The stories are the Danish "Per Smed's…

Young children have difficulty ascribing true beliefs.

PubMed

Riggs, Kevin J; Simpson, Andrew

2005-05-01

Using the format of a false belief task (Wimmer & Perner, 1983), we investigated the ability of 88 3- and 4-year-olds to ascribe a previously held true belief to a story protagonist. In an unexpected transfer task, children found true belief ascription as difficult as false belief ascription even though they could answer memory questions about story details. Results are discussed in relation to theoretical accounts of theory of mind development that stress the importance of understanding the falsity of belief, and those accounts that stress the importance of information or executive processes.

"To Be or Not To Be": Absurd and Humoristic Descriptions as a Strategy To Avoid Idyllic Life Stories--Boys Write about Family Life.

ERIC Educational Resources Information Center

Hallden, Gunilla

1999-01-01

Examines stories written by adolescent boys on the theme, "My Future Family." Stories reflected how boys explored male identity through the main character. Boys completed the assignment differently, connecting to various styles and genres (not found in girls' stories) and portraying widely varying main characters. Stories combined…

Reading about the actions of others: biological motion imagery and action congruency influence brain activity.

PubMed

Deen, Ben; McCarthy, Gregory

2010-05-01

Prior neuroimaging research has implicated regions within and near the posterior superior temporal sulcus (pSTS) in the visual processing of biological motion and of the intentions implied by specific movements. However, it is unknown whether this region is engaged during the processing of human motion at a conceptual level, such as during story comprehension. Here, we obtained functional magnetic resonance images from subjects reading brief stories that described a human character's background and then concluded with an action or decision made by the character. Half of the stories contained incidental descriptions of biological motion (such as the character's walking or grasping) while the remaining half did not. As a second factor, the final action of the story was either congruent or incongruent with the character's background and implied goals and intentions. Stories that contained biological motion strongly activated the pSTS bilaterally, along with ventral temporal areas, premotor cortex, left motor cortex, and the precuneus. Active regions of pSTS in individual subjects closely overlapped with regions identified with a separate biological motion localizer (point-light display) task. Reading incongruent versus congruent stories activated dorsal anterior cingulate cortex and bilateral anterior insula. These results support the hypothesis that reading can engage higher visual cortex in a content-specific manner, and suggest that the presence of biological motion should be controlled as a potential confound in fMRI studies using story comprehension tasks. 2010. Published by Elsevier Ltd.

Assessing disordered thoughts in preschoolers with dysregulated mood.

PubMed

Hutchison, Amanda K; Beresford, Carol; Robinson, Joann; Ross, Randal G

2010-10-01

There is rising interest in identifying precursors to bipolar disorder symptoms, including thought disorder. Thought disorder is identified in adults through self-report and in school-aged children through parent report and child story-telling. This study is an exploration to determine if preschoolers with mood dysregulation have evidence of disordered thoughts using a story-stem completion method. Participants included two groups of 3.5-6 year-old children: 20 with mood dysregulation including manic symptoms and 11 typically developing comparison children. Children were administered story completion narratives including one story where the child character accidentally cuts him/herself while pretending to cook. The children were asked to complete the stories and their responses were analyzed for atypical themes consistent with disordered thoughts such as violence or bizarreness outside of the story or props coming to life. Thirty-five percentage of symptomatic preschoolers versus 0% of typically developing preschoolers ascribed independent actions to inanimate props (p = 0.03). Eighty percentage of symptomatic preschoolers versus 9% of typically developing preschoolers utilized props in a violent or bizarre manner outside the central story (p < 0.001). Preschool children with symptoms of dysregulated mood express themes related to the unusual use of story props which may indicate disordered thoughts. This preschool expression of dysregulated mood appears similar to and possibly continuous with school-age and adult versions of bipolar disorder.

Where Good Pedagogical Ideas Come From: The Story of an EAP Task

ERIC Educational Resources Information Center

Light, Justine; Ranta, Leila

2016-01-01

Teachers using a task-based language teaching (TBLT) approach are always searching for learning tasks that have the potential to prepare learners for the real world. In this article, we describe how an authentic academic assignment for graduate students in a teaching English as a second language (TESL) course was transformed into a task-based…

Get the Story Straight: Contextual Repetition Promotes Word Learning from Storybooks

PubMed Central

Horst, Jessica S.; Parsons, Kelly L.; Bryan, Natasha M.

2011-01-01

Although shared storybook reading is a common activity believed to improve the language skills of preschool children, how children learn new vocabulary from such experiences has been largely neglected in the literature. The current study systematically explores the effects of repeatedly reading the same storybooks on both young children's fast and slow mapping abilities. Specially created storybooks were read to 3-year-old children three times during the course of 1 week. Each of the nine storybooks contained two novel name–object pairs. At each session, children either heard three different stories with the same two novel name–object pairs or the same story three times. Importantly, all children heard each novel name the same number of times. Both immediate recall and retention were tested with a four-alternative forced-choice task with pictures of the novel objects. Children who heard the same stories repeatedly were very accurate on both the immediate recall and retention tasks. In contrast, children who heard different stories were only accurate on immediate recall during the last two sessions and failed to learn any of the new words. Overall, then, we found a dramatic increase in children's ability to both recall and retain novel name–object associations encountered during shared storybook reading when they heard the same stories multiple times in succession. Results are discussed in terms of contextual cueing effects observed in other cognitive domains. PMID:21713179

Analysis of Interacting Plans as a Guide to the Understanding of Story Structure. Technical Report No. 130.

ERIC Educational Resources Information Center

Bruce, Bertram

A complete analysis of a story's structure must rely on more than a simple grammar of story components; it requires a consideration of the characters' plans as they are stated or implied in the story. Furthermore, these plans are recognized as the characters' beliefs, and beliefs about interactions among plans are crucial determinants of a story's…

Task Design and Interaction in Collaborative Writing: The Students' Story

ERIC Educational Resources Information Center

Bremner, Stephen; Peirson-Smith, Anne; Jones, Rodney; Bhatia, Vijay

2014-01-01

This article investigates student behaviour on collaborative assignments, looking at the relationship between task type and interaction, and considers the implications for task design. Students reported on interactions in a year-long workplace-focussed group communication project, comparing these with interactions on other academy-based group…

Pleasantness of Creative Tasks and Creative Performance

ERIC Educational Resources Information Center

Zenasni, Franck; Lubart, Todd

2011-01-01

To examine the impact of emotion on creative potential, experimental studies have typically focused on the impact of induced or spontaneous mood states on creative performance. In this report the relationship between the perceived pleasantness of tasks (using divergent thinking and story writing tasks) and creative performance was examined.…

Dental stories for children with autism.

PubMed

Marion, Ian W; Nelson, Travis M; Sheller, Barbara; McKinney, Christy M; Scott, JoAnna M

2016-07-01

To investigate caregivers' preference regarding dental stories to prepare children with autism for dental visits. Caregivers of children with autism were allowed use of dental stories available via different media (paper, tablet computer, computer) and image types (comics or drawings, photographs, video). Caregivers completed pre- and postintervention surveys. Fisher's exact tests were used to determine associations between predictive factors and preferences. Forty initial and 16 follow-up surveys were completed. Subjects were primarily male (85%). Mean child age was 6.7 years. Nine (64%) caregivers found the dental story useful for themselves and their child. Two (14%) caregivers found the aid only helpful for themselves. Preferred media type was associated with language understanding (p = .038) and home media preference (p = .002). Practitioners should consider using dental stories to help prepare families and children for dental visits. Individual preferences for dental stories vary; using prior history can aid in selection. © 2016 Special Care Dentistry Association and Wiley Periodicals, Inc.

Emotion regulation strategies in preschool children.

PubMed

Sala, Maria Nives; Pons, Francisco; Molina, Paola

2014-11-01

This study investigated the development of emotion regulation strategies as reflected in the narratives of children between the ages of 3 and 6 years. An experimental procedure based on story completion tasks was devised to elicit the emotion-related narratives of 69 preschool children. Coding of the narratives led to the observation of different emotion regulation strategies: Behavioural strategies, social support, and cognitive reappraisal. Several significant gender and age differences were identified in the use of these strategies. In addition, verbal skills, non-verbal intelligence, and emotion comprehension were found to be associated with use of the observed emotion regulation strategies, although only at specific ages. © 2014 The British Psychological Society.

Effects of chewing gum on mood, learning, memory and performance of an intelligence test.

PubMed

Smith, Andrew

2009-04-01

Recent research suggests that chewing gum may increase alertness and lead to changes in cognitive performance. The present study examined effects of chewing gum on these functions within the context of a single study. This study had four main aims. The first was to examine whether chewing gum improved learning and memory of information in a story. The second aim was to determine whether chewing gum improved test performance on a validated intellectual task (the Alice Heim task). A third aim was to determine whether chewing gum improved performance on short memory tasks (immediate and delayed recall of a list of words, delayed recognition memory, retrieval from semantic memory, and a working memory task). The final aim was to determine whether chewing gum improved mood (alertness, calm and hedonic tone). A cross-over design was used with gum and no-gum sessions being on consecutive weeks. In each week, volunteers attended for two sessions, two days apart. The first session assessed mood, immediate recall of information from a story and performance on short memory tasks. The second session assessed mood, delayed recall of information from a story and performance of an intelligence test (the Alice Heim test). There were no significant effects of chewing gum on any aspect of recall of the story. Chewing gum improved the accuracy of performing the Alice Heim test which confirms the benefits of gum on test performance seen in an earlier study. Chewing gum had no significant effect on the short memory tasks. Chewing gum increased alertness at the end of the test session in both parts of the study. This effect was in the region of a 10% increase and was highly significant (P < 0.001). The results of this study showed that chewing gum increases alertness. In contrast, no significant effects of chewing gum were observed in the memory tasks. Intellectual performance was improved in the gum condition. Overall, the results suggest further research on the alerting effects of chewing gum and possible improved test performance in these situations.

Self-Referenced Memory, Social Cognition, and Symptom Presentation in Autism

PubMed Central

Henderson, Heather A.; Zahka, Nicole E.; Kojkowski, Nicole M.; Inge, Anne P.; Schwartz, Caley B.; Hileman, Camilla M.; Coman, Drew C.; Mundy, Peter C.

2009-01-01

Background We examined performance on a self-referenced memory (SRM) task for higher functioning children with autism (HFA) and a matched comparison group. SRM performance was examined in relation to symptom severity and social cognitive tests of mentalizing. Method Sixty-two children (31 HFA, 31 comparison; 8–16 years) completed a SRM task in which they read a list of words and decided whether the word described something about them, something about Harry Potter, or contained a certain number of letters. They then identified words that were familiar from a longer list. Dependent measures were memory performance (d′) in each of the three encoding conditions as well as a self-memory bias score (d′ self-d′ other). Children completed The Strange Stories Task and The Children’s Eyes Test as measures of social cognition. Parents completed the SCQ and ASSQ as measures of symptom severity. Results Children in the comparison sample showed the standard SRM effect in which they recognized significantly more self-referenced words relative to words in the other-referenced and letter conditions. In contrast, HFA children showed comparable rates of recognition for self- and other-referenced words. For all children, SRM performance improved with age and enhanced SRM performance was related to lower levels of social problems. These associations were not accounted for by performance on the mentalizing tasks. Conclusions Children with HFA did not show the standard enhanced processing of self- vs. other-relevant information. Individual differences in the tendency to preferentially process self-relevant information may be associated with social cognitive processes that serve to modify the expression of social symptoms in children with autism. PMID:19298471

Narrative comprehension in 4-7-year-old children with autism: testing the Weak Central Coherence account.

PubMed

Nuske, Heather Joy; Bavin, Edith L

2011-01-01

Despite somewhat spared structural language development in high-functioning autism, communicative comprehension deficits persist. Comprehension involves the integration of meaning: global processing is required. The Weak Central Coherence theory suggests that individuals with autism are biased to process information locally. This cognitive style may impair comprehension, particularly if inferencing is required. However, task performance may be facilitated by this cognitive style if local processing is required. The current study was designed to examine the extent to which the 'weak central coherence' cognitive style affects comprehension and inferential processing of spoken narratives. The children with autism were expected to perform comparatively poorer on inferences relating to event scripts and comparatively better on inferences requiring deductive reasoning. Fourteen high-functioning children with autism were recruited from databases of various autism organizations (mean age = 6:7, 13 males, one female) and were matched on a receptive vocabulary and a picture-completion task with 14 typically developing children recruited from a local childcare centre (mean age = 4:10, seven males, seven females). The children were read short stories and asked questions about the stories. Results indicated that the children with autism were less able to make inferences based on event scripts, but the groups did not differ significantly on inferences requiring deductive logical reasoning. Despite similar group performance on questions relating to the main idea of the stories, only for the typically developing group was good performance on extracting the main idea of the narratives significantly correlated with performance on all other comprehension tasks. Findings provide some support for the Weak Central Coherence theory and demonstrate that young children with autism do not spontaneously integrate information in order to make script inferences, as do typically developing children. These findings may help to explain communicative problems of young children with autism and can be applied to intervention programme development. More research on the link between a 'weak central coherence' cognitive style and communicative comprehension in autism will be valuable in understanding the comprehension deficits associated with autism. © 2010 Royal College of Speech & Language Therapists.

Narrative Abilities in Hearing-Impaired Children: Propositions and Cohesion.

ERIC Educational Resources Information Center

Griffith, Penny L.; And Others

1990-01-01

Two linguistic microstructures (propositions and cohesive devices) were analyzed in story recalls by 11 primary and intermediate level hearing-impaired students. When stories were very simple, students generated mostly complete propositions, however as complexity increased, semantic errors resulted in fewer complete propositions. (Author/DB)

Exploring Nonfiction

ERIC Educational Resources Information Center

Wyatt, Neal

2007-01-01

Readers often think of nonfiction as an information experience and not as a story experience, and indeed many nonfiction titles are task oriented, teaching readers how to knit or outlining the process of building a fence. But there is a huge body of nonfiction that is both informative and story-based. New nonfiction classics like Jon Krakauer's…

The Official Version: Incoherence and Credibility in the Appellate Opinion.

ERIC Educational Resources Information Center

Griffin, Susan

According to narrative theory, stories are told when there is a need to resolve conflicts. Like history, the law, too, has the task of choosing among many stories, designating one as "what really happened." Bernard Jackson suggests that judges, in deciding cases, look for "narrative coherence," that is, internal and external…

Children's Representations of Relationships with Mothers, Teachers, and Friends, and Associations with Social Competence

ERIC Educational Resources Information Center

Vu, Jennifer A.

2015-01-01

This study describes the use of story stems in order to determine children's representations of relationships with mothers, teachers, and friends, and how these representations are related to mother- and teacher-rated social competence. Thirty preschool-aged children were administered the story stem tasks featuring three different interactional…

Defense.gov - Special Report: Haiti Earthquake Relief

Science.gov Websites

. Top Stories Medical Group Provides Assistance MANDRIN, Haiti, July 14, 2010 - Airmen with the 56th Medical Group provided optometry, dental and general services at the New Horizons medical site. Story assigned to Joint Task Force New Horizons have made major progress on their engineering and medical

Mourning a Lost Childhood: A Therapeutic Task.

ERIC Educational Resources Information Center

Kulish, Nancy Mann

J. M. Barrie's popular story of Peter Pan depicts the never-neverland of an endless happy childhood. Analysis of the story and of J. M. Barrie's personal background, however, reveals that the tale is a conflicted solution to and separation from early childhood losses and disappointments. Themes of separation and reunion, redesertion and revenge…

Story time turbocharger? Child engagement during shared reading and cerebellar activation and connectivity in preschool-age children listening to stories.

PubMed

Hutton, John S; Phelan, Kieran; Horowitz-Kraus, Tzipi; Dudley, Jonathan; Altaye, Mekibib; DeWitt, Thomas; Holland, Scott K

2017-01-01

Expanding behavioral and neurobiological evidence affirms benefits of shared (especially parent-child) reading on cognitive development during early childhood. However, the majority of this evidence involves factors under caregiver control, the influence of those intrinsic to the child, such as interest or engagement in reading, largely indirect or unclear. The cerebellum is increasingly recognized as playing a "smoothing" role in higher-level cognitive processing and learning, via feedback loops with language, limbic and association cortices. We utilized functional MRI to explore the relationship between child engagement during a mother-child reading observation and neural activation and connectivity during a story listening task, in a sample of 4-year old girls. Children exhibiting greater interest and engagement in the narrative showed increased activation in right-sided cerebellar association areas during the task, and greater functional connectivity between this activation cluster and language and executive function areas. Our findings suggest a potential cerebellar "boost" mechanism responsive to child engagement level that may contribute to emergent literacy development during early childhood, and synergy between caregiver and child factors during story sharing.

The nature of orthographic learning in self-teaching: Testing the extent of transfer.

PubMed

Tucker, Rebecca; Castles, Anne; Laroche, Annie; Deacon, S Hélène

2016-05-01

The current study was designed to test how orthographic learning, or the learning of the spelling patterns of words, happens within the self-teaching paradigm. One possibility is that orthographic learning occurs on a word-specific basis. Two other possibilities are that orthographic learning transfers specifically to the processing of novel words that are morphologically related or that it transfers to novel words that are orthographically similar, regardless of morphological relationship. In an orthographic learning paradigm, we asked children in Grades 3 and 5 to read nonwords embedded in short stories. In a between-participants design, some children read nonwords that were base forms, others read nonwords that were morphologically complex forms, and others read nonwords that were orthographically complex forms (e.g., feap, feaper, and feaple, respectively). Children completed an orthographic choice task with the same items as in the stories. To evaluate transfer of learning, children also completed orthographic choices for the two forms of the nonwords not seen in the stories. Results indicated that children's orthographic learning affected processing of novel items that appeared to be morphologically related as well as those that shared only orthographic structure (e.g., both feaper and feaple). Additional analyses showed that these effects were held across cases when children did and did not successfully decode the novel words in the learning experience, although successful decoding did lead to higher levels of orthographic learning and transfer. Together, the findings suggest that children's prior experiences affect their processing of novel words that share orthographic similarity, likely reflecting a role for orthographic analogies in the self-teaching process. Copyright © 2015 Elsevier Inc. All rights reserved.

Neural circuit of verbal humor comprehension in schizophrenia - an fMRI study.

PubMed

Adamczyk, Przemysław; Wyczesany, Miroslaw; Domagalik, Aleksandra; Daren, Artur; Cepuch, Kamil; Błądziński, Piotr; Cechnicki, Andrzej; Marek, Tadeusz

2017-01-01

Individuals with schizophrenia exhibit problems with understanding the figurative meaning of language. This study evaluates neural correlates of diminished humor comprehension observed in schizophrenia. The study included chronic schizophrenia (SCH) outpatients (n = 20), and sex, age and education level matched healthy controls (n = 20). The fMRI punchline based humor comprehension task consisted of 60 stories of which 20 had funny, 20 nonsensical and 20 neutral (not funny) punchlines. After the punchlines were presented, the participants were asked to indicate whether the story was comprehensible and how funny it was. Three contrasts were analyzed in both groups reflecting stages of humor processing: abstract vs neutral stories - incongruity detection; funny vs abstract - incongruity resolution and elaboration; and funny vs neutral - complete humor processing. Additionally, parametric modulation analysis was performed using both subjective ratings separately. Between-group comparisons revealed that the SCH subjects had attenuated activation in the right posterior superior temporal gyrus (BA 41) in case of irresolvable incongruity processing of nonsensical puns; in the left dorsomedial middle and superior frontal gyri (BA 8/9) in case of incongruity resolution and elaboration processing of funny puns; and in the interhemispheric dorsal anterior cingulate cortex (BA 24) in case of complete processing of funny puns. Additionally, during comprehensibility ratings the SCH group showed a suppressed activity in the left dorsomedial middle and superior frontal gyri (BA 8/9) and revealed weaker activation during funniness ratings in the left dorsal anterior cingulate cortex (BA 24). Interestingly, these differences in the SCH group were accompanied behaviorally by a protraction of time in both types of rating responses and by indicating funny punchlines less comprehensible. Summarizing, our results indicate neural substrates of humor comprehension processing impairments in schizophrenia, which is accompanied by fronto-temporal hypoactivation.

Post-Institutionalized Chinese and Eastern European Children: Heterogeneity in the Development of Emotion Understanding

ERIC Educational Resources Information Center

Camras, Linda A.; Perlman, Susan B.; Fries, Alison B. Wismer; Pollak, Seth D.

2006-01-01

Post-institutionalized Chinese and Eastern European children participated in two emotion understanding tasks. In one task, children selected facial expressions corresponding to four emotion labels (happy, sad, angry, scared). The second task required children to match facial expressions to stories describing situations for these emotions. While…

Who's Who? Memory updating and character reference in children's narratives.

PubMed

Whitely, Cristy; Colozzo, Paola

2013-10-01

The capacity to update and monitor the contents of working memory is an executive function presumed to play a critical role in language processing. The current study used an individual differences approach to consider the relationship between memory updating and accurate reference to story characters in the narratives of typically developing children. English-speaking children from kindergarten to grade 2 ( N = 63; M age = 7.0 years) completed updating tasks, short-term memory tasks, and narrative productions. The authors used multiple regression to test whether updating accounted for independent variability in referential adequacy. The capacity to update working memory was related to adequate character reference beyond the effects of age and of short-term memory capacity, with the strongest relationship emerging for maintaining reference over multiple utterances. This individual differences study is the first to show a link between updating and performance in a discourse production task for young school-age children. The findings contribute to the growing body of research investigating the role of working memory in shaping language production. This study invites extension to children of different ages and language abilities as well as to other language production tasks.

Goodnight book: sleep consolidation improves word learning via storybooks

PubMed Central

Williams, Sophie E.; Horst, Jessica S.

2014-01-01

Reading the same storybooks repeatedly helps preschool children learn words. In addition, sleeping shortly after learning also facilitates memory consolidation and aids learning in older children and adults. The current study explored how sleep promotes word learning in preschool children using a shared storybook reading task. Children were either read the same story repeatedly or different stories and either napped after the stories or remained awake. Children's word retention were tested 2.5 h later, 24 h later, and 7 days later. Results demonstrate strong, persistent effects for both repeated readings and sleep consolidation on young children's word learning. A key finding is that children who read different stories before napping learned words as well as children who had the advantage of hearing the same story. In contrast, children who read different stories and remained awake never caught up to their peers on later word learning tests. Implications for educational practices are discussed. PMID:24624111

Illustrating Story Plans: Does a Mnemonic Strategy Including Art Media Render More Elaborate Text?

ERIC Educational Resources Information Center

Dunn, Michael W.

2012-01-01

Students who have difficulty with academics often benefit from learning mnemonic strategies which provide a step-by-step process to accomplish a task. Three fourth-grade students who struggled with writing learned the Ask, Reflect, Text (ART) strategy to help them produce more elaborate narrative story text. After initially asking the questions…

Capturing Children's Multiplication and Division Stories

ERIC Educational Resources Information Center

McCormick, Kelly K.; Essex, N. Kathryn

2017-01-01

This article reports on a study in which researchers asked children to "make up as story and a picture about marbles for this number sentence: 3 x 5 = 15." Students in this study came from pre - dominantly low- to average-income families living in three distinct geographical areas within the United States. A similar division task was…

Effects of Story Mapping on Third-Grade Students with Attention Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Chavez, Jaime N.; Martinez, James; Pienta, Rachel S.

2015-01-01

The purpose of this study was to examine the effects of story mapping on the reading comprehension scores, on-task behaviors, and attitudes of third- -grade students (N = 6) with ADHD. Students' reading grade equivalencies were assessed before and after the study. The teacher-researcher compared two other achievement measures before and during…

Gesture Use in Story Recall by Chinese-English Bilinguals

ERIC Educational Resources Information Center

Nicoladis, Elena; Pika, Simone; Yin, Hui; Marentette, Paula

2007-01-01

Previous studies have shown inconsistent results concerning bilinguals' use of gestures to compensate for reduced proficiency in their second language (L2). These results could be because of differing task demands. In this study, we asked 16 intermediate English L2 speakers (whose first language [L1] was Chinese) to watch a story and tell it back…

An Exploratory Study of a Story Problem Assessment: Understanding Children's Number Sense

ERIC Educational Resources Information Center

Shumway, Jessica F.; Westenskow, Arla; Moyer-Packenham, Patricia S.

2016-01-01

The purpose of this study was to identify and describe students' use of number sense as they solved story problem tasks. Three 8- and 9-year-old students participated in clinical interviews. Through a process of holistic and qualitative coding, researchers used the number sense view as a theoretical framework for exploring how students' number…

Referential Cohesion and Logical Coherence of Narration after Closed Head Injury

ERIC Educational Resources Information Center

Davis, G. Albyn; Coelho, Carl A.

2004-01-01

A group with closed head injury was compared to neurologically intact controls regarding the referential cohesion and logical coherence of narrative production. A sample of six stories was obtained with tasks of cartoon-elicited story-telling and auditory-oral retelling. We found deficits in the clinical group with respect to referential cohesion,…

Narrative Skills and Genre Knowledge: Ways of Telling in the Primary School Grades.

ERIC Educational Resources Information Center

Hicks, Deborah

1990-01-01

Primary school children, after viewing a silent film, were asked to narrate a segment of the film and recount its events both as a news story and as an embellished story. The results indicate that primary school children have only nascent ability to apply genre knowledge to school language tasks. (55 references) (Author/JL)

Use of memory strategies among younger and older adults: Results from objective and subjective measures.

PubMed

Fabricio, Aline Teixeira; Yassuda, Mônica Sanches

2011-01-01

Memory plays a fundamental role in the identity of people and in human life, as it enables us to interpret our surroundings and make decisions. It is known that the aging process can be accompanied by cognitive decline in some memory sub systems. However, the use of memory strategies can help encoding and retrieval of new information. The aim of this study was to identify and compare, using objective and subjective measures, which recall strategies are used spontaneously by young and older adults. Twenty-six first-year college students, and thirty-three seniors enrolled at the Third Age University of the same campus, completed a visual memory test including 18 black and white pictures, memorized a short story, and completed an open question about memory strategies, a memory check list to indicate strategies used, and a memory self-efficacy scale. The Bousfield categorization measure was also calculated from the recall protocol. Young adults demonstrated better performance than the older adults on the memory tasks, and were also more confident. Both groups reported using similar strategies. Young and older adults seem to tackle memory tasks in similar ways but young adults outperform seniors.

Using functional transcranial Doppler ultrasonography to assess language lateralisation: Influence of task and difficulty level

PubMed Central

Badcock, Nicholas A.; Nye, Abigail; Bishop, Dorothy V. M.

2011-01-01

Language is lateralised to the left hemisphere in most people, but it is unclear whether the same degree and direction of lateralisation is found for all verbal tasks and whether laterality is affected by task difficulty. We used functional transcranial Doppler ultrasonography (fTCD) to assess the lateralisation of language processing in 27 young adults using three tasks: word generation (WG), auditory naming (AN), and picture story (PS). WG and AN are active tasks requiring behavioural responses whereas PS is a passive task that involves listening to an auditory story accompanied by pictures. We also examined the effect of task difficulty by a post hoc behavioural categorisation of trials in the WG task and a word frequency manipulation in the AN task. fTCD was used to measure task-dependent blood flow velocity changes in the left and right middle cerebral arteries. All of these tasks were significantly left lateralised: WG, 77% of individuals left, 5% right; AN, 72% left: 4% right; PS, 56% left: 0% right. There were significant positive relationships between WG and AN (r = 0.56) as well as AN and PS (r = .76) but not WG and PS (r = −0.22). The task difficulty manipulation affected accuracy in both WG and AN tasks, as well as reaction time in the AN task, but did not significantly influence laterality indices in either task. It is concluded that verbal tasks are not interchangeable when assessing cerebral lateralisation, but that differences between tasks are not a consequence of task difficulty. PMID:23098198

Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students with High-Functioning Autism

ERIC Educational Resources Information Center

Stringfield, Suzanne Griggs; Luscre, Deanna; Gast, David L.

2011-01-01

In this study, three elementary-aged boys with high-functioning autism (HFA) were taught to use a graphic organizer called a Story Map as a postreading tool during language arts instruction. Students learned to accurately complete the Story Map. The effect of the intervention on story recall was assessed within the context of a multiple-baseline…

Higher social intelligence can impair source memory.

PubMed

Barber, Sarah J; Franklin, Nancy; Naka, Makiko; Yoshimura, Hiroki

2010-03-01

Source monitoring is made difficult when the similarity between candidate sources increases. The current work examines how individual differences in social intelligence and perspective-taking abilities serve to increase source similarity and thus negatively impact source memory. Strangers first engaged in a cooperative storytelling task. On each trial, a single word was shown to both participants, but only 1 participant was designated to add a story sentence, using this assigned word. As predicted, social intelligence negatively predicted performance in a subsequent source-monitoring task. In a 2nd study, preventing participants from being able to anticipate their partner's next contribution to the story eliminated the effect.

Deception and false belief in paranoia: modelling theory of mind stories.

PubMed

Shryane, Nick M; Corcoran, Rhiannon; Rowse, Georgina; Moore, Rosanne; Cummins, Sinead; Blackwood, Nigel; Howard, Robert; Bentall, Richard P

2008-01-01

This study used Item Response Theory (IRT) to model the psychometric properties of a Theory of Mind (ToM) stories task. The study also aimed to determine whether the ability to understand states of false belief in others and the ability to understand another's intention to deceive are separable skills, and to establish which is more sensitive to the presence of paranoia. A large and diverse clinical and nonclinical sample differing in levels of depression and paranoid ideation performed a ToM stories task measuring false belief and deception at first and second order. A three-factor IRT model was found to best fit the data, consisting of first- and second-order deception factors and a single false-belief factor. The first-order deception and false-belief factors had good measurement properties at low trait levels, appropriate for samples with reduced ToM ability. First-order deception and false beliefs were both sensitive to paranoid ideation with IQ predicting performance on false belief items. Separable abilities were found to underlie performance on verbal ToM tasks. However, paranoia was associated with impaired performance on both false belief and deception understanding with clear impairment at the simplest level of mental state attribution.

Mapping Anterior Temporal Lobe Language Areas with FMRI: A Multi-Center Normative Study

PubMed Central

Binder, Jeffrey R.; Gross, William L.; Allendorfer, Jane B.; Bonilha, Leonardo; Chapin, Jessica; Edwards, Jonathan C.; Grabowski, Thomas J.; Langfitt, John T.; Loring, David W.; Lowe, Mark J.; Koenig, Katherine; Morgan, Paul S.; Ojemann, Jeffrey G.; Rorden, Christopher; Szaflarski, Jerzy P.; Tivarus, Madalina E.; Weaver, Kurt E.

2010-01-01

Removal of the anterior temporal lobe (ATL) is an effective surgical treatment for intractable temporal lobe epilepsy but carries a risk of language and verbal memory deficits. Preoperative localization of functional zones in the ATL might help reduce these risks, yet fMRI protocols in current widespread use produce very little activation in this region. Based on recent evidence suggesting a role for the ATL in semantic integration, we designed an fMRI protocol comparing comprehension of brief narratives (Story task) with a semantically shallow control task involving serial arithmetic (Math task). The Story > Math contrast elicited strong activation throughout the ATL, lateral temporal lobe, and medial temporal lobe bilaterally in an initial cohort of 18 healthy participants. The task protocol was then implemented at 6 other imaging centers using identical methods. Data from a second cohort of participants scanned at these centers closely replicated the results from the initial cohort. The Story-Math protocol provides a reliable method for activation of surgical regions of interest in the ATL. The bilateral activation supports previous claims that conceptual processing involves both temporal lobes. Used in combination with language lateralization measures, reliable ATL activation maps may be useful for predicting cognitive outcome in ATL surgery, though the validity of this approach needs to be established in a prospective surgical series. PMID:20884358

Localizing Pain Matrix and Theory of Mind networks with both verbal and non-verbal stimuli.

PubMed

Jacoby, Nir; Bruneau, Emile; Koster-Hale, Jorie; Saxe, Rebecca

2016-02-01

Functional localizer tasks allow researchers to identify brain regions in each individual's brain, using a combination of anatomical and functional constraints. In this study, we compare three social cognitive localizer tasks, designed to efficiently identify regions in the "Pain Matrix," recruited in response to a person's physical pain, and the "Theory of Mind network," recruited in response to a person's mental states (i.e. beliefs and emotions). Participants performed three tasks: first, the verbal false-belief stories task; second, a verbal task including stories describing physical pain versus emotional suffering; and third, passively viewing a non-verbal animated movie, which included segments depicting physical pain and beliefs and emotions. All three localizers were efficient in identifying replicable, stable networks in individual subjects. The consistency across tasks makes all three tasks viable localizers. Nevertheless, there were small reliable differences in the location of the regions and the pattern of activity within regions, hinting at more specific representations. The new localizers go beyond those currently available: first, they simultaneously identify two functional networks with no additional scan time, and second, the non-verbal task extends the populations in whom functional localizers can be applied. These localizers will be made publicly available. Copyright © 2015 Elsevier Inc. All rights reserved.

Children's representations of multiple family relationships: organizational structure and development in early childhood.

PubMed

Schermerhorn, Alice C; Cummings, E Mark; Davies, Patrick T

2008-02-01

The authors examine mutual family influence processes at the level of children's representations of multiple family relationships, as well as the structure of those representations. From a community sample with 3 waves, each spaced 1 year apart, kindergarten-age children (105 boys and 127 girls) completed a story-stem completion task, tapping representations of multiple family relationships. Structural equation modeling with autoregressive controls indicated that representational processes involving different family relationships were interrelated over time, including links between children's representations of marital conflict and reactions to conflict, between representations of security about marital conflict and parent-child relationships, and between representations of security in father-child and mother-child relationships. Mixed support was found for notions of increasing stability in representations during this developmental period. Results are discussed in terms of notions of transactional family dynamics, including family-wide perspectives on mutual influence processes attributable to multiple family relationships.

A qualitative analysis of success stories from Michiana Coordinated School Health Leadership institute participants.

PubMed

Dewitt, Natalie; Lohrmann, David K; O'Neill, James; Clark, Jeffrey K

2011-12-01

The purpose of this study was to detect and document common themes among success stories, along with challenges, as related by participants in the Michiana Coordinated School Health Leadership Institute. Four-member teams from 18 Michigan and Indiana school districts participated in semiannual Institute workshops over a 3-year period and were tasked with implementing Coordinated School Health Programs (CSHPs). Qualitative methods were used to generate themes from interviews. Data were gathered through a combined survey/interview process related to programmatic successes, evidence of success, and implementation challenges. One participant from 11 of 18 participating school districts completed the survey/interview. Each participant reported at least 1 success that had a positive effect on students and/or staff, many of which were related to the federally mandated wellness policy. With some notable exceptions, success was based on subjective judgments rather than systematically collected data. Unanimous expression of time constraints and being overworked in their current positions constituted major challenges. Although the Institute required only process evaluation, some participants collected outcome data, a task that is important in validating the benefits of CSHPs. Most districts were not able to hire the recommended coordinator to ensure implementation of health program planning initially developed during the institute. Encouragingly, at the time of data collection many teams were still acting to ensure health programming remained a priority. Nevertheless, without the network of social support provided by the Institute, some respondents struggled to maintain momentum. © 2011, American School Health Association.

Composing a Narrative Story in a Third Language: Multilinguals' Reliance on Multiple Languages in an L3 Linguistic Task

ERIC Educational Resources Information Center

Pap, Emese Boksay

2016-01-01

This paper reports on the results of an exploratory study that employed the concurrent think-aloud method to investigate narrative text-creating strategies of multilingual Transylvanian-Hungarians in English, their third language. The study explored the participants' reliance on their different languages as they composed a story in English based…

Towards a Pedagogy of Listening: Teaching and Learning from Life Stories of Human Rights Violations

ERIC Educational Resources Information Center

Low, Bronwen E.; Sonntag, Emmanuelle

2013-01-01

In response to the task of designing curriculum that helps youth engage thoughtfully with digital stories of human rights violations, the authors articulate the central tenets of a pedagogy of listening that draws upon elements of oral history, concepts of witnessing and testimony, the work on listening of Dewey, Freire and Rinaldi and the…

Synchronization of spontaneous eyeblinks while viewing video stories

PubMed Central

Nakano, Tamami; Yamamoto, Yoshiharu; Kitajo, Keiichi; Takahashi, Toshimitsu; Kitazawa, Shigeru

2009-01-01

Blinks are generally suppressed during a task that requires visual attention and tend to occur immediately before or after the task when the timing of its onset and offset are explicitly given. During the viewing of video stories, blinks are expected to occur at explicit breaks such as scene changes. However, given that the scene length is unpredictable, there should also be appropriate timing for blinking within a scene to prevent temporal loss of critical visual information. Here, we show that spontaneous blinks were highly synchronized between and within subjects when they viewed the same short video stories, but were not explicitly tied to the scene breaks. Synchronized blinks occurred during scenes that required less attention such as at the conclusion of an action, during the absence of the main character, during a long shot and during repeated presentations of a similar scene. In contrast, blink synchronization was not observed when subjects viewed a background video or when they listened to a story read aloud. The results suggest that humans share a mechanism for controlling the timing of blinks that searches for an implicit timing that is appropriate to minimize the chance of losing critical information while viewing a stream of visual events. PMID:19640888

Story time turbocharger? Child engagement during shared reading and cerebellar activation and connectivity in preschool-age children listening to stories

PubMed Central

Phelan, Kieran; Horowitz-Kraus, Tzipi; Dudley, Jonathan; Altaye, Mekibib; DeWitt, Thomas; Holland, Scott K.

2017-01-01

Expanding behavioral and neurobiological evidence affirms benefits of shared (especially parent-child) reading on cognitive development during early childhood. However, the majority of this evidence involves factors under caregiver control, the influence of those intrinsic to the child, such as interest or engagement in reading, largely indirect or unclear. The cerebellum is increasingly recognized as playing a “smoothing” role in higher-level cognitive processing and learning, via feedback loops with language, limbic and association cortices. We utilized functional MRI to explore the relationship between child engagement during a mother-child reading observation and neural activation and connectivity during a story listening task, in a sample of 4-year old girls. Children exhibiting greater interest and engagement in the narrative showed increased activation in right-sided cerebellar association areas during the task, and greater functional connectivity between this activation cluster and language and executive function areas. Our findings suggest a potential cerebellar “boost” mechanism responsive to child engagement level that may contribute to emergent literacy development during early childhood, and synergy between caregiver and child factors during story sharing. PMID:28562619

Development and validation of the Spanish-English Language Proficiency Scale (SELPS).

PubMed

Smyk, Ekaterina; Restrepo, M Adelaida; Gorin, Joanna S; Gray, Shelley

2013-07-01

This study examined the development and validation of a criterion-referenced Spanish-English Language Proficiency Scale (SELPS) that was designed to assess the oral language skills of sequential bilingual children ages 4-8. This article reports results for the English proficiency portion of the scale. The SELPS assesses syntactic complexity, grammatical accuracy, verbal fluency, and lexical diversity based on 2 story retell tasks. In Study 1, 40 children were given 2 story retell tasks to evaluate the reliability of parallel forms. In Study 2, 76 children participated in the validation of the scale against language sample measures and teacher ratings of language proficiency. Study 1 indicated no significant differences between the SELPS scores on the 2 stories. Study 2 indicated that the SELPS scores correlated significantly with their counterpart language sample measures. Correlations between the SELPS and teacher ratings were moderate. The 2 story retells elicited comparable SELPS scores, providing a valuable tool for test-retest conditions in the assessment of language proficiency. Correlations between the SELPS scores and external variables indicated that these measures assessed the same language skills. Results provided empirical evidence regarding the validity of inferences about language proficiency based on the SELPS score.

Co-Speech Gesture Production in an Animation-Narration Task by Bilinguals: A Near-Infrared Spectroscopy Study

ERIC Educational Resources Information Center

Oi, Misato; Saito, Hirofumi; Li, Zongfeng; Zhao, Wenjun

2013-01-01

To examine the neural mechanism of co-speech gesture production, we measured brain activity of bilinguals during an animation-narration task using near-infrared spectroscopy. The task of the participants was to watch two stories via an animated cartoon, and then narrate the contents in their first language (Ll) and second language (L2),…

Clinic-Referred Mothers' Autobiographical Narratives as Markers of Their Parenting Styles

ERIC Educational Resources Information Center

Rowinski, Katherine S.; Wahler, Robert G.

2010-01-01

Forty clinic-referred mothers completed questionnaires describing their children's problems and the mothers' parenting styles. In addition, each mother told three stories about their personal experiences in child care and one story about being cared for in their families of origin. Each story was transcribed and rated for coherence on six…

"Negative of My Money, Positive of Her Money": Secondary Students' Ways of Relating Equations to a Debt Context

ERIC Educational Resources Information Center

Whitacre, Ian; Pierson Bishop, Jessica; Lamb, Lisa L.; Philipp, Randolph A.; Bagley, Spencer; Schappelle, Bonnie P.

2015-01-01

We interviewed 40 students each in grades 7 and 11 to investigate their integer-related reasoning. In one task, the students were asked to write and interpret equations related to a story problem about borrowing money from a friend. All the students solved the story problem correctly. However, they reasoned about the problem in different ways.…

Silent films and strange stories: theory of mind, gender, and social experiences in middle childhood.

PubMed

Devine, Rory T; Hughes, Claire

2013-01-01

In this study of two hundred and thirty 8- to 13-year-olds, a new "Silent Films" task is introduced, designed to address the dearth of research on theory of mind in older children by providing a film-based analogue of F. G. E. Happé's (1994) Strange Stories task. Confirmatory factor analysis showed that all items from both tasks loaded onto a single theory-of-mind latent factor. With effects of verbal ability and family affluence controlled, theory-of-mind latent factor scores increased significantly with age, indicating that mentalizing skills continue to develop through middle childhood. Girls outperformed boys on the theory-of-mind latent factor, and the correlates of individual differences in theory of mind were gender specific: Low scores were related to loneliness in girls and to peer rejection in boys. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Should pantomime and gesticulation be assessed separately for their comprehensibility in aphasia? A case study.

PubMed

van Nispen, Karin; van de Sandt-Koenderman, Mieke; Mol, Lisette; Krahmer, Emiel

2014-01-01

Gesticulation (gestures accompanying speech) and pantomime (gestures in the absence of speech) can each be comprehensible. Little is known about the differences between these two gesture modes in people with aphasia. To discover whether there are differences in the communicative use of gesticulation and pantomime in QH, a person with severe fluent aphasia. QH performed two tasks: naming objects and retelling a story. He did this once in a verbal condition (enabling gesticulation) and once in a pantomime condition. For both conditions, the comprehensibility of gestures was analysed in a forced-choice task by naïve judges. Secondly, a comparison was made between QH and healthy controls for the representation techniques used. Pantomimes produced by QH for naming objects were significantly more comprehensible than chance, whereas his gesticulation was not. For retelling a story the opposite pattern was found. When naming objects QH gesticulated much more than did healthy controls. His pantomimes for this task were simpler than those used by the control group. For retelling a story no differences were found. Although QH did not make full use of each gesture modes' potential, both did contribute to QH's comprehensibility. Crucially, the benefits of each mode differed across tasks. This implies that both gesture modes should be taken into account separately in models of speech and gesture production and in clinical practice for different communicative settings. © 2013 Royal College of Speech and Language Therapists.

Implicit and explicit mechanisms of word learning in a narrative context: an event-related potential study.

PubMed

Batterink, Laura; Neville, Helen

2011-11-01

The vast majority of word meanings are learned simply by extracting them from context rather than by rote memorization or explicit instruction. Although this skill is remarkable, little is known about the brain mechanisms involved. In the present study, ERPs were recorded as participants read stories in which pseudowords were presented multiple times, embedded in consistent, meaningful contexts (referred to as meaning condition, M+) or inconsistent, meaningless contexts (M-). Word learning was then assessed implicitly using a lexical decision task and explicitly through recall and recognition tasks. Overall, during story reading, M- words elicited a larger N400 than M+ words, suggesting that participants were better able to semantically integrate M+ words than M- words throughout the story. In addition, M+ words whose meanings were subsequently correctly recognized and recalled elicited a more positive ERP in a later time window compared with M+ words whose meanings were incorrectly remembered, consistent with the idea that the late positive component is an index of encoding processes. In the lexical decision task, no behavioral or electrophysiological evidence for implicit priming was found for M+ words. In contrast, during the explicit recognition task, M+ words showed a robust N400 effect. The N400 effect was dependent upon recognition performance, such that only correctly recognized M+ words elicited an N400. This pattern of results provides evidence that the explicit representations of word meanings can develop rapidly, whereas implicit representations may require more extensive exposure or more time to emerge.

Impact of culture on autobiographical life structure in depression.

PubMed

Jobson, Laura; Miskon, Nazleen; Dalgleish, Tim; Hitchcock, Caitlin; Hill, Emma; Golden, Ann-Marie; Zulkefly, Nor Sheereen; Mukhtar, Firdaus

2018-03-23

Distortions in autobiographical memory have been implicated in major depressive disorder (MDD). Those with MDD demonstrate a 'depressogenic' autobiographical life structure. Research has not examined how culture influences this process. We investigated whether Malay individuals (members of an interdependent culture) with MDD demonstrated a 'depressogenic' autobiographical life structure similar to that of British individuals (members of an independent culture) with MDD. A 2 (Culture; Malay, British) × 2 (Mood; depressed, control) cross-sectional design using a card sort task and self-report measures was used. Malay individuals with MDD or no history of MDD completed the life-structure card-sorting task, which provided a novel method for investigating organizational structure of the life narrative. These data were compared to previously collected data in which British individuals with MDD or without MDD had completed the same task within the same experimental protocol. Pan-culturally those with MDD had greater negativity (i.e., used more negative attributes), negative redundancy (i.e., used the same negative attributes repeatedly across life chapters) and negative emodiversity (i.e., had greater variety and relative abundance of negative attributes), and reduced positive redundancy (i.e., used the same positive attributes repeatedly across chapters) in their structuring relative to controls. While the British MDD group had greater compartmentalization (i.e., the negative and positive attributes were clustered separately across different chapters) than British controls, the Malay MDD group had lower levels of compartmentalization than Malay controls. The findings suggest culture may shape aspects of the autobiographical life structure in MDD. The majority of the literature investigating depression pertains to individuals from European Western cultures, despite recognition that depression ranks as one of the most debilitating diseases worldwide. This raises questions as to whether current depression models and interventions can be applied universally or whether they are limited to European Western groups. The current study found that pan-culturally those with MDD had similar structuring of their life story relative to controls. However, there were some cultural differences that need to be considered (e.g., Malay individuals provided less detailed, less elaborate and less emotionally diverse life stories and while the British MDD group had greater compartmentalization than British controls, the Malay MDD group had lower levels of compartmentalization than Malay controls). Limitations of the study included group differences in gender and mood at the time of testing. Cultural differences in the number of attributes used may have influenced findings. Only the Malay group completed the individualism-collectivism measure. © 2018 The British Psychological Society.

Relation between measures of speech-in-noise performance and measures of efferent activity

NASA Astrophysics Data System (ADS)

Smith, Brad; Harkrider, Ashley; Burchfield, Samuel; Nabelek, Anna

2003-04-01

Individual differences in auditory perceptual abilities in noise are well documented but the factors causing such variability are unclear. The purpose of this study was to determine if individual differences in responses measured from the auditory efferent system were correlated to individual variations in speech-in-noise performance. The relation between behavioral performance on three speech-in-noise tasks and two objective measures of the efferent auditory system were examined in thirty normal-hearing, young adults. Two of the speech-in-noise tasks measured an acceptable noise level, the maximum level of speech-babble noise that a subject is willing to accept while listening to a story. For these, the acceptable noise level was evaluated using both an ipsilateral (story and noise in same ear) and a contralateral (story and noise in opposite ears) paradigm. The third speech-in-noise task evaluated speech recognition using monosyllabic words presented in competing speech babble. Auditory efferent activity was assessed by examining the resulting suppression of click-evoked otoacoustic emissions following the introduction of a contralateral, broad-band stimulus and the activity of the ipsilateral and contralateral acoustic reflex arc was evaluated using tones and broad-band noise. Results will be discussed relative to current theories of speech in noise performance and auditory inhibitory processes.

Personal Stories of Empathy in Adolescence and Emerging Adulthood

ERIC Educational Resources Information Center

Soucie, Kendall M.; Lawford, Heather; Pratt, Michael W.

2012-01-01

Age-related and individual differences in adolescents' and emerging adults' stories of real-life empathic and nonempathic experiences were examined. A total of 29 adolescents (M = 15.28, SD = 0.99) and 31 emerging adults (M = 18.23, SD = 0.56) told stories of empathic and nonempathic life events and completed measures of authoritative parenting…

HUCKLEBERRY FINN. DR. JEKYLL AND MR. HYDE. SHORT STORIES. LITERATURE CURRICULUM IV, STUDENT VERSION.

ERIC Educational Resources Information Center

KITZHABER, ALBERT R.

A STUDENT'S CURRICULUM GUIDE FOR THE STUDY OF "HUCKLEBERRY FINN,""DR. JEKYLL AND MR. HYDE," AND THREE SHORT STORIES WAS PRESENTED. THE SHORT STORIES INCLUDED WERE (1) "THE COUNTRY OF THE BLIND" BY H.G. WELLS (COMPLETE TEXT), (2) "A DOUBLE-DYED DECEIVER" BY O. HENRY, AND (3) "A MYSTERY OF HEROISM"…

Analysis of Component of Aggression in the Stories of Elementary School Aggressive Children

ERIC Educational Resources Information Center

Chamandar, Fateme; Jabbari, D. Susan

2017-01-01

The purpose of this study is the content analysis of children's stories based on the components of aggression. Participants are 66 elementary school students (16 girls and 50 boys) selected from fourth and fifth grades, using the Relational and Overt Aggression Questionnaire; completed by the teachers. Draw a Story Test (Silver, 2005) is…

Teaching Emotion Words Using Social Stories and Created Experiences in Group Instruction with Preschoolers Who Are Deaf or Hard of Hearing: An Exploratory Study

ERIC Educational Resources Information Center

Richels, Corrin; Bobzien, Jonna; Raver, Sharon A.; Schwartz, Kathryn; Hester, Peggy; Reed, Lauren

2014-01-01

The purpose of this study was to investigate whether specific emotion vocabulary could be taught to children with hearing impairments using child-specific social stories and demonstration tasks. The participants were three preschool-aged children who were being served in an auditory-verbal preschool classroom. An A-B single-subject design was used…

A content-based news video retrieval system: NVRS

NASA Astrophysics Data System (ADS)

Liu, Huayong; He, Tingting

2009-10-01

This paper focus on TV news programs and design a content-based news video browsing and retrieval system, NVRS, which is convenient for users to fast browsing and retrieving news video by different categories such as political, finance, amusement, etc. Combining audiovisual features and caption text information, the system automatically segments a complete news program into separate news stories. NVRS supports keyword-based news story retrieval, category-based news story browsing and generates key-frame-based video abstract for each story. Experiments show that the method of story segmentation is effective and the retrieval is also efficient.

In-Person versus Telehealth Assessment of Discourse Ability in Adults with Traumatic Brain Injury

PubMed Central

Turkstra, Lyn S.; Quinn-Padron, Maura; Johnson, Jacqueline E.; Workinger, Marilyn S.; Antoniotti, Nina

2011-01-01

Objectives To compare in-person (IP) vs. telehealth (TH) assessment of discourse ability in adults with chronic traumatic brain injury (TBI). Design Repeated-measures design with random order of conditions. Participants Twenty adults with moderate-to-severe TBI. Method Participants completed conversation, picture description, story-generation, and procedural description tasks. Sessions were video-recorded and transcribed. Measures Measures of productivity and quality of discourse. Results Significant differences between conditions were not detected in this sample, and feedback from participants was positive. Conclusions These preliminary results support the use of TH for the assessment of discourse ability in adults with TBI, at least for individuals with sufficient cognitive skills to follow TH procedures. PMID:22190010

From the connectome to the synaptome: an epic love story.

PubMed

DeFelipe, Javier

2010-11-26

A major challenge in neuroscience is to decipher the structural layout of the brain. The term "connectome" has recently been proposed to refer to the highly organized connection matrix of the human brain. However, defining how information flows through such a complex system represents so difficult a task that it seems unlikely it could be achieved in the near future or, for the most pessimistic, perhaps ever. Circuit diagrams of the nervous system can be considered at different levels, although they are surely impossible to complete at the synaptic level. Nevertheless, advances in our capacity to marry macro- and microscopic data may help establish a realistic statistical model that could describe connectivity at the ultrastructural level, the "synaptome," giving us cause for optimism.

Making sense of theory of mind and paranoia: the psychometric properties and reasoning requirements of a false belief sequencing task.

PubMed

Corcoran, Rhiannon; Bentall, Richard P; Rowse, Georgina; Moore, Rosanne; Cummins, Sinead; Blackwood, Nigel; Howard, Robert; Shryane, Nick M

2011-11-01

INTRODUCTION. This study used Item-Response Theory (IRT) to model the psychometric properties of a false belief picture sequencing task. Consistent with the mental time travel hypothesis of paranoia, we anticipated that performance on this deductive theory of mind (ToM) task would not be associated with the presence of persecutory delusions but would be related to other clinical, cognitive, and demographic factors. METHOD. A large (N=237) and diverse clinical and nonclinical sample differing in levels of depression and paranoid ideation performed 2 ToM tasks: the false belief sequencing task and a ToM stories task that was used to assess the validity of the false belief sequencing task as a measure of ToM. RESULTS. A unidimensional IRT model was found to fit the data well. Latent ToM ability as measured by the false belief sequencing task was negatively related with age and positively with IQ. In contrast to the ToM stories measure, there was no association between clinical diagnosis or symptoms and false belief picture sequencing after controlling for age and IQ. CONCLUSIONS. In line with mental time travel hypothesis of paranoia (Corcoran, 2010 ), performance on this deductive nonverbal ToM task is not related to the presence of paranoid symptoms. This measure is best suited for assessing ToM functioning where participants' performance falls just short of the average latent ToM ability. Furthermore, it is sensitive to the effects of increasing age and decreasing IQ.

Look Out World, Here We Come!

ERIC Educational Resources Information Center

Snyder, Barbara, Ed.

1984-01-01

The journal includes nine articles on the theme of a world view of foreign language teaching. They are: "The Foreign Language Articulation Task Force Survey: A Report" (Reid Baker); "Report of the Ohio Foreign Language Task Force" (Barbara Snyder); "The Akron Story Part I: Summer Foreign Language Camps" (John D. Durden and Sandra K. Strauber);…

The Effects of Microcomputers on Children's Attention to Reading Tasks.

ERIC Educational Resources Information Center

Zuk, Dorie; Danner, Fred

A study investigated the effects of microcomputers on children's attention to reading tasks and the relationship between previous reading achievement and grade level on such attentional behavior. Fifty-five third and fifth graders read two stories each, one presented on a microcomputer and one presented in print. Television cartoons and rock music…

Dynamic Assessment of School-Age Children's Narrative Ability: An Experimental Investigation of Classification Accuracy

ERIC Educational Resources Information Center

Pena, Elizabeth D.; Gillam, Ronald B.; Malek, Melynn; Ruiz-Felter, Roxanna; Resendiz, Maria; Fiestas, Christine; Sabel, Tracy

2006-01-01

Two experiments examined reliability and classification accuracy of a narration-based dynamic assessment task. Purpose: The first experiment evaluated whether parallel results were obtained from stories created in response to 2 different wordless picture books. If so, the tasks and measures would be appropriate for assessing pretest and posttest…

The Relationship Between Confrontation Naming and Story Gist Production in Aphasia.

PubMed

Richardson, Jessica D; Dalton, Sarah Grace; Fromm, Davida; Forbes, Margaret; Holland, Audrey; MacWhinney, Brian

2018-03-01

The purpose of this study was to examine the relationship between picture naming performance and the ability to communicate the gist, or essential elements, of a story. We also sought to determine if this relationship varied according to Western Aphasia Battery-Revised (WAB-R; Kertesz, 2007) aphasia subtype. Demographic information, test scores, and transcripts of 258 individuals with aphasia completing 3 narrative tasks were retrieved from the AphasiaBank database. Narratives were subjected to a main concept analysis to determine gist production. A correlation analysis was used to investigate the relationship between naming scores and main concept production for the whole group of persons with aphasia and for WAB-R subtypes separately. We found strong correlations between naming test scores and narrative gist production for the large sample of persons with aphasia. However, the strength of the correlations varied by WAB-R subtype. Picture naming may accurately predict gist production for individuals with Broca's and Wernicke's aphasia, but not for other WAB-R subtypes. Given the current reprioritization of outcome measurement, picture naming may not be an appropriate surrogate measure for functional communication for all persons with aphasia. https://doi.org/10.23641/asha.5851848.

I must have missed that: Alpha-band oscillations track attention to spoken language.

PubMed

Boudewyn, M A; Carter, C S

2018-05-26

Attention is critical to the construction of mental representations of language context during comprehension. We investigated the consequences of momentary lapses in attention during listening comprehension on neural activity and behavior. Participants listened to two full-length stories while EEG was recorded, and afterwards completed multiple choice comprehension questions. Listening was periodically interrupted by attention probes, in which participants were asked whether their attention immediately preceding the probe's appearance was focused on the story. The results showed that (1) participants spent a substantial amount of time off-task, endorsing attention lapses on over 30% of probes; (2) for probes on which an attention lapse was endorsed, later accuracy on comprehension questions querying pre-probe information was decreased; (3) the pre-probe period just before the endorsement of an attention lapse was characterized by a greater percentage of above-threshold oscillations in the alpha-band (8-12 Hz) compared to just prior to the endorsement of on-task or split-attention listening; and (4) when participants made "I have no idea" responses to comprehension questions, their EEG record revealed a greater percentage of above-threshold alpha oscillations during the original presentation of the information queried by the comprehension questions, compared to correct responses or incorrect guesses. These results connect changes in neural activity in the alpha band to episodes of mind-wandering during listening comprehension, and in turn to decreased comprehension accuracy. This demonstrates how alpha can be used to track attentional engagement during language comprehension, and illustrates the dependence of successful language comprehension on attention. Copyright © 2018 Elsevier Ltd. All rights reserved.

Combustion Module-2 Preparations Completed for SPACEHAB Mission Including the Addition of a New Major Experiment

NASA Technical Reports Server (NTRS)

Over, Ann P.

2001-01-01

The Combustion Module-1 (CM-1) was a large, state-of-the-art space shuttle Spacelab facility that was designed, built, and operated on STS-83 and STS-94 by a team from the NASA Glenn Research Center composed of civil servants and local support contractors (Analex and Zin Technologies). CM-1 accomplished the incredible task of providing a safe environment to support flammable and toxic gases while providing a suite of diagnostics for science measurements more extensive than any prior shuttle experiment (or anything since). Finally, CM-1 proved that multiple science investigations can be accommodated in one facility, a crucial step for Glenn's Fluids and Combustion Facility developed for the International Space Station. However, the story does not end with CM-1. In 1998, CM-2 was authorized to take the CM-1 accomplishments a big step further by completing three major steps: Converting the entire experiment to operate in a SPACEHAB module. Conducting an extensive hardware refurbishment and upgrading diagnostics (e.g., cameras, gas chromatograph, and numerous sensors). Adding a new, completely different combustion experiment.

Construction, integration, and mind wandering in reading.

PubMed

Dixon, Peter; Bortolussi, Marisa

2013-03-01

In two experiments, we investigated how text recall was related to moment-to-moment variations in mental state while reading, and how both recall and mental state were related to the interest value of the text. In both experiments, subjects read either an interesting text (a segment of Rice's Interview with the Vampire [A. Rice, 1997, Interview with the vampire, New York. NY: Ballantine Books] or a less interesting text (a segment of Thackery's The History of Pendennis [W. M. Thackery, 2009/1914, The history of Pendennis, Project Gutenberg, Retrieved from http://www.gutenberg.org/ebooks/7265]). The texts were read sentence-by-sentence on a computer screen, and subjects were periodically interrupted to answer a probe question. In Experiment 1, the probe asked whether subjects were attending to the text; in Experiment 2, the probe asked whether subjects were engaged with the story world. After reading the text, subjects were asked to recall as much of the story as possible. Recall of the material just prior to the probe was examined as a function of the whether the ratings were high, medium, or low. As expected, both on-task ratings and engagement ratings were higher for Interview than for Pendennis, but there were a substantial number of medium ratings given to both stories. In Experiment 1, there was a clear effect of story on recall over and above the effect of on-task rating. However, in Experiment 2, recall was purely a function of engagement rating. The results were interpreted in terms of a model in which recall is largely determined by the situation model representation of the narrative and in which engagement ratings (but not on-task ratings) provide a relatively pure index of the allocation of resources to processing of the situation model.

Stories That Heal: Understanding the Effects of Creating Digital Stories With Pediatric and Adolescent/Young Adult Oncology Patients.

PubMed

Laing, Catherine M; Moules, Nancy J; Estefan, Andrew; Lang, Mike

The purpose of this philosophical hermeneutic study was to determine if, and understand how, digital stories might be effective therapeutic tools to use with children and adolescents/young adults (AYA) with cancer, thus helping mitigate suffering. Sixteen participants made digital stories with the help of a research assistant trained in digital storytelling and were interviewed following the completion of their stories. Findings from this research revealed that digital stories were a way to have others understand their experiences of cancer, allowed for further healing from their sometimes traumatic experiences, had unexpected therapeutic effects, and were a way to reconcile past experiences with current life. Digital stories, we conclude, show great promise with the pediatric and AYA oncology community and we believe are a way in which the psychosocial effects of cancer treatment may be addressed. Recommendations for incorporating digital stories into clinical practice and follow-up programs are offered.

Using Fiction to Assess Mental State Understanding: A New Task for Assessing Theory of Mind in Adults

PubMed Central

Dodell-Feder, David; Lincoln, Sarah Hope; Coulson, Joseph P.; Hooker, Christine I.

2013-01-01

Social functioning depends on the ability to attribute and reason about the mental states of others – an ability known as theory of mind (ToM). Research in this field is limited by the use of tasks in which ceiling effects are ubiquitous, rendering them insensitive to individual differences in ToM ability and instances of subtle ToM impairment. Here, we present data from a new ToM task – the Short Story Task (SST) - intended to improve upon many aspects of existing ToM measures. More specifically, the SST was designed to: (a) assess the full range of individual differences in ToM ability without suffering from ceiling effects; (b) incorporate a range of mental states of differing complexity, including epistemic states, affective states, and intentions to be inferred from a first- and second-order level; (c) use ToM stimuli representative of real-world social interactions; (d) require participants to utilize social context when making mental state inferences; (e) exhibit adequate psychometric properties; and (f) be quick and easy to administer and score. In the task, participants read a short story and were asked questions that assessed explicit mental state reasoning, spontaneous mental state inference, and comprehension of the non-mental aspects of the story. Responses were scored according to a rubric that assigned greater points for accurate mental state attributions that included multiple characters’ mental states. Results demonstrate that the SST is sensitive to variation in ToM ability, can be accurately scored by multiple raters, and exhibits concurrent validity with other social cognitive tasks. The results support the effectiveness of this new measure of ToM in the study of social cognition. The findings are also consistent with studies demonstrating significant relationships among narrative transportation, ToM, and the reading of fiction. Together, the data indicate that reading fiction may be an avenue for improving ToM ability. PMID:24244736

The Involvement of Speed-of-Processing in Story Listening in Preschool Children: A Functional and Structural Connectivity Study.

PubMed

Horowitz-Kraus, Tzipi; Farah, Rola; DiFrancesco, Mark; Vannest, Jennifer

2017-02-01

Story listening in children relies on brain regions supporting speech perception, auditory word recognition, syntax, semantics, and discourse abilities, along with the ability to attend and process information (part of executive functions). Speed-of-processing is an early-developed executive function. We used functional and structural magnetic resonance imaging (MRI) to demonstrate the relationship between story listening and speed-of-processing in preschool-age children. Eighteen participants performed story-listening tasks during MRI scans. Functional and structural connectivity analysis was performed using the speed-of-processing scores as regressors. Activation in the superior frontal gyrus during story listening positively correlated with speed-of-processing scores. This region was functionally connected with the superior temporal gyrus, insula, and hippocampus. Fractional anisotropy in the inferior frontooccipital fasciculus, which connects the superior frontal and temporal gyri, was positively correlated with speed-of-processing scores. Our results suggest that speed-of-processing skills in preschool-age children are reflected in functional activation and connectivity during story listening and may act as a biomarker for future academic abilities. Georg Thieme Verlag KG Stuttgart · New York.

Implicit and explicit mechanisms of word learning in a narrative context: an event-related potential study

PubMed Central

Batterink, Laura; Neville, Helen

2011-01-01

The vast majority of word meanings are learned simply by extracting them from context, rather than by rote memorization or explicit instruction. Although this skill is remarkable, little is known about the brain mechanisms involved. In the present study, ERPs were recorded as participants read stories in which pseudowords were presented multiple times, embedded in consistent, meaningful contexts (referred to as meaning condition, M+) or inconsistent, meaningless contexts (M−). Word learning was then assessed implicitly using a lexical decision task and explicitly through recall and recognition tasks. Overall, during story reading, M− words elicited a larger N400 than M+ words, suggesting that participants were better able to semantically integrate M+ words than M− words throughout the story. In addition, M+ words whose meanings were subsequently correctly recognized and recalled elicited a more positive ERP in a later time-window compared to M+ words whose meanings were incorrectly remembered, consistent with the idea that the late positive component (LPC) is an index of encoding processes. In the lexical decision task, no behavioral or electrophysiological evidence for implicit priming was found for M+ words. In contrast, during the explicit recognition task, M+ words showed a robust N400 effect. The N400 effect was dependent upon recognition performance, such that only correctly recognized M+ words elicited an N400. This pattern of results provides evidence that the explicit representations of word meanings can develop rapidly, while implicit representations may require more extensive exposure or more time to emerge. PMID:21452941

Text-speak processing impairs tactile location.

PubMed

Head, James; Helton, William; Russell, Paul; Neumann, Ewald

2012-09-01

Dual task experiments have highlighted that driving while having a conversation on a cell phone can have negative impacts on driving (Strayer & Drews, 2007). It has also been noted that this negative impact is greater when reading a text-message (Lee, 2007). Commonly used in text-messaging are shortening devices collectively known as text-speak (e.g.,Ys I wll ttyl 2nite, Yes I will talk to you later tonight). To the authors' knowledge, there has been no investigation into the potential negative impacts of reading text-speak on concurrent performance on other tasks. Forty participants read a correctly spelled story and a story presented in text-speak while concurrently monitoring for a vibration around their waist. Slower reaction times and fewer correct vibration detections occurred while reading text-speak than while reading a correctly spelled story. The results suggest that reading text-speak imposes greater cognitive load than reading correctly spelled text. These findings suggest that the negative impact of text messaging on driving may be compounded by the messages being in text-speak, instead of orthographically correct text. Copyright © 2012 Elsevier B.V. All rights reserved.

More than pretty pictures? How illustrations affect parent-child story reading and children's story recall

PubMed Central

Greenhoot, Andrea Follmer; Beyer, Alisa M.; Curtis, Jennifer

2014-01-01

Previous research showed that story illustrations fail to enhance young preschoolers' memories when they accompany a pre-recorded story (e.g., Greenhoot and Semb, 2008). In this study we tested whether young children might benefit from illustrations in a more interactive story-reading context. For instance, illustrations might influence parent-child reading interactions, and thus children's story comprehension and recall. Twenty-six 3.5- to 4.5-year-olds and their primary caregivers were randomly assigned to an Illustrated or Non-Illustrated story-reading condition, and parents were instructed to “read or tell the story” as they normally would read with their child. Children recalled the story after a distracter and again after 1 week. Analyses of the story-reading interactions showed that the illustrations prompted more interactive story reading and more parent and child behaviors known to predict improved literacy outcomes. Furthermore, in the first memory interview, children in the Illustrated condition recalled more story events than those in the Non-Illustrated condition. Story reading measures predicted recall, but did not completely account for picture effects. These results suggest that illustrations enhance young preschoolers' story recall in an interactive story reading context, perhaps because the joint attention established in this context supports children's processing of the illustrations. PMID:25101018

Toy Story: Illustrating Gender Differences in a Motor Skills Task

ERIC Educational Resources Information Center

Knight, Jennifer L.; Hebl, Michelle R.; Mendoza, Miriam

2004-01-01

To challenge students' stereotypes about gendered performance on motor skills tasks, we developed a classroom active learning demonstration. Four 3-person, same-gender teams received either a Barbie(r) doll or a Transformer(r), and team members dressed the Barbie or manipulated the Transformer from a tank to a robot as quickly as possible, with…

Language Testing and the Assessment of Dementia in Second Language Settings: A Case Study.

ERIC Educational Resources Information Center

Baker, Rosemary

1996-01-01

Reports on a patient of Japanese background with suspected dementia in an English-speaking geriatric unit. The subject was tested in Japanese using tasks such as naming, story recall, and processing by semantic category. Results demonstrate the potential contribution of information from language-based tasks in the person's preferred language to…

Reading under the Skin: Physiological Activation during Reading in Children with Dyslexia and Typical Readers

ERIC Educational Resources Information Center

Tobia, Valentina; Bonifacci, Paola; Ottaviani, Cristina; Borsato, Thomas; Marzocchi, Gian Marco

2016-01-01

The aim of this study was to investigate physiological activation during reading and control tasks in children with dyslexia and typical readers. Skin conductance response (SCR) recorded during four tasks involving reading aloud, reading silently, and describing illustrated stories aloud and silently was compared for children with dyslexia (n =…

Storytelling in Mexican Homes: Connections Between Oral and Literacy Practices

PubMed Central

Reese, Leslie

2013-01-01

The study focuses on storytelling among Mexican families, documenting the frequency of storytelling in the homes of working and middle class Mexican families, the range of topics of the stories, characteristics and genres of stories, and intergenerational continuity of storytelling practices. Also examined are potential associations between storytelling practices and children’s performance on language and early reading tasks. This qualitative study draws from interview data with 30 families, supplemented with survey and outcome data from the larger mixed method project of which it forms a part. Storytelling continues to be a widespread but not frequent activity, including genres of family anecdotes, horror stories, folktales, and historical recounts. Storytelling as a cultural resource is discussed. PMID:23565052

Storytelling in Mexican Homes: Connections Between Oral and Literacy Practices.

PubMed

Reese, Leslie

2012-01-01

The study focuses on storytelling among Mexican families, documenting the frequency of storytelling in the homes of working and middle class Mexican families, the range of topics of the stories, characteristics and genres of stories, and intergenerational continuity of storytelling practices. Also examined are potential associations between storytelling practices and children's performance on language and early reading tasks. This qualitative study draws from interview data with 30 families, supplemented with survey and outcome data from the larger mixed method project of which it forms a part. Storytelling continues to be a widespread but not frequent activity, including genres of family anecdotes, horror stories, folktales, and historical recounts. Storytelling as a cultural resource is discussed.

FACTORS AFFECTING AIR EXCHANGE IN TWO HOUSES

EPA Science Inventory

Air exchange rate is critical to determining the relationship between indoor and outdoor concentrations of hazardous pollutants. Approximately 150 air exchange experiments were completed in two residences: a two-story detached house located in Redwood City, CA and a three-story...

Less efficient and costly processes of frontal cortex in childhood chronic fatigue syndrome.

PubMed

Mizuno, Kei; Tanaka, Masaaki; Tanabe, Hiroki C; Joudoi, Takako; Kawatani, Junko; Shigihara, Yoshihito; Tomoda, Akemi; Miike, Teruhisa; Imai-Matsumura, Kyoko; Sadato, Norihiro; Watanabe, Yasuyoshi

2015-01-01

The ability to divide one's attention deteriorates in patients with childhood chronic fatigue syndrome (CCFS). We conducted a study using a dual verbal task to assess allocation of attentional resources to two simultaneous activities (picking out vowels and reading for story comprehension) and functional magnetic resonance imaging. Patients exhibited a much larger area of activation, recruiting additional frontal areas. The right middle frontal gyrus (MFG), which is included in the dorsolateral prefrontal cortex, of CCFS patients was specifically activated in both the single and dual tasks; this activation level was positively correlated with motivation scores for the tasks and accuracy of story comprehension. In addition, in patients, the dorsal anterior cingulate gyrus (dACC) and left MFG were activated only in the dual task, and activation levels of the dACC and left MFG were positively associated with the motivation and fatigue scores, respectively. Patients with CCFS exhibited a wider area of activated frontal regions related to attentional resources in order to increase their poorer task performance with massive mental effort. This is likely to be less efficient and costly in terms of energy requirements. It seems to be related to the pathophysiology of patients with CCFS and to cause a vicious cycle of further increases in fatigue.

Less efficient and costly processes of frontal cortex in childhood chronic fatigue syndrome

PubMed Central

Mizuno, Kei; Tanaka, Masaaki; Tanabe, Hiroki C.; Joudoi, Takako; Kawatani, Junko; Shigihara, Yoshihito; Tomoda, Akemi; Miike, Teruhisa; Imai-Matsumura, Kyoko; Sadato, Norihiro; Watanabe, Yasuyoshi

2015-01-01

The ability to divide one's attention deteriorates in patients with childhood chronic fatigue syndrome (CCFS). We conducted a study using a dual verbal task to assess allocation of attentional resources to two simultaneous activities (picking out vowels and reading for story comprehension) and functional magnetic resonance imaging. Patients exhibited a much larger area of activation, recruiting additional frontal areas. The right middle frontal gyrus (MFG), which is included in the dorsolateral prefrontal cortex, of CCFS patients was specifically activated in both the single and dual tasks; this activation level was positively correlated with motivation scores for the tasks and accuracy of story comprehension. In addition, in patients, the dorsal anterior cingulate gyrus (dACC) and left MFG were activated only in the dual task, and activation levels of the dACC and left MFG were positively associated with the motivation and fatigue scores, respectively. Patients with CCFS exhibited a wider area of activated frontal regions related to attentional resources in order to increase their poorer task performance with massive mental effort. This is likely to be less efficient and costly in terms of energy requirements. It seems to be related to the pathophysiology of patients with CCFS and to cause a vicious cycle of further increases in fatigue. PMID:26594619

Pathways for learning two languages: lexical and grammatical associations within and across languages in sequential bilingual children*

PubMed Central

PHAM, GIANG

2018-01-01

This study examines the strength and direction of lexical-grammatical associations within and between first and second languages (L1 and L2) in a longitudinal sample of sequential bilinguals. Thirty-three children who spoke Vietnamese (L1) and English (L2) completed picture-naming and story-telling tasks in each language at four yearly intervals. Hierarchical linear modeling across Years 1–4 revealed bidirectional within-language associations and a unidirectional cross-language association from the L1 to L2. Results suggest a conditional relationship between languages in which the L1 supports L2 growth, but not vice versa. Findings contribute to defining pathways for L1 and L2 learning across domains and languages. PMID:29670455

Can theory of mind deficits be measured reliably in people with mild and moderate Alzheimer's dementia?

PubMed

Choong, Caroline Sm; Doody, Gillian A

2013-01-01

Patients suffering from Alzheimer's dementia develop difficulties in social functioning. This has led to an interest in the study of "theory of mind" in this population. However, difficulty has arisen because the associated cognitive demands of traditional short story theory of mind assessments result in failure per se in this population, making it challenging to test pure theory of mind ability. Simplified, traditional 1st and 2nd order theory of mind short story tasks and a battery of alternative theory of mind cartoon jokes and control slapstick cartoon jokes, without memory components, were administered to 16 participants with mild-moderate Alzheimer's dementia, and 11 age-matched healthy controls. No significant differences were detected between participants with Alzheimer's dementia and controls on the 1st or 2nd order traditional short story theory of mind tasks (p = 0.155 and p = 0.154 respectively). However, in the cartoon joke tasks there were significant differences in performance between the Alzheimer participants and the control group, this was evident for both theory of mind cartoons and the control 'slapstick' jokes. It remains very difficult to assess theory of mind as an isolated phenomenon in populations with global cognitive impairment, such as Alzheimer's dementia, as the tasks used to assess this cognition invariably depend on other cognitive functions. Although a limitation of this study is the small sample size, the results suggest that there is no measurable specific theory of mind deficit in people with Alzheimer's dementia, and that the use of theory of mind representational models to measure social cognitive ability may not be appropriate in this population.

Functional magnetic resonance imaging of story listening in adolescents and young adults with Down syndrome: evidence for atypical neurodevelopment.

PubMed

Jacola, L M; Byars, A W; Hickey, F; Vannest, J; Holland, S K; Schapiro, M B

2014-10-01

Previous studies have documented differences in neural activation during language processing in individuals with Down syndrome (DS) in comparison with typically developing individuals matched for chronological age. This study used functional magnetic resonance imaging (fMRI) to compare activation during language processing in young adults with DS to typically developing comparison groups matched for chronological age or mental age. We hypothesised that the pattern of neural activation in the DS cohort would differ when compared with both typically developing cohorts. Eleven persons with DS (mean chronological age = 18.3; developmental age range = 4-6 years) and two groups of typically developing individuals matched for chronological (n = 13; mean age = 18.3 years) and developmental (mental) age (n = 12; chronological age range = 4-6 years) completed fMRI scanning during a passive story listening paradigm. Random effects group comparisons were conducted on individual maps of the contrast between activation (story listening) and rest (tone presentation) conditions. Robust activation was seen in typically developing groups in regions associated with processing auditory information, including bilateral superior and middle temporal lobe gyri. In contrast, the DS cohort demonstrated atypical spatial distribution of activation in midline frontal and posterior cingulate regions when compared with both typically developing control groups. Random effects group analyses documented reduced magnitude of activation in the DS cohort when compared with both control groups. Activation in the DS group differed significantly in magnitude and spatial extent when compared with chronological and mental age-matched typically developing control groups during a story listening task. Results provide additional support for an atypical pattern of functional organisation for language processing in this population. © 2013 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Rules of engagement: incomplete and complete pronoun resolution.

PubMed

Love, Jessica; McKoon, Gail

2011-07-01

Research on shallow processing suggests that readers sometimes encode only a superficial representation of a text and fail to make use of all available information. Greene, McKoon, and Ratcliff (1992) extended this work to pronouns, finding evidence that readers sometimes fail to automatically identify referents even when these are unambiguous. In this paper we revisit those findings. In 11 recognition probe, priming, and self-report experiments, we manipulated Greene et al.'s stories to discover under what circumstances a pronoun's referent is automatically understood. We lengthened the stories from 4 to 8 lines. This simple manipulation led to automatic and correct resolution, which we attribute to readers' increased engagement with the stories. We found evidence of resolution even when the additional text did not mention the pronoun's referent. In addition, our results suggest that the pronoun temporarily boosts the referent's accessibility, an advantage that disappears by the end of the next sentence. Finally, we present evidence from memory experiments that supports complete pronoun resolution for the longer but not the shorter stories.

Comparison of functional network connectivity for passive-listening and active-response narrative comprehension in adolescents.

PubMed

Wang, Yingying; Holland, Scott K

2014-05-01

Comprehension of narrative stories plays an important role in the development of language skills. In this study, we compared brain activity elicited by a passive-listening version and an active-response (AR) version of a narrative comprehension task by using independent component (IC) analysis on functional magnetic resonance imaging data from 21 adolescents (ages 14-18 years). Furthermore, we explored differences in functional network connectivity engaged by two versions of the task and investigated the relationship between the online response time and the strength of connectivity between each pair of ICs. Despite similar brain region involvements in auditory, temporoparietal, and frontoparietal language networks for both versions, the AR version engages some additional network elements including the left dorsolateral prefrontal, anterior cingulate, and sensorimotor networks. These additional involvements are likely associated with working memory and maintenance of attention, which can be attributed to the differences in cognitive strategic aspects of the two versions. We found significant positive correlation between the online response time and the strength of connectivity between an IC in left inferior frontal region and an IC in sensorimotor region. An explanation for this finding is that longer reaction time indicates stronger connection between the frontal and sensorimotor networks caused by increased activation in adolescents who require more effort to complete the task.

The Impact of Self-Narratives of Motherhood for Mothers of Children with Autism

PubMed Central

Trzebiński, Jerzy; Wołowicz-Ruszkowska, Agnieszka; Wójcik, Adrian Dominik

2016-01-01

The main goal of this study was to identify the impact of a narrative construction of a life challenge - discovering to have a child with autism - on the meaning of life and on resources for coping depending on the challenge’s novelty, i.e., the number of years from the diagnosis. Three hundred and sixty four mothers of children with autism participated in a long-term 3 × 2 experiment. Half of the mothers had children with autism at the age of 9–12 years. For the remaining half, having children with autism was a new and stressful life situation. Their children were 2–3 years old and just diagnosed by a medical center as having autism spectrum disorder. The mothers were assigned to one of three study conditions: they were either asked to write stories of their motherhood or to describe their children’s behavior on a questionnaire or they did not participate in any tasks. One month and then 4 months after this task the participants completed measures of meaning of life and several well-being scales. The results indicated that following the narrative writing the participants had the highest scores on the meaning of life and well-being scales. This affect was sustained over 4 months and was significant only for mothers with older children. The mediation analysis showed that the effects of the experimental conditions on different well-being scales were mediated by the changes in perceived meaning of life. The results suggest that construction of self-narratives of difficult ongoing challenges facilitates meaning making and subsequently strengthens resources for coping. However, it seems that a meaning-making construction of such self-story may be blocked by the uncertainty and stress caused by novelty of the challenging situation. PMID:27994568

Performance of children with autism spectrum disorder on advanced theory of mind tasks.

PubMed

Brent, Ella; Rios, Patricia; Happé, Francesca; Charman, Tony

2004-09-01

Although a number of advanced theory of mind tasks have been developed, there is sparse information on whether performance on different tasks is associated. The study examined the performance of 20 high-functioning 6- to 12-year-old children with autism spectrum disorder and 20 controls on three high-level theory of mind tasks: Strange Stories, Cartoons and the children's version of the Eyes task. The pattern of findings suggests that the three tasks may share differing, non-specific, information-processing requirements in addition to tapping any putative mentalizing ability. They may also indicate a degree of dissociation between social-cognitive and social-perceptual or affective components of the mentalizing system.

Metamemory prediction accuracy for simple prospective and retrospective memory tasks in 5-year-old children.

PubMed

Kvavilashvili, Lia; Ford, Ruth M

2014-11-01

It is well documented that young children greatly overestimate their performance on tests of retrospective memory (RM), but the current investigation is the first to examine children's prediction accuracy for prospective memory (PM). Three studies were conducted, each testing a different group of 5-year-olds. In Study 1 (N=46), participants were asked to predict their success in a simple event-based PM task (remembering to convey a message to a toy mole if they encountered a particular picture during a picture-naming activity). Before naming the pictures, children listened to either a reminder story or a neutral story. Results showed that children were highly accurate in their PM predictions (78% accuracy) and that the reminder story appeared to benefit PM only in children who predicted they would remember the PM response. In Study 2 (N=80), children showed high PM prediction accuracy (69%) regardless of whether the cue was specific or general and despite typical overoptimism regarding their performance on a 10-item RM task using item-by-item prediction. Study 3 (N=35) showed that children were prone to overestimate RM even when asked about their ability to recall a single item-the mole's unusual name. In light of these findings, we consider possible reasons for children's impressive PM prediction accuracy, including the potential involvement of future thinking in performance predictions and PM. Copyright © 2014 Elsevier Inc. All rights reserved.

Influence of text type, topic familiarity, and stuttering frequency on listener recall, comprehension, and mental effort.

PubMed

Panico, James; Healey, E Charles

2009-04-01

To determine how text type, topic familiarity, and stuttering frequency influence listener recall, comprehension, and perceived mental effort. Sixty adults listened to familiar and unfamiliar narrative and expository texts produced with 0%, 5%, 10%, and 15% stuttering. Participants listened to 4 experimental text samples at only 1 stuttering frequency. After hearing the text samples, each listener performed a free recall task, answered cued recall questions, answered story comprehension questions, and rated their perceived mental effort. Free and cued recall as well as story comprehension scores were higher for narrative than for expository texts. Free and cued recall scores were better for familiar than for unfamiliar stories, although topic familiarity did not affect story comprehension scores. Samples with all levels of stuttering resulted in higher mental effort ratings for both text types and topic familiarities. Stuttering has a greater influence on listener recall and comprehension for narrative than for expository texts. Topic familiarity affects free and cued recall but has no influence on story comprehension. Regardless of the amount of stuttering, mental effort was high for both text types and levels of familiarity.

The impact of suicidal rock music lyrics on youth: an investigation of individual differences.

PubMed

Peterson, Rebecca J; Safer, Martin A; Jobes, David A

2008-01-01

This study attempted to predict reactions after listening to music with lyrics about suicide. One hundred and twenty-six volunteers completed self-reports of personality and mood, and then listened to the music. Afterwards, they completed projective stories, self-reports of moods and reactions, and a memory test for the lyrics. Low openness to experience, and to a lesser extent, high neuroticism and low self-esteem predicted higher levels of suicide-related content in projective story-writing, as did knowing a suicide victim. Both the personality measures and post-listening mood predicted remembering too many nihilistic lyrics. Surprisingly, 68% of participants wrote at least one projective story with altruistic content. Individual differences were modestly associated with suicidal thoughts after listening to the music.

The Influence of Age of Acquisition in Word Reading and Other Tasks: A Never Ending Story?

ERIC Educational Resources Information Center

Bonin, Patrick; Barry, Christopher; Meot, Alain; Chalard, Marylene

2004-01-01

This paper concerns the influence of age of acquisition (AoA) in word reading and other tasks, and attempts to develop a number of issues raised by Zevin and Seidenberg (2002). Analyses performed on both rated and objective measures of AoA show that the frequency trajectory of words is a reliable predictor of their order of acquisition, which…

Integration Processes Compared: Cortical Differences for Consistency Evaluation and Passive Comprehension in Local and Global Coherence.

PubMed

Egidi, Giovanna; Caramazza, Alfonso

2016-10-01

This research studies the neural systems underlying two integration processes that take place during natural discourse comprehension: consistency evaluation and passive comprehension. Evaluation was operationalized with a consistency judgment task and passive comprehension with a passive listening task. Using fMRI, the experiment examined the integration of incoming sentences with more recent, local context and with more distal, global context in these two tasks. The stimuli were stories in which we manipulated the consistency of the endings with the local context and the relevance of the global context for the integration of the endings. A whole-brain analysis revealed several differences between the two tasks. Two networks previously associated with semantic processing and attention orienting showed more activation during the judgment than the passive listening task. A network previously associated with episodic memory retrieval and construction of mental scenes showed greater activity when global context was relevant, but only during the judgment task. This suggests that evaluation, more than passive listening, triggers the reinstantiation of global context and the construction of a rich mental model for the story. Finally, a network previously linked to fluent updating of a knowledge base showed greater activity for locally consistent endings than inconsistent ones, but only during passive listening, suggesting a mode of comprehension that relies on a local scope approach to language processing. Taken together, these results show that consistency evaluation and passive comprehension weigh differently on distal and local information and are implemented, in part, by different brain networks.

How retellings shape younger and older adults' memories.

PubMed

Barber, Sarah J; Mather, Mara

2014-04-01

The way a story is retold influences the way it is later remembered; after retelling an event in a biased manner people subsequently remember the event in line with their distorted retelling. This study tested the hypothesis that this should be especially true for older adults. To test this, older and younger adults retold a story to be entertaining, to be accurate, or did not complete an initial retelling. Later, all participants recalled the story as accurately as possible. On this final test younger adults were unaffected by how they had previously retold the story. In contrast, older adults had better memory for the story's content and structure if they had previously retold the story accurately. Furthermore, for older adults, greater usage of storytelling language during the retelling was associated with lower subsequent recall. In summary, retellings exerted a greater effect on memory in older, compared with younger, adults.

A developmental examination of story recall and coherence among children with ADHD.

PubMed

Lorch, Elizabeth P; Milich, Richard; Flake, Rebecca A; Ohlendorf, Joanna; Little, Summer

2010-04-01

This study investigated developmental differences in story recall in children with attention-deficit/hyperactivity disorder (ADHD), N = 57 (77.2% male) and their comparison peers, N = 98 (61.2% male). Children at the ages of 4-6 or 7-9 completed a free recall immediately after viewing each of two televised stories, once in the presence of toys during viewing and once in their absence. This procedure was repeated with new stories 21 months later. Comparison children recalled more story events and showed a greater sensitivity to the thematic importance of the story events than did children with ADHD, a pattern that remained stable over time. Older comparison children showed a dramatic increase over time in the global coherence of their narrations, whereas the older children with ADHD showed limited improvement over time. The implications of these findings for academic performance and the possible need for remediation are discussed.

Preservation of memory-based automaticity in reading for older adults.

PubMed

Rawson, Katherine A; Touron, Dayna R

2015-12-01

Concerning age-related effects on cognitive skill acquisition, the modal finding is that older adults do not benefit from practice to the same extent as younger adults in tasks that afford a shift from slower algorithmic processing to faster memory-based processing. In contrast, Rawson and Touron (2009) demonstrated a relatively rapid shift to memory-based processing in the context of a reading task. The current research extended beyond this initial study to provide more definitive evidence for relative preservation of memory-based automaticity in reading tasks for older adults. Younger and older adults read short stories containing unfamiliar noun phrases (e.g., skunk mud) followed by disambiguating information indicating the combination's meaning (either the normatively dominant meaning or an alternative subordinate meaning). Stories were repeated across practice blocks, and then the noun phrases were presented in novel sentence frames in a transfer task. Both age groups shifted from computation to retrieval after relatively few practice trials (as evidenced by convergence of reading times for dominant and subordinate items). Most important, both age groups showed strong evidence for memory-based processing of the noun phrases in the transfer task. In contrast, older adults showed minimal shifting to retrieval in an alphabet arithmetic task, indicating that the preservation of memory-based automaticity in reading was task-specific. Discussion focuses on important implications for theories of memory-based automaticity in general and for specific theoretical accounts of age effects on memory-based automaticity, as well as fruitful directions for future research. (c) 2015 APA, all rights reserved).

Social motives and cognitive power-sex associations: predictors of aggressive sexual behavior.

PubMed

Zurbriggen, E L

2000-03-01

The present study investigated whether implicit social motives and cognitive power-sex associations would predict self-reports of aggressive sexual behavior. Participants wrote stories in response to Thematic Apperception Test pictures, which were scored for power and affiliation-intimacy motives. They also completed a lexical-decision priming task that provided an index of the strength of the cognitive association between the concepts of "power" and "sexuality." For men, high levels of power motivation and strong power-sex associations predicted more frequent aggression. There was also an interaction: Power motivation was unrelated to aggression for men with the weakest power-sex associations. For women, high levels of affiliation-intimacy motivation were associated with more frequent aggression. Strong power-sex associations were also predictive for women but only when affiliation-intimacy motivation was high.

User Evaluation of a Communication System That Automatically Generates Captions to Improve Telephone Communication

PubMed Central

Zekveld, Adriana A.; Kramer, Sophia E.; Kessens, Judith M.; Vlaming, Marcel S. M. G.; Houtgast, Tammo

2009-01-01

This study examined the subjective benefit obtained from automatically generated captions during telephone-speech comprehension in the presence of babble noise. Short stories were presented by telephone either with or without captions that were generated offline by an automatic speech recognition (ASR) system. To simulate online ASR, the word accuracy (WA) level of the captions was 60% or 70% and the text was presented delayed to the speech. After each test, the hearing impaired participants (n = 20) completed the NASA-Task Load Index and several rating scales evaluating the support from the captions. Participants indicated that using the erroneous text in speech comprehension was difficult and the reported task load did not differ between the audio + text and audio-only conditions. In a follow-up experiment (n = 10), the perceived benefit of presenting captions increased with an increase of WA levels to 80% and 90%, and elimination of the text delay. However, in general, the task load did not decrease when captions were presented. These results suggest that the extra effort required to process the text could have been compensated for by less effort required to comprehend the speech. Future research should aim at reducing the complexity of the task to increase the willingness of hearing impaired persons to use an assistive communication system automatically providing captions. The current results underline the need for obtaining both objective and subjective measures of benefit when evaluating assistive communication systems. PMID:19126551

A transdiagnostic investigation of 'theory of mind' and 'jumping to conclusions' in patients with persecutory delusions.

PubMed

Corcoran, R; Rowse, G; Moore, R; Blackwood, N; Kinderman, P; Howard, R; Cummins, S; Bentall, R P

2008-11-01

A tendency to make hasty decisions on probabilistic reasoning tasks and a difficulty attributing mental states to others are key cognitive features of persecutory delusions (PDs) in the context of schizophrenia. This study examines whether these same psychological anomalies characterize PDs when they present in the context of psychotic depression. Performance on measures of probabilistic reasoning and theory of mind (ToM) was examined in five subgroups differing in diagnostic category and current illness status. The tendency to draw hasty decisions in probabilistic settings and poor ToM tested using story format feature in PDs irrespective of diagnosis. Furthermore, performance on the ToM story task correlated with the degree of distress caused by and preoccupation with the current PDs in the currently deluded groups. By contrast, performance on the non-verbal ToM task appears to be more sensitive to diagnosis, as patients with schizophrenia spectrum disorders perform worse on this task than those with depression irrespective of the presence of PDs. The psychological anomalies associated with PDs examined here are transdiagnostic but different measures of ToM may be more or less sensitive to indices of severity of the PDs, diagnosis and trait- or state-related cognitive effects.

Contextual Variation, Familiarity, Academic Literacy, and Rural Adolescents' Idiom Knowledge.

PubMed

Qualls, Constance Dean; O'Brien, Rose M; Blood, Gordon W; Hammer, Carol Scheffner

2003-01-01

The paucity of data on idiom development in adolescents, particularly rural adolescents, limits the ability of speech-language pathologists and educators to test and teach idioms appropriately in this population. This study was designed to delineate the interrelationships between context, familiarity, and academic literacy relative to rural adolescents' idiom knowledge. Ninety-five rural eighth graders (M age=13.4 years) were quasi-randomly assigned to complete the Idiom Comprehension Test (Qualls & Harris, 1999) in one of three contexts: idioms in a short story (n=25), idioms in isolation (n=32), and idioms in a verification task (n=38). For all conditions, the identical 24 idioms-8 each of high, moderate, and low familiarity (Nippold & Rudzinski, 1993)-were presented. For a subset (N=54) of the students, reading and language arts scores from the California Achievement Tests (5th ed., 1993), a standardized achievement test, were correlated with performance on the idiom test. Performance in the story condition and on high-familiarity idioms showed the greatest accuracy. For the isolation and verification conditions, context interacted with familiarity. Associations existed between idiom performance and reading ability and idiom performance and language literacy, but only for the story and verification conditions. High-proficiency readers showed the greatest idiom accuracy. The results support the notion that context facilitates idiom comprehension for rural adolescents, and that idiom testing should consider not only context, but idiom familiarity as well. Thus, local norms should be established. Findings also confirm that good readers are better at comprehending idioms, likely resulting from enriched vocabulary obtained through reading. These normative data indicate what might be expected when testing idiom knowledge in adolescents with language impairments.

`Negative of my money, positive of her money': secondary students' ways of relating equations to a debt context

NASA Astrophysics Data System (ADS)

Whitacre, Ian; Pierson Bishop, Jessica; Lamb, Lisa L.; Philipp, Randolph A.; Bagley, Spencer; Schappelle, Bonnie P.

2015-02-01

We interviewed 40 students each in grades 7 and 11 to investigate their integer-related reasoning. In one task, the students were asked to write and interpret equations related to a story problem about borrowing money from a friend. All the students solved the story problem correctly. However, they reasoned about the problem in different ways. Many students represented the situation numerically without invoking negative numbers, whereas others wrote equations involving negative numbers. When asked to interpret equations involving negative numbers in relation to the story, students did so in two ways. Their responses reflect distinct perspectives concerning the relationship between arithmetic equations and borrowing/owing. We discuss these findings and their implications regarding the role of contexts in integer instruction.

Engineering the Big Chill: The story of JLab’s Central Helium Liquefier

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

Westfall, Catherine

This article tells the story of the Central Helium Liquefier (CHL) at the Thomas Jefferson National Accelerator Facility (JLab), one of the US National Laboratories. JLab’s successful superconducting radio frequency accelerator was only possible because a group of JLab engineers successfully tackled a complex of difficulties to build a cryogenic system that included the CHL, a task that required advancing the frontier of cryogenic technology. Ultimately, these cryogenic advances were applied far beyond JLab to the benefit of cutting-edge programs at other US national laboratories (Oak Ridge, Brookhaven, and the Facility for Rare Isotope Beams at MSU) as well asmore » NASA. In addition, this innovation story dramatizes the sort of engineer-driven technological problem solving that allows the successful launch and operation of experimental projects. Along the way, the CHL story also provides an important addition to our understanding of the role played by engineers and industry in creating knowledge at physics laboratories.« less

Engineering the Big Chill: The story of JLab’s Central Helium Liquefier

DOE PAGES

Westfall, Catherine

2014-03-29

This article tells the story of the Central Helium Liquefier (CHL) at the Thomas Jefferson National Accelerator Facility (JLab), one of the US National Laboratories. JLab’s successful superconducting radio frequency accelerator was only possible because a group of JLab engineers successfully tackled a complex of difficulties to build a cryogenic system that included the CHL, a task that required advancing the frontier of cryogenic technology. Ultimately, these cryogenic advances were applied far beyond JLab to the benefit of cutting-edge programs at other US national laboratories (Oak Ridge, Brookhaven, and the Facility for Rare Isotope Beams at MSU) as well asmore » NASA. In addition, this innovation story dramatizes the sort of engineer-driven technological problem solving that allows the successful launch and operation of experimental projects. Along the way, the CHL story also provides an important addition to our understanding of the role played by engineers and industry in creating knowledge at physics laboratories.« less

Adolescents on the Edge: Stories and Lessons to Transform Learning

ERIC Educational Resources Information Center

Lent, ReLeah Cossett; Baca, Jimmy Santiago

2010-01-01

Fusing Jimmy Santiago Baca's talents as a writer of memoir with ReLeah Cossett Lent's expertise in building and empowering classroom communities, this book offers a completely new approach to reaching at-risk adolescents. Centered around conflicts and life-altering choices, Baca's gripping personal narratives--delivered through short stories and…

Effects of Cover Stories on Problem Solving in a Statistics Course

ERIC Educational Resources Information Center

Ricks, Travis Rex; Wiley, Jennifer

2014-01-01

Does having more knowledge or interest in the topics used in example problems facilitate or hinder learning in statistics? Undergraduates enrolled in Introductory Psychology received a lesson on central tendency. Following the lesson, half of the students completed a worksheet with a baseball cover story while the other half received a weather…

Response Requirement and Nature of Interpolated Stories in Retroactive Inhibition in Prose.

ERIC Educational Resources Information Center

Van Mondfrans, Adrian P.; And Others

Retroactive inhibition, a loss of memory due to learning other materials between recall and exposure to the original materials, was investigated in relation to prose. Two variables were manipulated in the study: similarity of interpolated stories (dissimilar or similar), and the response requirements (completion-recall or multiple-choice). The 190…

THE EFFECT OF OPENING WINDOWS ON AIR CHANGE RATES IN TWO HOMES

EPA Science Inventory

Over 300 air change rate experiments were completed in two occupied residences: a two-story detached house in Redwood City, CA and a three-story townhouse in Reston, VA. A continuous monitor was used to measure the decay of sulfur hexafluoride tracer gas over periods of 1 to 1...

Rules of Engagement: Incomplete and Complete Pronoun Resolution

PubMed Central

Love, Jessica; McKoon, Gail

2011-01-01

Research on shallow processing suggests that readers sometimes encode only a superficial representation of a text, failing to make use of all available information. Greene, McKoon and Ratcliff (1992) extended this work to pronouns, finding evidence that readers sometimes fail to automatically identify referents even when they are unambiguous. In this paper we revisit those findings. In 11 recognition probe, priming, and self-report experiments, we manipulated Greene et al.’s stories to discover under what circumstances a pronoun’s referent is automatically understood. We lengthened the stories from four to eight lines, a simple manipulation that led to automatic and correct resolution, which we attribute to readers’ increased engagement with the stories. We found evidence of resolution even when the additional text did not mention the pronoun’s referent. In addition, our results suggest that the pronoun temporarily boosts the referent’s accessibility, an advantage that disappears by the end of the next sentence. Finally, we present evidence from memory experiments that support complete pronoun resolution for the longer, but not the shorter, stories. PMID:21480757

Attachment security representations in institutionalized children and children living with their families: links to problem behaviour.

PubMed

Torres, Nuno; Maia, Joana; Veríssimo, Manuela; Fernandes, Marilia; Silva, Filipa

2012-01-01

The present work analyses differences in the attachment representations of institutionalized children as compared with children from low and high educational level living with their natural families. Participants were 91 Portuguese children, 52% girls, aged 48-96 months. There were three different groups: 19 institutionalized children, 16 low educational level families' children and 56 from high educational level families'. Attachment representations were assessed for Security of the narratives of the Attachment Story Completion Task (ASCT). Psychopathological symptoms were assessed using the Child Behaviour Checklist for parents and caretakers. Verbal skills were assessed using the Wechsler Preschool and Primary Scale of Intelligence--Revised. Results show that institutionalized children have significantly lower security of attachment representations, less verbal skills and higher aggressive behaviour than the other two groups. Attachment representations were associated with social/withdrawal and aggression, independently of age, verbal skills and parents' education. The main effect of institutionalization on externalizing aggressive behaviour was completely mediated by the security of attachment representations.  Copyright © 2010 John Wiley & Sons, Ltd.

Bridging storytelling traditions with digital technology.

PubMed

Cueva, Melany; Kuhnley, Regina; Revels, Laura J; Cueva, Katie; Dignan, Mark; Lanier, Anne P

2013-01-01

The purpose of this project was to learn how Community Health Workers (CHWs) in Alaska perceived digital storytelling as a component of the "Path to Understanding Cancer" curriculum and as a culturally respectful tool for sharing cancer-related health messages. A pre-course written application, end-of-course written evaluation, and internet survey informed this project. Digital storytelling was included in seven 5-day cancer education courses (May 2009-2012) in which 67 CHWs each created a personal 2-3 minute cancer-related digital story. Participant-chosen digital story topics included tobacco cessation, the importance of recommended cancer screening exams, cancer survivorship, loss, grief and end-of-life comfort care, and self-care as patient care providers. All participants completed an end-of-course written evaluation. In July 2012, contact information was available for 48 participants, of whom 24 completed an internet survey. All 67 participants successfully completed a digital story which they shared and discussed with course members. On the written post-course evaluation, all participants reported that combining digital storytelling with cancer education supported their learning and was a culturally respectful way to provide health messages. Additionally, 62 of 67 CHWs reported that the course increased their confidence to share cancer information with their communities. Up to 3 years post-course, all 24 CHW survey respondents reported they had shown their digital story. Of note, 23 of 24 CHWs also reported change in their own behavior as a result of the experience. All CHWs, regardless of computer skills, successfully created a digital story as part of the cancer education course. CHWs reported that digital stories enhanced their learning and were a culturally respectful way to share cancer-related information. Digital storytelling gave the power of the media into the hands of CHWs to increase their cancer knowledge, facilitate patient and community cancer conversations, and promote cancer awareness and wellness.

Bridging storytelling traditions with digital technology

PubMed Central

Cueva, Melany; Kuhnley, Regina; Revels, Laura J.; Cueva, Katie; Dignan, Mark; Lanier, Anne P.

2013-01-01

Objective The purpose of this project was to learn how Community Health Workers (CHWs) in Alaska perceived digital storytelling as a component of the “Path to Understanding Cancer” curriculum and as a culturally respectful tool for sharing cancer-related health messages. Design A pre-course written application, end-of-course written evaluation, and internet survey informed this project. Methods Digital storytelling was included in seven 5-day cancer education courses (May 2009–2012) in which 67 CHWs each created a personal 2–3 minute cancer-related digital story. Participant-chosen digital story topics included tobacco cessation, the importance of recommended cancer screening exams, cancer survivorship, loss, grief and end-of-life comfort care, and self-care as patient care providers. All participants completed an end-of-course written evaluation. In July 2012, contact information was available for 48 participants, of whom 24 completed an internet survey. Results All 67 participants successfully completed a digital story which they shared and discussed with course members. On the written post-course evaluation, all participants reported that combining digital storytelling with cancer education supported their learning and was a culturally respectful way to provide health messages. Additionally, 62 of 67 CHWs reported that the course increased their confidence to share cancer information with their communities. Up to 3 years post-course, all 24 CHW survey respondents reported they had shown their digital story. Of note, 23 of 24 CHWs also reported change in their own behavior as a result of the experience. Conclusions All CHWs, regardless of computer skills, successfully created a digital story as part of the cancer education course. CHWs reported that digital stories enhanced their learning and were a culturally respectful way to share cancer-related information. Digital storytelling gave the power of the media into the hands of CHWs to increase their cancer knowledge, facilitate patient and community cancer conversations, and promote cancer awareness and wellness. PMID:23984267

Dynamic assessment of school-age children's narrative ability: an experimental investigation of classification accuracy.

PubMed

Peña, Elizabeth D; Gillam, Ronald B; Malek, Melynn; Ruiz-Felter, Roxanna; Resendiz, Maria; Fiestas, Christine; Sabel, Tracy

2006-10-01

Two experiments examined reliability and classification accuracy of a narration-based dynamic assessment task. The first experiment evaluated whether parallel results were obtained from stories created in response to 2 different wordless picture books. If so, the tasks and measures would be appropriate for assessing pretest and posttest change within a dynamic assessment format. The second experiment evaluated the extent to which children with language impairments performed differently than typically developing controls on dynamic assessment of narrative language. In the first experiment, 58 1st- and 2nd-grade children told 2 stories about wordless picture books. Stories were rated on macrostructural and microstructural aspects of language form and content, and the ratings were subjected to reliability analyses. In the second experiment, 71 children participated in dynamic assessment. There were 3 phases: a pretest phase, in which children created a story that corresponded to 1 of the wordless picture books from Experiment 1; a teaching phase, in which children attended 2 short mediation sessions that focused on storytelling ability; and a posttest phase, in which children created a story that corresponded to a second wordless picture book from Experiment 1. Analyses compared the pretest and posttest stories that were told by 2 groups of children who received mediated learning (typical and language impaired groups) and a no-treatment control group of typically developing children from Experiment 1. The results of the first experiment indicated that the narrative measures applied to stories about 2 different wordless picture books had good internal consistency. In Experiment 2, typically developing children who received mediated learning demonstrated a greater amount of pretest to posttest change than children in the language impaired and control groups. Classification analysis indicated better specificity and sensitivity values for measures of response to intervention (modifiability) and posttest storytelling than for measures of pretest storytelling. Observation of modifiability was the single best indicator of language impairment. Posttest measures and modifiability together yielded no misclassifications. The first experiment supported the use of 2 wordless picture books as stimulus materials for collecting narratives before and after mediation within a dynamic assessment paradigm. The second experiment supported the use of dynamic assessment for accurately identifying language impairments in school-age children.

Dynamic Assessment of School-Age Children’s Narrative Ability

PubMed Central

Peña, Elizabeth D.; Gillam, Ronald B.; Malek, Melynn; Ruiz-Felter, Roxanna; Resendiz, Maria; Fiestas, Christine; Sabel, Tracy

2008-01-01

Two experiments examined reliability and classification accuracy of a narration-based dynamic assessment task. Purpose The first experiment evaluated whether parallel results were obtained from stories created in response to 2 different wordless picture books. If so, the tasks and measures would be appropriate for assessing pretest and posttest change within a dynamic assessment format. The second experiment evaluated the extent to which children with language impairments performed differently than typically developing controls on dynamic assessment of narrative language. Method In the first experiment, 58 1st- and 2nd-grade children told 2 stories about wordless picture books. Stories were rated on macrostructural and microstructural aspects of language form and content, and the ratings were subjected to reliability analyses. In the second experiment, 71 children participated in dynamic assessment. There were 3 phases: a pretest phase, in which children created a story that corresponded to 1 of the wordless picture books from Experiment 1; a teaching phase, in which children attended 2 short mediation sessions that focused on storytelling ability; and a posttest phase, in which children created a story that corresponded to a second wordless picture book from Experiment 1. Analyses compared the pretest and posttest stories that were told by 2 groups of children who received mediated learning (typical and language impaired groups) and a no-treatment control group of typically developing children from Experiment 1. Results The results of the first experiment indicated that the narrative measures applied to stories about 2 different wordless picture books had good internal consistency. In Experiment 2, typically developing children who received mediated learning demonstrated a greater amount of pretest to posttest change than children in the language impaired and control groups. Classification analysis indicated better specificity and sensitivity values for measures of response to intervention (modifiability) and posttest storytelling than for measures of pretest storytelling. Observation of modifiability was the single best indicator of language impairment. Posttest measures and modifiability together yielded no misclassifications. Conclusion The first experiment supported the use of 2 wordless picture books as stimulus materials for collecting narratives before and after mediation within a dynamic assessment paradigm. The second experiment supported the use of dynamic assessment for accurately identifying language impairments in school-age children. PMID:17077213

Cultural and School-Grade Differences in Korean and White American Children's Narrative Skills

NASA Astrophysics Data System (ADS)

Kim, Meesook

2003-03-01

A great deal of ethnographic research describes different communicative styles in Asian and Western countries. Asian cultures emphasise the listener's role in assuring successful communication, whereas Western cultures place the responsibility primarily on the speaker. This pattern suggests that Asian children may develop higher-level receptive skills and Western children may develop higher-level expressive skills. However, the language of children in formal education may develop in certain ways regardless of cultural influences. The present study quantifies the cultural and school-grade differences in language abilities reflected in middle-class Korean and white American children's story-telling and story-listening activities. Thirty-two Korean first- and fourth-grade children and their American counterparts were individually asked to perform two tasks: one producing a story from a series of pictures, and one involving listening to and then retelling a story. The individual interview was transcribed in their native languages and analysed in terms of ambiguity of reference, the number of causal connectors, the amount of information, and the number of central and peripheral idea units that were included in the story retelling. The data provided some empirical evidence for the effects of culture and school education in children's language acquisition.

Reducing unwanted trauma memories by imaginal exposure or autobiographical memory elaboration: An analogue study of memory processes

PubMed Central

Ehlers, Anke; Mauchnik, Jana; Handley, Rachel

2012-01-01

Unwanted memories of traumatic events are a core symptom of post-traumatic stress disorder. A range of interventions including imaginal exposure and elaboration of the trauma memory in its autobiographical context are effective in reducing such unwanted memories. This study explored whether priming for stimuli that occur in the context of trauma and evaluative conditioning may play a role in the therapeutic effects of these procedures. Healthy volunteers (N = 122) watched analogue traumatic and neutral picture stories. They were then randomly allocated to 20 min of either imaginal exposure, autobiographical memory elaboration, or a control condition designed to prevent further processing of the picture stories. A blurred picture identification task showed that neutral objects that preceded traumatic pictures in the stories were subsequently more readily identified than those that had preceded neutral stories, indicating enhanced priming. There was also an evaluative conditioning effect in that participants disliked neutral objects that had preceded traumatic pictures more. Autobiographical memory elaboration reduced the enhanced priming effect. Both interventions reduced the evaluative conditioning effect. Imaginal exposure and autobiographical memory elaboration both reduced the frequency of subsequent unwanted memories of the picture stories. PMID:21227404

Stronger Together: Use of Storytelling at a Dietetics Conference to Promote Professional Collaboration.

PubMed

Fox, Ann; Gillis, Doris; Anderson, Barb; Lordly, Daphne

2017-03-01

During a Dietitians of Canada conference session (2015), 4 facilitators drew upon "Alice's Adventures in Wonderland" (Alice) to engage participants in discussing the future of dietetic education. The aim was to feature Nova Scotia (NS) collaborative experiences as an example of dietetic education planning that could be implemented elsewhere. Three vignettes from the Alice story were chosen as metaphoric representations of dilemmas and assumptions commonly faced by dietetic educators. Story quotations and facilitator questions related to each vignette-guided discussion. The 3-part story-based arts approach of hearing stories, recognizing stories, and telling stories enabled participants to reflect on their own practice, relate to the challenges of others, and question conventional wisdom. Participants heard the Alice stories, recognized their experiences through the NS examples and had an opportunity to tell their own stories during discussions. Participants identified barriers to and strategies for collaborative planning in their own regions. Evaluation suggests most participants were positively engaged by the storytelling approach. Participants recommended that future offerings allow more time for orientation and for completion of planned activities. Bilingual programming should also be considered. Participants valued the unconventional approach to workshop engagement and planned to implement it in their own workplaces.

How to tell a patient's story? Influence of the case narrative design on the clinical reasoning process in virtual patients.

PubMed

Hege, Inga; Dietl, Anita; Kiesewetter, Jan; Schelling, Jörg; Kiesewetter, Isabel

2018-02-28

Virtual patients (VPs) are narrative-based educational activities to train clinical reasoning in a safe environment. Our aim was to explore the influence of the design of the narrative and level of difficulty on the clinical reasoning process, diagnostic accuracy and time-on-task. In a randomized controlled trial, we analyzed the clinical reasoning process of 46 medical students with six VPs in three different variations: (1) patients showing a friendly behavior, (2) patients showing a disruptive behavior and (3) a version without a patient story. For easy VPs, we did not see a significant difference in diagnostic accuracy. For difficult VPs, the diagnostic accuracy was significantly higher for participants who worked on the friendly VPs compared to the other two groups. Independent from VP difficulty, participants identified significantly more problems and tests for disruptive than for friendly VPs; time on task was comparable for these two groups. The extrinsic motivation of participants working on the VPs without a patient story was significantly lower than for the students working on the friendly VPs. Our results indicate that the measured VP difficulty has a higher influence on the clinical reasoning process and diagnostic accuracy than the variations in the narratives.

Comparison of Functional Network Connectivity for Passive-Listening and Active-Response Narrative Comprehension in Adolescents

PubMed Central

Holland, Scott K.

2014-01-01

Abstract Comprehension of narrative stories plays an important role in the development of language skills. In this study, we compared brain activity elicited by a passive-listening version and an active-response (AR) version of a narrative comprehension task by using independent component (IC) analysis on functional magnetic resonance imaging data from 21 adolescents (ages 14–18 years). Furthermore, we explored differences in functional network connectivity engaged by two versions of the task and investigated the relationship between the online response time and the strength of connectivity between each pair of ICs. Despite similar brain region involvements in auditory, temporoparietal, and frontoparietal language networks for both versions, the AR version engages some additional network elements including the left dorsolateral prefrontal, anterior cingulate, and sensorimotor networks. These additional involvements are likely associated with working memory and maintenance of attention, which can be attributed to the differences in cognitive strategic aspects of the two versions. We found significant positive correlation between the online response time and the strength of connectivity between an IC in left inferior frontal region and an IC in sensorimotor region. An explanation for this finding is that longer reaction time indicates stronger connection between the frontal and sensorimotor networks caused by increased activation in adolescents who require more effort to complete the task. PMID:24689887

Cracking with Affect: Relationality in Young People's Movements in and out of Mainstream Schooling

ERIC Educational Resources Information Center

Skattebol, Jennifer; Hayes, Debra

2016-01-01

This paper focusses on the schooling stories of two young women who moved from mainstream schooling into alternative learning program set up for Indigenous students and back into mainstream schooling to complete their Year 12 education. The manner in which these young women narrated their stories is understood through the prism of Indigenous…

IDENTIFICATION OF FMC EMISSION SOURCES CONTRIBUTING TO AMBIENT PM10 ON THE FORT HALL RESERVATION

EPA Science Inventory

More than 300 air change rate experiments were completed in two occupied residences: a two-story detached house in Redwood City, CA, and a three-story townhouse in Reston, VA. A continuous monitor was used to measure the decay of SF6 tracer gas over periods of 1-18 hr. Each e...

How breast cancer patients want to search for and retrieve information from stories of other patients on the internet: an online randomized controlled experiment.

PubMed

Overberg, Regina; Otten, Wilma; de Man, Andries; Toussaint, Pieter; Westenbrink, Judith; Zwetsloot-Schonk, Bertie

2010-03-09

Other patients' stories on the Internet can give patients information, support, reassurance, and practical advice. We examined which search facility for online stories resulted in patients' satisfaction and search success. This study was a randomized controlled experiment with a 2x2 factorial design conducted online. We facilitated access to 170 stories of breast cancer patients in four ways based on two factors: (1) no versus yes search by story topic, and (2) no versus yes search by writer profile. Dutch speaking women with breast cancer were recruited. Women who gave informed consent were randomly assigned to one of four groups. After searching for stories, women were offered a questionnaire relating to satisfaction with the search facility, the stories retrieved, and impact of the stories on coping with breast cancer. Of 353 enrolled women, 182 (51.6%) completed the questionnaire: control group (n = 37), story topics group (n = 49), writer profile group (n = 51), and combination group (n = 45). Questionnaire completers were evenly distributed over the four groups (chi(2) (3) = 3.7, P = .30). Women who had access to the story topics search facility (yes vs no): were more positive about (mean scores 4.0 vs 3.6, P = .001) and more satisfied with the search facility (mean scores 7.3 vs 6.3, P < .001); were more positive about the number of search options (mean scores 2.3 vs 2.1, P = .04); were better enabled to find desired information (mean scores 3.3 vs 2.8, P = .001); were more likely to recommend the search facility to others or intend to use it themselves (mean scores 4.1 vs 3.5, P < .001); were more positive about how retrieved stories were displayed (mean scores 3.6 vs 3.2, P = .001); retrieved stories that better covered their information needs (mean scores 3.0 vs 2.6, P = .02); were more satisfied with the stories retrieved (mean scores 7.1 vs 6.4, P = .002); and were more likely to report an impact of the stories on coping with breast cancer (mean scores 3.2 vs 2.9, P =. 02). Three main effects were associated with use of the writer profile search (yes vs no): being more positive about (mean scores 3.9 vs 3.6, P = .005) and more satisfied with the search facility (mean scores 7.1 vs 6.5, P =. 01), and being more positive about how retrieved stories were displayed (mean scores 3.8 vs 2.9, P < .001). For satisfaction with the search facility, an interaction effect was found (P = .03): at least one of the two search facilities was needed for satisfaction. Having access to the story topics search facility clearly had the most positive effect on patient satisfaction and search success.

Exploring the Role of Theory of Mind in Moral Judgment: The Case of Children with Autism Spectrum Disorder.

PubMed

Fadda, Roberta; Parisi, Marinella; Ferretti, Luca; Saba, Gessica; Foscoliano, Maria; Salvago, Azzurra; Doneddu, Giuseppe

2016-01-01

This paper adds to the growing research on moral judgment (MJ) by considering whether theory of mind (ToM) might foster children's autonomous MJ achievement. A group of 30 children with autism spectrum disorder (ASD) was compared in MJ and ToM with 30 typically developing (TD) children. Participants were tested for MJ with a classical Piaget's task and for ToM with a second order False Belief task. In the moral task, children were told two versions of a story: in one version the protagonist acted according to a moral intention but the action resulted in a harmful consequence; in the other version the protagonist acted according to an immoral intention, but the action resulted in a harmless consequence. Children were asked which of the two protagonists was the "naughtier." In line with previous studies, the results indicated that, while the majority of TD participants succeeded in the second order False Belief task, only few individuals with ASD showed intact perspective taking abilities. The analysis of the MJ in relation to ToM showed that children with ASD lacking ToM abilities judged guilty the protagonists of the two versions of the story in the moral task because both of them violated a moral rule or because they considered the consequences of the actions, ignoring any psychological information. These results indicate a heteronomous morality in individuals with ASD, based on the respect of learned moral rules and outcomes rather than others' subjective states.

'Theory of Mind', psychotic-like experiences and psychometric schizotypy in adolescents from the general population.

PubMed

Barragan, Marcela; Laurens, Kristin R; Navarro, José Blas; Obiols, Jordi E

2011-04-30

This study examined 'Theory of Mind' (ToM) functioning, its association with psychometric schizotypy and with self-reported psychotic-like experiences (PLEs) and depressive symptoms, in a community sample of adolescents. Seventy-two adolescents (mean age 14.51years) from Barcelona, Spain, completed questionnaires assessing PLEs, depressive symptoms, and schizotypy. A verbal ToM task and a vocabulary test were administered. The effect of symptomatology, vocabulary ability, age, and gender on task performance was explored. Neither total score on schizotypy nor PLEs were associated with ToM performance. A significant effect of vocabulary on adolescent's performance of both ToM and control stories was found. ToM showed significant negative associations with positive schizotypy, and with one cluster of positive PLEs: first-rank experiences. Positive significant associations between ToM and persecutory delusions and the impulsive aspects of schizotypy were found. Depressive symptoms did not affect ToM performance. Positive schizotypal traits and first-rank symptoms are associated with ToM deficits in adolescents. Results support the trait-(versus state-) dependent notion of ToM impairments in schizophrenia. ToM may be a developmental impairment associated with positive schizotypy and PLEs. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Effects of Acute Cortisol Administration on Perceptual Priming of Trauma-Related Material

PubMed Central

Streb, Markus; Pfaltz, Monique; Michael, Tanja

2014-01-01

Intrusive memories are a hallmark symptom of posttraumatic stress disorder (PTSD). They reflect excessive and uncontrolled retrieval of the traumatic memory. Acute elevations of cortisol are known to impair the retrieval of already stored memory information. Thus, continuous cortisol administration might help in reducing intrusive memories in PTSD. Strong perceptual priming for neutral stimuli associated with a “traumatic” context has been shown to be one important learning mechanism that leads to intrusive memories. However, the memory modulating effects of cortisol have only been shown for explicit declarative memory processes. Thus, in our double blind, placebo controlled study we aimed to investigate whether cortisol influences perceptual priming of neutral stimuli that appeared in a “traumatic” context. Two groups of healthy volunteers (N = 160) watched either neutral or “traumatic” picture stories on a computer screen. Neutral objects were presented in between the pictures. Memory for these neutral objects was tested after 24 hours with a perceptual priming task and an explicit memory task. Prior to memory testing half of the participants in each group received 25 mg of cortisol, the other half received placebo. In the placebo group participants in the “traumatic” stories condition showed more perceptual priming for the neutral objects than participants in the neutral stories condition, indicating a strong perceptual priming effect for neutral stimuli presented in a “traumatic” context. In the cortisol group this effect was not present: Participants in the neutral stories and participants in the “traumatic” stories condition in the cortisol group showed comparable priming effects for the neutral objects. Our findings show that cortisol inhibits perceptual priming for neutral stimuli that appeared in a “traumatic” context. These findings indicate that cortisol influences PTSD-relevant memory processes and thus further support the idea that administration of cortisol might be an effective treatment strategy in reducing intrusive reexperiencing. PMID:25192334

Story sharing: restoring the reciprocity of caring in long-term care.

PubMed

Heliker, Diane

2007-07-01

Residents in long-term care facilities often experience an interruption in the reciprocity of caring, inadvertently cut off when they enter the unfamiliar surroundings of a residential health care system. This transition from the give and take of caring to being completely cared for often leads to a breakdown of meaning, a loss of identity, and loneliness. This article addresses how an intervention called story sharing can restore the reciprocity of caring. Beginning with a review of the significance and functions of storytelling and listening, a specific story sharing intervention-the mutual sharing of everyday experiences among nurse aides and the nursing home residents for whom they care-is described. The theoretical and practice implications of story sharing are discussed.

Phonetic imitation from an individual-difference perspective: subjective attitude, personality and "autistic" traits.

PubMed

Yu, Alan C L; Abrego-Collier, Carissa; Sonderegger, Morgan

2013-01-01

Numerous studies have documented the phenomenon of phonetic imitation: the process by which the production patterns of an individual become more similar on some phonetic or acoustic dimension to those of her interlocutor. Though social factors have been suggested as a motivator for imitation, few studies has established a tight connection between language-external factors and a speaker's likelihood to imitate. The present study investigated the phenomenon of phonetic imitation using a within-subject design embedded in an individual-differences framework. Participants were administered a phonetic imitation task, which included two speech production tasks separated by a perceptual learning task, and a battery of measures assessing traits associated with Autism-Spectrum Condition, working memory, and personality. To examine the effects of subjective attitude on phonetic imitation, participants were randomly assigned to four experimental conditions, where the perceived sexual orientation of the narrator (homosexual vs. heterosexual) and the outcome (positive vs. negative) of the story depicted in the exposure materials differed. The extent of phonetic imitation by an individual is significantly modulated by the story outcome, as well as by the participant's subjective attitude toward the model talker, the participant's personality trait of openness and the autistic-like trait associated with attention switching.

Aboriginal astronomical traditions from Ooldea, South Australia. Part 1: Nyeeruna and 'The Orion Story'

NASA Astrophysics Data System (ADS)

Leaman, Trevor M.; Hamacher, Duane W.

2014-07-01

Whilst camped at Ooldea, South Australia, between 1919 and 1935, the amateur anthropologist Daisy Bates CBE recorded the daily lives, lore and oral traditions of the Aboriginal people of the Great Victoria Desert region surrounding Ooldea. Among her archived notes are stories regarding the Aboriginal astronomical traditions of this region. One story in particular, involving the stars making up the modern western constellations of Orion and Taurus, and thus referred to here as 'The Orion Story', stands out for its level of detail and possible references to transient astronomical phenomena. Here, we critically analyse several important elements of 'The Orion Story', including its relationship to an important secret-sacred male initiation rite. This paper is the first in a series attempting to reconstruct a more complete picture of the sky knowledge and star lore of the Aboriginal people of the Great Victoria Desert.

How retellings shape younger and older adults’ memories

PubMed Central

Mather, Mara

2014-01-01

The way a story is retold influences the way it is later remembered; after retelling an event in a biased manner people subsequently remember the event in line with their distorted retelling. This study tested the hypothesis that this should be especially true for older adults. To test this, older and younger adults retold a story to be entertaining, to be accurate, or did not complete an initial retelling. Later, all participants recalled the story as accurately as possible. On this final test younger adults were unaffected by how they had previously retold the story. In contrast, older adults had better memory for the story’s content and structure if they had previously retold the story accurately. Furthermore, for older adults, greater usage of storytelling language during the retelling was associated with lower subsequent recall. In summary, retellings exerted a greater effect on memory in older, compared with younger, adults. PMID:25436107

Crystallography taken to the extreme

NASA Astrophysics Data System (ADS)

Dubrovinskaia, Natalia; Dubrovinsky, Leonid

2018-06-01

This article is a brief autobiographical account of our life in science and the path that we took in performing the research for which we were awarded the Gregori Aminoff Prize in Crystallography 2017 by the Royal Swedish Academy of Sciences. We were invited to write it by the editor-in-chief of Physica Scripta, Suzy Lidström, who charged us with the task of contributing to a series of autobiographical articles published since 2014, the International Year of Crystallography, on the lives of the Aminoff Prize winners. As this series is intended to be of particular interest to young scientists, teachers and lecturers and those researching the history of science, we tried to adhere to this purpose while writing our story. It does not pretend to be a comprehensive review either of our own scientific results or, especially, of covering the complete history of the research field of high-pressure crystallography in which we are active.

Overgeneral past and future thinking in dysphoria: the role of emotional cues and cueing methodology.

PubMed

Anderson, Rachel J; Boland, Jennifer; Garner, Sarah R

2016-01-01

Overgeneral memory, where individuals exhibit difficulties in retrieving specific episodes from autobiographical memory, has been consistently linked with emotional disorders. However, the majority of this literature has relied upon a single methodology, in which participants respond to emotional cue words with explicit instructions to retrieve/simulate specific events. Through the use of sentence completion tasks the current studies explored whether overgenerality represents a habitual pattern of thinking that extends to how individuals naturally consider their personal past and future life story. In both studies, when compared with controls, dysphoric individuals evidenced overgeneral thinking style with respect to their personal past. However, overgeneral future thinking was only evident when the sentence stems included emotional words. These findings highlight the importance of investigating the overgenerality phenomenon using a variety of cueing techniques and results are discussed with reference to the previous literature exploring overgenerality and cognitive models of depression.

Resting state EEG correlates of memory consolidation.

PubMed

Brokaw, Kate; Tishler, Ward; Manceor, Stephanie; Hamilton, Kelly; Gaulden, Andrew; Parr, Elaine; Wamsley, Erin J

2016-04-01

Numerous studies demonstrate that post-training sleep benefits human memory. At the same time, emerging data suggest that other resting states may similarly facilitate consolidation. In order to identify the conditions under which non-sleep resting states benefit memory, we conducted an EEG (electroencephalographic) study of verbal memory retention across 15min of eyes-closed rest. Participants (n=26) listened to a short story and then either rested with their eyes closed, or else completed a distractor task for 15min. A delayed recall test was administered immediately following the rest period. We found, first, that quiet rest enhanced memory for the short story. Improved memory was associated with a particular EEG signature of increased slow oscillatory activity (<1Hz), in concert with reduced alpha (8-12Hz) activity. Mindwandering during the retention interval was also associated with improved memory. These observations suggest that a short period of quiet rest can facilitate memory, and that this may occur via an active process of consolidation supported by slow oscillatory EEG activity and characterized by decreased attention to the external environment. Slow oscillatory EEG rhythms are proposed to facilitate memory consolidation during sleep by promoting hippocampal-cortical communication. Our findings suggest that EEG slow oscillations could play a significant role in memory consolidation during other resting states as well. Copyright © 2016 Elsevier Inc. All rights reserved.

Career Issues in Organizations.

ERIC Educational Resources Information Center

1997

This document contains four papers from a symposium on career issues in organizations. "Learning During Downsizing: Stories from the Survivors" (Sharon J. Confessore) describes a study to demonstrate that survivors of corporate downsizings undertake learning activities and use many resources to accomplish the learning tasks.…

Automated Proposition Density Analysis for Discourse in Aphasia.

PubMed

Fromm, Davida; Greenhouse, Joel; Hou, Kaiyue; Russell, G Austin; Cai, Xizhen; Forbes, Margaret; Holland, Audrey; MacWhinney, Brian

2016-10-01

This study evaluates how proposition density can differentiate between persons with aphasia (PWA) and individuals in a control group, as well as among subtypes of aphasia, on the basis of procedural discourse and personal narratives collected from large samples of participants. Participants were 195 PWA and 168 individuals in a control group from the AphasiaBank database. PWA represented 6 aphasia types on the basis of the Western Aphasia Battery-Revised (Kertesz, 2006). Narrative samples were stroke stories for PWA and illness or injury stories for individuals in the control group. Procedural samples were from the peanut-butter-and-jelly-sandwich task. Language samples were transcribed using Codes for the Human Analysis of Transcripts (MacWhinney, 2000) and analyzed using Computerized Language Analysis (MacWhinney, 2000), which automatically computes proposition density (PD) using rules developed for automatic PD measurement by the Computerized Propositional Idea Density Rater program (Brown, Snodgrass, & Covington, 2007; Covington, 2007). Participants in the control group scored significantly higher than PWA on both tasks. PD scores were significantly different among the aphasia types for both tasks. Pairwise comparisons for both discourse tasks revealed that PD scores for the Broca's group were significantly lower than those for all groups except Transcortical Motor. No significant quadratic or linear association between PD and severity was found. Proposition density is differentially sensitive to aphasia type and most clearly differentiates individuals with Broca's aphasia from the other groups.

Differential associations between types of verbal memory and prefrontal brain structure in healthy aging and late life depression.

PubMed

Lamar, Melissa; Charlton, Rebecca; Zhang, Aifeng; Kumar, Anand

2012-07-01

Verbal memory deficits attributed to late life depression (LLD) may result from executive dysfunction that is more detrimental to list-learning than story-based recall when compared to healthy aging. Despite these behavioral dissociations, little work has been done investigating related neuroanatomical dissociations across types of verbal memory performance in LLD. We compared list-learning to story-based memory performance in 24 non-demented individuals with LLD (age ~ 66.1 ± 7.8) and 41 non-demented/non-depressed healthy controls (HC; age ~ 67.6 ± 5.3). We correlated significant results of between-group analyses across memory performance variables with brain volumes of frontal, temporal and parietal regions known to be involved with verbal learning and memory. When compared to the HC group, the LLD group showed significantly lower verbal memory performance for spontaneous recall after repeated exposure and after a long-delay but only for the list-learning task; groups did not differ on story-based memory performance. Despite equivalent brain volumes across regions, only the LLD group showed brain associations with verbal memory performance and only for the list-learning task. Specifically, frontal volumes important for subjective organization and response monitoring correlated with list-learning performance in the LLD group. This study is the first to demonstrate neuroanatomical dissociations across types of verbal memory performance in individuals with LLD. Results provide structural evidence for the behavioral dissociations between list-learning and story-based recall in LLD when compared to healthy aging. More specifically, it points toward a network of predominantly anterior brain regions that may underlie the executive contribution to list-learning in older adults with depression. Copyright © 2012 Elsevier Ltd. All rights reserved.

Dual Coding and Bilingual Memory.

ERIC Educational Resources Information Center

Paivio, Allan; Lambert, Wallace

1981-01-01

Describes study which tested a dual coding approach to bilingual memory using tasks that permit comparison of the effects of bilingual encoding with verbal-nonverbal dual encoding items. Results provide strong support for a version of the independent or separate stories view of bilingual memory. (Author/BK)

The Palliative Care Chaplain as Story Catcher.

PubMed

Cooper, Rhonda S

2018-01-01

The role of the professional chaplain on the palliative care team in the health care setting formalizes the concern for the emotional, spiritual, and social well-being of the care recipients and their caregivers. The chaplain also has a peculiar role on the team, in that her most fundamental task is her intentional listening-and-hearing of the other person's story. One palliative chaplain introduces herself as a Story Catcher to care recipients, in an effort both to overcome the resistance some may have to her presence on the team and communicate her essential role and intent in providing spiritual care. This self-appointed sobriquet resonates with the author's embrace of the theory and practice of the late theologian, educator, and civil rights activist Nelle Morton, who coined the phrase "hearing into speech" to describe the process by which another person, through being truly heard and entering into a relationship with the hearer, claims her/his own truth, hope, and identity in the face of adversity. The chaplain as Story Catcher functions as the agent of healing and hope for those who choose to tell their stories and are heard, as they resist their illness and death rather than submit to its indignity. Copyright © 2017 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.

Cherokee Self-Reliance and Word-Use in Stories of Stress

PubMed Central

Lowe, John; Riggs, Cheryl; Henson, Jim; Liehr, Patricia

2009-01-01

This study examined the relationship between Cherokee self-reliance and related values expressed through word-use in stories of stress written by Cherokee adolescents. The overall aim of this pilot study was to test the feasibility of using cultural appropriate measurements for a larger intervention study of substance abuse prevention in Cherokee adolescents. A sample of 50 Cherokee adolescent senior high school students completed the Cherokee Self-Reliance Questionnaire and wrote their story of stress. The Linguistic Inquiry and Word Count (LIWC) program, a word-based computerized text analysis software, was used to report the percentage of words used in the selected word categories in relation to all the words used by a participant. Word-use from the stories of stress were found to correlate with Cherokee self-reliance. PMID:20669397

Cherokee self-reliance and word-use in stories of stress.

PubMed

Lowe, John; Riggs, Cheryl; Henson, Jim; Elder, Tribal; Liehr, Patricia

2009-01-01

This study examined the relationship between Cherokee self-reliance and related values expressed through word-use in stories of stress written by Cherokee adolescents. The overall aim of this pilot study was to test the feasibility of using cultural appropriate measurements for a larger intervention study of substance abuse prevention in Cherokee adolescents. A sample of 50 Cherokee adolescent senior high school students completed the Cherokee Self-Reliance Questionnaire and wrote their story of stress. The Linguistic Inquiry and Word Count (LIWC) program, a word-based computerized text analysis software, was used to report the percentage of words used in the selected word categories in relation to all the words used by a participant. Word-use from the stories of stress were found to correlate with Cherokee self-reliance.

Narrative organisation at encoding facilitated children's long-term episodic memory.

PubMed

Wang, Qi; Bui, Van-Kim; Song, Qingfang

2015-01-01

This study examined the effect of narrative organisation at encoding on long-term episodic memory in a sample of five- to seven-year-old children (N = 113). At an initial interview, children were asked to narrate a story from a picture book. Six months later, they were interviewed again and asked to recall the story and answer a series of direct questions about the story. Children who initially encoded more information in narrative and produced more complete, complex, cohesive and coherent narratives remembered the story in greater detail and accuracy following the six-month interval, independent of age and verbal skills. The relation between narrative organisation and memory was consistent across culture and gender. These findings provide new insight into the critical role of narrative in episodic memory.

Emigration from Within.

PubMed

Szekacs-Weisz, Judit

2016-12-01

Listening to the stories of people belonging to different generations in motion-both in our consulting rooms and our personal lives-served as introductory lectures into the fundamental aspects of changing context. Through these rich and diverse stories, one enters a territory which is not only multilingual but multidimensional: defined and shaped by historical, political, economic and socio-cultural transformations. Giving voice to these silent stories proved helpful for us when going behind walls that traditional analysis could not always penetrate, partly because, in many cases, analysts and analysands have been struggling with the same untouchable issues. It is our professional task to find creative ways to make sense of past and recent experiences of emigration, new prejudices, discriminative forms and attitudes-in order to achieve a better psychoanalytical understanding of the external and internal confusion that has been brought about by the immense changes during the past centuries and the present one.

Coding "We-ness" in couple's relationship stories: A method for assessing mutuality in couple therapy.

PubMed

Gildersleeve, Sara; Singer, Jefferson A; Skerrett, Karen; Wein, Shelter

2017-05-01

"We-ness," a couple's mutual investment in their relationship and in each other, has been found to be a potent dimension of couple resilience. This study examined the development of a method to capture We-ness in psychotherapy through the coding of relationship narratives co-constructed by couples ("We-Stories"). It used a coding system to identify the core thematic elements that make up these narratives. Couples that self-identified as "happy" (N = 53) generated We-Stories and completed measures of relationship satisfaction and mutuality. These stories were then coded using the We-Stories coding manual. Findings indicated that security, an element that involves aspects of safety, support, and commitment, was most common, appearing in 58.5% of all narratives. This element was followed by the elements of pleasure (49.1%) and shared meaning/vision (37.7%). The number of "We-ness" elements was also correlated with and predictive of discrepancy scores on measures of relationship mutuality, indicating the validity of the We-Stories coding manual. Limitations and future directions are discussed.

Perspectives of Learners and Teachers on Implementing the Storytelling Strategy as a Way to Develop Story Writing Skills among Middle School Students

ERIC Educational Resources Information Center

Alkaaf, Fatma

2017-01-01

This study explores teachers' and learners' views on the impact of the storytelling strategy on developing the story writing skills of Omani seven graders. One hundred and twenty grade seven learners and five teachers participated in this study. The participants completed two questionnaires. The first questionnaire administered to the learners…

Exploring the Role of Theory of Mind in Moral Judgment: The Case of Children with Autism Spectrum Disorder

PubMed Central

Fadda, Roberta; Parisi, Marinella; Ferretti, Luca; Saba, Gessica; Foscoliano, Maria; Salvago, Azzurra; Doneddu, Giuseppe

2016-01-01

This paper adds to the growing research on moral judgment (MJ) by considering whether theory of mind (ToM) might foster children’s autonomous MJ achievement. A group of 30 children with autism spectrum disorder (ASD) was compared in MJ and ToM with 30 typically developing (TD) children. Participants were tested for MJ with a classical Piaget’s task and for ToM with a second order False Belief task. In the moral task, children were told two versions of a story: in one version the protagonist acted according to a moral intention but the action resulted in a harmful consequence; in the other version the protagonist acted according to an immoral intention, but the action resulted in a harmless consequence. Children were asked which of the two protagonists was the “naughtier.” In line with previous studies, the results indicated that, while the majority of TD participants succeeded in the second order False Belief task, only few individuals with ASD showed intact perspective taking abilities. The analysis of the MJ in relation to ToM showed that children with ASD lacking ToM abilities judged guilty the protagonists of the two versions of the story in the moral task because both of them violated a moral rule or because they considered the consequences of the actions, ignoring any psychological information. These results indicate a heteronomous morality in individuals with ASD, based on the respect of learned moral rules and outcomes rather than others’ subjective states. PMID:27148131

A novel task assessing intention and emotion attribution: Italian standardization and normative data of the Story-based Empathy Task.

PubMed

Dodich, Alessandra; Cerami, Chiara; Canessa, Nicola; Crespi, Chiara; Iannaccone, Sandro; Marcone, Alessandra; Realmuto, Sabrina; Lettieri, Giada; Perani, Daniela; Cappa, Stefano F

2015-10-01

Theory of Mind (ToM), the process by which an individual imputes mental states to himself and others, is presently considered as a multidimensional cognitive domain, with two main facets (i.e., cognitive and affective ToM) accounting, respectively, for the ability to understand others' intention (intention attribution-IA) and emotions (emotion attribution-EA). Despite the large amount of literature investigating the behavioural and neural bases of mentalizing abilities in neurological conditions, there is still a lack of validated neuropsychological tools specifically designed to assess such skills. Here, we report the normative data of the Story-Based Empathy Task (SET), a non-verbal test developed for the assessment of intention and emotion attribution in the neurodegenerative conditions characterized by the impairment of social-emotional abilities. It is an easy-to-administer task including 18 stimuli, sub-grouped into two experimental conditions assessing, respectively, the ability to infer others' intentions (SET-IA) and emotions (SET-EA), compared to a control condition of causal inference (SET-CI). Normative data were collected in 136 Italian subjects pooled across subgroups homogenous for age (range 20-79 years), sex, and education (at least 5 years). The results show a detrimental effect of age and a beneficial effect of education on both the global score and each subscale, for which we provide correction grids. This new task could be a useful tool to investigate both affective and cognitive aspects of ToM in the course of disorders of socio-emotional behaviour, such as the fronto-temporal dementia spectrum.

Measuring preschool learning engagement in the laboratory.

PubMed

Halliday, Simone E; Calkins, Susan D; Leerkes, Esther M

2018-03-01

Learning engagement is a critical factor for academic achievement and successful school transitioning. However, current methods of assessing learning engagement in young children are limited to teacher report or classroom observation, which may limit the types of research questions one could assess about this construct. The current study investigated the validity of a novel assessment designed to measure behavioral learning engagement among young children in a standardized laboratory setting and examined how learning engagement in the laboratory relates to future classroom adjustment. Preschool-aged children (N = 278) participated in a learning-based Tangrams task and Story sequencing task and were observed based on seven behavioral indicators of engagement. Confirmatory factor analysis supported the construct validity for a behavioral engagement factor composed of six of the original behavioral indicators: attention to instructions, on-task behavior, enthusiasm/energy, persistence, monitoring progress/strategy use, and negative affect. Concurrent validity for this behavioral engagement factor was established through its associations with parent-reported mastery motivation and pre-academic skills in math and literacy measured in the laboratory, and predictive validity was demonstrated through its associations with teacher-reported classroom learning behaviors and performance in math and reading in kindergarten. These associations were found when behavioral engagement was observed during both the nonverbal task and the verbal story sequencing tasks and persisted even after controlling for child minority status, gender, and maternal education. Learning engagement in preschool appears to be successfully measurable in a laboratory setting. This finding has implications for future research on the mechanisms that support successful academic development. Copyright © 2017 Elsevier Inc. All rights reserved.

The Rashomon effect: another view of medicine, religion, and the American Medical Association.

PubMed

Crigger, B J

2014-12-01

What is the story of medicine and religion at the American Medical Association (AMA)? Where did the Department of Medicine and Religion originate? What did the program accomplish? Why was it all but completely discontinued after scarcely a decade? The surviving records support more than one interpretation. Exploring the broader organizational context helps tell a richer story.In this issue of Academic Medicine, Daniel Kim and colleagues open a window on a fascinating bit of history: that of the AMA's formal experience with religion and medicine during the 1960s and early 1970s; however, reconstructing the story of a program from documentary records is always something of an uncertain proposition. Equally important is taking account of such factors as the role of the AMA's House of Delegates in policy making, of state and county medical societies in carrying out program activities, and of the influence of charismatic individuals on decisions regarding programs and activities. Before the medical community decides what lesson(s) to draw from the story of the AMA's Department of Medicine and Religion, it should try to understand that story as completely as possible.As Kim et al note, the available materials leave out much that historians might wish to know. Records preserve the substance of decisions taken, but are largely silent about the reasoning behind those decisions. Relevant information is scattered through multiple record systems, making it difficult to find. Inevitably, historians have to read between the lines.

Story retelling skills in Persian speaking hearing-impaired children.

PubMed

Jarollahi, Farnoush; Mohamadi, Reyhane; Modarresi, Yahya; Agharasouli, Zahra; Rahimzadeh, Shadi; Ahmadi, Tayebeh; Keyhani, Mohammad-Reza

2017-05-01

Since the pragmatic skills of hearing-impaired Persian-speaking children have not yet been investigated particularly through story retelling, this study aimed to evaluate some pragmatic abilities of normal-hearing and hearing-impaired children using a story retelling test. 15 normal-hearing and 15 profound hearing-impaired 7-year-old children were evaluated using the story retelling test with the content validity of 89%, construct validity of 85%, and reliability of 83%. Three macro structure criteria including topic maintenance, event sequencing, explicitness, and four macro structure criteria including referencing, conjunctive cohesion, syntax complexity, and utterance length were assessed. The test was performed with live voice in a quiet room where children were then asked to retell the story. The tasks of the children were recorded on a tape, transcribed, scored and analyzed. In the macro structure criteria, utterances of hearing-impaired students were less consistent, enough information was not given to listeners to have a full understanding of the subject, and the story events were less frequently expressed in a rational order than those of normal-hearing group (P < 0.0001). Regarding the macro structure criteria of the test, unlike the normal-hearing students who obtained high scores, hearing-impaired students failed to gain any scores on the items of this section. These results suggest that Hearing-impaired children were not able to use language as effectively as their hearing peers, and they utilized quite different pragmatic functions. Copyright © 2017 Elsevier B.V. All rights reserved.

78 FR 34154 - Reports, Forms, and Record Keeping Requirements

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-06

..., mechanical, or other technological collection techniques or other forms of information technology, e.g... would be compared. The survey would be conducted primarily on-line, with the on-line technology serving... data applicable to these tasks, they do not tell the entire story. Attitudes, perceptions, knowledge...

Accounting for Men's Refusal of Heterosex: A Story-Completion Study with Young Adults.

PubMed

Beres, Melanie Ann; Terry, Gareth; Senn, Charlene Y; Ross, Lily Kay

2017-12-08

In the present study we bring together theory regarding the construction of heterosexuality and masculinities to understand the shifting and changing terrain of heterosexual sex (heterosex). We use inductive qualitative content analysis of story completion data to discover the different ways that heterosex is constructed by the male and female respondents in scenarios where women initiate sex and men, at first, refuse. The stories represented a spectrum of responses that reify and subvert dominant understandings of heterosex. Five major themes were generated from the current data (1) men should initiate sex, (2) he wants to take it slowly, (3) it is natural for men to want sex, (4) it is men's job to look after women, and (5) coercion. We discuss in detail the dominant narratives described by women and men and how they may be shifting. The study thus provides a rich, experience-based representation of heterosexual sexual activity and suggests subtle shifts in how masculinity is managed within heterosexual relationships.

Belief and sign, true and false: the unique of false belief reasoning.

PubMed

Zhang, Ting; Zhang, Qin; Li, Yiyuan; Long, Changquan; Li, Hong

2013-11-01

For a long time, a controversy has been proposed that whether the process of theory of mind is a result of domain-specific or domain-general changes (Wellman in The handbook of childhood cognitive development. Blackwell Publication, New Jersey, 2011). This event-related potential study explored the neural time course of domain-general and domain-specific components in belief reasoning. Fourteen participants completed location transfer false belief (FB), true belief (TB), false sign (FS) and true sign (TS) tasks, in which two pictures told a story related to a dog that ran from a green into a red box. In the TB and FB tasks, a boy saw or did not see the transfer of the dog, respectively. In the FS and TS tasks, an arrow that pointed to the green box either altered its direction to the red box or did not alter following the transfer of the dog. Participants then inferred where the boy thought of, or the arrow indicated the location of the dog. FB and TB reasoning elicited lower N2 amplitudes than FS and TS reasoning, which is associated with domain-general components, the detection, and classification. The late slow wave (LSW) for FB was more positive at frontal, central, and parietal sites than FS because of the domain-specific component involved in FB reasoning. However, the LSW was less positive for TB than for FB but did not differ from the TS condition, which implies that mental representation might not be involved in TB reasoning.

Phonetic Imitation from an Individual-Difference Perspective: Subjective Attitude, Personality and “Autistic” Traits

PubMed Central

Yu, Alan C. L.; Abrego-Collier, Carissa; Sonderegger, Morgan

2013-01-01

Numerous studies have documented the phenomenon of phonetic imitation: the process by which the production patterns of an individual become more similar on some phonetic or acoustic dimension to those of her interlocutor. Though social factors have been suggested as a motivator for imitation, few studies has established a tight connection between language-external factors and a speaker’s likelihood to imitate. The present study investigated the phenomenon of phonetic imitation using a within-subject design embedded in an individual-differences framework. Participants were administered a phonetic imitation task, which included two speech production tasks separated by a perceptual learning task, and a battery of measures assessing traits associated with Autism-Spectrum Condition, working memory, and personality. To examine the effects of subjective attitude on phonetic imitation, participants were randomly assigned to four experimental conditions, where the perceived sexual orientation of the narrator (homosexual vs. heterosexual) and the outcome (positive vs. negative) of the story depicted in the exposure materials differed. The extent of phonetic imitation by an individual is significantly modulated by the story outcome, as well as by the participant’s subjective attitude toward the model talker, the participant’s personality trait of openness and the autistic-like trait associated with attention switching. PMID:24098665

Overview: The Design, Adoption, and Analysis of a Visual Document Mining Tool for Investigative Journalists.

PubMed

Brehmer, Matthew; Ingram, Stephen; Stray, Jonathan; Munzner, Tamara

2014-12-01

For an investigative journalist, a large collection of documents obtained from a Freedom of Information Act request or a leak is both a blessing and a curse: such material may contain multiple newsworthy stories, but it can be difficult and time consuming to find relevant documents. Standard text search is useful, but even if the search target is known it may not be possible to formulate an effective query. In addition, summarization is an important non-search task. We present Overview, an application for the systematic analysis of large document collections based on document clustering, visualization, and tagging. This work contributes to the small set of design studies which evaluate a visualization system "in the wild", and we report on six case studies where Overview was voluntarily used by self-initiated journalists to produce published stories. We find that the frequently-used language of "exploring" a document collection is both too vague and too narrow to capture how journalists actually used our application. Our iterative process, including multiple rounds of deployment and observations of real world usage, led to a much more specific characterization of tasks. We analyze and justify the visual encoding and interaction techniques used in Overview's design with respect to our final task abstractions, and propose generalizable lessons for visualization design methodology.

Writing Impairments in Japanese Patients with Mild Cognitive Impairment and with Mild Alzheimer's Disease.

PubMed

Hayashi, Atsuko; Nomura, Hiroshi; Mochizuki, Ruriko; Ohnuma, Ayumu; Kimpara, Teiko; Suzuki, Kyoko; Mori, Etsuro

2015-01-01

We investigated writing abilities in patients with the amnestic type of mild cognitive impairment (aMCI) and mild Alzheimer's disease (AD). To examine the earliest changes in writing function, we used writing tests for both words and sentences with different types of Japanese characters (Hiragana, Katakana, and Kanji). A total of 25 aMCI patients, 38 AD patients, and 22 healthy controls performed writing to dictation for Kana and Kanji words, copied Kanji words, and wrote in response to a picture story task. Analysis of variance was used to test the subject group effects on the scores in the above writing tasks. For the written Kanji words, the mild AD group performed worse than the aMCI group and the controls, but there was no difference between the aMCI group and the controls. For the picture story writing task, the mild AD and aMCI groups performed worse than the controls, but the difference between the AD and the aMCI groups was not significant. The mild AD group showed defects in writing Kanji characters, and the aMCI group showed impairments in narrative writing. Our study suggests that narrative writing, which demands complex integration of multiple cognitive functions, can be used to detect the subtle writing deficits in aMCI patients.

Theory of mind in children with Neurofibromatosis Type 1.

PubMed

Payne, Jonathan M; Porter, Melanie; Pride, Natalie A; North, Kathryn N

2016-05-01

Neurofibromatosis Type I (NF1) is a single gene disorder associated with cognitive and behavioral deficits. While there is clear evidence for poorer social outcomes in NF1, the factors underlying reduced social function are not well understood. This study examined theory of mind (ToM) in children with NF1 and unaffected controls. ToM was assessed in children with NF1 (n = 26) and unaffected controls (n = 36) aged 4-12 years using a nonverbal picture sequencing task. The task assessed understanding of ToM (unrealized goals, false belief, pretence, intention), while controlling for social script knowledge and physical cause-and-effect reasoning. Children with NF1 made significantly more errors than unaffected controls on most ToM stories while demonstrating no difficulty sequencing physical cause-and-effect stories. Performance on the picture sequencing task was not related to lower intellectual function, symptoms of attention deficit-hyperactivity disorder (ADHD), or parent ratings of executive function. Results suggest a generalized ToM deficit in children with NF1 that appears to be independent of general cognitive abilities and ADHD symptoms. The study refines understanding of the clinical presentation of NF1 and identifies psychological constructs that may contribute to the higher prevalence of social dysfunction in children with NF1. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Is It All in the Telling?: A Study of the Role of Text Schemas and Schematic Text Structures in the Recall and Comprehension of Printed News Stories.

ERIC Educational Resources Information Center

Durham, Meenakshi Gigi

This study hypothesized that altering a news story to conform to a more familiar structure might increase comprehension and recall. Subjects, 104 undergraduate students, completed a Media Use Survey, a questionnaire for collecting demographic information, the WIRE test, a strength of text schema measure, and a comprehension questionnaire. Students…

False-belief understanding in 2.5-year-olds: Evidence from two novel verbal spontaneous-response tasks

PubMed Central

Scott, Rose M.; He, Zijing; Baillargeon, Renée; Cummins, Denise

2011-01-01

Recent research indicates that toddlers and infants succeed at various non-verbal spontaneous-response false-belief tasks; here we asked whether toddlers would also succeed at verbal spontaneous-response false-belief tasks that imposed significant linguistic demands. 2.5-year-olds were tested using two novel tasks: a preferential-looking task in which children listened to a false-belief story while looking at a picture book (with matching and non-matching pictures), and a violation-of-expectation task in which children watched an adult “Subject” answer (correctly or incorrectly) a standard false-belief question. Positive results were obtained with both tasks, despite their linguistic demands. These results (1) support the distinction between spontaneous-and elicited-response tasks by showing that toddlers succeed at verbal false-belief tasks that do not require them to answer direct questions about agents’ false beliefs, (2) reinforce claims of robust continuity in early false-belief understanding as assessed by spontaneous-response tasks, and (3) provide researchers with new experimental tasks for exploring early false-belief understanding in neurotypical and autistic populations. PMID:22356174

False-belief understanding in 2.5-year-olds: evidence from two novel verbal spontaneous-response tasks.

PubMed

Scott, Rose M; He, Zijing; Baillargeon, Renée; Cummins, Denise

2012-03-01

Recent research indicates that toddlers and infants succeed at various non-verbal spontaneous-response false-belief tasks; here we asked whether toddlers would also succeed at verbal spontaneous-response false-belief tasks that imposed significant linguistic demands. We tested 2.5-year-olds using two novel tasks: a preferential-looking task in which children listened to a false-belief story while looking at a picture book (with matching and non-matching pictures), and a violation-of-expectation task in which children watched an adult 'Subject' answer (correctly or incorrectly) a standard false-belief question. Positive results were obtained with both tasks, despite their linguistic demands. These results (1) support the distinction between spontaneous- and elicited-response tasks by showing that toddlers succeed at verbal false-belief tasks that do not require them to answer direct questions about agents' false beliefs, (2) reinforce claims of robust continuity in early false-belief understanding as assessed by spontaneous-response tasks, and (3) provide researchers with new experimental tasks for exploring early false-belief understanding in neurotypical and autistic populations. © 2011 Blackwell Publishing Ltd.

Narrative Reproduction in Preschoolers after the Application of an Inductive Reasoning Training Programme.

ERIC Educational Resources Information Center

Manavopoulos, Konstantin; Tzouriadou, Maria

1998-01-01

Investigated whether preschoolers had acquired event knowledge schemata, and the impact of an inductive reasoning training program on knowledge transfer in story recall tasks. Found that inductive reasoning training led to knowledge transfer in kindergartners but had only minor influence on prekindergartners. (Author/KB)

The Task Group on Limited War. Volume 3

DTIC Science & Technology

1958-09-01

modern two-story building with over 350,000 square feet of work space. At present, the Laboratory emplots approximately 1,100 people, of whi&. 400...election, mishandling of various disabled veterans r and survivors r claims by the Ministry of National Defense cost the government votes in several

Analyzing Hypermedia and Internet Communication Models in Educational Applications

ERIC Educational Resources Information Center

Saxena, Anshu; Kothari, D. P.; Jain, Sudhir K.; Khurana, Amulya

2004-01-01

Hypermedia has long been considered to have great potential to support educational tasks and applications. Many success stories of hypermedia support in education have been reported. Much of this work has been done in the context of traditional closed hypermedia systems rather than more contemporary open hypermedia systems. Developing hypermedia…

The Neural Architecture of Discourse Compression

ERIC Educational Resources Information Center

Lillywhite, L. M.; Saling, M. M.; Demutska, A.; Masterton, R.; Farquharson, S.; Jackson, G. D.

2010-01-01

Re-telling a story is thought to produce a progressive refinement in the mental representation of the discourse. A neuroanatomical substrate for this compression effect, however, has yet to be identified. We used a discourse re-listening task and functional magnetic resonance imaging (fMRI) to identify brain regions responsive to repeated…

Hungry for Early Spatial and Algebraic Reasoning

ERIC Educational Resources Information Center

Cross, Dionne I.; Adefope, Olufunke; Lee, Mi Yeon; Perez, Arnulfo

2012-01-01

Tasks that develop spatial and algebraic reasoning are crucial for learning and applying advanced mathematical ideas. In this article, the authors describe how two early childhood teachers used stories as the basis for a unit that supports spatial reasoning in kindergartners and first graders. Having mathematical experiences that go beyond…

Tackling Production Techniques: Telling Tales with Transparencies.

ERIC Educational Resources Information Center

Martin, Ron

1986-01-01

This lesson introduces students to procedures for creating both hand-drawn and machine-made transparencies and requires each of them to create one example to illustrate the same story. Detailed plans include performance objectives, materials needed, instructions for presenting the lesson, a sample student task card, and suggestions for evaluating…

6 Essential Questions for Problem Solving

ERIC Educational Resources Information Center

Kress, Nancy Emerson

2017-01-01

One of the primary expectations that the author has for her students is for them to develop greater independence when solving complex and unique mathematical problems. The story of how the author supports her students as they gain confidence and independence with complex and unique problem-solving tasks, while honoring their expectations with…

A Career Story Approach to Management, Business, and Financial Occupations

ERIC Educational Resources Information Center

Brott, Pamelia E.

2012-01-01

Business, management, and financial occupations are found in organizations in which individuals direct activities and perform tasks related to business and finance. The career cluster includes 144 occupational titles across 57% of the 23 major Standard Occupational Classification groups, with almost half of the occupations considered "bright…

Semantic Learning Modifies Perceptual Face Processing

ERIC Educational Resources Information Center

Heisz, Jennifer J.; Shedden, Judith M.

2009-01-01

Face processing changes when a face is learned with personally relevant information. In a five-day learning paradigm, faces were presented with rich semantic stories that conveyed personal information about the faces. Event-related potentials were recorded before and after learning during a passive viewing task. When faces were novel, we observed…

Primers As Socializing Agents in American and Finnish Schools.

ERIC Educational Resources Information Center

Hyona, Jukka; And Others

1995-01-01

Content analysis of 12 Finnish and 18 American primers for grades 3 through 6 published primarily during the 1980s examined story type, plot setting, protagonist's characteristics, dramatic tasks, portrayals of family structure and parental responsibility, and extrafamilial peer and adult relationships. Results suggest that a nation's cultural…

Narrative Role-Taking in Autism

ERIC Educational Resources Information Center

Garcia-Perez, Rosa M.; Hobson, R. Peter; Lee, Anthony

2008-01-01

Are children with autism able to adopt, and shift among, the psychological perspectives of different people? Fifteen children with autism and 15 without autism, matched for chronological age and verbal ability, were given Feffer's (1970) role-taking task in which they were asked to tell and then re-tell stories from different protagonists'…

The Birth of Miriam Hazel

PubMed Central

Cooper, Rachel Shapiro

2015-01-01

ABSTRACT My birth story for Miriam Hazel starts well before her birth, with the birth of her sister, our first-born daughter Colbie Laia. When I gave birth to our first daughter 3 years prior, I was in a completely different place with my body and my mind. Birth was scary, recovery was rough, and my first year followed suit. During my pregnancy with Miriam Hazel, my obstetrician encouraged me to consider a natural birth. I talked to other women and although still frightened, I became more confident and had the birth I never knew I wanted. The birth of Miriam Hazel was incredible and the recovery was completely different. This is my story of Miriam Hazel’s birth. PMID:26834441

How do I love thee? Let me count the ways: parenting during adolescence, attachment styles, and romantic narratives in emerging adulthood.

PubMed

Nosko, Amanda; Tieu, Thanh-Thanh; Lawford, Heather; Pratt, Michael W

2011-05-01

In this longitudinal study, a quantitative and qualitative examination of the associations among parent-child relations, adult attachment styles, and relationship quality and theme in romantic narratives was conducted. Parenting and adult attachment style were assessed through questionnaires, whereas overall quality of romantic relationships (regard and importance), intimacy, and romantic story theme were examined with a life story approach (McAdams, 1993). At ages 17 and 26 years, 100 participants completed a series of questionnaires and also, at age 26, told a story about a "relationship-defining moment" with a romantic partner. Parent-child relations when participants were 17 years old were related predictably to all three attachment styles. About 70% of the sample told romantic stories with a "true love" type of theme. Associations between parent-child relations when the child was 17 and this type of theme in the story told when the participant was 26 were mediated by a more secure (and a less avoidant) attachment style when the participant was 26, as predicted. The implications of these findings for links between attachment models and the life story are discussed. (c) 2011 APA, all rights reserved.

Selective attention to human voice enhances brain activity bilaterally in the superior temporal sulcus.

PubMed

Alho, Kimmo; Vorobyev, Victor A; Medvedev, Svyatoslav V; Pakhomov, Sergey V; Starchenko, Maria G; Tervaniemi, Mari; Näätänen, Risto

2006-02-23

Regional cerebral blood flow was measured with positron emission tomography (PET) in 10 healthy male volunteers. They heard two binaurally delivered concurrent stories, one spoken by a male voice and the other by a female voice. A third story was presented at the same time as a text running on a screen. The subjects were instructed to attend silently to one of the stories at a time. In an additional resting condition, no stories were delivered. PET data showed that in comparison with the reading condition, the brain activity in the speech-listening conditions was enhanced bilaterally in the anterior superior temporal sulcus including cortical areas that have been reported to be specifically sensitive to human voice. Previous studies on attention to non-linguistic sounds and visual objects, in turn, showed prefrontal activations that are presumably related to attentional control functions. However, comparisons of the present speech-listening and reading conditions with each other or with the resting condition indicated no prefrontal activity, except for an activation in the inferior frontal cortex that was presumably associated with semantic and syntactic processing of the attended story. Thus, speech listening, as well as reading, even in a distracting environment appears to depend less on the prefrontal control functions than do other types of attention-demanding tasks, probably because selective attention to speech and written text are over-learned actions rehearsed daily.

The modality effect of ego depletion: Auditory task modality reduces ego depletion.

PubMed

Li, Qiong; Wang, Zhenhong

2016-08-01

An initial act of self-control that impairs subsequent acts of self-control is called ego depletion. The ego depletion phenomenon has been observed consistently. The modality effect refers to the effect of the presentation modality on the processing of stimuli. The modality effect was also robustly found in a large body of research. However, no study to date has examined the modality effects of ego depletion. This issue was addressed in the current study. In Experiment 1, after all participants completed a handgrip task, one group's participants completed a visual attention regulation task and the other group's participants completed an auditory attention regulation task, and then all participants again completed a handgrip task. The ego depletion phenomenon was observed in both the visual and the auditory attention regulation task. Moreover, participants who completed the visual task performed worse on the handgrip task than participants who completed the auditory task, which indicated that there was high ego depletion in the visual task condition. In Experiment 2, participants completed an initial task that either did or did not deplete self-control resources, and then they completed a second visual or auditory attention control task. The results indicated that depleted participants performed better on the auditory attention control task than the visual attention control task. These findings suggest that altering task modality may reduce ego depletion. © 2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Comprehension of idioms in adolescents with language-based learning disabilities compared to their typically developing peers.

PubMed

Qualls, Constance Dean; Lantz, Jennifer M; Pietrzyk, Rose M; Blood, Gordon W; Hammer, Carol Scheffner

2004-01-01

Adolescents with language-based learning disabilities (LBLD) often interpret idioms literally. When idioms are provided in an enriched context, comprehension is compromised further because of the LBLD student's inability to assign multiple meanings to words, assemble and integrate information, and go beyond a local referent to derive a global, coherent meaning. This study tested the effects of context and familiarity on comprehension of 24 idioms in 22 adolescents with LBLD. The students completed the Idiom Comprehension Test (ICT) [Language, Speech, and Hearing Services in Schools 30 (1999) 141; LSHSS 34 (2003) 69] in one of two conditions: in a story or during a verification task. Within each condition were three familiarity levels: high, moderate, and low. The LBLD adolescents' data were then compared to previously collected data from 21 age-, gender-, and reading ability-matched typically developing (TD) peers. The relations between reading and language literacy and idiom comprehension were also examined in the LBLD adolescents. Results showed that: (a) the LBLD adolescents generally performed poorly relative to their TD counterparts; however, the groups performed comparably on the high and moderate familiarity idioms in the verification condition; (b) the LBLD adolescents performed significantly better in the verification condition than in the story condition; and (c) reading ability was associated with comprehension of the low familiarity idioms in the story condition only. Findings are discussed relative to implications for speech-language pathologists (SLPs) and educators working with adolescents with LBLD. As a result of this activity, the participant will be able to (1) describe the importance of metalinguistic maturity for comprehension of idioms and other figures of speech; (2) understand the roles of context and familiarity when assessing idiom comprehension in adolescents with LBLD; and (3) critically evaluate assessments of idiom comprehension and determine their appropriateness for use with adolescents with LBLD.

Effective Instruction for Persisting Dyslexia in Upper Grades: Adding Hope Stories and Computer Coding to Explicit Literacy Instruction.

PubMed

Thompson, Robert; Tanimoto, Steve; Lyman, Ruby Dawn; Geselowitz, Kira; Begay, Kristin Kawena; Nielsen, Kathleen; Nagy, William; Abbott, Robert; Raskind, Marshall; Berninger, Virginia

2018-05-01

Children in grades 4 to 6 ( N =14) who despite early intervention had persisting dyslexia (impaired word reading and spelling) were assessed before and after computerized reading and writing instruction aimed at subword, word, and syntax skills shown in four prior studies to be effective for treating dyslexia. During the 12 two-hour sessions once a week after school they first completed HAWK Letters in Motion© for manuscript and cursive handwriting, HAWK Words in Motion© for phonological, orthographic, and morphological coding for word reading and spelling, and HAWK Minds in Motion© for sentence reading comprehension and written sentence composing. A reading comprehension activity in which sentences were presented one word at a time or one added word at a time was introduced. Next, to instill hope they could overcome their struggles with reading and spelling, they read and discussed stories about struggles of Buckminister Fuller who overcame early disabilities to make important contributions to society. Finally, they engaged in the new Kokopelli's World (KW)©, blocks-based online lessons, to learn computer coding in introductory programming by creating stories in sentence blocks (Tanimoto and Thompson 2016). Participants improved significantly in hallmark word decoding and spelling deficits of dyslexia, three syntax skills (oral construction, listening comprehension, and written composing), reading comprehension (with decoding as covariate), handwriting, orthographic and morphological coding, orthographic loop, and inhibition (focused attention). They answered more reading comprehension questions correctly when they had read sentences presented one word at a time (eliminating both regressions out and regressions in during saccades) than when presented one added word at a time (eliminating only regressions out during saccades). Indicators of improved self-efficacy that they could learn to read and write were observed. Reminders to pay attention and stay on task needed before adding computer coding were not needed after computer coding was added.

The importance of source and cue type in time-based everyday prospective memory.

PubMed

Oates, Joyce M; Peynircioğlu, Zehra F

2014-01-01

We examined the effects of the source of a prospective memory task (provided or generated) and the type of cue (specific or general) triggering that task in everyday settings. Participants were asked to complete both generated and experimenter-provided tasks and to send a text message when each task was completed. The cue/context for the to-be-completed tasks was either a specific time or a general deadline (time-based cue), and the cue/context for the texting task was the completion of the task itself (activity-based cue). Although generated tasks were completed more often, generated cues/contexts were no more effective than provided ones in triggering the intention. Furthermore, generated tasks were completed more often when the cue/context comprised a specific time, whereas provided tasks were completed more often when the cue/context comprised a general deadline. However, texting was unaffected by the source of the cue/context. Finally, emotion modulated the effects. Results are discussed within a process-driven framework.

Dynamics of Cooperation in a Task Completion Social Dilemma

PubMed Central

Passino, Kevin M.

2017-01-01

We study the situation where the members of a community have the choice to participate in the completion of a common task. The process of completing the task involves only costs and no benefits to the individuals that participate in this process. However, completing the task results in changes that significantly benefit the community and that exceed the participation efforts. A task completion social dilemma arises when the short-term participation costs dissipate any interest in the community members to contribute to the task completion process and therefore to obtain the benefits that result from completing the task. In this work, we model the task completion problem using a dynamical system that characterizes the participation dynamics in the community and the task completion process. We show how this model naturally allows for the incorporation of several mechanisms that facilitate the emergence of cooperation and that have been studied in previous research on social dilemmas, including communication across a network, and indirect reciprocity through relative reputation. We provide mathematical analyses and computer simulations to study the qualitative properties of the participation dynamics in the community for different scenarios. PMID:28125721

The influence of two cognitive-linguistic variables on incidental word learning in 5-year-olds.

PubMed

Abel, Alyson D; Schuele, C Melanie

2014-08-01

The relation between incidental word learning and two cognitive-linguistic variables--phonological memory and phonological awareness--is not fully understood. Thirty-five typically developing, 5-year-old, preschool children participated in a study examining the association between phonological memory, phonological awareness, and incidental word learning. Children were exposed to target words in a read-aloud story that accompanied a wordless picture book. Target word comprehension was assessed before and after two readings of the story. Phonological awareness predicted incidental word learning but phonological memory did not. The influence of phonological awareness and phonological memory on word learning may be dependent on the demands of the word learning task.

Do attachment representations predict depression and anxiety in psychiatrically hospitalized prepubertal children?

PubMed

Goodman, Geoff; Stroh, Martha; Valdez, Adina

2012-01-01

Thirty-six prepubertal inpatients were videotaped completing five stories thematically related to attachment experiences and classified by their attachment representations. Children also completed the Children's Depression Inventory and Diagnostic Interview for Children and Adolescents-Revised. Mothers completed demographic questionnaires. Percentage of secure (B) attachment was only about one tenth of the normative percentage, anxious-ambivalent (C) attachment was between two and three times the normative percentage, and disorganized (D) attachment was almost twice the normative percentage. Both D attachment and the total number of disorganized story responses were associated with negative self-esteem and clinical-range depression. Anxious-avoidant (A) attachment decreased the likelihood, while C and D attachment increased the likelihood, of separation anxiety disorder. Clinical intervention needs to focus on the meaning of parental relationships represented in the child's mind, specifically the negative self-esteem and separation anxiety associated with the lack of felt security provided by the parents.

Alternative Routes to Teacher Certification. Occasional Paper Series 20

ERIC Educational Resources Information Center

Silin, Jonathan G., Ed.; Snyder, Jon; Barry, Miranda; Samuels, Sarah; Sacks, Ariel; Ellenzweig, Allen

2008-01-01

Alternative routes to teacher preparation are clearly here to stay. A growing research literature on non-traditional pathways suggests the complexity of the task ahead. This report offers new teachers the opportunity to tell their own stories in their own words. In "Alternative Certification and Alternative Pathways: A Personal Take on a Core…

Confessions of an Ethics Committee Chair

ERIC Educational Resources Information Center

Halse, Christine

2011-01-01

This essay examines the possibilities of being/becoming an ethical researcher in the academy. It tackles this task through the lens of an ethics application by Mary [pseudonym], a PhD student in sociology whose research thesis was investigating the reasons why married men with children use prostitutes. Two analyses are offered of Mary's story. The…

Rethinking Difficulties of Teaching Inquiry-Based Practical Work: Stories from Elementary Pre-Service Teachers

ERIC Educational Resources Information Center

Kim, Mijung; Tan, Aik-Ling

2011-01-01

To alleviate teachers' reluctance toward practical work, there has been much discussion on teachers' pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of…

Oral and Written Expression in Children with Reading Comprehension Difficulties

ERIC Educational Resources Information Center

Carretti, Barbara; Motta, Eleonora; Re, Anna Maria

2016-01-01

Several studies have highlighted that children with reading comprehension difficulties also have problems in tasks that involve telling a story, in writing or verbally. The main differences identified regard poor comprehenders' lower level of coherence in their productions by comparison with good comprehenders. Only one study has compared poor and…

Organization of Chicano Children's Narrative Behavior. Final Report.

ERIC Educational Resources Information Center

Duran, Richard P.

To determine how bilingual children display a sense of story in an oral reading activity at home, researchers video- and audio-taped samples of four bilingual Chicano second grade chidren engaged in matched narrative tasks. While the two male and two female children read aloud storybooks in English and Spanish in the home setting, reseachers…

Language Sample Analysis and Elicitation Technique Effects in Bilingual Children with and without Language Impairment

ERIC Educational Resources Information Center

Kapantzoglou, Maria; Fergadiotis, Gerasimos; Restrepo, M. Adelaida

2017-01-01

Purpose: This study examined whether the language sample elicitation technique (i.e., storytelling and story-retelling tasks with pictorial support) affects lexical diversity (D), grammaticality (grammatical errors per communication unit [GE/CU]), sentence length (mean length of utterance in words [MLUw]), and sentence complexity (subordination…

Sex-Biased Ratio of Avoidant/Ambivalent Attachment in Middle Childhood

ERIC Educational Resources Information Center

Del Giudice, Marco

2008-01-01

In this study, new evidence is presented of marked sex differences in the distribution of insecure attachment patterns in middle childhood. Attachment was assessed with the Manchester Child Attachment Story Task (MCAST) in a sample of 122 Italian 7-year-olds. The four-way distribution of attachment patterns was significantly unbalanced, with…

The Effect of Online Planning, Strategic Planning and Rehearsal across Two Proficiency Levels

ERIC Educational Resources Information Center

Baleghizadeh, Sasan; Shahri, Mohammad Naseh Nasrollahi

2017-01-01

The study presents an investigation of the effect of strategic planning, online planning and rehearsal on the fluency, accuracy and complexity of oral productions at two proficiency levels. Forty EFL participants at low and intermediate levels performed picture story tasks in three different conditions: the online planning only condition,…

Sociomoral Reasoning in Congenitally Deaf Children as a Function of Cognitive Maturity.

ERIC Educational Resources Information Center

Markoulis, Diomedes; Christoforou, Maria

1991-01-01

Compares the operational and sociomoral reasoning maturity of 70 deaf children with that of a sensory unimpaired control sample. Tests subjects individually on three Piagetian tasks, story pairs, and the concept of justice. Finds slower development of operational reasoning in the deaf children but comparable development in sociomoral reasoning.…

A Preliminary Investigation of Racial Bias in Early Writing Curriculum-Based Measures

ERIC Educational Resources Information Center

Kondisko, Joseph E.

2017-01-01

Using de-identified data, this study investigated the relationship between racial categories with curriculum-based early writing measures (CBM-W), which included word dictation, picture word sentence writing, and story prompt tasks for over 300 participants in Grades 1, 2, and 3. Words written, words spelled correctly, correct letter sequences,…

Narrative Development in Monolingual Spanish-Speaking Preschool Children

ERIC Educational Resources Information Center

Castilla-Earls, Anny; Petersen, Douglas; Spencer, Trina; Hammer, Krista

2015-01-01

Research Findings: The purpose of this study was to describe differences in the narratives produced by 3-, 4-, and 5- year old Spanish-speaking (SS) children. Narrative productions of 104 typically developing children were collected using a story-retelling task and coded using the Index of Narrative Complexity. The results of this study indicate…

Young Children's Intonational Marking of New, Given and Contrastive Referents

ERIC Educational Resources Information Center

Grünloh, Thomas; Lieven, Elena; Tomasello, Michael

2015-01-01

In the current study we investigate whether 2- and 3-year-old German children use intonation productively to mark the informational status of referents. Using a story-telling task, we compared children's and adults' intonational realization via pitch accent (H*, L* and de-accentuation) of New, Given, and Contrastive referents. Both children and…

Information Literacy: A Story of Collaboration and Cooperation between the Writing Program Coordinator and Colleagues 2003-2010

ERIC Educational Resources Information Center

Corso, Gail S.; Weiss, Sandra; McGregor, Tiffany

2010-01-01

This narrative describes collaboration among librarians, writing program coordinator, and professors on an information literacy task force. Their attempts to infuse the University's curriculum with information literacy are described. Authors define the term, explain its history with three professional organizations, and describe processes for…

Are "All" Teenagers Emotionally Illiterate? Charting a Neuroscientific Storying of Normative Deficit

ERIC Educational Resources Information Center

Payne, Monica A.

2012-01-01

Defining "emotional illiteracy" is a task located within the broader context of expert (and subsequently public) assumptions regarding the normally expectable competencies of the age group concerned. In the late 1990s a series of neuroscientific studies reporting adolescents' limited ability to recognize emotional states from facial expressions…

Trying Three-Act Tasks with Primary Students

ERIC Educational Resources Information Center

Lomax, Kendra; Alfonzo, Kristin; Dietz, Sarah; Kleyman, Ellen; Kazemi, Elham

2017-01-01

The goals of problem-solving activities in the elementary grades often include making sense of story problems, developing a range of strategies, and reaching accurate solutions. These are important mathematical aims, but they do not fully address the demands of modeling with mathematics as described in the fourth of the Common Core's eight…

Getting Ready Right from the Start. Effective Early Literacy Interventions.

ERIC Educational Resources Information Center

Hiebert, Elfrieda H., Ed.; Taylor, Barbara M., Ed.

Presenting descriptions of seven successful emergent literacy programs, this book demonstrates that early literacy intervention programs with a focus on accelerated learning and on authentic reading and writing tasks can prevent many first-grade children from failing to learn to read. Programs described in the book focus on story book reading and…

Loss of Retrieval Information in Prose Recall.

ERIC Educational Resources Information Center

Sehulster, Jerome R.; And Others

The purpose of this research was to experimentally manipulate input and output orders of information and separate storage and retrieval components of prose free recall. The cued partial recall method, used in word list recall, was adapted to a prose learning task. Four short biographical stories of about 55 words each were systematically combined…

Can Survival Processing Enhance Story Memory? Testing the Generalizability of the Adaptive Memory Framework

ERIC Educational Resources Information Center

Seamon, John G.; Bohn, Justin M.; Coddington, Inslee E.; Ebling, Maritza C.; Grund, Ethan M.; Haring, Catherine T.; Jang, Sue-Jung; Kim, Daniel; Liong, Christopher; Paley, Frances M.; Pang, Luke K.; Siddique, Ashik H.

2012-01-01

Research from the adaptive memory framework shows that thinking about words in terms of their survival value in an incidental learning task enhances their free recall relative to other semantic encoding strategies and intentional learning (Nairne, Pandeirada, & Thompson, 2008). We found similar results. When participants used incidental…

[Attachment representation and a projective test with pictures of parent-child interaction].

PubMed

Kubo, M

2000-02-01

The purpose of this study was to assess individual differences in attachment representation. They were assessed, not through direct verbal reports, but indirectly as indicated in a projective test. The test required subjects to tell their impressions of pictures, which depicted daily, routine parent-child interactions. A series of pictures were developed for story-making task, which was named PARS (Picture Attachment Related Study). Three hundred and two (302) undergraduate and vocational students were asked to see the pictures, and freely imagine the situation, think what they would feel, and create the further story. They were then to recall their own experiences with their parents, and fill out a questionnaire of how they see their relationship with others. It was found that those who made a trustful PARS story recalled their own attachment experiences in an autonomous way, and had lower distrust in their relationship with others. Thus, results of the projective test were shown to reflect individual personal attachment experiences, and the test be useful.

No longer his and hers, but ours: examining sexual arousal in response to erotic stories designed for both sexes.

PubMed

Scott, Christina L; Cortez, Angelberto

2011-01-01

Research on sexual arousal and erotica has focused primarily on men and women's responses to erotic films and stories designed for a sex-specific audience. To reduce the confounds of relying on separate materials when evaluating sex differences in arousal, the present study designed suggestive and explicit erotic stories that were rated as being equally appealing to men and women. Participants were 212 undergraduate students who completed self-report measures of sexual self-esteem, sexual desire, and pre- and posttest measures of arousal. As hypothesized, women in the suggestive and explicit conditions reported a significant increase in sexual arousal; however, only men who read the explicit story demonstrated significant elevations in arousal. The creation of "equally appealing" erotic stories has challenged the existing research paradigm and has initiated the investigation of sexual arousal from a set of common materials designed for both sexes. The benefits of creating a series of equally appealing erotic materials extends beyond empirical research and may ultimately facilitate greater openness and communication between heterosexual couples.

Medical student storytelling on an institutional blog: a case study analysis.

PubMed

Becker, Katherine A; Freberg, Karen

2014-05-01

Despite the proclivity and proliferation of blogs on the Internet, the use of blogs at medical institutions is not well documented. In examining the structured stories that medical students share with the digital community, we may better understand how students use institutional blogs to discuss their medical school experiences while maintaining their role as a medical student ambassador for the program. We conducted a case study to analyze the stories within 309 medical student blogs from one medical institution in the United States. In an attempt to communicate their experiences to different benefactors, student bloggers engaged in structured and personal storytelling. Structured stories offered medical school advice to prospective students, while personal stories embodied features of a personal diary where students recounted significant milestones, talked about personal relationships and engaged in emotional reflection and disclosure. Institutional blogs may provide social marketing for medical institutions, as students strategically framed their experiences to reflect a positive attitude about the medical institution and focused on providing advice to prospective students. Although these structured stories limit complete disclosure, students may still achieve benefits by engaging in emotional disclosure and personal reflection.

Introducing Taiwanese undergraduate students to the nature of science through Nobel Prize stories

NASA Astrophysics Data System (ADS)

Eshach, Haim; Hwang, Fu-Kwun; Wu, Hsin-Kai; Hsu, Ying-Shao

2013-06-01

Although there is a broad agreement among scientists and science educators that students should not only learn science, but also acquire some sense of its nature, it has been reported that undergraduate students possess an inadequate grasp of the nature of science (NOS). The study presented here examined the potential and effectiveness of Nobel Prize stories as a vehicle for teaching NOS. For this purpose, a 36-hour course, “Albert Einstein’s Nobel Prize and the Nature of Science,” was developed and conducted in Taiwan Normal University. Ten undergraduate physics students participated in the course. Analysis of the Views of Nature of Science questionnaires completed by the students before and after the course, as well as the students’ own presentations of Nobel Prize stories (with an emphasis on how NOS characteristics are reflected in the story), showed that the students who participated in the course enriched their views concerning all aspects of NOS. The paper concludes with some suggestions for applying the novel idea of using Nobel Prize stories in physics classrooms.

Children's understanding of promising, lying, and false belief.

PubMed

Maas, Fay K

2008-07-01

Understanding promising and lying requires an understanding of intention and the ability to interpret mental states. The author examined (a) the extent to which 4- to 6-year-olds focus on the sincerity of the speaker's intention when the 4-to 6-year-olds make judgments about promises and lies and (b) whether false-belief reasoning skills are related to understanding promising and lying. Participants watched videotaped stories and made promise and lie judgments from their own perspective and from the listener-character's perspective. Children also completed false-belief reasoning tasks. Older children made more correct promise judgments from both perspectives. All children made correct lie judgments from the listener's perspective. The author found that Ist-order false-belief reasoning was related to making judgments from the participant's perspective; 2nd-order false-belief reasoning was related to making judgments from the listener-character's perspective. Results suggest that children's understanding of promising and lying moves from a focus on outcome toward a focus on the belief that each utterance is designed to create.

Language processing and executive functions in early treated adults with phenylketonuria (PKU).

PubMed

De Felice, Sara; Romani, Cristina; Geberhiwot, Tarekegn; MacDonald, Anita; Palermo, Liana

We provide an in-depth analysis of language functions in early-treated adults with phenylketonuria (AwPKUs, N = 15-33), as compared to age- and education-matched controls (N = 24-32; N varying across tasks), through: a. narrative production (the Cinderella story), b. language pragmatics comprehension (humour, metaphors, inferred meaning), c. prosody discrimination d. lexical inhibitory control and planning (Blocked Cyclic Naming; Hayling Sentence Completion Test, Burgess & Shallice, 1997). AwPKUs exhibited intact basic language processing (lexical retrieval, phonology/articulation, sentence construction). Instead, deficits emerged in planning and reasoning abilities. Compared to controls, AwPKUs were: less informative in narrative production (lower rate of Correct Information Units); slower in metaphorical understanding and inferred meaning; less accurate in focused lexical-search (Hayling test). These results suggest that i) executive deficits in PKU cannot be explained by an accumulation of lower-order deficits and/or general speed impairments, ii) executive functions engage dedicated neurophysiological resources, rather than simply being an emergent property of lower-level systems.

Referential Choices in a Collaborative Storytelling Task: Discourse Stages and Referential Complexity Matter.

PubMed

Fossard, Marion; Achim, Amélie M; Rousier-Vercruyssen, Lucie; Gonzalez, Sylvia; Bureau, Alexandre; Champagne-Lavau, Maud

2018-01-01

During a narrative discourse, accessibility of the referents is rarely fixed once and for all. Rather, each referent varies in accessibility as the discourse unfolds, depending on the presence and prominence of the other referents. This leads the speaker to use various referential expressions to refer to the main protagonists of the story at different moments in the narrative. This study relies on a new, collaborative storytelling in sequence task designed to assess how speakers adjust their referential choices when they refer to different characters at specific discourse stages corresponding to the introduction, maintaining, or shift of the character in focus, in increasingly complex referential contexts. Referential complexity of the stories was manipulated through variations in the number of characters (1 vs. 2) and, for stories in which there were two characters, in their ambiguity in gender (different vs. same gender). Data were coded for the type of reference markers as well as the type of reference content (i.e., the extent of the information provided in the referential expression). Results showed that, beyond the expected effects of discourse stages on reference markers (more indefinite markers at the introduction stage, more pronouns at the maintaining stage, and more definite markers at the shift stage), the number of characters and their ambiguity in gender also modulated speakers' referential choices at specific discourse stages, For the maintaining stage, an effect of the number of characters was observed for the use of pronouns and of definite markers, with more pronouns when there was a single character, sometimes replaced by definite expressions when two characters were present in the story. For the shift stage, an effect of gender ambiguity was specifically noted for the reference content with more specific information provided in the referential expression when there was referential ambiguity. Reference content is an aspect of referential marking that is rarely addressed in a narrative context, yet it revealed a quite flexible referential behavior by the speakers.

Referential Choices in a Collaborative Storytelling Task: Discourse Stages and Referential Complexity Matter

PubMed Central

Fossard, Marion; Achim, Amélie M.; Rousier-Vercruyssen, Lucie; Gonzalez, Sylvia; Bureau, Alexandre; Champagne-Lavau, Maud

2018-01-01

During a narrative discourse, accessibility of the referents is rarely fixed once and for all. Rather, each referent varies in accessibility as the discourse unfolds, depending on the presence and prominence of the other referents. This leads the speaker to use various referential expressions to refer to the main protagonists of the story at different moments in the narrative. This study relies on a new, collaborative storytelling in sequence task designed to assess how speakers adjust their referential choices when they refer to different characters at specific discourse stages corresponding to the introduction, maintaining, or shift of the character in focus, in increasingly complex referential contexts. Referential complexity of the stories was manipulated through variations in the number of characters (1 vs. 2) and, for stories in which there were two characters, in their ambiguity in gender (different vs. same gender). Data were coded for the type of reference markers as well as the type of reference content (i.e., the extent of the information provided in the referential expression). Results showed that, beyond the expected effects of discourse stages on reference markers (more indefinite markers at the introduction stage, more pronouns at the maintaining stage, and more definite markers at the shift stage), the number of characters and their ambiguity in gender also modulated speakers' referential choices at specific discourse stages, For the maintaining stage, an effect of the number of characters was observed for the use of pronouns and of definite markers, with more pronouns when there was a single character, sometimes replaced by definite expressions when two characters were present in the story. For the shift stage, an effect of gender ambiguity was specifically noted for the reference content with more specific information provided in the referential expression when there was referential ambiguity. Reference content is an aspect of referential marking that is rarely addressed in a narrative context, yet it revealed a quite flexible referential behavior by the speakers. PMID:29515493

Writing Impairments in Japanese Patients with Mild Cognitive Impairment and with Mild Alzheimer's Disease

PubMed Central

Hayashi, Atsuko; Nomura, Hiroshi; Mochizuki, Ruriko; Ohnuma, Ayumu; Kimpara, Teiko; Suzuki, Kyoko; Mori, Etsuro

2015-01-01

Background/Aims We investigated writing abilities in patients with the amnestic type of mild cognitive impairment (aMCI) and mild Alzheimer's disease (AD). To examine the earliest changes in writing function, we used writing tests for both words and sentences with different types of Japanese characters (Hiragana, Katakana, and Kanji). Methods A total of 25 aMCI patients, 38 AD patients, and 22 healthy controls performed writing to dictation for Kana and Kanji words, copied Kanji words, and wrote in response to a picture story task. Analysis of variance was used to test the subject group effects on the scores in the above writing tasks. Results For the written Kanji words, the mild AD group performed worse than the aMCI group and the controls, but there was no difference between the aMCI group and the controls. For the picture story writing task, the mild AD and aMCI groups performed worse than the controls, but the difference between the AD and the aMCI groups was not significant. Conclusions The mild AD group showed defects in writing Kanji characters, and the aMCI group showed impairments in narrative writing. Our study suggests that narrative writing, which demands complex integration of multiple cognitive functions, can be used to detect the subtle writing deficits in aMCI patients. PMID:26483830

Prose Fiction as a Narrative Companion for a Vegetable Parenting Videogame.

PubMed

Brand, Leah; Beltran, Alicia; Buday, Richard; O'Connor, Teresia; Hughes, Sheryl; Baranowski, Janice; Diep, Cassandra; Lu, Amy Shirong; Baranowski, Tom

2015-08-01

The purpose of this research is to explore the capacity of story to connect to a health-related videogame, as well as the qualities that may increase efficacy by making the story compelling. Parents of 3-5-year-old children often report difficulty getting their children to eat vegetables, which are protective against chronic illnesses. Videogames may be vehicles for training parenting practices for successful vegetable consumption outcomes but often rely on stories to provide context and details. Unfortunately, storytelling may interrupt immersion and player agency. Delivering stories outside of gameplay may provide an understanding of game situations while maintaining immersion. Two companion storylines (one a romantic adventure and the other a suspenseful fantasy) were generated for a vegetable parenting game, "Mommio," targeting mothers of preschool children. Mothers of 3-5-year-old children (n=18) read both storylines and completed semistructured interviews. Mothers preferred the romantic adventure, which featured strong characters, relatable issues, and an engaging plot. Most mothers were interested in playing the "Mommio" videogame after reading the stories. Results suggest that it is possible for prose literature to both motivate gameplay and be an immersive narrative companion to, but separate from, games for health. This literature should include engaging, realistic stories and relatable strong characters.

Tracking speakers' false beliefs: is theory of mind available earlier for word learning?

PubMed

Houston-Price, Carmel; Goddard, Kate; Séclier, Catherine; Grant, Sally C; Reid, Caitlin J B; Boyden, Laura E; Williams, Rhiannon

2011-07-01

Happé and Loth (2002) describe word learning as a 'privileged domain' in the development of a theory of mind. We test this claim in a series of experiments based on the Sally-Anne paradigm. Three- and 4-year-old children's ability to represent others' false beliefs was investigated in tasks that required the child either to predict the actions of a protagonist in a story or to learn the meaning of a new word used by the protagonist. Experiment 1 replicated previous findings of better performance in a false belief word-learning task compared to a false belief action-prediction task. However, systematic manipulation of the task parameters in Experiments 2 and 3 revealed that this performance discrepancy disappeared when tasks were equated in their 'referential pull' (Perner, Rendl & Garnham, 2007). We conclude that the notion of a precocious theory of mind for word learning is not required to explain dissociations in performance on false belief tasks. © 2010 Blackwell Publishing Ltd.

Phonological Activation of Word Meanings in Grade 5 Readers

ERIC Educational Resources Information Center

Jared, Debra; Ashby, Jane; Agauas, Stephen J.; Levy, Betty Ann

2016-01-01

Three experiments examined the role of phonology in the activation of word meanings in Grade 5 students. In Experiment 1, homophone and spelling control errors were embedded in a story context and participants performed a proofreading task as they read for meaning. For both good and poor readers, more homophone errors went undetected than spelling…

The Use of Reported Speech in Children's Narratives: A Priming Study

ERIC Educational Resources Information Center

Serratrice, Ludovica; Hesketh, Anne; Ashworth, Rachel

2015-01-01

This study investigated the long-term effects of structural priming on children's use of indirect speech clauses in a narrative context. Forty-two monolingual English-speaking 5-year-olds in two primary classrooms took part in a story-retelling task including reported speech. Testing took place in three individual sessions (pre-test, post-test 1,…

Narrative Discourse in Adults with High-Functioning Autism or Asperger Syndrome

ERIC Educational Resources Information Center

Colle, Livia; Baron-Cohen, Simon; Wheelwright, Sally; van der Lely, Heather K. J.

2008-01-01

We report a study comparing the narrative abilities of 12 adults with high-functioning autism (HFA) or Asperger Syndrome (AS) versus 12 matched controls. The study focuses on the use of referential expressions (temporal expressions and anaphoric pronouns) during a story-telling task. The aim was to assess pragmatics skills in people with HFA/AS in…

Children's Attachment-Related Narratives Following US Gulf Coast Hurricanes: Linkages with Understanding and Teacher Stress

ERIC Educational Resources Information Center

Page, Timothy; Buchanan, Teresa K.; Verbovaya, Olga

2016-01-01

The central focus of this study was the perceptions of emotional security among 64 elementary school-aged children exposed to the hurricanes that affected the US Gulf Coast in 2005. Specifically, we examined the representational qualities of attachment, exploration, and caregiving as assessed with a narrative story-stem task in relation to…

Putting Raters in Ratees' Shoes: Perspective Taking and Assessment of Creative Products

ERIC Educational Resources Information Center

Han, Jiantao; Long, Haiying; Pang, Weiguo

2017-01-01

This study reported 2 experiments that studied the effect of perspective taking on assessment of creative products by using human raters. Forty responses of 2 alternative uses tasks (AUTs) and 15 alien stories generated by 6th-grade students were used as assessment materials. Undergraduate students as the novice raters assessed the products under…

Bayesian Just-So Stories in Psychology and Neuroscience

ERIC Educational Resources Information Center

Bowers, Jeffrey S.; Davis, Colin J.

2012-01-01

According to Bayesian theories in psychology and neuroscience, minds and brains are (near) optimal in solving a wide range of tasks. We challenge this view and argue that more traditional, non-Bayesian approaches are more promising. We make 3 main arguments. First, we show that the empirical evidence for Bayesian theories in psychology is weak.…

A Structural Equation Model of the Writing Process in Typically-Developing Sixth Grade Children

ERIC Educational Resources Information Center

Koutsoftas, Anthony D.; Gray, Shelley

2013-01-01

The purpose of this study was to evaluate how sixth grade children planned, translated, and revised written narrative stories using a task reflecting current instructional and assessment practices. A modified version of the Hayes and Flower (1980) writing process model was used as the theoretical framework for the study. Two hundred one…

Any Added Value? Co-Constructing Life Stories of and with People with Intellectual Disabilities

ERIC Educational Resources Information Center

Koenig, Oliver

2012-01-01

Despite considerable achievement in inclusive research, people with intellectual disabilities have been largely excluded from the critical area of data analysis and theory development. Next to the undoubted complexity of these tasks, this can partly be attributed to higher demands of representativeness that are used to judge the validity of…

Encouraging Use of Subordination in Children's Narratives: A Classroom-Based Priming Study

ERIC Educational Resources Information Center

Hesketh, Anne; Serratrice, Ludovica; Ashworth, Rachel

2016-01-01

This study investigated the long-term effect of classroom-based input manipulation on children's use of subordination in a story re-telling task; it also explored the role of receptive vocabulary skills and expressive grammatical abilities in predicting the likelihood of priming. During a two-week priming phase, 47 monolingual English-speaking…

The Use of Standard Tasks to Measure Achievement in Reading, Spelling, and Written Expression: A Normative and Developmental Study.

ERIC Educational Resources Information Center

Deno, Stanley; And Others

Simple measures of reading, spelling, and written expression were administered to 566 elementary students from the states of Minnesota, Pennsylvania, and Washington. Each child was individually administered three reading word lists, three reading passages, two dictated spelling lists, and two story starters. Approximately 25 minutes was needed for…

Medical Student Stories of Participation in Patient Care-Related Activities: The Construction of Relational Identity

ERIC Educational Resources Information Center

Warmington, Sally; McColl, Geoffrey

2017-01-01

Professional identity formation is acknowledged as one of the fundamental tasks of contemporary medical education. Identity is a social phenomenon, constructed through participation in everyday activities and an integral part of every learning interaction. In this paper we report from an Australian ethnographic study into how medical students and…

On the Origins, Stages and Prospects of the Kazakh Philosophy

ERIC Educational Resources Information Center

Sydykov, Yerlan B.; Nysanbaev, Abdumalik N.; Tuleshov, Valikhan T.

2016-01-01

Perception of a single chain of the Kazakh history as the history of their ethnic consciousness and self-awareness, and not as a history of the events or stories of artefacts presents the most important political task, which could be solved only through the metaphysical, philosophical synthesis of views from the primitive to modern times. The…

Social Studies in Motion: Learning with the Whole Person

ERIC Educational Resources Information Center

Schulte, Paige L.

2005-01-01

Total Physical Response (TPR), developed by James Asher, is defined as a teaching technique whereby a learner responds to language input with body motions. Performing a chant or the game "Robot" is an example of a TPR activity, where the teacher commands her robots to do some task in the classroom. Acting out stories and giving imperative commands…

The Whys, Hows, and Lessons Learned from Our 780-Person Writing Class

ERIC Educational Resources Information Center

Bowse, Robert; Lawrence, Holly

2017-01-01

Two business communication faculty share the story of teaching a 780-person business writing class. The article discusses the challenges of teaching such a large writing class. Challenges ranged from adopting a hybrid course model to hiring adjunct faculty for help with the task of grading. The article offers lessons learned, and recommends that…

Grade-Aligned Math Instruction for Secondary Students with Moderate Intellectual Disability

ERIC Educational Resources Information Center

Browder, Diane M.; Jimenez, Bree A.; Trela, Katherine

2012-01-01

The purpose of this study was to examine the effects of grade-aligned math instruction on math skill acquisition of four middle schools with moderate intellectual disability. Teachers were trained to follow a task analysis to teach grade-aligned math to middle school students using adapted math problem stories and graphic organizers. The teacher…

Making Stories, Making Sense. Reading Education Report No. 14.

ERIC Educational Resources Information Center

Rubin, Andee

Three characteristics of school writing activities that may make it difficult for students to learn to write with skill and enthusiasm are identified in this paper. They are: the solitary nature of most writing tasks, a lopsided emphasis on low-level details of text such as grammar and spelling, and the isolation of writing from reading in the…

Preparing Students with Learning Disabilities for Writing Tasks: Introduction to a Special Issue

ERIC Educational Resources Information Center

Sperling, Marko; Grünke, Matthias

2017-01-01

Just as composing a story, a report, or an argumentative essay is challenging for most students with LD, so it is challenging for teachers in inclusive settings to instruct them (Gillespie & Kiuhara, 2017; Grünke & Leonard Zabel, 2015). The articles in this issue of "Insights into Learning Disabilities" are geared towards special…

Female Captive Stories in the United States from the Colonial Era to Present: A Study in the Pervasive Elements of the Traditional Narrative

DTIC Science & Technology

2005-01-01

sources, gathering and maintaining the data needed , and completing and reviewing the collection of information. Send comments regarding this burden...used as a means of propaganda which promotes the ideology of “good versus evil, Christianity versus non-Christianity, or America versus the “other...Work! To Set ‘Em Free (Poster) 74 5 Introduction The people of the United States of America tell many stories that are unique to

Receptive Language Skills in Slovak-Speaking Children With Intellectual Disability: Understanding Words, Sentences, and Stories.

PubMed

Polišenská, Kamila; Kapalková, Svetlana; Novotková, Monika

2018-06-05

The study aims to describe receptive language skills in children with intellectual disability (ID) and to contribute to the debate on deviant versus delayed language development. This is the 1st study of receptive skills in children with ID who speak a Slavic language, providing insight into how language development is affected by disability and also language typology. Twenty-eight Slovak-speaking children participated in the study (14 children with ID and 14 typically developing [TD] children matched on nonverbal reasoning abilities). The children were assessed by receptive language tasks targeting words, sentences, and stories, and the groups were compared quantitatively and qualitatively. The groups showed similar language profiles, with a better understanding of words, followed by sentences, with the poorest comprehension for stories. Nouns were comprehended better than verbs; sentence constructions also showed a qualitatively similar picture, although some dissimilarities emerged. Verb comprehension was strongly related to sentence comprehension in both groups and related to story comprehension in the TD group only. The findings appear to support the view that receptive language skills follow the same developmental route in children with ID as seen in younger TD children, suggesting that language development is a robust process and does not seem to be differentially affected by ID even when delayed.

Language Sample Analysis and Elicitation Technique Effects in Bilingual Children With and Without Language Impairment.

PubMed

Kapantzoglou, Maria; Fergadiotis, Gerasimos; Restrepo, M Adelaida

2017-10-17

This study examined whether the language sample elicitation technique (i.e., storytelling and story-retelling tasks with pictorial support) affects lexical diversity (D), grammaticality (grammatical errors per communication unit [GE/CU]), sentence length (mean length of utterance in words [MLUw]), and sentence complexity (subordination index [SI]), which are commonly used indices for diagnosing primary language impairment in Spanish-English-speaking children in the United States. Twenty bilingual Spanish-English-speaking children with typical language development and 20 with primary language impairment participated in the study. Four analyses of variance were conducted to evaluate the effect of language elicitation technique and group on D, GE/CU, MLUw, and SI. Also, 2 discriminant analyses were conducted to assess which indices were more effective for story retelling and storytelling and their classification accuracy across elicitation techniques. D, MLUw, and SI were influenced by the type of elicitation technique, but GE/CU was not. The classification accuracy of language sample analysis was greater in story retelling than in storytelling, with GE/CU and D being useful indicators of language abilities in story retelling and GE/CU and SI in storytelling. Two indices in language sample analysis may be sufficient for diagnosis in 4- to 5-year-old bilingual Spanish-English-speaking children.

Searching for Judy: how small mysteries affect narrative processes and memory.

PubMed

Love, Jessica; McKoon, Gail; Gerrig, Richard J

2010-05-01

Current theories of text processing say little about how authors' narrative choices, including the introduction of small mysteries, can affect readers' narrative experiences. Gerrig, Love, and McKoon (2009) provided evidence that 1 type of small mystery-a character introduced without information linking him or her to the story-affects readers' moment-by-moment processing. For that project, participants read stories that introduced characters by proper name alone (e.g., "Judy") or with information connecting the character to the rest of the story (e.g., "our principal Judy"). In an online recognition probe task, responses to the character's name 3 lines after his or her introduction were faster when the character had not been introduced with connecting information, suggesting that the character remained accessible awaiting resolution. In the 4 experiments in this article, we extend our theoretical analysis of small mysteries. In Experiments 1 and 2, we found evidence that trait information (e.g., "daredevil Judy") is not sufficient to connect a character to a text. In Experiments 3 and 4, we found evidence that the moment-by-moment processing effects of such small mysteries also affect readers' memory for the stories. We interpret the results in terms of Kintsch's (1988) construction-integration model of discourse processing. PsycINFO Database Record (c) 2010 APA, all rights reserved.

Emergence of relations and the essence of learning: a review of Sidman's Equivalence relations and behavior: a research story. Book review

NASA Technical Reports Server (NTRS)

Rumbaugh, D. M.

1995-01-01

The author reviews and comments on the book Equivalence relations and behavior: a research story by Murray Sidman. Sidman's book reports his research about equivalence relations and competencies in children with mental retardation and how it relates to behavior. Sidman used the idea of stimulus-stimulus relations among features of the environment to develop his theories about equivalence relations. Experimental work with children and animals demonstrated their ability to use equivalence relations to learn new tasks. The subject received feedback and reinforcement for specific choices made during training, then was presented with new choices during testing. Results of the tests indicate that subjects were able to establish relations and retrieve them in different situations.

Short-term and long-term memory in early temporal lobe dysfunction.

PubMed

Hershey, T; Craft, S; Glauser, T A; Hale, S

1998-01-01

Following medial temporal damage, mature humans are impaired in retaining new information over long delays but not short delays. The question of whether a similar dissociation occurs in children was addressed by testing children (ages 7-16) with unilateral temporal lobe epilepsy (TLE) and controls on short- and long-term memory tasks, including a spatial delayed response task (SDR). Early-onset TLE did not affect performance on short delays on SDR, but it did impair performance at the longest delay (60 s), similar to adults with unilateral medial temporal damage. In addition, early-onset TLE affected performance on pattern recall, spatial span, and verbal span with rehearsal interference. No differences were found on story recall or on a response inhibition task.

Digital storytelling: an innovative legacy-making intervention for children with cancer.

PubMed

Akard, Terrah Foster; Dietrich, Mary S; Friedman, Debra L; Hinds, Pamela S; Given, Barbara; Wray, Sarah; Gilmer, Mary Jo

2015-04-01

This study examined the feasibility of a legacy-making intervention in children with cancer and the preliminary effects on outcomes related to quality of life. Children (N = 28) ages 7-17 years completed a baseline QOL questionnaire (PedsQL) at T1. After baseline, the intervention group (n = 15) completed a randomized intervention that guided children to answer questions about legacy-making and create a digital story about themselves. A final copy of the digital story was provided to the families. A control group (n = 13) received customary care. Children repeated the questionnaire at T2. Parents (N = 22) of children who completed the intervention completed follow-up survey questions regarding intervention effects. Feasibility was strong (78% participation; 1 attrition). While differences between the groups in physical, emotional, social, or school functioning change was not statistically significant, the intervention group showed slightly better emotional and school functioning compared to controls. Parents reported that their child's digital story provided emotional comfort to them (n = 11, 46%), facilitated communication between parents and children (n = 9, 38%), and was a coping strategy for them (n = 4, 17%). Parents reported that the intervention helped children express their feelings (n = 19, 79%), cope (n = 6, 27%), and feel better emotionally (n = 5, 23%). Our intervention is feasible for children with cancer, is developmentally appropriate for children 7-17 years of age, and demonstrates promise to improve quality of life outcomes for children with cancer and their parents. © 2015 Wiley Periodicals, Inc.

Solving Tommy's Writing Problems.

ERIC Educational Resources Information Center

Burdman, Debra

1986-01-01

The article describes an approach by which word processing helps to solve some of the writing problems of learning disabled students. Aspects considered include prewriting, drafting, revising, and completing the story. (CL)

Dual tasking and stuttering: from the laboratory to the clinic.

PubMed

Metten, Christine; Bosshardt, Hans-Georg; Jones, Mark; Eisenhuth, John; Block, Susan; Carey, Brenda; O'Brian, Sue; Packman, Ann; Onslow, Mark; Menzies, Ross

2011-01-01

The aim of the three studies in this article was to develop a way to include dual tasking in speech restructuring treatment for persons who stutter (PWS). It is thought that this may help clients maintain the benefits of treatment in the real world, where attentional resources are frequently diverted away from controlling fluency by the demands of other tasks. In Part 1, 17 PWS performed a story-telling task and a computer semantic task simultaneously. Part 2 reports the incorporation of the Part 1 protocol into a handy device for use in a clinical setting (the Dual Task and Stuttering Device, DAS-D). Part 3 is a proof of concept study in which three PWS reported on their experiences of using the device during treatment. In Part 1, stuttering frequency and errors on the computer task both increased under dual task conditions, indicating that the protocol would be appropriate for use in a clinical setting. All three participants in Part 3 reported positively on their experiences using the DAS-D. Dual tasking during treatment using the DAS-D appears to be a viable clinical procedure. Further research is required to establish effectiveness.

Content and Form in the Narratives of Children with Specific Language Impairment

PubMed Central

Colozzo, Paola; Gillam, Ronald B.; Wood, Megan; Schnell, Rebecca D.; Johnston, Judith R.

2013-01-01

Purpose: This project investigated the relationship of content and form in the narratives of school-age children. Method: Two samples of children with specific language impairment (SLI) and their age-matched peers (British Columbia sample, M age 9;0, n = 26; Texas/Kansas sample, M age 7;6, n = 40) completed the Test of Narrative Language (TNL, Gillam & Pearson, 2004). The relative strength of content elaboration and grammatical accuracy was measured for each child using variables derived from the TNL scoring system (Study 1) and from analysis of the story texts (Study 2). Results: Both studies indicated that, compared to age peers, the children with SLI were more likely to produce stories of uneven strength, either stories with poor content that were grammatically quite accurate, or stories with elaborated content that were less grammatical. Conclusions: These findings suggest that school-age children with SLI may struggle with the cumulative load of creating a story that is both elaborate and grammatical. They also show that the absence of errors is not necessarily a sign of strength. Finally, they underscore the value of comparing individual differences in multiple linguistic domains, including the elaboration of content, grammatical accuracy, and syntactic complexity. PMID:21930617

A Compendium of Energy Conservation Success Stories

DOE R&D Accomplishments Database

1988-09-01

Three-quarters of DOE's Conservation R and D funds have been devoted to technology research and development: basic and applied research, exploratory R and D, engineering feasibility studies, pilot-scale prototype R and D, and technology demonstration. Non R and D projects have involved technology assessment program planning and analysis, model development, technology transfer and consumer information, health effects and safety research, and technical support for rule making. The success stories summarized in this compendium fall into three general categories: Completed Technology Success Stories, projects that have resulted in new energy-saving technologies that are presently being used in the private sector; Technical Success Stories, projects that have produced or disseminated important scientific/technical information likely to result in future energy savings; Program Success Stories, non-R and D activities that have resulted in nationally significant energy benefits. The Energy Conservation research and development program at DOE is managed by the Office of Conservation under the direction of the Deputy Assistant Secretary for Conservation. Three subordinate Program Offices correspond to the buildings, transportation, and industrial end-use sectors. A fourth subordinate Program Office{endash}Energy Utilization Research{endash}sponsors research and technical inventions for all end-use sectors.

Acceptability and Applicability of an American Health Videogame with Story for Childhood Obesity Prevention Among Hong Kong Chinese Children.

PubMed

Wang, Jingjing; Baranowski, Tom; Lau, Patrick W C; Pitkethly, Amanda Jane; Buday, Richard

2015-12-01

Positive changes in diet have been observed in research carried out in the United States from the use of "Escape from Diab" (Diab), a health videogame designed to lower the risk of obesity and type 2 diabetes. Whether the American story and characters in Diab might be perceived by Hong Kong Chinese children as interesting has not been explored. This study assessed the acceptability and applicability of Diab among Hong Kong Chinese children, whether the Diab story was understood by them, and whether it had potential to influence them both during the game and afterward. Thirty-four students (21 males, 13 females) 9-12 years of age were included. Upon completion of all the Diab episodes, children completed an immersion scale with 18 items, as well as an individual interview with 10 open-ended questions. Children achieved average immersion after playing Diab with the mean score at 39.1 (standard deviation = 9.0), higher than the median (36) of possible scores (range, 18-54). Four themes using framework analysis emerged from the interviews, including intuitive feelings about the interface, playing experience, perception of the effect of Diab on behavior change, and the applicability of Diab to Hong Kong children. The story and game developed for American children were found acceptable and applicable to Hong Kong Chinese children. The combination of quantitative and qualitative methods confirmed the acceptability and applicability of Diab to Hong Kong Chinese children.

"In our stories": The perspectives of women living with HIV on an evidence-based group intervention.

PubMed

Dale, Sannisha K; Grimes, Tiffany; Miller, Lauren; Ursillo, Alyssa; Drainoni, Mari-Lynn

2017-07-01

A qualitative study among women living with HIV assessed the aspects of an evidence-based intervention targeting HIV transmission risk reduction (Women Involved in Life Learning from Other Women [WiLLOW]) that women valued and how their lives were impacted. Thirty-one women (80.6% African American) completed interviews. Women valued the personal stories and positive group dynamics (i.e. safety, trust, openness, getting feedback, bonding, and socializing). As a result of WiLLOW, women embraced a strong woman image, joined groups, changed behaviors, accepted their HIV status, became optimistic, and spoke up/advocated in their relationships and communities. Interventions for HIV-positive women may benefit from incorporating the sharing of stories in their curricula and factors that build positive group dynamics.

Controversial Science and the Media

NASA Astrophysics Data System (ADS)

Riordon, James

2012-02-01

The possibility that the OPERA collaboration has detected superluminal neutrinos was among the most controversial topics in physics news in decades, and one of the most widely covered stories in all of science in 2011. Word of the research initially reached journalists and the public prior to publication in peer-reviewed journals. Understandably, many physicists are concerned that the significance of controversial science may be exaggerated or distorted when news organizations report on science at such an early stage. I will offer an overview of the ways the story was promoted by the media relations personnel, and outline the rationales that motivate media relations efforts along with the associated benefits and drawbacks that can result. Finally, I will examine the accuracy and completeness of the superluminal neutrino news stories that ultimately were made available to the general public.

Controversial Science and the Media

NASA Astrophysics Data System (ADS)

Riordon, James

2012-03-01

The possibility that the OPERA collaboration has detected superluminal neutrinos was among the most controversial topics in physics news in decades, and one of the most widely covered stories in all of science in 2011. Word of the research initially reached journalists and the public prior to publication in peer-reviewed journals. Understandably, many physicists are concerned that the significance of controversial science may be exaggerated or distorted when news organizations report on science at such an early stage. I will offer an overview of the ways the story was promoted by the media relations personnel, and outline the rationales that motivate media relations efforts along with the associated benefits and drawbacks that can result. Finally, I will examine the accuracy and completeness of the superluminal neutrino news stories that ultimately were made available to the general public.

Similar Brain Activation during False Belief Tasks in a Large Sample of Adults with and without Autism

PubMed Central

Dufour, Nicholas; Redcay, Elizabeth; Young, Liane; Mavros, Penelope L.; Moran, Joseph M.; Triantafyllou, Christina; Gabrieli, John D. E.; Saxe, Rebecca

2013-01-01

Reading about another person’s beliefs engages ‘Theory of Mind’ processes and elicits highly reliable brain activation across individuals and experimental paradigms. Using functional magnetic resonance imaging, we examined activation during a story task designed to elicit Theory of Mind processing in a very large sample of neurotypical (N = 462) individuals, and a group of high-functioning individuals with autism spectrum disorders (N = 31), using both region-of-interest and whole-brain analyses. This large sample allowed us to investigate group differences in brain activation to Theory of Mind tasks with unusually high sensitivity. There were no differences between neurotypical participants and those diagnosed with autism spectrum disorder. These results imply that the social cognitive impairments typical of autism spectrum disorder can occur without measurable changes in the size, location or response magnitude of activity during explicit Theory of Mind tasks administered to adults. PMID:24073267

Similar brain activation during false belief tasks in a large sample of adults with and without autism.

PubMed

Dufour, Nicholas; Redcay, Elizabeth; Young, Liane; Mavros, Penelope L; Moran, Joseph M; Triantafyllou, Christina; Gabrieli, John D E; Saxe, Rebecca

2013-01-01

Reading about another person's beliefs engages 'Theory of Mind' processes and elicits highly reliable brain activation across individuals and experimental paradigms. Using functional magnetic resonance imaging, we examined activation during a story task designed to elicit Theory of Mind processing in a very large sample of neurotypical (N = 462) individuals, and a group of high-functioning individuals with autism spectrum disorders (N = 31), using both region-of-interest and whole-brain analyses. This large sample allowed us to investigate group differences in brain activation to Theory of Mind tasks with unusually high sensitivity. There were no differences between neurotypical participants and those diagnosed with autism spectrum disorder. These results imply that the social cognitive impairments typical of autism spectrum disorder can occur without measurable changes in the size, location or response magnitude of activity during explicit Theory of Mind tasks administered to adults.

The Cost of Disengagement: Examining the Real Story of Absenteeism in Two Michigan Counties

ERIC Educational Resources Information Center

Rencher, Charles L.

2016-01-01

This Capstone project intended to create a greater awareness and develop an understanding of the impact of attendance on academic performance. Schools are faced with the tasks of ensuring students attend school and keeping them engaged while they are at school. This project encourages the reader to look past school attendance as a mere student…

Analysis of Narratives Produced by Four Children Who Use Augmentative and Alternative Communication

ERIC Educational Resources Information Center

Soto, Gloria; Hartmann, Elizabeth

2006-01-01

The ability to narrate a story is fundamental to the development of overall communicative competence and involves the coordination of a variety of knowledge structures and linguistic abilities. In this study, the narrative discourse abilities of four children who use AAC are described in the context of five tasks designed to elicit a spectrum of…

Social Studies in an Age of Reform: Symbolic and Substantive Change.

ERIC Educational Resources Information Center

Mehaffy, George L.

1992-01-01

Contends recent efforts in social studies reform have been mostly rhetorical and have not changed day-to-day work of teachers. Argues changes in teaching and learning may be real reform story of 1980s and 1990s. Describes work of the National Council for the Social Studies Task Force on Teaching and Learning and predicts it will have significant…

Theory of Mind and Mental State Discourse during Book Reading and Story-Telling Tasks

ERIC Educational Resources Information Center

Symons, Douglas K.; Peterson, Candida C.; Slaughter, Virginia; Roche, Jackie; Doyle, Emily

2005-01-01

This article presents three studies conducted in Canada and Australia that relate theory of mind (ToM) development to mental state discourse. In Study 1, mental state discourse was examined while parents and their 5-7-year-old children jointly read a storybook which had a surprise ending about the identity of the main character. Comments specific…

The Development of Idiom Comprehension: An Investigation of Semantic and Contextual Processing Skills

ERIC Educational Resources Information Center

Cain, Kate; Towse, Andrea S.; Knight, Rachael S.

2009-01-01

Two experiments compared 7- and 8-year-olds' and 9- and 10-year-olds' ability to use semantic analysis and inference from context to understand idioms. We used a multiple-choice task and manipulated whether the idioms were transparent or opaque, familiar or novel, and presented with or without a supportive story context. Performance was compared…

A Case Study of the Features of Oral Narratives Produced by a Small Group of Children with Sensory Processing Disorder

ERIC Educational Resources Information Center

Kingston, Helen Chen

2009-01-01

Research indicates that oral narrative is the discourse form that functions as a bridge between conversational oral language and language skills that contribute to the acquisition of literacy in children (Westby, 1991). Learning to tell stories, therefore, is important to children's literacy development. Mastering extended discourse tasks such as…

Reflections of Distraction in Memory: Transfer of Previous Distraction Improves Recall in Younger and Older Adults

ERIC Educational Resources Information Center

Thomas, Ruthann C.; Hasher, Lynn

2012-01-01

Three studies explored whether younger and older adults' free recall performance can benefit from prior exposure to distraction that becomes relevant in a memory task. Participants initially read stories that included distracting text. Later, they studied a list of words for free recall, with half of the list consisting of previously distracting…

Media Room | NREL

Science.gov Websites

researcher profiles, and find other resources for media. View all news and feature stories Leadership Bios Learn more about NREL's director, deputy lab directors, and the complete leadership team. About NREL

Integration of Personal Digital Assistant (PDA) Devices into the Military Healthcare Clinic Environment

DTIC Science & Technology

2001-09-01

3 E . METHODOLOGY...25 a. Patient Tracker 4.1..................................................................25 E . SAMPLE CLINICAL...Partially Completed or Missed?......29 E . CANDIDATE SOLUTIONS .........................................................................31 1. Success Story

Confabulation in healthy aging is related to interference of overlearned, semantically similar information on episodic memory recall.

PubMed

Dalla Barba, Gianfranco; Attali, Eve; La Corte, Valentina

2010-07-01

Normal aging is characterized by reduced performance on tasks of long-term memory. Older adults (OA) not only show reduced performance on tasks of recall and recognition memory, but also, compared to young adults (YA), are more vulnerable to memory distortions. In this study we describe the performance of a group of OA and a group of YA on the recall of three different types of story: a previously unknown story, a well-known fairy tale (Sleeping Beauty), and a modified well-known fairy tale (Little Red Riding Hood is not eaten by the wolf). The aim of our study was to test the hypothesis that in OA strongly represented, overlearned information interferes with episodic recall-that is, the retrieval of specific, unique past episodes. OA produced significantly more confabulations than YA and in particular in the recall of the modified fairy tale. Our findings indicate that the interference of strongly represented, overlearned information in episodic memory recall is implicated in the production of confabulations in OA. This effect is particularly prominent when the to-be remembered episodic information shows strong semantic similarities with preexisting, overlearned information.

Prose Fiction as a Narrative Companion for a Vegetable Parenting Videogame

PubMed Central

Beltran, Alicia; Buday, Richard; O'Connor, Teresia; Hughes, Sheryl; Baranowski, Janice; Diep, Cassandra; Lu, Amy Shirong; Baranowski, Tom

2015-01-01

Abstract Objective: The purpose of this research is to explore the capacity of story to connect to a health-related videogame, as well as the qualities that may increase efficacy by making the story compelling. Parents of 3–5-year-old children often report difficulty getting their children to eat vegetables, which are protective against chronic illnesses. Videogames may be vehicles for training parenting practices for successful vegetable consumption outcomes but often rely on stories to provide context and details. Unfortunately, storytelling may interrupt immersion and player agency. Delivering stories outside of gameplay may provide an understanding of game situations while maintaining immersion. Materials and Methods: Two companion storylines (one a romantic adventure and the other a suspenseful fantasy) were generated for a vegetable parenting game, “Mommio,” targeting mothers of preschool children. Mothers of 3–5-year-old children (n=18) read both storylines and completed semistructured interviews. Results: Mothers preferred the romantic adventure, which featured strong characters, relatable issues, and an engaging plot. Most mothers were interested in playing the “Mommio” videogame after reading the stories. Conclusions: Results suggest that it is possible for prose literature to both motivate gameplay and be an immersive narrative companion to, but separate from, games for health. This literature should include engaging, realistic stories and relatable strong characters. PMID:26182218

Language differences in the brain network for reading in naturalistic story reading and lexical decision.

PubMed

Wang, Xiaojuan; Yang, Jianfeng; Yang, Jie; Mencl, W Einar; Shu, Hua; Zevin, Jason David

2015-01-01

Differences in how writing systems represent language raise important questions about whether there could be a universal functional architecture for reading across languages. In order to study potential language differences in the neural networks that support reading skill, we collected fMRI data from readers of alphabetic (English) and morpho-syllabic (Chinese) writing systems during two reading tasks. In one, participants read short stories under conditions that approximate natural reading, and in the other, participants decided whether individual stimuli were real words or not. Prior work comparing these two writing systems has overwhelmingly used meta-linguistic tasks, generally supporting the conclusion that the reading system is organized differently for skilled readers of Chinese and English. We observed that language differences in the reading network were greatly dependent on task. In lexical decision, a pattern consistent with prior research was observed in which the Middle Frontal Gyrus (MFG) and right Fusiform Gyrus (rFFG) were more active for Chinese than for English, whereas the posterior temporal sulcus was more active for English than for Chinese. We found a very different pattern of language effects in a naturalistic reading paradigm, during which significant differences were only observed in visual regions not typically considered specific to the reading network, and the middle temporal gyrus, which is thought to be important for direct mapping of orthography to semantics. Indeed, in areas that are often discussed as supporting distinct cognitive or linguistic functions between the two languages, we observed interaction. Specifically, language differences were most pronounced in MFG and rFFG during the lexical decision task, whereas no language differences were observed in these areas during silent reading of text for comprehension.

Emotionality in response to aircraft noise: A report of development work

NASA Technical Reports Server (NTRS)

Klaus, P. A.

1975-01-01

A literature search and pilot study conducted to investigate the topic of emotional response to aircraft noise are described. A Tell-A-Story Technique was developed for use in the pilot study which required respondents to make up stories for a series of aircraft-related and non-aircraft-related pictures. A content analysis of these stories was made. The major finding was that response patterns varied among three groups of respondents - those currently living near airports, those who had lived near airports in the past, and those who had never lived near airports. Negative emotional feelings toward aircraft were greatest among respondents who had lived near airports in the past but no longer did. A possible explanation offered for this finding was that people currently living near airports might adapt to the situation by denying some of their negative feelings, which they might feel more free to express after they had moved away from the situation. Other techniques used in the pilot study are also described, including group interviews and a word association task.

Faux-Pas Test: A Proposal of a Standardized Short Version.

PubMed

Fernández-Modamio, Mar; Arrieta-Rodríguez, Marta; Bengochea-Seco, Rosario; Santacoloma-Cabero, Iciar; Gómez de Tojeiro-Roce, Juan; García-Polavieja, Bárbara; González-Fraile, Eduardo; Martín-Carrasco, Manuel; Griffin, Kim; Gil-Sanz, David

2018-06-26

Previous research on theory of mind suggests that people with schizophrenia have difficulties with complex mentalization tasks that involve the integration of cognition and affective mental states. One of the tools most commonly used to assess theory of mind is the Faux-Pas Test. However, it presents two main methodological problems: 1) the lack of a standard scoring system; 2) the different versions are not comparable due to a lack of information on the stories used. These methodological problems make it difficult to draw conclusions about performance on this test by people with schizophrenia. The aim of this study was to develop a reduced version of the Faux-Pas test with adequate psychometric properties. The test was administered to control and clinical groups. Interrater and test-retest reliability were analyzed for each story in order to select the set of 10 stories included in the final reduced version. The shortened version showed good psychometric properties for controls and patients: test-retest reliability of 0.97 and 0.78, inter-rater reliability of 0.95 and 0.87 and Cronbach's alpha of 0.82 and 0.72.

Short Vigilance Tasks are Hard Work Even If Time Flies

DTIC Science & Technology

2016-10-21

maintaining the data needed , and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other...actual time. Upon completion of the task, participants filled out questionnaires related to the hedonic and temporal evaluation of the task. Participants...time. Upon completion of the task, participants filled out questionnaires related to the hedonic and temporal evaluation of the task. Participants

Overcoming Problems in Doctoral Writing through the Use of Visualisations: Telling Our Stories

ERIC Educational Resources Information Center

Barrett, Terry; Hussey, Jennie

2015-01-01

Doctoral students experience many challenges on the long journey towards completion. Common problems include: synthesising data, working at a conceptual level, clarifying the relationship of the parts of the thesis to the whole, finding a voice and completing a viva successfully. Few authors have addressed the use of visualisations to meet these…

Social Stories in mainstream schools for children with autism spectrum disorder: a feasibility randomised controlled trial.

PubMed

Marshall, David; Wright, Barry; Allgar, Victoria; Adamson, Joy; Williams, Christine; Ainsworth, Hannah; Cook, Liz; Varley, Danielle; Hackney, Lisa; Dempster, Paul; Ali, Shehzad; Trepel, Dominic; Collingridge Moore, Danielle; Littlewood, Elizabeth; McMillan, Dean

2016-08-11

To assess the feasibility of recruitment, retention, outcome measures and intervention training/delivery among teachers, parents and children. To calculate a sample size estimation for full trial. A single-centre, unblinded, cluster feasibility randomised controlled trial examining Social Stories delivered within a school environment compared with an attentional control. 37 primary schools in York, UK. 50 participants were recruited and a cluster randomisation approach by school was examined. Participants were randomised into the treatment group (n=23) or a waiting list control group (n=27). Acceptability and feasibility of the trial, intervention and of measurements required to assess outcomes in a definitive trial. An assessment of the questionnaire completion rates indicated teachers would be most appropriate to complete the primary outcome measure. 2 outcome measures: the Social Responsiveness Scale (SRS)-2 and a goal-based measure showed both the highest levels of completion rates (above 80%) at the primary follow-up point (6 weeks postintervention) and captured relevant social and behaviour outcomes. Power calculations were based on these 2 outcome measures leading to a total proposed sample size of 180 participant groups. Results suggest that a future trial would be feasible to conduct and could inform the policy and practice of using Social Stories in mainstream schools. ISRCTN96286707; Results. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Decreased susceptibility to false memories from misinformation in hormonal contraception users.

PubMed

Petersen, Nicole; Patihis, Lawrence; Nielsen, Shawn E

2015-01-01

Sex hormones are increasingly implicated in memory formation. Recent literature has documented a relationship between hormones and emotional memory and sex differences, which are likely related to hormones, have long been demonstrated in a variety of mnemonic domains, including false memories. Hormonal contraception (HC), which alters sex hormones, has been associated with a bias towards gist memory and away from detailed memory in women who use it during an emotional memory task. Here, we investigated whether HC was associated with changes in susceptibility to false memories, which may be related to the formation of gist memories. We tested false memory susceptibility using two well-validated false memory paradigms: the Deese-Roediger-McDermott (DRM) task, and a story-based misinformation task. We found that hormonal contraceptive users were less susceptible to false memories compared to non-users in the misinformation task, and no differences were seen between groups on the DRM task. We hypothesise that the differences in false memories from the misinformation task may be related to hormonal contraceptive users' memory bias away from details, towards gist memory.

The attention-getting capacity of whines and child-directed speech.

PubMed

Chang, Rosemarie Sokol; Thompson, Nicholas S

2010-06-03

The current study tested the ability of whines and child-directed speech to attract the attention of listeners involved in a story repetition task. Twenty non-parents and 17 parents were presented with two dull stories, each playing to a separate ear, and asked to repeat one of the stories verbatim. The story that participants were instructed to ignore was interrupted occasionally with the reader whining and using child-directed speech. While repeating the passage, participants were monitored for Galvanic skin response, heart rate, and blood pressure. Based on 4 measures, participants tuned in more to whining, and to a lesser extent child-directed speech, than neutral speech segments that served as a control. Participants, regardless of gender or parental status, made more mistakes when presented with the whine or child-directed speech, they recalled hearing those vocalizations, they recognized more words from the whining segment than the neutral control segment, and they exhibited higher Galvanic skin response during the presence of whines and child- directed speech than neutral speech segments. Whines and child-directed speech appear to be integral members of a suite of vocalizations designed to get the attention of attachment partners by playing to an auditory sensitivity among humans. Whines in particular may serve the function of eliciting care at a time when caregivers switch from primarily mothers to greater care from other caregivers.

The S&T Lecture: An Introduction to the 9th Congress of WSRM.

PubMed

Hallock, Geoffrey G

2018-05-03

Just what is the S&T lecture? In the beginning it appeared to be a dubious distinction, another task thrust upon me but different in that I had absolutely no idea what was wanted or would be appropriate. At the least, it seemed reasonable to recite a simple introductory story for what would be an extraordinary conclave. First, an appreciation was due to our dedicated leaders of World Society of Reconstructive Microsurgery (WSRM), who this year (2017) have put together the most extravagant meeting ever, intended to include not just the glamorous but the entire scope of rudimentary reconstructive microsurgery. We know we must acquire all this knowledge to succeed today and tomorrow, but also need not to overlook the struggles and sacrifices our predecessors had to overcome. Too often the past is forgotten, only to then inefficiently be repeated. Today then, this will be a short story, a story of our past that must never be cast aside. The WSRM here today is a great international forum where we can then mingle with all of our colleagues to help dictate the present, but also define the future role of all specialities here where the ultimate goal is to help those most in need. This S&T lecture will just be a history story, subject to your interpretation. Enjoy! Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Artists concept of Apollo 15 crewmen performing deployment of LRV

NASA Image and Video Library

1971-06-26

S71-38189 (26 June 1971) --- An artist's concept showing the final steps of readying the Apollo 15 Lunar Roving Vehicle (LRV) or Rover 1 for mobility on the lunar surface. Performing the last few LRV deployment tasks here are, left to right, astronauts James B. Irwin, lunar module pilot, and David R. Scott, commander. More specifically the tasks depicted here include the setting up of the seats and the total releasing of the LRV from the LM. (This is the fourth in a series of four Grumman Aerospace Corporation artist's concepts telling the lunar surface LRV deployment story for Apollo 15).

Guiding High School Students through Applied Internship Projects in College Environments: A Met School Story

ERIC Educational Resources Information Center

Hassan, Said

2012-01-01

Many high school students are faced with the dilemma of "what next?" as they go through their final years at school. With new-economy jobs becoming more complex and career paths increasingly convoluted, the decision-making process is no simple task. What do these jobs and careers entail? How does what they are studying in school relate…

Talking to the Beat: Six-Year-Olds' Use of Stroke-Defined Non-Referential Gestures

ERIC Educational Resources Information Center

Mathew, Mili; Yuen, Ivan; Demuth, Katherine

2018-01-01

Children are known to use different types of referential gestures (e.g., deictic, iconic) from a very young age. In contrast, their use of non-referential gestures is not well established. This study investigated the use of "stroke-defined non-referential" 'beat' gestures in a story-retelling and an exposition task by twelve 6-year-olds,…

Variety Is Not the Spice of Life for People with Autism Spectrum Disorders: Frequency Ratings of Central, Variable and Inappropriate Aspects of Common Real-Life Events

ERIC Educational Resources Information Center

Loth, Eva; Happe, Francesca; Gomez, Juan Carlos

2010-01-01

This study used a novel rating task to investigate whether high-functioning individuals with autism spectrum disorder (ASD) have difficulties distinguishing essential from variable aspects of familiar events. Participants read stories about everyday events and judged how often central, variable, and inappropriate event-components normally occur in…

Maternal Discussions of Mental States and Behaviors: Relations to Emotion Situation Knowledge in European American and Immigrant Chinese Children

ERIC Educational Resources Information Center

Doan, Stacey N.; Wang, Qi

2010-01-01

This study examined in a cross-cultural context mothers' discussions of mental states and external behaviors in a story-telling task with their 3-year-old children and the relations of such discussions to children's emotion situation knowledge (ESK). The participants were 71 European American and 60 Chinese immigrant mother-child pairs in the…

Perception of Threat in Children with Social Phobia: Comparison to Nonsocially Anxious Children before and after Treatment

ERIC Educational Resources Information Center

Cederlund, Rio; Ost, Lars-Goran

2011-01-01

The present study investigated interpretation bias and reduced evidence for danger (RED) bias in 49 children with social phobia and 49 nonsocially anxious children between the ages of 8 and 14 years, using an ambiguous stories task. A posttreatment and follow-up measure was included for 26 of the socially phobic children to examine whether there…

To Enter the Castle of Fear: Engendering Children's Story Writing from Home to School at KS2

ERIC Educational Resources Information Center

Millard, Elaine

2005-01-01

This paper describes a small-scale writing project in which a class of KS 2 primary pupils were invited to import their own narrative interests into a task designed by their teacher and the researcher within the constraints of the National Literacy Strategy. By employing an adventure genre, based on problem and puzzle solving, pupils were…

How Children with Autism Reason about Other's Intentions: False-Belief and Counterfactual Inferences

ERIC Educational Resources Information Center

Rasga, Célia; Quelhas, Ana Cristina; Byrne, Ruth M. J.

2017-01-01

We examine false belief and counterfactual reasoning in children with autism with a new change-of-intentions task. Children listened to stories, for example, Anne is picking up toys and John hears her say she wants to find her ball. John goes away and the reason for Anne's action changes--Anne's mother tells her to tidy her bedroom. We asked,…

Reading Minds: The Relation between Children's Mental State Knowledge and Their Metaknowledge about Reading

ERIC Educational Resources Information Center

Lecce, Serena; Zocchi, Silvia; Pagnin, Adriano; Palladino, Paola; Taumoepeau, Mele

2010-01-01

The relation between children's mental state knowledge and metaknowledge about reading was examined in 2 studies. In Study 1, 196 children (mean age = 9 years) were tested for verbal ability (VA), metaknowledge about reading, and mental state words in a story task. In Study 2, the results of Study 1 were extended by using a cross-lagged design and…

The Neural Substrates Associated with Attentional Resources and Difficulty of Concurrent Processing of the Two Verbal Tasks

ERIC Educational Resources Information Center

Mizuno, Kei; Tanaka, Masaaki; Tanabe, Hiroki C.; Sadato, Norihiro; Watanabe, Yasuyoshi

2012-01-01

The kana pick-out test has been widely used in Japan to evaluate the ability to divide attention in both adult and pediatric patients. However, the neural substrates underlying the ability to divide attention using the kana pick-out test, which requires participants to pick out individual letters (vowels) in a story while also reading for…

Task Force Butler: A Case Study in the Employment of an Ad Hoc Unit in Combat Operations, During Operation Dragoon, 1-30 August 1944

DTIC Science & Technology

2007-12-14

13 It was not until 2 July 1944, that General Sir Henry Maitland Wilson, the Supreme Allied Commander, Mediterranean Theater, was ordered to launch...John. I Remember, Stories of a Combat Infantrymen in World War II. Livermore: Camino Press, 1993. Summer, Ian . The French Army 1939-45 (1). Men-at

Mind Mirror Projects: A Tool for Integrating Critical Thinking into the English Language Classroom

ERIC Educational Resources Information Center

Tully, Matthew M.

2009-01-01

Identifying a point of view can be a complex task in any language. By analyzing what characters say, think, and do throughout a story, readers can observe how points of view tend to change over time. Easier said than done, this ability to climb inside the mind of a character can help students as they analyze personalities found in literature,…

From a Bird's Eye View: An Interdisciplinary Approach to Migration

ERIC Educational Resources Information Center

Benson, Juliann

2007-01-01

Inspiring students to learn about birds can be a daunting task--students see birds just about every day and often don't think twice about them. The activity described here is designed to excite students to "become" birds. Students are asked to create a model and tell the life story of a bird by mapping its migration pattern. (Contains 6 figures, 6…

Gains to L2 Listeners from Reading while Listening vs. Listening Only in Comprehending Short Stories

ERIC Educational Resources Information Center

Chang, Anna C.-S.

2009-01-01

This study builds on the concept that aural-written verification helps L2 learners develop auditory discrimination skills, refine word recognition and gain awareness of form-meaning relationships, by comparing two modes of aural input: reading while listening (R/L) vs. listening only (L/O). Two test tasks (sequencing and gap filling) of 95 items,…

Building Interagency Partnerships Curriculum: Instructor’s Guide

DTIC Science & Technology

2016-03-01

includes instructor-led components, documentary -style footage of subject matter experts, and true stories from the field to elicit reflection and discussion...context. The documentary -style films included in the curriculum are based on an analysis of interviews with military personnel, U.S. government... management tasks while collaborating with interagency partners. 29 Lesson 1: Boundary-Spanning OBJECTIVES The student will be: • Introduced to the

Children's Struggles with the Writing Process: Exploring Storytelling, Visual Arts, and Keyboarding to Promote Narrative Story Writing

ERIC Educational Resources Information Center

Dunn, Michael W.; Finley, Susan

2010-01-01

Composing text is an essential skill for students. Assignments, tests, and emailing are a few examples of the many tasks which require students to generate thoughts and put them into prose. For many students, choosing a topic, creating an outline, generating an initial draft, and making edits to produce a final copy is a fluid process which poses…

Correctional Education: A Way To Stay Out. Commendations [and] Recommendations for Illinois with Support Statements [and] Success Stories.

ERIC Educational Resources Information Center

Hackett, Bessie, Comp.

This document addresses correctional education, its effect on recidivism, and the cost of crime in the state of Illinois. COmmendations about current efforts, as well as recommendations for fiscal year 1991 are listed. Commendations are made: (1) for the work of the task force on released inmates; (2) to the competent and committed correctional…

Functional MRI in Medulloblastoma Survivors Supports Prophylactic Reading Intervention during Tumor Treatment

PubMed Central

Zou, Ping; Conklin, Heather M.; Scoggins, Matthew A.; Li, Yimei; Li, Xingyu; Jones, Melissa M.; Palmer, Shawna L.; Gajjar, Amar; Ogg, Robert J.

2015-01-01

Background Development of reading skills is vulnerable to disruption in children treated for brain tumors. Interventions, remedial and prophylactic, are needed to mitigate reading and other learning difficulties faced by survivors. A functional magnetic resonance imaging (fMRI) study was conducted to investigate long-term effects of a prophylactic reading intervention administered during radiation therapy in children treated for medulloblastoma. Methods The fMRI study included 19 reading-intervention (age 11.7±0.6 years) and 21 standard-of-care (age 12.1±0.6 years) medulloblastoma survivors, and 21 typically developing children (age 12.3±0.6 years). The survivors were 2.5 [1.2, 5.4] years after completion of tumor therapies and reading-intervention survivors were 2.9 [1.6, 5.9] years after intervention. Five fMRI tasks (Rapid Automatized Naming, Continuous Performance Test using faces and letters, orthographic and phonological processing of letter pairs, implicit word reading, and story reading) were used to probe reading-related neural activation. Woodcock-Johnson Reading Fluency, Word Attack, and Sound Awareness subtests were used to evaluate reading abilities. Results At the time of fMRI, Sound Awareness scores were significantly higher in the reading-intervention group than in the standard-of-care group (p = 0.046). Brain activation during the fMRI tasks was detected in left inferior frontal, temporal, ventral occipitotemporal, and subcortical regions, and differed among the groups (p<0.05, FWE). The pattern of group activation differences, across brain areas and tasks, was a normative trend in the reading-intervention group. Conclusions Standardized reading scores and patterns of brain activation provide evidence of long-term effects of prophylactic reading intervention in children treated for medulloblastoma. PMID:25967954

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

Buchholz, B. A.

The project has two main goals: 1) Identify the types of adducts naphthalene (NA) forms with DNA and 2) determine whether adduct formation correlates with site selective tumor formation in defined subcompartments of the respiratory tract (respiratory and olfactory nasal epithelium and airways of mice, rats and rhesus monkeys). Five tasks are associated with the completion of the goals. Task 1: Contracting and Animal Use Approvals. IACUC and ACURO approvals are complete. The subcontract with UC Davis (UCD) was executed in December 2014. Task 2: Perform In Vitro Study for Goal 1. Rat and mouse samples exposures completed. Monkey samplesmore » need to be exposed in next quarter. Task 3: Perform In Vitro Study for Goal 2. Mouse and rat ex vivo exposures completed. Monkey samples need to be completed in the next quarter. Task 4: Sample Preparation and Analysis. Mouse and Rat Goal 2 samples completed. Monkey samples remain to be done for Goal 2. Rat samples completed for Goal 1. Mouse and Monkey samples for Goal 1 need to be completed. Task 5: Data Interpretation and Reporting. Poster will be presented at 2016 Society of Toxicology Meeting. Outline for paper on adduct formation complete and similar to poster for SOT meeting.« less

Samples: The Story That They Tell and Our Role in Better Connecting Their Physical and Data Lifecycles.

NASA Astrophysics Data System (ADS)

Stall, S.

2016-12-01

The story of a sample starts with a proposal, a data management plan, and funded research. The sample is created, given a unique identifier (IGSN) and properly cared for during its journey to an appropriate storage location. Through its metadata, and publication information, the sample can become well known and shared with other researchers. Ultimately, a valuable sample can tell its entire story through its IGSN, associated ORCIDs, associated publication DOIs, and DOIs of data generated from sample analysis. This journey, or workflow, is in many ways still manual. Tools exist to generate IGSNs for the sample and subsamples. Publishers are committed to making IGSNs machine readable in their journals, but the connection back to the IGSN management system, specifically the System for Earth Sample Registration (SESAR) is not fully complete. Through encouragement of publishers, like AGU, and improved data management practices, such as those promoted by AGU's Data Management Assessment program, the complete lifecycle of a sample can and will be told through the journey it takes from creation, documentation (metadata), analysis, subsamples, publication, and sharing. Publishers and data facilities are using efforts like the Coalition for Publishing Data in the Earth and Space Sciences (COPDESS) to "implement and promote common policies and procedures for the publication and citation of data across Earth Science journals", including IGSNs. As our community improves its data management practices and publishers adopt and enforce machine readable use of unique sample identifiers, the ability to tell the entire story of a sample is close at hand. Better Data Management results in Better Science.

Acceptability and Applicability of an American Health Videogame with Story for Childhood Obesity Prevention Among Hong Kong Chinese Children

PubMed Central

Wang, Jingjing; Baranowski, Tom; Pitkethly, Amanda Jane; Buday, Richard

2015-01-01

Abstract Objective: Positive changes in diet have been observed in research carried out in the United States from the use of “Escape from Diab” (Diab), a health videogame designed to lower the risk of obesity and type 2 diabetes. Whether the American story and characters in Diab might be perceived by Hong Kong Chinese children as interesting has not been explored. This study assessed the acceptability and applicability of Diab among Hong Kong Chinese children, whether the Diab story was understood by them, and whether it had potential to influence them both during the game and afterward. Subjects and Methods: Thirty-four students (21 males, 13 females) 9–12 years of age were included. Upon completion of all the Diab episodes, children completed an immersion scale with 18 items, as well as an individual interview with 10 open-ended questions. Results: Children achieved average immersion after playing Diab with the mean score at 39.1 (standard deviation = 9.0), higher than the median (36) of possible scores (range, 18–54). Four themes using framework analysis emerged from the interviews, including intuitive feelings about the interface, playing experience, perception of the effect of Diab on behavior change, and the applicability of Diab to Hong Kong children. The story and game developed for American children were found acceptable and applicable to Hong Kong Chinese children. Conclusions: The combination of quantitative and qualitative methods confirmed the acceptability and applicability of Diab to Hong Kong Chinese children. PMID:26382015

The Normative and the Personal Life: Individual Differences in Life Scripts and Life Story Events among U.S.A. and Danish Undergraduates

PubMed Central

Rubin, David C.; Berntsen, Dorthe; Hutson, Michael

2011-01-01

Life scripts are culturally shared expectations about the order and timing of life events in a prototypical life course. American and Danish undergraduates produced life story events and life scripts by listing the seven most important events in their own lives and in the lives of hypothetical people living ordinary lives. They also rated their events on several scales and completed measures of depression, PTSD symptoms, and centrality of a negative event to their lives. The Danish life script replicated earlier work; the American life script showed minor differences from the Danish life script, apparently reflecting genuine differences in shared events as well as less homogeneity in the American sample. Both consisted of mostly positive events that came disproportionately from ages 15 to 30. Valence of life story events correlated with life script valence, depression, PTSD symptoms, and identity. In the Danish undergraduates, measures of life story deviation from the life script correlated with measures of depression and PTSD symptoms. PMID:19105087

Using Task Clarification, Graphic Feedback, And Verbal Feedback To Increase Closing-Task Completion In A Privately Owned Restaurant

PubMed Central

Weatherly, Nic L; Gravina, Nicole E

2005-01-01

An informant functional assessment was used to evaluate closing-task completion by servers and dishwashers at a restaurant. Based on the functional assessment results, an intervention consisting of task clarification, posted graphic feedback, and verbal feedback was implemented and evaluated with a multiple baseline design across two groups of employees. Results showed an increase of 15% and 38% in task completion for the two groups. PMID:15898481

Frontal brain activation in young children during picture book reading with their mothers

PubMed Central

Ohgi, Shohei; Loo, Kek Khee; Mizuike, Chihiro

2010-01-01

Aim This study was to measure changes in frontal brain activation in young children during picture book reading with their mothers. Methods The cross-sectional sample consisted of 15 young Japanese children (8 girls and 7 boys, mean age 23.1±3.4). Two experimental tasks were presented as follows: Task 1 (picture book reading with their mothers); Task 2 (viewing of book-on-video). Duration of task stimulus was 180 sec and the 60 sec interval was filled. Brain activation was measured using an optical topography system. Results Significant increases in oxy-Hb were observed in both right and left frontal areas in response to Task 1 compared to Task 2. There were significant correlations between child’s brain activity and mothers’ and children’s verbal – nonverbal behaviors. Conclusion There was greater frontal lobe activation in children when they were engaged in a picture book reading task with their mothers, as opposed to passive viewing of a videotape in which the story was read to them. Social and verbal engagement of the mother in reading picture books with her young child may mediate frontal brain activity in the child. PMID:19849672

The overlap between false belief and spatial reorientation in the temporo-parietal junction: The role of input modality and task.

PubMed

Özdem, Ceylan; Brass, Marcel; Van der Cruyssen, Laurens; Van Overwalle, Frank

2017-04-01

Neuroimaging research has demonstrated that the temporo-parietal junction (TPJ) is activated when unexpected stimuli appear in spatial reorientation tasks as well as during thinking about the beliefs of other people triggered by verbal scenarios. While the role of potential common component processes subserved by the TPJ has been extensively studied to explain this common activation, the potential confounding role of input modality (spatial vs. verbal) has been largely ignored. To investigate the role of input modality apart from task processes, we developed a novel spatial false belief task based on moving shapes. We explored the overlap in TPJ activation across this novel task and traditional tasks of spatial reorientation (Posner) and verbal belief (False Belief vs. Photo stories). The results show substantial overlap across the same spatial input modality (both reorientation and false belief) as well as across the common task process (verbal and spatial belief), but no triple overlap. This suggests the potential for an overarching function of the TPJ, with some degree of specialization in different subregions due to modality, function and connectivity. The results are discussed with respect to recent theoretical models of the TPJ.

Task allocation model for minimization of completion time in distributed computer systems

NASA Astrophysics Data System (ADS)

Wang, Jai-Ping; Steidley, Carl W.

1993-08-01

A task in a distributed computing system consists of a set of related modules. Each of the modules will execute on one of the processors of the system and communicate with some other modules. In addition, precedence relationships may exist among the modules. Task allocation is an essential activity in distributed-software design. This activity is of importance to all phases of the development of a distributed system. This paper establishes task completion-time models and task allocation models for minimizing task completion time. Current work in this area is either at the experimental level or without the consideration of precedence relationships among modules. The development of mathematical models for the computation of task completion time and task allocation will benefit many real-time computer applications such as radar systems, navigation systems, industrial process control systems, image processing systems, and artificial intelligence oriented systems.

The cultural life script of Qatar and across cultures: effects of gender and religion.

PubMed

Ottsen, Christina Lundsgaard; Berntsen, Dorthe

2014-01-01

Cultural life scripts (CLS) are culturally shared cognitive representations of the expected order and timing of important life events in a prototypical life. Through three studies data from Qatar were analysed and compared to previously collected data from Denmark, Turkey, and the US. In Study 1 we examined the CLS of Qatar in order to determine whether the clear segregation of men and women as well as the centrality of religion in this society would influence the CLS. A total of 55 Qatari undergraduates completed the standard CLS task, imaging a Qatari infant of their own as well as the opposite gender. In Study 2 important personal life story events were collected from 83 Qatari undergraduates in order to explore the overlap between remembered life events and CLS events. Study 3 was a reanalysis of CLS data from Denmark, Turkey, and the US. There was a considerable overlap of events across cultures, but we also found that the Qatari CLS showed more gender differences and contained more religious and positive events compared to the other three countries.

The stories we tell: how age, gender, and forgiveness affect the emotional content of autobiographical narratives.

PubMed

Robertson, Sarah M C; Swickert, Rhonda J

2018-04-01

Researchers have been attempting to understand the variables that predict differences in autobiographical narratives, given that these differences often reveal important information about the psychological characteristics of the person providing the narrative. A sample of young adults (n = 80) and older adults (n = 80) completed a battery of self-report measures in addition to an autobiographical narrative task in which they described a negative emotional experience. These narratives were transcribed and entered into a text analysis program. Results indicated a significant three-way interaction (age × gender × forgiveness) for negative emotion words. Results also indicated two significant two-way interactions (age × forgiveness and gender × forgiveness) and one significant main effect for anger words. There were no significant findings related to anxiety or sad words. Results are discussed in the context of Socioemotional Selectivity Theory, which asserts that social and emotional goals shift throughout the lifespan such that older adults are more motivated to regulate their emotions than young adults. Clinical applications and future directions are discussed.

Delegation of clinical dietetic tasks in military and civilian hospitals: implications for practice.

PubMed

Myers, M E; Gregoire, M B; Spears, M C

1991-12-01

The purposes of our research were two-fold: to determine perceptions of the quality of task performance and to identify dietetic personnel currently performing clinical dietetic tasks in military and civilian hospitals. Questionnaires were returned from 309 dietitians and 208 dietetic support personnel at 151 military and civilian hospitals (73% response overall). For tasks completed by support personnel, no task was rated as having optimum quality, 1 was rated as highly acceptable, 6 as acceptable, 19 as somewhat unacceptable, and 4 as unacceptable. Current performance ratings indicated that 1 task was performed solely by dietitians, 21 were completed by dietitians with assistance, 6 were completed jointly by dietitians and support personnel, 2 were completed by support personnel with supervision by dietitians, and no task was completed independently by support personnel. Tasks were grouped into four categories: basic clinical dietetics (11 tasks), intermediate and in-depth clinical dietetics (12 tasks), outpatient nutrition clinic (5 tasks), and nutrition education (community) (4 tasks). Quality scores for the US Air Force (USAF) hospitals were higher for all task categories except intermediate and in-depth clinical dietetic tasks. The quality scores of support personnel were higher than those of dietitians for all task categories. The USAF performance scores indicated significantly more involvement of support personnel. Generally, the performance scores of dietitians increased with experience; the scores of support personnel decreased with experience. Correlations between quality and performance ratings for individual tasks revealed low to moderate relationships. Our results suggest that additional delegation of tasks to dietetic support personnel may be possible without negatively affecting perceptions of the quality of task outcome.(ABSTRACT TRUNCATED AT 250 WORDS)

A pediatric digital storytelling system for third year medical students: The Virtual Pediatric Patients

PubMed Central

D'Alessandro, Donna M; Lewis, Tamra E; D'Alessandro, Michael P

2004-01-01

Background Computer-based patient simulations (CBPS) are common, effective, instructional methods for medical students, but have limitations. The goal of this project was to describe the development of a CBPS designed to overcome some of these limitations and to perform an online evaluation. Methods In 1996, patients and families experiencing a common pediatric problem were interviewed, photographed and a chart review completed. A digital storytelling template was developed: 1. patient's story, evaluation and clinical course, 2. problem-based approach to the evaluation, and 3. discussion of disease process. The media was digitized and placed onto the Internet. The digital stories and a 10-question online survey were pilot tested. Online survey responses were collected from 1999–2003. Overall use of the digital stories was measured by computer server logs and by the number of hyperlinks to the CBPS. Results Eight stories were created using this system. Over 4.5 years, 814,148 digital story pages were read by 362,351 users. Hyperlink citations from other websites to the CBPS were 108. Online survey respondents (N = 393) described the overall quality as excellent or very good (88.4%). The stores were clearly written (92%) at an appropriate level (91.4%). Respondents felt they could begin to evaluate a similar case presentation (95.4%), and would remember the case in the future (91%). Conclusions A new type of CBPS, the digital storytelling system, has been developed and evaluated which and appears to be successful in overcoming some of the limitations of earlier CBPS by featuring patient's stories in their own words, by focusing on problems rather than diseases, and by having stories that are quick for students to work through. PMID:15260883

A pediatric digital storytelling system for third year medical students: the virtual pediatric patients.

PubMed

D'Alessandro, Donna M; Lewis, Tamra E; D'Alessandro, Michael P

2004-07-19

Computer-based patient simulations (CBPS) are common, effective, instructional methods for medical students, but have limitations. The goal of this project was to describe the development of a CBPS designed to overcome some of these limitations and to perform an online evaluation. In 1996, patients and families experiencing a common pediatric problem were interviewed, photographed and a chart review completed. A digital storytelling template was developed: 1. patient's story, evaluation and clinical course, 2. problem-based approach to the evaluation, and 3. discussion of disease process. The media was digitized and placed onto the Internet. The digital stories and a 10-question online survey were pilot tested. Online survey responses were collected from 1999-2003. Overall use of the digital stories was measured by computer server logs and by the number of hyperlinks to the CBPS. Eight stories were created using this system. Over 4.5 years, 814,148 digital story pages were read by 362,351 users. Hyperlink citations from other websites to the CBPS were 108. Online survey respondents (N = 393) described the overall quality as excellent or very good (88.4%). The stores were clearly written (92%) at an appropriate level (91.4%). Respondents felt they could begin to evaluate a similar case presentation (95.4%), and would remember the case in the future (91%). A new type of CBPS, the digital storytelling system, has been developed and evaluated which and appears to be successful in overcoming some of the limitations of earlier CBPS by featuring patient's stories in their own words, by focusing on problems rather than diseases, and by having stories that are quick for students to work through.

Using Esri Story Map Technology to Demonstrate SERVIR Global Success Stories

NASA Astrophysics Data System (ADS)

Adams, E. C.; Flores, A.; Muench, R.; Coulter, D.; Limaye, A. S.; Irwin, D.

2016-12-01

A joint development initiative of the National Aeronautics and Space Administration (NASA) and the United States Agency for International Development (USAID), SERVIR works in partnership with leading regional organizations world-wide to help developing countries build their capacity to use information provided by Earth observing satellites and geospatial technologies for managing climate and weather risks, food security and agriculture, land use change, water resources, and natural disaster response. The SERVIR network currently includes 4 regional hubs: Eastern and Southern Africa, Hindu-Kush-Himalaya, the Lower Mekong region, and West Africa, and has completed project activities in the Mesoamerica region. SERVIR has activities in over 40 countries, has developed 70 custom tools, and has collaborated with 155 institutions to apply current state of the art science and technology to decision making. Many of these efforts have the potential to continue to influence decision-making at new institutions throughout the globe; however, engaging those stakeholders and society while maintaining a global brand identity is challenging. Esri story map technologies have allowed the SERVIR network to highlight the applications of SERVIR projects. Conventional communication approaches have been used in SERVIR to share success stories of our geospatial projects; however, the power of Esri story telling offers a great opportunity to convey effectively the impacts of the geospatial solutions provided through SERVIR to end users. This paper will present use cases of how Esri story map technologies are being used across the SERVIR network to effectively communicate science to SERVIR users and general public. The easy to use design templates and interactive user interface are ideal for highlighting SERVIR's diverse products. In addition, the SERVIR team hopes to continue using story maps for project outreach and user engagement.

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

PubMed

Limpo, Teresa; Alves, Rui A

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

Nataniel, NAFTA, and Public Health at the U.S.-Mexico Border.

PubMed

Olson, Tom; Tapia, Sergio

2009-01-01

Advocating overall improvements in health for individuals and communities is a daunting but important task for nurses in particular, and for health care professionals in general. This is particularly true when focusing on the population along the 2,000-mile U.S.-Mexico border, a unique region in which distinct cultures, economies, and political systems meet. The purpose of this paper is to confront the assumption that trade and economic expansion automatically translate into improved public health, and to explore policy implications of the public health situation at the border. It uses a meta-narrative, an overarching story that draws on and illustrates collective stories from 300 participants in a study of mental health disparities, to argue for a more nuanced and complex understanding of health among the largely Hispanic population in this region.

Measuring Theory of Mind in Adults with Autism Spectrum Disorder.

PubMed

Brewer, Neil; Young, Robyn L; Barnett, Emily

2017-07-01

Deficits in Theory of Mind (ToM)-the ability to interpret others' beliefs, intentions and emotions-undermine the ability of individuals with Autism Spectrum Disorder (ASD) to interact in socially normative ways. This study provides psychometric data for the Adult-Theory of Mind (A-ToM) measure using video-scenarios based in part on Happé's (Instructions for theory of mind story task, 1999) Strange Stories test. The final items discriminated IQ-matched adults with ASD from controls on the social but not the physical items. Additional validity data included a two-component principal components solution, correlations with existing ToM scales, and the absence of correlations with self-report measures of empathy and social anxiety (not requiring inferences about the intent of others). The expected group differences in ToM were accompanied by marked variability in the ASD sample.

Assessing Advanced Theory of Mind in Children and Adolescents with High-Functioning Autism: The Spanish Version of the Stories of Everyday Life.

PubMed

Lera-Miguel, Sara; Rosa, Mireia; Puig, Olga; Kaland, Nils; Lázaro, Luisa; Castro-Formieles, Josefina; Calvo, Rosa

2016-01-01

Most individuals with autism spectrum disorders often fail in tasks of theory of mind (ToM). However, those with normal intellectual functioning known as high functioning ASD (HF-ASD) sometimes succeed in mentalizing inferences. Some tools have been developed to more accurately test their ToM abilities. The aims of this study were to examine the psychometric properties of the Spanish version of Stories of Everyday Life Test (SEL) in a sample of 29 children and adolescents with HF-ASD and 25 typically developing controls and to compare their performance. The Spanish-SEL demonstrated good internal consistency, strong convergence with clinical severity and another ToM test, and adequate discriminant validity from intellectual capability and age, identifying the condition of 70 % of participants.

Keeping pace with Capitol Hill

USGS Publications Warehouse

Cooper, C.

2007-01-01

At the Capitol Hill, the legislative branch of the United States government, the work is always at pace. Working with Congress is a tough job yet, rewarding. The Congress worked hard together to serve the public interest but many big issues are one small part of what Congress does. However, many US news media do not report what the government does instead, the media report what the government argues about. The media reports the conflicts but story is always incomplete. In order for the people know what is happening to the government, contact the congressional representative to know the complete story.

Creating stories for learning about the neonatal care experience through the eyes of student nurses: An interpretive, narrative study.

PubMed

Petty, Julia

2017-01-01

Storytelling is an increasingly well recognised and valued platform to learn about the human experience within healthcare. Little is known however about how stories can enhance understanding in neonatal care, a specialised field offering rich opportunities for learning. This study focuses on the creation of stories based on the experiences of student nurses to inform teaching and learning strategies in the neonatal field. The study aimed to create stories from the narratives of student nurses working within the neonatal field and identify what key themes for learning emerged in order to develop a storytelling resource to share experiences with their peers. An interpretive, constructivist approach was used to collect, analyse and create stories from student nurse's experiences, in line with narrative inquiry. Six pre-registration children's nursing students were selected by purposive sampling. Interviews were undertaken within six weeks following placement completion in an agreed location. Narratives were obtained by semi-structured interviews. Narrative analysis and core story creation was undertaken to construct stories and key learning themes emerged which provided the pedagogical basis for subsequent digital resource development. Key themes emerged relating to the insight and observances of student nurses and the neonatal journey they had experienced, including the nature of neonatal care, experiences of the neonate and parents, the environment and their own learning transition. Preliminary peer evaluation of the storytelling resource revealed storytelling as an interesting and novel approach to teaching & learning, learning from ones' peers, preparation for practice and a valuable insight into a new specialist area. The study has value to teaching and learning by enabling an appreciation of how narrative can be used to portray the experiences of learners. Findings also support an approach to analysing narrative to create stories for learning and inform subsequent digital resource development. Copyright © 2016 Elsevier Ltd. All rights reserved.

How Does L1 and L2 Exposure Impact L1 Performance in Bilingual Children? Evidence from Polish-English Migrants to the United Kingdom

PubMed Central

Haman, Ewa; Wodniecka, Zofia; Marecka, Marta; Szewczyk, Jakub; Białecka-Pikul, Marta; Otwinowska, Agnieszka; Mieszkowska, Karolina; Łuniewska, Magdalena; Kołak, Joanna; Miękisz, Aneta; Kacprzak, Agnieszka; Banasik, Natalia; Foryś-Nogala, Małgorzata

2017-01-01

Most studies on bilingual language development focus on children’s second language (L2). Here, we investigated first language (L1) development of Polish-English early migrant bilinguals in four domains: vocabulary, grammar, phonological processing, and discourse. We first compared Polish language skills between bilinguals and their Polish non-migrant monolingual peers, and then investigated the influence of the cumulative exposure to L1 and L2 on bilinguals’ performance. We then examined whether high exposure to L1 could possibly minimize the gap between monolinguals and bilinguals. We analyzed data from 233 typically developing children (88 bilingual and 145 monolingual) aged 4;0 to 7;5 (years;months) on six language measures in Polish: receptive vocabulary, productive vocabulary, receptive grammar, productive grammar (sentence repetition), phonological processing (non-word repetition), and discourse abilities (narration). Information about language exposure was obtained via parental questionnaires. For each language task, we analyzed the data from the subsample of bilinguals who had completed all the tasks in question and from monolinguals matched one-on-one to the bilingual group on age, SES (measured by years of mother’s education), gender, non-verbal IQ, and short-term memory. The bilingual children scored lower than monolinguals in all language domains, except discourse. The group differences were more pronounced on the productive tasks (vocabulary, grammar, and phonological processing) and moderate on the receptive tasks (vocabulary and grammar). L1 exposure correlated positively with the vocabulary size and phonological processing. Grammar scores were not related to the levels of L1 exposure, but were predicted by general cognitive abilities. L2 exposure negatively influenced productive grammar in L1, suggesting possible L2 transfer effects on L1 grammatical performance. Children’s narrative skills benefitted from exposure to two languages: both L1 and L2 exposure influenced story structure scores in L1. Importantly, we did not find any evidence (in any of the tasks in which the gap was present) that the performance gap between monolinguals and bilinguals could be fully closed with high amounts of L1 input. PMID:28928681

Improving Closing Task Completion in a Drugstore

ERIC Educational Resources Information Center

Fante, Rhiannon; Davis, Ora L.; Kempt, Vivian

2013-01-01

A within-subject ABAB reversal design was utilized to investigate the effects of graphic feedback and goal setting on employee closing task completion. Goal setting was contingent upon baseline performance and graphic feedback was posted weekly. It was found that goal setting and graphic feedback improved employee closing task completion.…

The Nexus between the Above-Average Effect and Cooperative Learning in the Classroom

ERIC Educational Resources Information Center

Breneiser, Jennifer E.; Monetti, David M.; Adams, Katharine S.

2012-01-01

The present study examines the above-average effect (Chambers & Windschitl, 2004; Moore & Small, 2007) in assessments of task performance. Participants completed self-estimates of performance and group estimates of performance, before and after completing a task. Participants completed a task individually and in groups. Groups were…

Taking Education for All Goals in Sub-Saharan Africa to Task: What's the Story So Far and What is Needed Now?

ERIC Educational Resources Information Center

Nudzor, Hope Pius

2015-01-01

In many sub-Saharan African countries, the endorsement of the 1990 Education for All (EFA) and the 2000 Millennium Development Goals agreements have resulted in the introduction of "fee-free" education policies in recent time. Yet, in 2015 it is becoming unlikely that education for all will be attained, as it has not been achieved…

Cognitive Engagement and Story Comprehension in Typically Developing Children and Children with ADHD from Preschool through Elementary School

ERIC Educational Resources Information Center

Lorch, Elizabeth P.; Milich, Richard; Astrin, Clarese C.; Berthiaume, Kristen S.

2006-01-01

The present study examined children's cognitive engagement with television as a function of the continuity of central or incidental content and whether this varied with age and clinical status. In Experiment 1, 9- to 11-year-old children's response times on a secondary task were slower the later a probe occurred in a sequence of central events,…

Talking about Illness: Mothers' and Toddlers' Conversations during a Joint Book-Reading Task

ERIC Educational Resources Information Center

White, Carmel Parker; Bellamy, Roberta Woodlief; Powell, Monica Creech; Wittenauer, Ashley Rae

2011-01-01

This study examined the language used by mothers to talk about acute and chronic illness while engaged in a joint book-reading of a story where the main character had a cold. Thirty-four toddlers and their mothers participated in the study. Some of the mothers had a chronic illness, and some of the families or the children had had an acute illness…

Assessing Advanced Theory of Mind in Children and Adolescents with High-Functioning Autism: The Spanish Version of the "Stories of Everyday Life"

ERIC Educational Resources Information Center

Lera-Miguel, Sara; Rosa, Mireia; Puig, Olga; Kaland, Nils; Lázaro, Luisa; Castro-Formieles, Josefina; Calvo, Rosa

2016-01-01

Most individuals with autism spectrum disorders often fail in tasks of theory of mind (ToM). However, those with normal intellectual functioning known as high functioning ASD (HF-ASD) sometimes succeed in mentalizing inferences. Some tools have been developed to more accurately test their ToM abilities. The aims of this study were to examine the…

Two takes on the social brain: a comparison of theory of mind tasks.

PubMed

Gobbini, Maria Ida; Koralek, Aaron C; Bryan, Ronald E; Montgomery, Kimberly J; Haxby, James V

2007-11-01

We compared two tasks that are widely used in research on mentalizing--false belief stories and animations of rigid geometric shapes that depict social interactions--to investigate whether the neural systems that mediate the representation of others' mental states are consistent across these tasks. Whereas false belief stories activated primarily the anterior paracingulate cortex (APC), the posterior cingulate cortex/precuneus (PCC/PC), and the temporo-parietal junction (TPJ)--components of the distributed neural system for theory of mind (ToM)--the social animations activated an extensive region along nearly the full extent of the superior temporal sulcus, including a locus in the posterior superior temporal sulcus (pSTS), as well as the frontal operculum and inferior parietal lobule (IPL)--components of the distributed neural system for action understanding--and the fusiform gyrus. These results suggest that the representation of covert mental states that may predict behavior and the representation of intentions that are implied by perceived actions involve distinct neural systems. These results show that the TPJ and the pSTS play dissociable roles in mentalizing and are parts of different distributed neural systems. Because the social animations do not depict articulated body movements, these results also highlight that the perception of the kinematics of actions is not necessary to activate the mirror neuron system, suggesting that this system plays a general role in the representation of intentions and goals of actions. Furthermore, these results suggest that the fusiform gyrus plays a general role in the representation of visual stimuli that signify agency, independent of visual form.

A longitudinal investigation of the relationship between maternal mind-mindedness and theory of mind.

PubMed

Kirk, Elizabeth; Pine, Karen; Wheatley, Lisa; Howlett, Neil; Schulz, Joerg; Fletcher, Ben C

2015-11-01

Data are presented from a longitudinal investigation examining the relationship between maternal mind-mindedness (MM) in infancy and socio-cognitive development in childhood. We revisited children (n = 18) who had taken part in a longitudinal study as infants. MM had been assessed at 10, 12, 16, and 20 months of age. We followed up these children at 5-6 years of age to test their higher order theory of mind (ToM) (using the strange stories task). The convergent validity, temporal stability, and predictive validity of the construct of MM were examined in a longitudinal data set. The five measures of MM were not significantly correlated. Mother's production of appropriate mind-related comments (but no other measures) showed evidence of temporal stability throughout infancy. Thus, MM (as measured by appropriate mind-related comments) was confirmed as a stable construct. Children's ToM at 5-6 years of age was significantly predicted by their mother's MM up to 4 years earlier, with MM accounting for 40% of the variance of the strange stories task scores. These findings identify a relationship between MM across a protracted period of infancy and socio-cognitive development at 5-6 years of age. © 2015 The British Psychological Society.

Factors influencing the academic motivation of individual college students.

PubMed

Yoshida, Masahiro; Tanaka, Masaaki; Mizuno, Kei; Ishii, Akira; Nozaki, Kumi; Urakawa, Ayako; Cho, Yuki; Kataoka, Yosky; Watanabe, Yasuyoshi

2008-10-01

Motivation is an important psychological concept in academic learning. Subjects performed jigsaw puzzle and square puzzle sessions (as difficulty variant task) and 80%, 50%, and 20% completion sessions (as completion variant task). After square puzzle or 20% completion sessions, subjective motivation decreased. Although baseline scores on an academic motivation scale were negatively correlated with changes in subjective motivation for the square puzzle session, a positive correlation was observed for the 20% completion session. These suggest that while continual completion of facile task trials may support the motivation of college students with lower academic motivation, attempting difficult task trials may sustain that of those with higher academic motivation.

Impact of life stories on college students' positive and negative attitudes toward older adults.

PubMed

Yamashita, Takashi; Hahn, Sarah J; Kinney, Jennifer M; Poon, Leonard W

2017-03-28

Gerontological educators are increasingly interested in reducing college students' negative, and promoting their positive, attitudes toward older adults. Over the course of a semester, students from six 4-year institutions viewed three life story videos (documentaries) of older adults and completed pre- and posttest surveys that assessed their positive (Allophilia Scale) and negative (Fraboni Scale of Ageism) attitudes. The authors assessed changes in attitudinal scales between treatment (with videos, n = 80) and control (no video, n = 40) groups. Change score analysis with 95% bias-corrected bootstrap confidence intervals estimated the effects of the documentaries on students' attitudes. The treatment group showed significant increases in kinship, engagement, and enthusiasm, and decreases in antilocution and avoidance (all ps <.05). There was no significant change in affect, comfort, or discrimination. This study demonstrated how video stories impact students' attitudes about older adults.

Actively caring to prevent bullying in an elementary school: Prompting and rewarding prosocial behavior.

PubMed

McCarty, Shane; Teie, Sophia; McCutchen, Jenna; Geller, E Scott

2016-01-01

This field study evaluated the impact of an intervention designed to prevent bullying among elementary-school students by prompting and rewarding prosocial behavior. More specifically, teachers of 404 second-, third-, fourth-, fifth-, and sixth-grade students from an elementary school in northeast Virginia asked their students to look out for other students' prosocial behaviors (termed "actively caring") and to submit their stories about actively caring. At the start of every class day, the teachers read three of these stories and recognized one story and the two associated students (i.e., the observer and the performer) by providing each with a wristband engraved with "Actively Caring for People." For six consecutive Fridays, students reported their observations of bullying and completed a single item estimate of self-esteem. Weekly surveys revealed reductions in "being bullied" and "bullying others," as well as an increase in self-esteem.

Public speaking in front of an unreceptive audience increases implicit power motivation and its endocrine arousal signature.

PubMed

Wiemers, Uta S; Schultheiss, Oliver C; Wolf, Oliver T

2015-05-01

The present study explored the motivational characteristics of the Trier Social Stress Test (TSST; Kirschbaum, Pirke, & Hellhammer, 1993). Seventy-two participants either completed the public-speaking component of the TSST or, as a control condition, the friendly TSST (Wiemers, Schoofs, & Wolf, 2013) and wrote picture stories both before and after treatment. Stories were coded for motivational imagery related to power, achievement, and affiliation as well as for activity inhibition, a marker of functional brain lateralization during stress. The TSST had a specific arousing effect on power motivation, but not on other motivational needs, on activity inhibition, or on story length. TSST-elicited increases in power imagery, but not in achievement or affiliation imagery, were associated with a relatively greater salivary alpha-amylase response and with a relatively lesser salivary cortisol response. These findings suggest that the TSST specifically induces power-related stress. Copyright © 2015 Elsevier Inc. All rights reserved.

Inferencing Processes After Right Hemisphere Brain Damage: Effects of Contextual Bias

PubMed Central

Blake, Margaret Lehman

2009-01-01

Purpose Comprehension deficits associated with right hemisphere brain damage (RHD) have been attributed to an inability to use context, but there is little direct evidence to support the claim. This study evaluated the effect of varying contextual bias on predictive inferencing by adults with RHD. Method Fourteen adults with no brain damage (NBD) and 14 with RHD read stories constructed with either high predictability or low predictability of a specific outcome. Reading time for a sentence that disconfirmed the target outcome was measured and compared with a control story context. Results Adults with RHD evidenced activation of predictive inferences only for highly predictive conditions, whereas NBD adults generated inferences in both high- and low-predictability stories. Adults with RHD were more likely than those with NBD to require additional time to integrate inferences in high-predictability conditions. The latter finding was related to working memory for the RHD group. Results are interpreted in light of previous findings obtained using the same stimuli. Conclusions RHD does not abolish the ability to use context. Evidence of predictive inferencing is influenced by task and strength of inference activation. Treatment considerations and cautions regarding interpreting results from one methodology are discussed. PMID:19252126

Verbal and nonverbal communication of events in learning-disability subtypes.

PubMed

Loveland, K A; Fletcher, J M; Bailey, V

1990-08-01

This study compared a group of nondisabled children (ND) with groups of learning-disabled children who were primarily impaired in reading and arithmetic skills (Reading-Arithmetic Disabled; RAD) and arithmetic but not reading (Arithmetic Disabled; AD) on a set of tasks involving comprehension and production of verbally and nonverbally presented events. Children viewed videotaped scenarios presented in verbal (narrative) and nonverbal (puppet actors) formats and were asked to describe or enact with puppets the events depicted in the stories. Rourke (1978, 1982) has shown that RAD children have problems with verbal skills, whereas AD children have problems with nonverbal skills. Consequently, it was hypothesized that children's performance in comprehending and reproducing stories would be related to the type of learning disability. Results showed that RAD children made more errors than AD children with verbal presentations and describe-responses, whereas AD children made more errors than RAD children with nonverbal presentations and enact-responses. In addition, learning disabled children were more likely than controls to misinterpret affect and motivation depicted in the stories. These results show that learning disabled children have problems with social communication skills, but that the nature of these problems varies with the type of learning disability.

Mood congruity and episodic memory in young children.

PubMed

Christodoulou, Joan; Burke, Deborah M

2016-02-01

Although mood congruity effects on episodic memory have been reported extensively in adults, they have not been reported for children younger than 10 years. The current research investigated mood congruity effects in story recall using an embodied approach to mood induction involving a facial manipulation task with 3- and 4-year-old children. Participants held a chopstick or a popsicle stick in their mouths in a way to either produce or inhibit a smile while they listened to a story featuring happy events for a happy character and sad events for a sad character. Children's mood ratings before and after mood induction indicated that mood became more positive in the smile condition, with no change in the no smile condition. Children in the smile condition, but not in the no smile condition, remembered more about the happy character than the sad character in the story. These results extend mood congruity effects to 3- and 4-year olds, suggesting that at this age representations of emotion interact with basic memory processes. Moreover, the efficacy of reenactment of sensorimotor components of emotion in modifying mood is consistent with embodied representation of emotion during early childhood. Copyright © 2015 Elsevier Inc. All rights reserved.

Cognitive and affective associations with an ecologically valid test of theory of mind across the lifespan.

PubMed

Johansson Nolaker, Emilie; Murray, Kim; Happé, Francesca; Charlton, Rebecca A

2018-05-24

Many studies have demonstrated that theory of mind (ToM) ability declines with increasing age. Research has found that ToM-age associations are often mediated by other cognitive abilities particularly executive function. However, older adults rarely complain about real-world ToM difficulties. It has been suggested that older adults may perform better in real-world situations compared with experimental settings. We examined performance on the Strange Stories Film Task (SSFT) which has been designed to assess ToM using naturalistic, video scenarios. Sixty adults aged between 17- and 95-years-old completed the SSFT, inhibitory control (Stroop) and working memory (letter-number sequencing) measures, the basic empathy scale (cognitive and affective empathy), and the broad autism phenotype questionnaire. ToM performance correlated significantly with age, whereas performance on a control task did not. Partial correlations and stepwise regression analyses demonstrated that performance on the three SSFT ToM measures was explained by a combination of executive function and empathy measures, with age explaining none of the variance. Using a naturalistic test of ToM, performance was shown to decline with age for ToM but not control scenarios. Across the lifespan, the variance in ToM performance was explained by cognitive abilities and empathy but not age. Age alone may not influence ToM ability, but may be associated with age-related changes in cognition and social-cognition. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Attributional style in healthy persons: its association with 'theory of mind' skills.

PubMed

Jeon, Im Hong; Kim, Kyung Ran; Kim, Hwan Hee; Park, Jin Young; Lee, Mikyung; Jo, Hye Hyun; Koo, Se Jun; Jeong, Yu Jin; Song, Yun Young; Kang, Jee In; Lee, Su Young; Lee, Eun; An, Suk Kyoon

2013-03-01

Attributional style, especially external personal attribution bias, was found to play a pivotal role in clinical and non-clinical paranoia. The study of the relationship of the tendency to infer/perceive hostility and blame with theory of mind skills has significant theoretical importance as it may provide additional information on how persons process social situations. The aim of this study was whether hostility perception bias and blame bias might be associated with theory of mind skills, neurocognition and emotional factors in healthy persons. Total 263 participants (133 male and 130 female) were recruited. The attributional style was measured by using the Ambiguous Intentions Hostility Questionnaire (AIHQ). Participants were requested to complete a Brüne's Theory of Mind Picture Stories task, neurocognitive task including Standard Progressive Matrices (SPM) and digit span, and other emotional dysregulation trait scales including Rosenberg's self-esteem, Spielberg's trait anxiety inventory, and Novaco anger scale. Multiple regression analysis showed that hostility perception bias score in ambiguous situation were found to be associated with theory of mind questionnaire score and emotional dysregulation traits of Novaco anger scale. Also, composite blame bias score in ambiguous situation were found to be associated with emotional dysregulation traits of Novaco anger scale and Spielberg's trait anxiety scale. The main finding was that the attributional style of hostility perception bias might be primarily contributed by theory of mind skills rather than neurocognitive function such as attention and working memory, and reasoning ability. The interpretations and implications would be discussed in details.

Altruistic sharing behavior in children: Role of theory of mind and inhibitory control.

PubMed

Liu, Buyun; Huang, Zhelan; Xu, Guifeng; Jin, Yu; Chen, Yajun; Li, Xiuhong; Wang, Qingxiong; Song, Shanshan; Jing, Jin

2016-01-01

This study aimed to assess altruistic sharing behavior in children aged 3 to 5, 6 to 8, and 9 to 11 years and to explore the involvement of potential cognitive mechanisms, namely theory of mind (ToM) and inhibitory control. A total of 158 children completed a dictator game with stickers as incentives. ToM was evaluated using a false belief task in preschoolers and the Strange Story Test in school-age children. Inhibitory control was assessed in preschoolers with the Day-Night task and in older children with the Stroop Color-Word Test. The result was that 48.10% of children aged 3 to 5 years decided to share, and the percentage rose significantly with increasing age. The difference in altruism level in children who decided to share among the three age groups was nonsignificant. These results suggest that mechanisms underlying the decision to share or not and altruistic behavior may be different. No significant linear relations were found between cognitive processes (i.e., ToM and inhibitory control) and sharing behavior. Surprisingly, 9- to 11-year-olds who shared 3 of 10 stickers performed worse in inhibitory control than did those who shared any other number of stickers. In conclusion, the proportion of children who decided to share, but not the level of altruism, increased with age. ToM was not involved in altruistic sharing, whereas inhibitory control may play a role when deciding how much to share. Copyright © 2015 Elsevier Inc. All rights reserved.

Episodic memory change in late adulthood: generalizability across samples and performance indices.

PubMed

Dixon, Roger A; Wahlin, Ake; Maitland, Scott B; Hultsch, David F; Hertzog, Christopher; Bäckman, Lars

2004-07-01

Younger adults recall more information from episodic memory tasks than do older adults. Because longitudinal studies are rare and often incompatible, the extent of actual late-life memory change is not well established. We assemble two different longitudinal samples of normal older adults, each of which is tested twice at a 3-year interval, using a large battery of episodic memory indicators. Together, two-wave data from both the Victoria Longitudinal Study in Canada (n = 400) and the Kungsholmen Project in Sweden (n = 168) cover a 40-year span of adulthood, ranging from 54 to 94 years of age. Principal memory tasks include categorizable word lists, story recall, and random word lists, as well as indicators of cognitive support. Overall, an examination of performance on sets of common and complementary episodic tasks reveals that, for both samples, actual 3-year changes are modest and that, when decline occurs, it is gradual. The exception-greater decline for more supported tasks-suggests that these may be especially sensitive to late-life changes.

Toward an implicit measure of emotions: ratings of abstract images reveal distinct emotional states.

PubMed

Bartoszek, Gregory; Cervone, Daniel

2017-11-01

Although implicit tests of positive and negative affect exist, implicit measures of distinct emotional states are scarce. Three experiments examined whether a novel implicit emotion-assessment task, the rating of emotion expressed in abstract images, would reveal distinct emotional states. In Experiment 1, participants exposed to a sadness-inducing story inferred more sadness, and less happiness, in abstract images. In Experiment 2, an anger-provoking interaction increased anger ratings. In Experiment 3, compared to neutral images, spider images increased fear ratings in spider-fearful participants but not in controls. In each experiment, the implicit task indicated elevated levels of the target emotion and did not indicate elevated levels of non-target negative emotions; the task thus differentiated among emotional states of the same valence. Correlations also supported the convergent and discriminant validity of the implicit task. Supporting the possibility that heuristic processes underlie the ratings, group differences were stronger among those who responded relatively quickly.

Planetarium Show on Dark Matter

DOE PAGES

Barnett, R. Michael

2016-05-31

We describe a new planetarium show about Dark Matter entitled “Phantom of the Universe”. When completed in late 2014, it will feature the exciting story of dark matter, from the Big Bang to its anticipated discovery at the Large Hadron Collider.

The Time on Task Effect in Reading and Problem Solving Is Moderated by Task Difficulty and Skill: Insights from a Computer-Based Large-Scale Assessment

ERIC Educational Resources Information Center

Goldhammer, Frank; Naumann, Johannes; Stelter, Annette; Tóth, Krisztina; Rölke, Heiko; Klieme, Eckhard

2014-01-01

Computer-based assessment can provide new insights into behavioral processes of task completion that cannot be uncovered by paper-based instruments. Time presents a major characteristic of the task completion process. Psychologically, time on task has 2 different interpretations, suggesting opposing associations with task outcome: Spending more…

Combining of ETHOS Operating Ergonomic Platform, Three-dimensional Laparoscopic Camera, and Radius Surgical System Manipulators Improves Ergonomy in Urologic Laparoscopy: Comparison with Conventional Laparoscopy and da Vinci in a Pelvi Trainer.

PubMed

Tokas, Theodoros; Gözen, Ali Serdar; Avgeris, Margaritis; Tschada, Alexandra; Fiedler, Marcel; Klein, Jan; Rassweiler, Jens

2017-10-01

Posture, vision, and instrumentation limitations are the main predicaments of conventional laparoscopy. To combine the ETHOS surgical chair, the three-dimensional laparoscope, and the Radius Surgical System manipulators, and compare the system with conventional laparoscopy and da Vinci in terms of task completion times and discomfort. Fifteen trainees performed the three main laparoscopic suturing tasks of the Heilbronn training program (IV: simulation of dorsal venous complex suturing; V: circular suturing of tubular structure; and VI: urethrovesical anastomosis) in a pelvi trainer. The tasks were performed conventionally, utilizing the three devices, and robotically. Task completion times were recorded and the surgeon discomfort was evaluated using questionnaires. Task completion times were compared using nonparametric Wilcoxon signed rank test and ergonomic scores were compared using Pearson chi-square test. The use of the full laparoscopic set (ETHOS chair, three-dimensional laparoscopic camera, Radius Surgical System needle holders), resulted in a significant improvement of the completion time of the three tested tasks compared with conventional laparoscopy (p<0.001) and similar to da Vinci surgery. After completing Tasks IV, V, and VI conventionally, 12 (80%), 13 (86.7%), and 13 (86.7%) of the 15 trainees, respectively, reported heavy total discomfort. The full laparoscopic system nullified heavy discomfort for Tasks IV and V and minimized it (6.7%) for the most demanding Task VI. Especially for Task VI, all trainees gained benefit, by using the system, in terms of task completion times and discomfort. The limited trainee robotic experience and the questionnaire subjectivity could be a potential limitation. The ergonomic laparoscopic system offers significantly improved task completion times and ergonomy than conventional laparoscopy. Furthermore, it demonstrates comparable results to robotic surgery. The study was conducted in a pelvi trainer and no patients were recruited. Copyright © 2016 European Association of Urology. Published by Elsevier B.V. All rights reserved.

Lexical Retrieval of Nouns and Verbs in a Sentence Completion Task

ERIC Educational Resources Information Center

Abel, Alyson D.; Maguire, Mandy J.; Naqvi, Fizza M.; Kim, Angela Y.

2015-01-01

This study explored noun and verb retrieval using a sentence completion task to expand upon previous findings from picture naming tasks. Participants completed sentences missing either a target noun or verb in the final position. Non-target responses were coded for substitution type, imageability and frequency. Like picture naming, nouns and verbs…

An Agent-Based Simulation for Investigating the Impact of Stereotypes on Task-Oriented Group Formation

NASA Astrophysics Data System (ADS)

Maghami, Mahsa; Sukthankar, Gita

In this paper, we introduce an agent-based simulation for investigating the impact of social factors on the formation and evolution of task-oriented groups. Task-oriented groups are created explicitly to perform a task, and all members derive benefits from task completion. However, even in cases when all group members act in a way that is locally optimal for task completion, social forces that have mild effects on choice of associates can have a measurable impact on task completion performance. In this paper, we show how our simulation can be used to model the impact of stereotypes on group formation. In our simulation, stereotypes are based on observable features, learned from prior experience, and only affect an agent's link formation preferences. Even without assuming stereotypes affect the agents' willingness or ability to complete tasks, the long-term modifications that stereotypes have on the agents' social network impair the agents' ability to form groups with sufficient diversity of skills, as compared to agents who form links randomly. An interesting finding is that this effect holds even in cases where stereotype preference and skill existence are completely uncorrelated.

Educational video and story as effective interventions reducing epilepsy-related stigma among children.

PubMed

Brabcová, Dana; Kohout, Jiří; Weberová, Veronika; Komárek, Vladimír

2017-04-01

Stigma has been related to epilepsy since ancient times. Despite the importance of this issue, only a few interventions focusing on the reduction of epilepsy-related stigma may be found in the literature. Thus, the aim of this study is to evaluate the effectiveness of two interventions focused on the reduction of epilepsy-related stigma in children aged 9-11years. The first group of children involved in the study (n 1 =89) completed the 23-item Czech version of the SSE (Stigma Scale of Epilepsy) questionnaire and an 11-item multiple-choice knowledge test, then watched a video and completed the same questionnaire and test immediately after the intervention. The same procedure was used for the second group (n 2 =93) where a story was read by an instructor. Both groups were retested 6months later using the same methods. Both interventions resulted in long-term decrease of epilepsy-related stigma - the average value on SSE decreased from 55.15 points at baseline testing to 43.28 points in the 6-month follow-up for the case of the video (p<0.001) and from 48.68 points to 36.97 points for the case of the story (p<0.001). Knowledge about epilepsy was also significantly improved with the average result in the knowledge test increasing from 6.58 to 9.09 points in case of the video (p<0.001) and from 6.88 to 8.99 points in case of the story (p<0.001). The results showed that both aforementioned interventions were significant and effective ways to reduce epilepsy-related stigma in the given age group. Copyright © 2017 Elsevier Inc. All rights reserved.

Training for generalization in Theory of Mind: a study with older adults

PubMed Central

Cavallini, Elena; Bianco, Federica; Bottiroli, Sara; Rosi, Alessia; Vecchi, Tomaso; Lecce, Serena

2015-01-01

Theory of Mind (ToM) refers to the ability to attribute independent mental states to self and others in order to explain and predict social behavior. Recent research in this area has shown a decline in ToM abilities associated with normal aging that is of a moderate magnitude or greater. Very few studies have investigated whether it is possible to improve older adults’ ToM abilities. The present study was designed to address this gap in the literature by evaluating the impact of a ToM training on practiced and transfer tasks. We provided older adults with a variety of activities designed to facilitate the generalization of benefits to other ToM-demanding tasks. Participants were 63 healthy older adults, native Italian speakers (Mage = 71.44, SD = 5.24, age range: 63–81 years). Participants were randomly assigned to one of two groups: the ToM training (age range: 63–81 years) and the physical-conversation training (age range: 64–81 years). Training effects were measured using the strange stories (practiced task) and the animation task (transfer task). Results revealed the efficacy of the training in producing improvements on practiced but also on transfer tasks. PMID:26300818

Method and Apparatus for Performance Optimization Through Physical Perturbation of Task Elements

NASA Technical Reports Server (NTRS)

Prinzel, Lawrence J., III (Inventor); Pope, Alan T. (Inventor); Palsson, Olafur S. (Inventor); Turner, Marsha J. (Inventor)

2016-01-01

The invention is an apparatus and method of biofeedback training for attaining a physiological state optimally consistent with the successful performance of a task, wherein the probability of successfully completing the task is made is inversely proportional to a physiological difference value, computed as the absolute value of the difference between at least one physiological signal optimally consistent with the successful performance of the task and at least one corresponding measured physiological signal of a trainee performing the task. The probability of successfully completing the task is made inversely proportional to the physiological difference value by making one or more measurable physical attributes of the environment in which the task is performed, and upon which completion of the task depends, vary in inverse proportion to the physiological difference value.

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

Buchholz, Bruce A.

The project has two main goals: 1) Identify the types of adducts naphthalene (NA) forms with DNA and 2) determine whether adduct formation correlates with site selective tumor formation in defined subcompartments of the respiratory tract (respiratory and olfactory nasal epithelium and airways of mice, rats and rhesus monkeys). Five tasks are associated with the completion of the goals. Task 1: Contracting and Animal Use Approvals. IACUC and ACURO approvals are complete, The subcontract with UC Davis (UCD) was executed in December 2014. Task 2: Perform In Vitro Study for Goal 1. Rat samples exposed and in freezer while adductmore » standards are being made. Mouse samples need to be exposed in next quarter. Task 3: Perform In Vitro Study for Goal 2. Mouse ex vivo samples completed. Rat and monkey samples need to be completed in the next quarter. Task 4: Sample Preparation and Analysis. Mouse Goal 2 samples completed. Other samples remain to be done. Task 5: Data Interpretation and Reporting. Need rat data to write paper on adduct formation.« less

E3 Success Story -Reducing Rework With the Lean and Green Advantage: Metal Finishing Technologies, Inc

EPA Pesticide Factsheets

Green Suppliers Network representatives Judy Wlodarczyk and Bill Caplan, of CONNSTEP, Inc., trained the MFT review team, and together they completed current and future state value stream maps for the zinc plating line.

Simultaneity, Sequentiality, and Speed: Organizational Messages about Multiple-Task Completion

ERIC Educational Resources Information Center

Stephens, Keri K.; Cho, Jaehee K.; Ballard, Dawna I.

2012-01-01

Workplace norms for task completion increasingly value speed and the ability to accomplish multiple tasks at once. This study situates this popularized issue of multitasking within the context of chronemics scholarship by addressing related issues of simultaneity, sequentiality, and speed. Ultimately, we consider 2 multiple-task completion…

Delivering biodefense continuing education to military medical providers by allowing a biodefense educational curriculum to unfold in practice.

PubMed

D'Alessandro, Donna M; D'Alessandro, Michael P

2007-12-01

A challenge today is how to deliver initial and continuing education on biodefense to military medical providers in a manner that can be integrated into their workflow and lifestyle. A summative evaluation of a prototypical biodefense digital library (BDL) and learning collaboratory was performed. The BDL posted daily links to biodefense news stories from January 2004 to December 2005. Four evaluations were completed, that is, content evaluation, curriculum comparison with a biodefense graduate program, usage evaluation, and impact factor analysis. News stories (N = 678) came from a broad range of authoritative national and international news sources (N = 178). News stories covered all of the categories in the required and elective formal biodefense graduate program courses. The BDL was consistently displayed on the first page of the top three Internet search engines, meaning that it was among the top 10 authoritative Internet sites on biodefense. Presenting biodefense news stories to busy military medical providers in an organized chronological fashion produces an unstructured biodefense educational curriculum that unfolds in practice and becomes an educational resource that is ultimately well regarded and may be efficient to use.

RBANS memory percentage retention: No evidence of incremental validity beyond RBANS scores for diagnostic classification of mild cognitive impairment and dementia and for prediction of daily function.

PubMed

Jodouin, Kara A; O'Connell, Megan E; Morgan, Debra G

2017-01-01

RBANS percentage retention scores may be useful for diagnosis, but their incremental validity is unclear. Percentage retention versus RBANS immediate and delayed memory subtests and delayed index scores were compared for diagnostic classification and for prediction of function. Data from 173 memory clinic patients with an interdisciplinary diagnosis (no cognitive impairment, amnestic mild cognitive impairment [aMCI], and dementia due to Alzheimer's disease [AD]) and complete RBANS data were analyzed. Across diagnostic contrasts, list percentage retention classification accuracy was similar to List Learning delayed recall, but below the Delayed Memory Index (DMI). Similarly, for classifying no cognitive impairment versus aMCI or dementia due to AD, story percentage retention was similar to Story Memory subtests and below the DMI. For classifying aMCI versus AD; however, Story Memory exceeded the DMI, but was similar to Story Memory subtest scores. Similarly, for prediction of function percentage retention measures did not predict variance beyond that predicted by the RBANS subtest or index scores. In sum, there is no evidence that calculation of percentage retention for RBANS adds clinical utility beyond those provided by the standard RBANS scores.

Computer templates in chronic disease management: ethnographic case study in general practice.

PubMed

Swinglehurst, Deborah; Greenhalgh, Trisha; Roberts, Celia

2012-01-01

To investigate how electronic templates shape, enable and constrain consultations about chronic diseases. Ethnographic case study, combining field notes, video-recording, screen capture with a microanalysis of talk, body language and data entry-an approach called linguistic ethnography. Two general practices in England. Ethnographic observation of administrative areas and 36 nurse-led consultations was done. Twenty-four consultations were directly observed and 12 consultations were video-recorded alongside computer screen capture. Consultations were transcribed using conversation analysis conventions, with notes on body language and the electronic record. The analysis involved repeated rounds of viewing video, annotating field notes, transcription and microanalysis to identify themes. The data was interpreted using discourse analysis, with attention to the sociotechnical theory. Consultations centred explicitly or implicitly on evidence-based protocols inscribed in templates. Templates did not simply identify tasks for completion, but contributed to defining what chronic diseases were, how care was being delivered and what it meant to be a patient or professional in this context. Patients' stories morphed into data bytes; the particular became generalised; the complex was made discrete, simple and manageable; and uncertainty became categorised and contained. Many consultations resembled bureaucratic encounters, primarily oriented to completing data fields. We identified a tension, sharpened by the template, between different framings of the patient-as 'individual' or as 'one of a population'. Some clinicians overcame this tension, responding creatively to prompts within a dialogue constructed around the patient's narrative. Despite their widespread implementation, little previous research has examined how templates are actually used in practice. Templates do not simply document the tasks of chronic disease management but profoundly change the nature of this work. Designed to assure standards of 'quality' care they contribute to bureaucratisation of care and may marginalise aspects of quality care which lie beyond their focus. Creative work is required to avoid privileging 'institution-centred' care over patient-centred care.

Computer templates in chronic disease management: ethnographic case study in general practice

PubMed Central

Swinglehurst, Deborah; Greenhalgh, Trisha; Roberts, Celia

2012-01-01

Objective To investigate how electronic templates shape, enable and constrain consultations about chronic diseases. Design Ethnographic case study, combining field notes, video-recording, screen capture with a microanalysis of talk, body language and data entry—an approach called linguistic ethnography. Setting Two general practices in England. Participants and methods Ethnographic observation of administrative areas and 36 nurse-led consultations was done. Twenty-four consultations were directly observed and 12 consultations were video-recorded alongside computer screen capture. Consultations were transcribed using conversation analysis conventions, with notes on body language and the electronic record. The analysis involved repeated rounds of viewing video, annotating field notes, transcription and microanalysis to identify themes. The data was interpreted using discourse analysis, with attention to the sociotechnical theory. Results Consultations centred explicitly or implicitly on evidence-based protocols inscribed in templates. Templates did not simply identify tasks for completion, but contributed to defining what chronic diseases were, how care was being delivered and what it meant to be a patient or professional in this context. Patients’ stories morphed into data bytes; the particular became generalised; the complex was made discrete, simple and manageable; and uncertainty became categorised and contained. Many consultations resembled bureaucratic encounters, primarily oriented to completing data fields. We identified a tension, sharpened by the template, between different framings of the patient—as ‘individual’ or as ‘one of a population’. Some clinicians overcame this tension, responding creatively to prompts within a dialogue constructed around the patient's narrative. Conclusions Despite their widespread implementation, little previous research has examined how templates are actually used in practice. Templates do not simply document the tasks of chronic disease management but profoundly change the nature of this work. Designed to assure standards of ‘quality’ care they contribute to bureaucratisation of care and may marginalise aspects of quality care which lie beyond their focus. Creative work is required to avoid privileging ‘institution-centred’ care over patient-centred care. PMID:23192245

Making sense of the noise: Replication difficulties of Correll's (2008) modulation of 1/f noise in a racial bias task.

PubMed

Madurski, Christine; LeBel, Etienne P

2015-08-01

Correll (Journal of Personality and Social Psychology, 94, 48-59, 2008; Study 2) found that instructions to use or avoid race information decreased the emission of 1/f noise in a weapon identification task (WIT). These results suggested that 1/f noise in racial bias tasks reflected an effortful deliberative process, providing new insights regarding the mechanisms underlying implicit racial biases. Given the potential theoretical and applied importance of understanding the psychological processes underlying implicit racial biases - and in light of the growing demand for independent direct replications of findings to ensure the cumulative nature of our science - we attempted to replicate Correll's finding in two high-powered studies. Despite considerable effort to closely duplicate all procedural and methodological details of the original study (i.e., same cover story, experimental manipulation, implicit measure task, original stimuli, task instructions, sampling frame, population, and statistical analyses), both replication attempts were unsuccessful in replicating the original finding challenging the theoretical account that 1/f noise in racial bias tasks reflects a deliberative process. However, the emission of 1/f noise did consistently emerge across samples in each of our conditions. Hence, future research is needed to clarify the psychological significance of 1/f noise in racial bias tasks.

Design, engineering and evaluation of refractory liners for slagging gasifiers. Final report

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

deTineo, B J; Booth, G; Firestone, R F

1982-08-01

The contract for this program was awarded at the end of September 1978. Work was started on 1 October 1978, on Tasks A, B, and E. Task A, Conceptual Liner Designs, and Task B, Test System Design and Construction, were completed. Task C, Liner Tests, and Task D, Liner Design Evaluation, were to begin upon completion of Task B. Task E, Liner Model Development, is inactive after an initial data compilation and theoretical model development effort. It was to be activated as soon as data were available from Task D. Task F, Liner Design Handbook, was active along with Taskmore » A since the reports of both tasks were to use the same format. At this time, Tasks C, D, and F are not to be completed since funding of this project was phased out by DOE directive. The refractory text facility, which was constructed, was tested and found to perform satisfactorily. It is described in detail, including a hazard analysis which was performed. (LTN)« less

Cultural transformation toward patient safety: one conversation at a time.

PubMed

Moore, Martie L; Putman, Patrice A

2008-01-01

Patient safety has become a critical objective for nursing leaders within the healthcare setting. Changing the culture to ensure the highest level of communication and safety is a daunting task. Many of the contributing factors that lead to patient harm are rooted in conflict and ineffective conversations. This article shares the story of how 1 organization agreed to make a cultural transformation and the success it realized one conversation at a time.

An Approach to the Study of Systems of Equations with Geogebra: Learning Opportunities Provided by the Integration of CAS View: Story of a Workshop Experience with Teachers

ERIC Educational Resources Information Center

Alejandra, Almirón; Fernando, Bifano; Leonardo, Lupinacci

2015-01-01

Solving systems of equations at school, at least in Argentina, is usually a task that students are given as a series of techniques that "allow" them to find a solution. How to overcome educational obstacles that are generated from a fragmented approach of knowledge? What can DGS do, in particular the CAS environment? What epistemic and…

The Praetorian STARShip: The Untold Story of the Combat Talon

DTIC Science & Technology

2001-12-01

also tasked to train CIA-employed Civil Air Transport ( CAT ) civilian aircrews in the C-119. American support for the French only prolonged the...and de- fensive countermeasure equipment. A review of the production E model and these major modifi - cat ions provide a basic unders tanding of...Manchuria with its proprietary airline CAT drop - ping agents and supplies into Kirin Province by way of C-47 transports. The rugged terrain found in

Muscle Feasibility for Cosmos Rhesus

NASA Technical Reports Server (NTRS)

Edgerton, V. Reggie (Principal Investigator); Roland, Roy R.; Hodgson, John A.

1994-01-01

The following tasks were proposed for the Cosmos project: 1) Complete recordings of all preflight candidates during performance of a foot pedal motor control task while in the space capsule mock-up. 2) Complete recordings of all preflight candidates during locomotion and postural tasks. 3) Complete recordings of 24-hour spontaneous cage activity in the two flight monkeys before and after flight and of at least three control (non-flight) monkeys after the flight has been completed. 4) Complete recordings of the foot pedal and motor control tasks during flight and postflight as scheduled. 5) Complete recordings of the vertical drop test pre, during and postflight for the two flight and three control monkeys. 6) Complete recordings of locomotion and posture tests of the two flight monkeys postflight. 7) Complete recordings of locomotion and postural tests of at least three control (non-flight) monkeys during the postflight period. 8) Recalibrate buckles of the two flight and of at least three control monkeys postflight. 9) Complete analysis of the 24 hour EMG recordings of all monkeys. 10) Complete analysis of the foot pedal, locomotor and postural motor control tasks for the two flight and three control monkeys. It was proposed that efforts in the first postflight year be concentrated on the two flight animals and three postflight animals.

Naturalistic Assessment of Executive Function and Everyday Multitasking in Healthy Older Adults

PubMed Central

McAlister, Courtney; Schmitter-Edgecombe, Maureen

2013-01-01

Everyday multitasking and its cognitive correlates were investigated in an older adult population using a naturalistic task, the Day Out Task. Fifty older adults and 50 younger adults prioritized, organized, initiated and completed a number of subtasks in a campus apartment to prepare for a day out (e.g., gather ingredients for a recipe, collect change for a bus ride). Participants also completed tests assessing cognitive constructs important in multitasking. Compared to younger adults, the older adults took longer to complete the everyday tasks and more poorly sequenced the subtasks. Although they initiated, completed, and interweaved a similar number of subtasks, the older adults demonstrated poorer task quality and accuracy, completing more subtasks inefficiently. For the older adults, reduced prospective memory abilities were predictive of poorer task sequencing, while executive processes and prospective memory were predictive of inefficiently completed subtasks. The findings suggest that executive dysfunction and prospective memory difficulties may contribute to the age-related decline of everyday multitasking abilities in healthy older adults. PMID:23557096

Referential choice across the lifespan: why children and elderly adults produce ambiguous pronouns

PubMed Central

Hendriks, Petra; Koster, Charlotte; Hoeks, John C.J.

2013-01-01

In this study, children, young adults and elderly adults were tested in production and comprehension tasks assessing referential choice. Our aims were (1) to determine whether speakers egocentrically base their referential choice on the preceding linguistic discourse or also take into account the perspective of a hypothetical listener and (2) whether the possible impact of perspective taking on referential choice changes with increasing age, with its associated changes in cognitive capacity. In the production task, participants described picture-based stories featuring two characters of the same gender, making it necessary to use unambiguous forms; in the comprehension task, participants interpreted potentially ambiguous pronouns at the end of similar orally presented stories. Young adults (aged 18–35) were highly sensitive to the informational needs of hypothetical conversational partners in their production and comprehension of referring expressions. In contrast, children (aged 4–7) did not take into account possible conversational partners and tended to use pronouns for all given referents, leading to the production of ambiguous pronouns that are unrecoverable for a listener. This was mirrored in the outcome of the comprehension task, where children were insensitive to the shift of discourse topic marked by the speaker. The elderly adults (aged 69–87) behaved differently from both young adults and children. They showed a clear sensitivity to the other person's perspective in both production and comprehension, but appeared to lack the necessary cognitive capacities to keep track of the prominence of discourse referents, producing more potentially ambiguous pronouns than young adults, though fewer than children. In conclusion then, referential choice seems to depend on perspective taking in language, which develops with increasing linguistic experience and cognitive capacity, but also on the ability to keep track of the prominence of discourse referents, which is gradually lost with older age. PMID:24771955

Collective memory: collaborative and individual processes in remembering.

PubMed

Weldon, M S; Bellinger, K D

1997-09-01

Two experiments compared collaborative and individual recall. In Experiment 1, participants encoded pictures and words with a deep or shallow processing task, then recalled them twice either individually or collaboratively. Collaborative groups recalled more than individuals, but less than nominal groups (pooled individuals), thus exhibiting collaborative inhibition. However, group recall appeared to be more stable over time than individual recall. Groups and individuals both showed a picture-superiority effect, a level-of-processing effect, and hypermnesia. In Experiment 2, participants recalled the story "War of the Ghosts" (from F. C. Bartlett, 1932), and again collaborative groups recalled more than individuals, but less than nominal groups. Both the individual and collaborative recalls were highly organized. There was evidence that the collaborative groups tended to rely on the best individual to a greater extent in story than in list recall. Possible social and cognitive mechanisms are considered.

[Cinema and professional vocation].

PubMed

García Sánchez, José Elías

2011-01-01

Commercial cinema is both narrative art and a widely-used mass medium that is built upon human stories. Among the contents of these stories there are many vocational aspects. Taking advantage of these circumstances we will proceed to analyze health vocations through eight films. Patch Adams allows us to approach the fulfillment of vocation, which has not been an easy task for women, as we can see in Allá en el setenta y tantos. Vocational fulfillment is at the core of the plot in The Citadel. Something the Lord Made is a good example to illustrate an unfulfilled vocation, in the same way as Awakenings and Arrowsmith represent the fulfillment of an unexpected vocation and a long pursued one. Finally, vocation can demand great sacrifices, which is made crystal clear in Korczak, and when vocation is not strictly followed it might lead to the greatest abominations, which is the case in "The Fugitive. "

Dissociating word stem completion and cued recall as a function of divided attention at retrieval.

PubMed

Clarke, A J Benjamin; Butler, Laurie T

2008-10-01

The aim of this study was to investigate the widely held, but largely untested, view that implicit memory (repetition priming) reflects an automatic form of retrieval. Specifically, in Experiment 1 we explored whether a secondary task (syllable monitoring), performed during retrieval, would disrupt performance on explicit (cued recall) and implicit (stem completion) memory tasks equally. Surprisingly, despite substantial memory and secondary costs to cued recall when performed with a syllable-monitoring task, the same manipulation had no effect on stem completion priming or on secondary task performance. In Experiment 2 we demonstrated that even when using a particularly demanding version of the stem completion task that incurred secondary task costs, the corresponding disruption to implicit memory performance was minimal. Collectively, the results are consistent with the view that implicit memory retrieval requires little or no processing capacity and is not seemingly susceptible to the effects of dividing attention at retrieval.

Girls' Understanding and Social Construction of Menarche.

ERIC Educational Resources Information Center

Moore, Susan M.

1995-01-01

Assessed Australian girls' (n=87) beliefs and feelings about menarche and menstruation. Results revealed limited knowledge about menstruation, accompanied by incorrect and negative myths. Attitudes to menstruation were characterized by embarrassment, discomfort, and ambivalence about growing up. Themes in story completion results reflected these…

Analysis of film cooling in rocket nozzles

NASA Technical Reports Server (NTRS)

Woodbury, Keith A.

1993-01-01

This report summarizes the findings on the NASA contract NAG8-212, Task No. 3. The overall project consists of three tasks, all of which have been successfully completed. In addition, some supporting supplemental work, not required by the contract, has been performed and is documented herein. Task 1 involved the modification of the wall functions in the code FDNS (Finite Difference Navier-Stokes) to use a Reynolds Analogy-based method. This task was completed in August, 1992. Task 2 involved the verification of the code against experimentally available data. The data chosen for comparison was from an experiment involving the injection of helium from a wall jet. Results obtained in completing this task also show the sensitivity of the FDNS code to unknown conditions at the injection slot. This task was completed in September, 1992. Task 3 required the computation of the flow of hot exhaust gases through the P&W 40K subscale nozzle. Computations were performed both with and without film coolant injection. This task was completed in July, 1993. The FDNS program tends to overpredict heat fluxes, but, with suitable modeling of backside cooling, may give reasonable wall temperature predictions. For film cooling in the P&W 40K calorimeter subscale nozzle, the average wall temperature is reduced from 1750R to about 1050R by the film cooling. The average wall heat flux is reduced by a factor of 3.

Visual cue-specific craving is diminished in stressed smokers.

PubMed

Cochran, Justinn R; Consedine, Nathan S; Lee, John M J; Pandit, Chinmay; Sollers, John J; Kydd, Robert R

2017-09-01

Craving among smokers is increased by stress and exposure to smoking-related visual cues. However, few experimental studies have tested both elicitors concurrently and considered how exposures may interact to influence craving. The current study examined craving in response to stress and visual cue exposure, separately and in succession, in order to better understand the relationship between craving elicitation and the elicitor. Thirty-nine smokers (21 males) who forwent smoking for 30 minutes were randomized to complete a stress task and a visual cue task in counterbalanced orders (creating the experimental groups); for the cue task, counterbalanced blocks of neutral, motivational control, and smoking images were presented. Self-reported craving was assessed after each block of visual stimuli and stress task, and after a recovery period following each task. As expected, the stress and smoking images generated greater craving than neutral or motivational control images (p < .001). Interactions indicated craving in those who completed the stress task first differed from those who completed the visual cues task first (p < .05), such that stress task craving was greater than all image type craving (all p's < .05) only if the visual cue task was completed first. Conversely, craving was stable across image types when the stress task was completed first. Findings indicate when smokers are stressed, visual cues have little additive effect on craving, and different types of visual cues elicit comparable craving. These findings may imply that once stressed, smokers will crave cigarettes comparably notwithstanding whether they are exposed to smoking image cues.

Filling the gaps: A speeded word fragment completion megastudy.

PubMed

Heyman, Tom; Van Akeren, Liselotte; Hutchison, Keith A; Storms, Gert

2016-12-01

In the speeded word fragment completion task, participants have to complete fragments such as tom_to as quickly and accurately as possible. Previous work has shown that this paradigm can successfully capture subtle priming effects (Heyman, De Deyne, Hutchison, & Storms Behavior Research Methods, 47, 580-606, 2015). In addition, it has several advantages over the widely used lexical decision task. That is, the speeded word fragment completion task is more efficient, more engaging, and easier. Given its potential, we conducted a study to gather speeded word fragment completion norms. The goal of this megastudy was twofold. On the one hand, it provides a rich database of over 8,000 stimuli, which can, for instance, be used in future research to equate stimuli on baseline response times. On the other hand, the aim was to gain insight into the underlying processes of the speeded word fragment completion task. To this end, item-level regression and mixed-effects analyses were performed on the response latencies using 23 predictor variables. Since all items were selected from the Dutch Lexicon Project (Keuleers, Diependaele, & Brysbaert Frontiers in Psychology, 1, 174, 2010), we ran the same analyses on lexical decision latencies to compare the two tasks. Overall, the results revealed many similarities, but also some remarkable differences, which are discussed. We propose that both tasks are complementary when examining visual word recognition. The article ends with a discussion of potential process models of the speeded word fragment completion task.

Domain-General Brain Regions Do Not Track Linguistic Input as Closely as Language-Selective Regions.

PubMed

Blank, Idan A; Fedorenko, Evelina

2017-10-11

Language comprehension engages a cortical network of left frontal and temporal regions. Activity in this network is language-selective, showing virtually no modulation by nonlinguistic tasks. In addition, language comprehension engages a second network consisting of bilateral frontal, parietal, cingulate, and insular regions. Activity in this "multiple demand" (MD) network scales with comprehension difficulty, but also with cognitive effort across a wide range of nonlinguistic tasks in a domain-general fashion. Given the functional dissociation between the language and MD networks, their respective contributions to comprehension are likely distinct, yet such differences remain elusive. Prior neuroimaging studies have suggested that activity in each network covaries with some linguistic features that, behaviorally, influence on-line processing and comprehension. This sensitivity of the language and MD networks to local input characteristics has often been interpreted, implicitly or explicitly, as evidence that both networks track linguistic input closely, and in a manner consistent across individuals. Here, we used fMRI to directly test this assumption by comparing the BOLD signal time courses in each network across different people ( n = 45, men and women) listening to the same story. Language network activity showed fewer individual differences, indicative of closer input tracking, whereas MD network activity was more idiosyncratic and, moreover, showed lower reliability within an individual across repetitions of a story. These findings constrain cognitive models of language comprehension by suggesting a novel distinction between the processes implemented in the language and MD networks. SIGNIFICANCE STATEMENT Language comprehension recruits both language-specific mechanisms and domain-general mechanisms that are engaged in many cognitive processes. In the human cortex, language-selective mechanisms are implemented in the left-lateralized "core language network", whereas domain-general mechanisms are implemented in the bilateral "multiple demand" (MD) network. Here, we report the first direct comparison of the respective contributions of these networks to naturalistic story comprehension. Using a novel combination of neuroimaging approaches we find that MD regions track stories less closely than language regions. This finding constrains the possible contributions of the MD network to comprehension, contrasts with accounts positing that this network has continuous access to linguistic input, and suggests a new typology of comprehension processes based on their extent of input tracking. Copyright © 2017 the authors 0270-6474/17/3710000-13$15.00/0.

Domain-General Brain Regions Do Not Track Linguistic Input as Closely as Language-Selective Regions

PubMed Central

Fedorenko, Evelina

2017-01-01

Language comprehension engages a cortical network of left frontal and temporal regions. Activity in this network is language-selective, showing virtually no modulation by nonlinguistic tasks. In addition, language comprehension engages a second network consisting of bilateral frontal, parietal, cingulate, and insular regions. Activity in this “multiple demand” (MD) network scales with comprehension difficulty, but also with cognitive effort across a wide range of nonlinguistic tasks in a domain-general fashion. Given the functional dissociation between the language and MD networks, their respective contributions to comprehension are likely distinct, yet such differences remain elusive. Prior neuroimaging studies have suggested that activity in each network covaries with some linguistic features that, behaviorally, influence on-line processing and comprehension. This sensitivity of the language and MD networks to local input characteristics has often been interpreted, implicitly or explicitly, as evidence that both networks track linguistic input closely, and in a manner consistent across individuals. Here, we used fMRI to directly test this assumption by comparing the BOLD signal time courses in each network across different people (n = 45, men and women) listening to the same story. Language network activity showed fewer individual differences, indicative of closer input tracking, whereas MD network activity was more idiosyncratic and, moreover, showed lower reliability within an individual across repetitions of a story. These findings constrain cognitive models of language comprehension by suggesting a novel distinction between the processes implemented in the language and MD networks. SIGNIFICANCE STATEMENT Language comprehension recruits both language-specific mechanisms and domain-general mechanisms that are engaged in many cognitive processes. In the human cortex, language-selective mechanisms are implemented in the left-lateralized “core language network”, whereas domain-general mechanisms are implemented in the bilateral “multiple demand” (MD) network. Here, we report the first direct comparison of the respective contributions of these networks to naturalistic story comprehension. Using a novel combination of neuroimaging approaches we find that MD regions track stories less closely than language regions. This finding constrains the possible contributions of the MD network to comprehension, contrasts with accounts positing that this network has continuous access to linguistic input, and suggests a new typology of comprehension processes based on their extent of input tracking. PMID:28871034

Mission control of multiple unmanned aerial vehicles: a workload analysis.

PubMed

Dixon, Stephen R; Wickens, Christopher D; Chang, Dervon

2005-01-01

With unmanned aerial vehicles (UAVs), 36 licensed pilots flew both single-UAV and dual-UAV simulated military missions. Pilots were required to navigate each UAV through a series of mission legs in one of the following three conditions: a baseline condition, an auditory autoalert condition, and an autopilot condition. Pilots were responsible for (a) mission completion, (b) target search, and (c) systems monitoring. Results revealed that both the autoalert and the autopilot automation improved overall performance by reducing task interference and alleviating workload. The autoalert system benefited performance both in the automated task and mission completion task, whereas the autopilot system benefited performance in the automated task, the mission completion task, and the target search task. Practical implications for the study include the suggestion that reliable automation can help alleviate task interference and reduce workload, thereby allowing pilots to better handle concurrent tasks during single- and multiple-UAV flight control.

Further Analysis of Variables That Affect Self-Control with Aversive Events

ERIC Educational Resources Information Center

Perrin, Christopher J.; Neef, Nancy A.

2012-01-01

The purpose of this study was to examine variables that affect self-control in the context of academic task completion by elementary school children with autism. In the baseline assessment of Study 1, mathematics problem completion was shown to be an aversive event, and sensitivity to task magnitude, task difficulty, and delay to task completion…

Using Task Clarification, Graphic Feedback, and Verbal Feedback to Increase Closing-Task Completion in a Privately Owned Restaurant.

ERIC Educational Resources Information Center

Austin, John; Weatherly, Nic L.; Gravina, Nicole E.

2005-01-01

An informant functional assessment was used to evaluate closing-task completion by servers and dishwashers at a restaurant. Based on the functional assessment results, an intervention consisting of task clarification, posted graphic feedback, and verbal feedback was implemented and evaluated with a multiple baseline design across two groups of…

Project Achievement: An After-School Success Story.

ERIC Educational Resources Information Center

Mercure, Christine M.

1993-01-01

To improve its school failure rate, a Virginia intermediate school instituted Project Achievement, a privately funded program helping at-risk students complete homework assignments. Structured into three one-hour sessions featuring tutoring, interdisciplinary study groups, and special activities, the project is immensely popular. During the summer…

76 FR 56469 - Notice of Inventory Completion: The University of Maine, Hudson Museum, Orono, ME

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-13

... present in their aboriginal claims area during the prehistory of what is now known as Arizona and Mexico... stories of this period in late prehistory, including not just the role of a great water serpent and a...

Flat vs. Expressive Storytelling: Young Children's Learning and Retention of a Social Robot's Narrative.

PubMed

Kory Westlund, Jacqueline M; Jeong, Sooyeon; Park, Hae W; Ronfard, Samuel; Adhikari, Aradhana; Harris, Paul L; DeSteno, David; Breazeal, Cynthia L

2017-01-01

Prior research with preschool children has established that dialogic or active book reading is an effective method for expanding young children's vocabulary. In this exploratory study, we asked whether similar benefits are observed when a robot engages in dialogic reading with preschoolers. Given the established effectiveness of active reading, we also asked whether this effectiveness was critically dependent on the expressive characteristics of the robot. For approximately half the children, the robot's active reading was expressive; the robot's voice included a wide range of intonation and emotion ( Expressive ). For the remaining children, the robot read and conversed with a flat voice, which sounded similar to a classic text-to-speech engine and had little dynamic range ( Flat ). The robot's movements were kept constant across conditions. We performed a verification study using Amazon Mechanical Turk (AMT) to confirm that the Expressive robot was viewed as significantly more expressive, more emotional, and less passive than the Flat robot. We invited 45 preschoolers with an average age of 5 years who were either English Language Learners (ELL), bilingual, or native English speakers to engage in the reading task with the robot. The robot narrated a story from a picture book, using active reading techniques and including a set of target vocabulary words in the narration. Children were post-tested on the vocabulary words and were also asked to retell the story to a puppet. A subset of 34 children performed a second story retelling 4-6 weeks later. Children reported liking and learning from the robot a similar amount in the Expressive and Flat conditions. However, as compared to children in the Flat condition, children in the Expressive condition were more concentrated and engaged as indexed by their facial expressions; they emulated the robot's story more in their story retells; and they told longer stories during their delayed retelling. Furthermore, children who responded to the robot's active reading questions were more likely to correctly identify the target vocabulary words in the Expressive condition than in the Flat condition. Taken together, these results suggest that children may benefit more from the expressive robot than from the flat robot.

Behind the statistics: the ethnography of suicide in Palestine.

PubMed

Dabbagh, Nadia

2012-06-01

As part of the first anthropological study on suicide in the modern Arab world, statistics gathered from the Ramallah region of the West Bank in Palestine painted an apparently remarkably similar picture to that found in Western countries such as the UK and France. More men than women completed suicide, more women than men attempted suicide. Men used more violent methods such as hanging and women softer methods such as medication overdose. Completed suicide was higher in the older age range, attempted suicide in the younger. However, ethnographic fieldwork and detailed examination of the case studies and suicide narratives gathered and analysed within the cultural, political and economic contexts illustrated more starkly the differences in suicidal practices between Palestinian West Bank society of the 1990s and other regions of the world. The central argument of the paper is that although statistics tell a very important story, ethnography uncovers a multitude of stories 'behind the statistics', and thus helps us to make sense of both cultural context and subjective experience.

A comparison of general and specific instructions to promote task engagement and completion by a young man with Asperger syndrome.

PubMed

Bouxsein, Kelly J; Tiger, Jeffrey H; Fisher, Wayne W

2008-01-01

Previous research has suggested that the topography of instructions (general vs. specific) may influence the likelihood that young children comply with instructions. The purpose of the current study was to compare the rates of task completion of a young man diagnosed with Asperger syndrome when provided with general and specific instructions pertaining to the task. The results showed that specific instructions occasioned higher levels of task completion, even when no differential reinforcement contingencies were in place.

Language, discourse and the chronotope: applying literary theory to the narratives in health care.

PubMed

Harden, J

2000-03-01

Language, discourse and the chronotope: applying literary theory to the narratives in health care One of the most significant developments in nursing has been the recognition of the power of the narrative approach. Narrative knowing has evolved from both the patient and the nurse experience. In the case of the individual, it can be told through case history (clinical) and life story (theory-building). The life story of the individual as a patient represents him or her to the nurse and is in turn responded to through appropriate care. Alternatively, the life story of the individual as research participant represents him or her to the researcher and is in turn responded to through appropriate interpretation. The value of the narrative is that the 'otherness' of the teller/writer can be regarded by the listener/reader. There resides a major tension, however, whether in theory building or the practice setting: meaning What this paper argues, is that the emphasis placed on the subject to provide an authentic story of their life is misguided, whether in the care setting or in interpretive research. My contention is that we need to develop a less naive understanding of the complexities of the language with which the individual speaks. This can be achieved by adopting post-structural analyses of the spoken or written word, from both the originator's and recipient's experiences. By reconceptualizing such narratives as 'autobiographies' it is possible to borrow from the field of literary criticism a tool known as chronotopic analysis to perform this task.

Practising family history: 'identity' as a category of social practice.

PubMed

Bottero, Wendy

2015-09-01

Research on family history argues it performs the task of anchoring a sense of 'self' through tracing ancestral connection and cultural belonging, seeing it as a form of storied 'identity-work'. This paper draws on a small-scale qualitative study to think further on the identity-work of family history. Using practice theory, and a disaggregated notion of 'identity', it explores how the storying of family histories relates to genealogy as a leisure hobby, a form of historical research, and an information-processing activity; and examines the social organization of that narrativity, where various practical engagements render certain kinds of genealogical information more, or less, 'storyable'. Key features of 'identity-work' in family history, such as the construction of genealogy as a personal journey of discovery and identification with particular ancestors, emerge as a consequence of the procedures of family history, organized as a set of practical tasks. The paper explores 'identity-work' as a consequence of people's engagement in specific social practices which provide an internal logic to their actions, with various components of 'identity' emerging as categories of practice shaped within, and for, use. Focusing on 'identity' as something produced when we are engaged in doing other things, the paper examines how the practical organization of 'doing other things' helps produce 'identity' in particular ways. © London School of Economics and Political Science 2015.

Searching for Judy: How small mysteries affect narrative processes and memory

PubMed Central

Love, Jessica; McKoon, Gail; Gerrig, Richard J.

2010-01-01

Current theories of text processing say little about how author’s narrative choices, including the introduction of small mysteries, can affect readers’ narrative experiences. Gerrig, Love, and McKoon (2009) provided evidence that one type of small mystery—a character introduced without information linking him or her to the story—affects readers’ moment-by-moment processing. For that project, participants read stories that introduced characters by proper name alone (e.g., Judy) or with information connecting the character to the rest of the story (e.g., our principal Judy). In an on-line recognition probe task, responses to the character’s name three lines after his or her introduction were faster when the character had not been introduced with connecting information, suggesting that the character remained accessible awaiting resolution. In the four experiments in this paper, we extended our theoretical analysis of small mysteries. In Experiments 1 and 2, we found evidence that trait information (e.g., daredevil Judy) is not sufficient to connect a character to a text. In Experiments 3 and 4, we provide evidence that the moment-by-moment processing effects of such small mysteries also affect readers’ memory for the stories. We interpret the results in terms of Kintsch’s Construction-Integration model (1988) of discourse processing. PMID:20438273

Bringing the (disabled) body to personality psychology: A case study of Samantha.

PubMed

Adler, Jonathan M

2017-12-09

Personality psychology has largely ignored the experiences of people with disabilities. This article strives to bring the thriving, interdisciplinary field of disability studies to personality psychology via a case study of Samantha (N = 1). Samantha feels that she grew up as a hearing person who could not hear and is now a deaf person who can hear. Narrative identity provides the theoretical, methodological, and analytical framework for the rich, qualitative examination of Samantha's life story, interwoven with approaches from disability studies and intersectionality theory. Two Life Story Interviews (McAdams, 2008), conducted 2 weeks prior to Samantha's cochlear implant surgery and again 7 weeks after the surgery, provide the foundation for this case study and are interpreted alongside additional self-report measures. Grounded theory methods were used to interpret Samantha's narrative identity. Samantha's story demonstrates the ways in which narrative identity can serve as a foundation for meaning and psychological well-being, as well as a demonstration of the ways in which the study of identity can be enriched by perspectives from disability studies. As an initial effort at integrating personality psychology and disability studies, this article sought to approach this task by privileging ethical representation over generalizability. © 2017 Wiley Periodicals, Inc.

Lessons learned from the usability assessment of home-based telemedicine systems.

PubMed

Agnisarman, Sruthy Orozhiyathumana; Chalil Madathil, Kapil; Smith, Kevin; Ashok, Aparna; Welch, Brandon; McElligott, James T

2017-01-01

At-home telemedicine visits are quickly becoming an acceptable alternative for in-person patient visits. However, little work has been done to understand the usability of these home-based telemedicine solutions. It is critical for user acceptance and real-world applicability to evaluate available telemedicine solutions within the context-specific needs of the users of this technology. To address this need, this study evaluated the usability of four home-based telemedicine software platforms: Doxy.me, Vidyo, VSee, and Polycom. Using a within-subjects experimental design, twenty participants were asked to complete a telemedicine session involving several tasks using the four platforms. Upon completion of these tasks for each platform, participants completed the IBM computer system usability questionnaire (CSUQ) and the NASA Task Load Index test. Upon completing the tasks on all four platforms, the participants completed a final post-test subjective questionnaire ranking the platforms based on their preference. Of the twenty participants, 19 completed the study. Statistically significant differences among the telemedicine software platforms were found for task completion time, total workload, mental demand, effort, frustration, preference ranking and computer system usability scores. Usability problems with installation and account creation led to high mental demand and task completion time, suggesting the participants preferred a system without such requirements. Majority of the usability issues were identified at the telemedicine initiation phase. The findings from this study can be used by software developers to develop user-friendly telemedicine systems. Copyright © 2016 Elsevier Ltd. All rights reserved.

Impact of seductive details on the acquisition and transfer of laparoscopic suturing skills: Emotionally interesting or cognitively taxing?

PubMed

Gardner, Aimee K; Clanton, Jesse; Jabbour, Ibrahim I; Scott, Lauren; Scott, Daniel J; Russo, Michael A

2016-09-01

A common strategy to increase learner engagement is to interweave educational material with interesting but slightly tangential tidbits of information (eg, "war stories" and funny anecdotes), known as seductive details. Our objective was to examine the impact of seductive details on initial acquisition and transfer of basic laparoscopic surgical skills. Novices (first- to fourth-year medical students) were randomized into control (N = 47) or seductive details (N = 42) groups. Curricula consisted of a baseline skills assessment (Fundamentals of Laparoscopic Surgery Task 1), instructional video on intracorporeal laparoscopic suturing (Fundamentals of Laparoscopic Surgery Task 5), multiple choice quiz, practice, and assessment on both primary and transfer tasks. Two separate instructional videos were used for Task 5; 20% of the seductive details group's instructional video consisted of seductive details, whereas the control group's video included no seductive details. Participants completed questionnaires of mental workload and task engagement after training. We also conducted a mediation analysis, which is a statistical approach to identify causal paths among a group of variables. Baseline skill scores (control: 112 ± 52; standard deviation: 118 ± 56; 0 = lowest possible score; 600 = highest possible score) and knowledge scores (control: 76 ± 19; standard deviation: 74 ± 16; 0 = lowest possible score; 100 = highest possible score) were similar for both groups. The control group demonstrated better (higher) performance on both the primary (434 ± 193 vs 399 ± 133, P < .05) and transfer (184 ± 74 vs 149 ± 91, P < .05) suturing tasks. Mental workload, as measured by the National Aeronautics and Space Administration-Task Load Index, was more demanding (higher) for the seductive details group (3.8 ± 0.5 vs 3.4 ± 0.7, P < .01; 1 = low workload; 5 = high workload) and was investigated as the possible mechanism by which group assignment impacted performance. Mediational paths using hierarchical regression were significant (P < .05), suggesting that trainees in the seductive details group performed worse because of their increased workload. Our findings suggest that the inclusion of seductive details may be detrimental to the acquisition and transfer of laparoscopic surgical skills due to increased mental workload for trainees. Copyright © 2016 Elsevier Inc. All rights reserved.

Why Do Students Choose Not to Follow All Instructions When Completing Assessment Tasks?

ERIC Educational Resources Information Center

Fleet, Wendy

2013-01-01

As academics we often assume that allocating marks to a task will influence student decision-making when it comes to completing that task. Marks are used by lecturers to indicate the relative importance of each of the criteria used for marking the assessment task and we expect the student to respond to the marks' allocation. This Postcard suggests…

Different strategies in solving series completion inductive reasoning problems: an fMRI and computational study.

PubMed

Liang, Peipeng; Jia, Xiuqin; Taatgen, Niels A; Zhong, Ning; Li, Kuncheng

2014-08-01

Neural correlate of human inductive reasoning process is still unclear. Number series and letter series completion are two typical inductive reasoning tasks, and with a common core component of rule induction. Previous studies have demonstrated that different strategies are adopted in number series and letter series completion tasks; even the underlying rules are identical. In the present study, we examined cortical activation as a function of two different reasoning strategies for solving series completion tasks. The retrieval strategy, used in number series completion tasks, involves direct retrieving of arithmetic knowledge to get the relations between items. The procedural strategy, used in letter series completion tasks, requires counting a certain number of times to detect the relations linking two items. The two strategies require essentially the equivalent cognitive processes, but have different working memory demands (the procedural strategy incurs greater demands). The procedural strategy produced significant greater activity in areas involved in memory retrieval (dorsolateral prefrontal cortex, DLPFC) and mental representation/maintenance (posterior parietal cortex, PPC). An ACT-R model of the tasks successfully predicted behavioral performance and BOLD responses. The present findings support a general-purpose dual-process theory of inductive reasoning regarding the cognitive architecture. Copyright © 2014 Elsevier B.V. All rights reserved.

A usability evaluation of four commercial dental computer-based patient record systems

PubMed Central

Thyvalikakath, Thankam P.; Monaco, Valerie; Thambuganipalle, Hima Bindu; Schleyer, Titus

2008-01-01

Background The usability of dental computer-based patient record (CPR) systems has not been studied, despite early evidence that poor usability is a problem for dental CPR system users at multiple levels. Methods The authors conducted formal usability tests of four dental CPR systems by using a purposive sample of four groups of five novice users. The authors measured task outcomes (correctly completed, incorrectly completed and incomplete) in each CPR system while the participants performed nine clinical documentation tasks, as well as the number of usability problems identified in each CPR system and their potential relationship to task outcomes. The authors reviewed the software application design aspects responsible for these usability problems. Results The range for correctly completed tasks was 16 to 64 percent, for incorrectly completed tasks 18 to 38 percent and for incomplete tasks 9 to 47 percent. The authors identified 286 usability problems. The main types were three unsuccessful attempts, negative affect and task incorrectly completed. They also identified six problematic interface and interaction designs that led to usability problems. Conclusion The four dental CPR systems studied have significant usability problems for novice users, resulting in a steep learning curve and potentially reduced system adoption. Clinical Implications The significant number of data entry errors raises concerns about the quality of documentation in clinical practice. PMID:19047669

Does the generation effect occur for pictures?

PubMed

Kinjo, H; Snodgrass, J G

2000-01-01

The generation effect is the finding that self-generated stimuli are recalled and recognized better than read stimuli. The effect has been demonstrated primarily with words. This article examines the effect for pictures in two experiments: Subjects named complete pictures (name condition) and fragmented pictures (generation condition). In Experiment 1, memory was tested in 3 explicit tasks: free recall, yes/no recognition, and a source-monitoring task on whether each picture was complete or fragmented (the complete/incomplete task). The generation effect was found for all 3 tasks. However, in the recognition and source-monitoring tasks, the generation effect was observed only in the generation condition. We hypothesized that absence of the effect in the name condition was due to the sensory or process match effect between study and test pictures and the superior identification of pictures in the name condition. Therefore, stimuli were changed from pictures to their names in Experiment 2. Memory was tested in the recognition task, complete/incomplete task, and second source-monitoring task (success/failure) on whether each picture had been identified successfully. The generation effect was observed for all 3 tasks. These results suggest that memory of structural and semantic characteristics and of success in identification of generated pictures may contribute to the generation effect.

A neuropsychological investigation into 'Theory of Mind' and enhanced risk of schizophrenia.

PubMed

Marjoram, Dominic; Miller, Patrick; McIntosh, Andrew M; Cunningham Owens, David G; Johnstone, Eve C; Lawrie, Stephen

2006-09-30

Theory of Mind (ToM) is the ability to correctly determine the intentions and behaviours of others. It is known that this capability is compromised in individuals with schizophrenia. It is has not been fully elucidated whether this observed phenomenon is of a state or trait nature. This study investigated whether ToM impairments could be linked to schizophrenia liability. A battery of ToM tests (the Hinting Task, a Self-Monitoring drawing task and cartoon picture stories) were used to compare healthy controls (n=13) with relatives of individuals with schizophrenia who had experienced psychotic symptoms (HR+, n=12) and those relatives who had not (HR-, n=13). All participants belonged to the Edinburgh High Risk Study. Significant group differences were seen on the Self-Monitoring and cartoon tasks for the HR+ group, particularly those who had experienced symptoms at or around the time of testing. The observed ToM deficits measured by this battery of ToM tasks appeared to be related to state effects rather than enhanced risk of schizophrenia.

Selective effect of neurocognition on different theory of mind domains in first-episode psychosis.

PubMed

Fernandez-Gonzalo, Sol; Jodar, Merce; Pousa, Esther; Turon, Marc; Garcia, Rebeca; Rambla, Carla Hernandez; Palao, Diego

2014-08-01

The aim of this study was to investigate the influence of neurocognition on affective and cognitive theory of mind (ToM) tasks in early phases of psychosis. In a cross-sectional study of 60 first-episode schizophrenia/schizoaffective disorder patients, the implication of neurocognition in first- and second-order ToM stories, Hinting Task, and Reading the Mind in the Eyes Test (RMET) was analyzed. Regression models were used, controlling for clinical symptoms and antipsychotic dose. Spatial span backward (odds ratio [OR], 0.34; p = 0.01) and intrusions in the Rey Auditory Verbal Learning Test (OR, 4.86; p = 0.04) were the best factors to predict second-order ToM failure. Trail Making Test B (B = 0.01; p = 0.04) and negative symptoms (B = 0.09; p = 0.01) predicted Hinting task performance while Block design (B = 0.1; p = 0.04) was related to RMET outcome. Executive functions and clinical symptoms were related to ToM performance in first-episode schizophrenia patients, although different patterns of relationship were observed in each ToM task.

The "Unreality Principle": One Use of TV Commercials.

ERIC Educational Resources Information Center

Lynch, Anthony J.

1985-01-01

Argues that television advertisements display various characteristics--such as limited duration, verbal repetition, and completeness of story--that make them successful vehicles for comprehension and discussion by foreign language learners and that the unreality of these advertisements can produce a positive, amused response from students.…

LESSONS-LEARNED AND SUCCESS STORIES FROM EPA'S REAL-TIME ENVIRONMENTAL MONITORING, DATA DELIVERY, AND PUBLIC OUTREACH PROGRAM

EPA Science Inventory

TTSD has completed a series of technology transfer and risk communication handbooks, case studies, and summary reports for community-based environmental monitoring projects under EPA's Real-Time Environmental Monitoring, Data Delivery, and Public Outreach Program. The Program tak...

Preschool Favorites: 35 Storytimes Kids Love

ERIC Educational Resources Information Center

Briggs, Diane

2007-01-01

Comprehensive, easy to use, and overflowing with fresh ideas, "Preschool Favorites" has everything needed to create storytimes: just add the kids! Each of the 35 fun themes includes a wealth of book suggestions, fingerplays (the "glue" that holds storytime together!), short poems, flannelboard stories (complete with patterns), music suggestions…

1961-1968 New Construction Report.

ERIC Educational Resources Information Center

National Association of Physical Plant Administrators of Universities and Colleges, Richmond, IN.

137 NAPPA colleges and universities provided data for this summary. Projects are summarized by thirteen building classifications. Under each classification the following information headings are used--(1) name of institution, (2) project completion date, (3) gross square feet, (4) net assignable area, (5) construction costs, (6) number of stories,…

COCHABAMBA READER.

ERIC Educational Resources Information Center

LASTRA, YOLANDA

INTENDED AS FOLLOWUP MATERIAL AFTER THE COMPLETION OF THE TWO-VOLUME SPOKEN COCHABAMBA COURSE, THIS READER CONSISTS OF A SINGLE LONG STORY, "JUANITO," WRITTEN BY OSCAR TERAN. IT HAS BEEN USED AS A RADIO SCRIPT FOR A SERIES OF BROADCASTS FROM A COCHABAMBA STATION WHICH SERVES THE SURROUNDING INDIGENOUS POPULATION. THE MATERIAL IS…

Continuity and discontinuity of attachment patterns: a short-term longitudinal pilot study using a sample of late-adopted children and their adoptive mothers.

PubMed

Pace, C S; Zavattini, G C; D'Alessio, M

2012-01-01

This study analysed the attachment patterns of 28 late-adopted children (placed when they were between four and seven years of age) and their adoptive mothers. The change in the children's internal working models (IWMs) within seven to eight months of their placement was evaluated. In addition, we wanted to observe the influence of a secure-autonomous maternal state of mind in facilitating the change in the children's IWMs and the possible associations between the maternal IWMs and the children's IWMs in the adoptive dyads. The separation-reunion procedure (SRP) was used for the late-adopted children in order to assess their attachment behavioural patterns, and the Manchester Child Attachment Story Task (MCAST) was used to evaluate their attachment narrative patterns. The adoptive mothers completed the Adult Attachment Interview (AAI) in order to classify their state of mind with regard to attachment. The results showed a significant change in the attachment behavioural patterns of late-adopted children, from insecure to secure (p = .002). Furthermore, the children who presented this change were predominantly placed with secure-autonomous adoptive mothers (p = .047), although the link between the adoptive mothers' representations of their attachment history and their adopted children's completed narratives was not significant. In conclusion, it seems possible to revise the attachment behaviour of late-adopted children but, for about one-third of children, the adverse history will persist at a narrative/representational level.

Qualitative analysis of medical student impressions of a narrative exercise in the third-year psychiatry clerkship.

PubMed

Garrison, David; Lyness, Jeffrey M; Frank, Julia B; Epstein, Ronald M

2011-01-01

Clinical clerkship directors and faculty undertake the challenge of teaching patient-centered communication to students who face the enormous doctor-centered task of learning diagnostic medicine. The authors examined students' written reactions to the narrative exercise, which, drawing from narrative medicine and narrative therapy, challenges students to be more patient-centered by writing a patient's life story and sharing it with that patient. During one-half of an academic year (2008-2009), the authors used qualitative methods to explore the range of medical student experiences with the narrative exercise in the psychiatry clerkship. During the study period, 46 medical students completed the exercise, and 44 (96%) submitted 367 comments for the research team to analyze. Four broad categories emerged: (1) communication, (2) insight, (3) hope, and (4) mixed or negative reactions. The most common theme was improved communication, which comprised the subcategories of enhanced active listening, opening up, and relationship building. Improved insights included student insights into their patients, as well as the facilitation of patient insights into themselves, especially regarding their own strengths and relationships. The exercise was well received by students: Only five comments were categorized as negative, and all of these related to difficulties selecting patients. Students reported many examples of improved patient-centered communication facilitated by the exercise. The narrative exercise may also promote a greater understanding of patients as complete human beings rather than diagnostic entities. The approach may be useful in educational settings beyond the psychiatry clerkship.

Psychometric characteristics of the Rivermead Behavioural Memory Test (RBMT) as an early detection instrument for dementia and mild cognitive impairment in Brazil.

PubMed

Yassuda, Mônica Sanches; Flaks, Mariana Kneese; Viola, Luciane Fátima; Pereira, Fernanda Speggiorin; Memória, Claudia Maia; Nunes, Paula Villela; Forlenza, Orestes Vicente

2010-09-01

The Rivermead Behavioural Memory Test (RBMT) assesses everyday memory by means of tasks which mimic daily challenges. The objective was to examine the validity of the Brazilian version of the RBMT to detect cognitive decline. 195 older adults were diagnosed as normal controls (NC) or with mild cognitive impairment (MCI) or Alzheimer's disease (AD) by a multidisciplinary team, after participants completed clinical and neuropsychological protocols. Cronbach's alpha was high for the total sample for the RBMT profile (PS) and screening scores (SS) (PS = 0.91, SS = 0.87) and for the AD group (PS = 0.84, SS = 0.85), and moderate for the MCI (PS = 0.62, SS = 0.55) and NC (PS = 0.62, SS = 0.60) groups. RBMT total scores, Appointment, Pictures, Immediate and Delayed Story, Immediate and Delayed Route, Delayed Message and Date contributed to differentiate NC from MCI. ROC curve analyses indicated high accuracy to differentiate NC from AD patients, and, moderate accuracy to differentiate NC from MCI. The Brazilian version of the RBMT seems to be an appropriate instrument to identify memory decline in Brazilian older adults.

[The Relationship Between Attachment Representations of Foster Parents and Foster Children and the Role of the Child's Sex].

PubMed

Nowacki, Katja; Kliewer-Neumann, Josephine; Bovenschen, Ina; Lang, Katrin; Zimmermann, Janin; Spangler, Gottfried

2015-01-01

Children who have been placed in foster care after having experienced difficult family situations need to experience secure relationships. The development of a secure attachment model is regarded as a key protective factor for a healthy development. The present study examines predictors of attachment representations in a sample of 37 foster children aged three to eight years. Children's attachment representations were assessed using the Attachment Story Completion Task, and foster parents' attachment representations with the Adult Attachment Interview. Female foster children scored higher in secure attachment representations than males. Attachment representations of male foster children were positively influenced by a secure attachment representation of their primary foster parent and slightly by the duration of placement in the foster family as well as their age of placement but differently than expected. These results suggest that male foster children may be more vulnerable in their development of attachment representations and that foster parents' state of mind regarding attachment as well as the duration of the placement seem to have an impact on the development of attachment patterns in their foster children. This should be considered in the choice and counseling of foster parents.

State of the art and taxonomy of prognostics approaches, trends of prognostics applications and open issues towards maturity at different technology readiness levels

NASA Astrophysics Data System (ADS)

Javed, Kamran; Gouriveau, Rafael; Zerhouni, Noureddine

2017-09-01

Integrating prognostics to a real application requires a certain maturity level and for this reason there is a lack of success stories about development of a complete Prognostics and Health Management system. In fact, the maturity of prognostics is closely linked to data and domain specific entities like modeling. Basically, prognostics task aims at predicting the degradation of engineering assets. However, practically it is not possible to precisely predict the impending failure, which requires a thorough understanding to encounter different sources of uncertainty that affect prognostics. Therefore, different aspects crucial to the prognostics framework, i.e., from monitoring data to remaining useful life of equipment need to be addressed. To this aim, the paper contributes to state of the art and taxonomy of prognostics approaches and their application perspectives. In addition, factors for prognostics approach selection are identified, and new case studies from component-system level are discussed. Moreover, open challenges toward maturity of the prognostics under uncertainty are highlighted and scheme for an efficient prognostics approach is presented. Finally, the existing challenges for verification and validation of prognostics at different technology readiness levels are discussed with respect to open challenges.

Theory of Mind and social competence in children and adolescents with genetic generalised epilepsy (GGE): Relationships to epilepsy severity and anti-epileptic drugs.

PubMed

Stewart, Elizabeth; Catroppa, Cathy; Gill, Deepak; Webster, Richard; Lawson, John; Mandalis, Anna; Sabaz, Mark; Barton, Belinda; Lah, Suncica

2018-06-18

This study aimed to examine Theory of Mind (ToM) and social competence in children and adolescents with genetic generalised epilepsy (GGE), and explore how they relate to neurocognitive and epilepsy variables. Twenty-two children and adolescents with GGE (8-16 years old) and 22 typically developing controls completed two behavioural tasks (faux-pas, strange stories) assessing cognitive and affective ToM, and a battery of standardised neuropsychological tests. Parents completed questionnaires assessing ToM and social competence. Neurologists completed the Global Assessment Severity of Epilepsy (GASE) scale to measure of epilepsy severity. Children and adolescents with GGE were impaired in both cognitive and affective ToM, and had reduced social competence compared to controls, which was not attributable to low intellectual functioning or impaired executive skills (working memory, inhibition). Lower ToM correlated with reduced social competence in children and adolescents with GGE. Clinical variables identified included: (i) higher daily dosage of valproate, which was correlated with reduced affective ToM, (ii) higher daily dosages of ethosuximide and lamotrigine, which were correlated with reduced social competence, and (iii) overall epilepsy severity on the GASE, which was correlated with reduced social competence. Our study revealed cognitive and affective ToM impairments in children and adolescents with GGE, which correlated with everyday social problems. Moreover, higher dosages of commonly prescribed anti-epileptic drugs and overall epilepsy severity were related to ToM impairments and social competence problems. Although preliminary, these findings provide critical information for detection and screening procedures for social difficulties in children and adolescents with GGE, which are currently lacking. Copyright © 2018 British Epilepsy Association. All rights reserved.

The disruptive effects of pain on multitasking in a virtual errands task.

PubMed

Moore, David J; Law, Anna S

2017-07-01

Pain is known to have a disruptive effect on cognitive performance, but prior studies have used highly constrained laboratory tasks that lack ecological validity. In everyday life people are required to complete more complex sets of tasks, prioritising task completion and recalling lists of tasks which need to be completed, and these tasks continue to be attempted during episodes or states of pain. The present study therefore examined the impact of thermal induced pain on a simulated errand task. Fifty-five healthy adults (36 female) performed the Edinburgh Virtual Errands Task (EVET) either during a painful thermal sensation or with no concurrent pain. Participants also completed the Experience of Cognitive Intrusion of Pain (ECIP) questionnaire to measure their self-reported cognitive impact of pain in general life. Participants who completed the EVET task in pain and who self-reported high intrusion of pain made significantly more errors than those who reported lower intrusion on the ECIP. Findings here support the growing literature that suggests that pain has a significant impact on cognitive performance. Furthermore, these findings support the developing literature suggesting that this relationship is complex when considering real world cognition, and that self-report on the ECIP relates well to performance on a task designed to reflect the complexities of everyday living. If extrapolated to chronic pain populations, these data suggest that pain during complex multitasking performance may have a significant impact on the number of errors made. For people highly vulnerable to cognitive intrusion by pain, this may result in errors such as selecting the wrong location or item to perform tasks, or forgetting to perform these tasks at the correct time. If these findings are shown to extend to chronic pain populations then occupational support to manage complex task performance, using for example diaries/electronic reminders, may help to improve everyday abilities. Crown Copyright © 2017. Published by Elsevier B.V. All rights reserved.

Attributional Style in Healthy Persons: Its Association with 'Theory of Mind' Skills

PubMed Central

Jeon, Im Hong; Kim, Kyung Ran; Kim, Hwan Hee; Park, Jin Young; Lee, Mikyung; Jo, Hye Hyun; Koo, Se Jun; Jeong, Yu Jin; Song, Yun Young; Kang, Jee In; Lee, Su Young; Lee, Eun

2013-01-01

Objective Attributional style, especially external personal attribution bias, was found to play a pivotal role in clinical and non-clinical paranoia. The study of the relationship of the tendency to infer/perceive hostility and blame with theory of mind skills has significant theoretical importance as it may provide additional information on how persons process social situations. The aim of this study was whether hostility perception bias and blame bias might be associated with theory of mind skills, neurocognition and emotional factors in healthy persons. Methods Total 263 participants (133 male and 130 female) were recruited. The attributional style was measured by using the Ambiguous Intentions Hostility Questionnaire (AIHQ). Participants were requested to complete a Brüne's Theory of Mind Picture Stories task, neurocognitive task including Standard Progressive Matrices (SPM) and digit span, and other emotional dysregulation trait scales including Rosenberg's self-esteem, Spielberg's trait anxiety inventory, and Novaco anger scale. Results Multiple regression analysis showed that hostility perception bias score in ambiguous situation were found to be associated with theory of mind questionnaire score and emotional dysregulation traits of Novaco anger scale. Also, composite blame bias score in ambiguous situation were found to be associated with emotional dysregulation traits of Novaco anger scale and Spielberg's trait anxiety scale. Conclusion The main finding was that the attributional style of hostility perception bias might be primarily contributed by theory of mind skills rather than neurocognitive function such as attention and working memory, and reasoning ability. The interpretations and implications would be discussed in details. PMID:23482524

Can social stories enhance the interpersonal conflict resolution skills of children with LD?

PubMed

Kalyva, Efrosini; Agaliotis, Ioannis

2009-01-01

Since many children with learning disabilities (LD) face interpersonal conflict resolution problems, this study examines the efficacy of social stories in helping them choose more appropriate interpersonal conflict resolution strategies. A social story was recorded and played to the 31 children with LD in the experimental group twice a week for a period of 1 month, while the 32 children with LD in the control group did not receive any intervention. The effects of the intervention were systematically examined by means of an interview with the participants, while teachers completed the T-MESSY (Matson, J. L. (1990). Matson Evaluation of Social Skills With Youngsters: Manual. Worthington, OR: International Diagnostic Systems). All children chose mainly avoidance and hostile strategies before the intervention, but children in the experimental group chose predominantly positive strategies both after the intervention and at follow-up in comparison to control children. Furthermore, children with LD who received the intervention were rated by their teachers as engaging in significantly less inappropriate social behaviors after the intervention and at follow-up in comparison to control children. The recorded changes in the choice of interpersonal conflict resolution strategies and the more positive teacher ratings for the experimental group indicate that social stories constitute a powerful intervention for the enhancement of the social competence of children with LD.

Reach and impact of a mass media event among vulnerable patients: the Terri Schiavo story.

PubMed

Sudore, Rebecca L; Landefeld, C Seth; Pantilat, Steven Z; Noyes, Kathryn M; Schillinger, Dean

2008-11-01

It is unknown whether health-related media stories reach diverse older adults and influence advance care planning (ACP). To determine exposure to media coverage of Terri Schiavo (TS) and its impact on ACP. Descriptive study of 117 English/Spanish-speakers, aged >or=50 years (mean 61 years) from a county hospital, interviewed six months after enrollment into an advance directive study. We assessed whether participants had heard of TS and subject characteristics associated with exposure. We also asked whether, because of TS, subjects engaged in ACP. Ninety-two percent reported hearing of TS. Participants with adequate literacy were more likely than those with limited literacy to report hearing of TS (100% vs. 79%, P < .001), as were participants with >or= a high school vs. < high school education (97% vs. 82%, P = .004), and English vs. Spanish-speakers (96% vs. 85%, P = .04). Because of TS, many reported clarifying their own goals of care (61%), talking to their family/friends about ACP (66%), and wanting to complete an advance directive (37%). Most diverse older adults had heard of TS and reported that her story activated them to engage in ACP. Media stories may provide a powerful opportunity to engage patients in ACP and develop public health campaigns.

7 CFR 1709.117 - Application requirements.

Code of Federal Regulations, 2010 CFR

2010-01-01

... project including target community, goals, tasks to be completed and other relevant information that... to support a finding of technical feasibility; (ii) Identify the major tasks to be performed and a proposed timeline for completion of each task; and (iii) Identify the location of the project target area...

Time crawls when you're not having fun: feeling entitled makes dull tasks drag on.

PubMed

O'Brien, Edward H; Anastasio, Phyllis A; Bushman, Brad J

2011-10-01

All people have to complete dull tasks, but individuals who feel entitled may be more inclined to perceive them as a waste of their "precious" time, resulting in the perception that time drags. This hypothesis was confirmed in three studies. In Study 1, participants with higher trait entitlement (controlling for related variables) thought dull tasks took longer to complete; no link was found for fun tasks. In Study 2, participants exposed to entitled messages thought taking a dull survey was a greater waste of time and took longer to complete. In Study 3, participants subliminally exposed to entitled words thought dull tasks were less interesting, thought they took longer to complete, and walked away faster when leaving the laboratory. Like most resources, time is a resource valued more by entitled individuals. A time-entitlement link provides novel insight into mechanisms underlying self-focus and prosocial dynamics.

Usability Evaluation of an Unstructured Clinical Document Query Tool for Researchers.

PubMed

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

2018-01-01

Natural Language Processing - Patient Information Extraction for Researchers (NLP-PIER) was developed for clinical researchers for self-service Natural Language Processing (NLP) queries with clinical notes. This study was to conduct a user-centered analysis with clinical researchers to gain insight into NLP-PIER's usability and to gain an understanding of the needs of clinical researchers when using an application for searching clinical notes. Clinical researcher participants (n=11) completed tasks using the system's two existing search interfaces and completed a set of surveys and an exit interview. Quantitative data including time on task, task completion rate, and survey responses were collected. Interviews were analyzed qualitatively. Survey scores, time on task and task completion proportions varied widely. Qualitative analysis indicated that participants found the system to be useful and usable in specific projects. This study identified several usability challenges and our findings will guide the improvement of NLP-PIER 's interfaces.

Re-Storying an Entrepreneurial Identity: Education, Experience and Self-Narrative

ERIC Educational Resources Information Center

Harmeling, Susan S.

2011-01-01

Purpose: This paper aims to explore the ways in which entrepreneurship education may serve as an identity workspace. Design/methodology/approach: This is a conceptual/theoretical paper based on previously completed empirical work. Findings: The paper makes the connection between worldmaking, experience, action and identity. Practical implications:…

Nancy's Story.

ERIC Educational Resources Information Center

Sallans, Dennis

1999-01-01

Nancy's recent psychotic episode left her an anxious, fearful person. Participating in an adventure therapy program enabled her to connect with peers, regain social skills and physical stamina, adjust to a full-day activity, regain her confidence, reconstruct purpose and meaning in life, and follow through on plans to complete university and get a…

Perceptions of Control Facilitate Reading Engagement

ERIC Educational Resources Information Center

Vieira, Edward T., Jr.; Grantham, Susan

2011-01-01

This study examined how global locus of control influences children's reading engagement or reading involvement and interest in stories. It is based on locus of control, interest, and dual information processing theories. One hundred and seventy students from schools in the northeastern United States, ages 9 to 12, participated. They completed a…

In Their Own Words: Student Stories of Seeking Learning Support

ERIC Educational Resources Information Center

Brown, Mark; Hughes, Helen; Keppell, Mike; Hard, Natasha; Smith, Liz

2013-01-01

Many Open and Distance Learning (ODL) providers report that their students are prone to lower rates of retention and completion than campus-based students. Against this background, there is growing interest around distance-specific learning support. The current research investigated the experiences of students during their first semester as…

Mission-Driven and For-Profit: Not Mutually Exclusive

ERIC Educational Resources Information Center

Moritz, Benjamin

2014-01-01

In order to counteract some serious misconceptions in Gary Bell's essay "Honors for Sale," Benjamin Moritz opens this essay with inspirational stories of students who overcame disadvantages to complete their college education The first and most fundamental problem the author notes in Bell's essay is the assumption that privatization and…

Individual and Environmental Influences on Chinese Student Creativity

ERIC Educational Resources Information Center

Niu, Weihua

2007-01-01

Primarily using self-report questionnaires and psychometric tests in a sample of 357 Chinese high school students, this study examines how both individual and environmental factors can independently predict student creativity as measured by three different methods, including two product-orientated measures (story completion and collage making),…

Interior view, secondstory passage extending westward from main corridor to ...

Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

Interior view, second-story passage extending westward from main corridor to rooms on the north side of the rotunda in the rotunda extension. The roof and third-floor in this area is completely missing. - U. S. Naval Asylum, Biddle Hall, Gray's Ferry Avenue, Philadelphia, Philadelphia County, PA

Education Market to Gain Facilities Center

ERIC Educational Resources Information Center

Coll Univ Bus, 1970

1970-01-01

To be completed in 1973, a 34-story Educational Facilities Center (EFC) located in downtown Chicago is intended to effect a liaison between business and education, ... (and) provide an innovative setting for interaction between those who make educational products and equipment and those responsible for evaluating and recommending them."…

Ending the Draft -- The Story of the All Volunteer Force

DTIC Science & Technology

1977-04-01

amendment. Suddenly, however, one Senate staffer completely reversed the situation. George C. Will (now a nationally syndicated columnist ) was serving as an...of a volunteer force. Many newspapers and columnists took the position that a volunteer force would be elitist and distant from the restraints of

The Antiaircraft Journal. Volume 94, Number 3, May-June 1951

DTIC Science & Technology

1951-06-01

of the thundering hordes" has not yet de \\’(.’loped. The enemy has with- drawn further north. where the hostile forces are being regrouped. reinforced...units and special task forces to locate the enemy and de - velop his defensive installation’s. One or two antiaircraft artillery sections accom- pany... de - I".,. Only one veMcie ,,.,, lo~ d",;O~ the trip. i\\ lowr mechanics are unsu~i 1 heroes in war, and yet this story indi~ cates the true importance

Cockrell washs hair and face

NASA Image and Video Library

1996-12-16

STS080-312-004 (19 Nov.-7 Dec. 1996) --- Astronaut Kenneth D. Cockrell, STS-80 mission commander, washes his hair on the middeck of the Earth-orbiting space shuttle Columbia. Displaying a sense of humor, the commander asked astronaut Story Musgrave, who is bald, to address this visual during a briefing with Johnson Space Center (JSC) employees on Jan. 14, 1997. Equal to the task, Musgrave cracked a number of bald jokes and remarked that it was much easier to polish a head in zero gravity than to wash one.

Horticulture: the font for the baptism of genetics.

PubMed

Olby, R C

2000-10-01

This year marks the centenary of the rediscovery of the laws of heredity, and their introduction to the English-speaking world. Here I introduce the main events and the characters who figure in this story before turning to the task of this essay--to ask why it was that support in England for the emerging science of genetics, or Mendelism as it was then called, came chiefly from horticulture, and was only belatedly accepted into the mainstream of British academic biology.

A Second Enlightenment

NASA Astrophysics Data System (ADS)

Haybron, Ron

2001-10-01

Many European intellectuals in the eighteenth century believed science and technology could produce an age of well-being for everyone. Their times came to be called the Age of Enlightenment. But levels of understanding and technique then available were inadequate to the task. Now we may be ready to try again, but to succeed we need a science/technology-literate citizenry. That is, we must do more to educate non specialists, both within and outside the academy. Here we discuss using the story of the development of scientific thought as one approach.

Airbreathing Propulsion Fuels and Energy Exploratory Research and Development (APFEERD) Sub Task: Review of Bulk Physical Properties of Synthesized Hydrocarbon:Kerosenes and Blends

DTIC Science & Technology

2017-06-01

TX 78130 For: Universal Technology Corporation 1270 N. Fairfield Road Dayton, OH 45432-2600 9. SPONSORING/MONITORING AGENCY NAME(S) AND ADDRESS...tells the same story for the other renewable fuels and their blends: the data lines are linear and parallel with each other and with the reference... Technology , Gaithersburg, MD, August 2010. 16. "Surface Tension of Common Liquids", in CRC Handbook of Chemistry and Physics, Internet Version 2005

Impact of police body armour and equipment on mobility.

PubMed

Dempsey, Paddy C; Handcock, Phil J; Rehrer, Nancy J

2013-11-01

Body armour is used widely by law enforcement and other agencies but has received mixed reviews. This study examined the influence of stab resistant body armour (SRBA) and mandated accessories on physiological responses to, and the performance of, simulated mobility tasks. Fifty-two males (37 ± 9.2 yr, 180.7 ± 6.1 cm, 90.2 ± 11.6 kg, VO2max 50 ± 8.5 ml kg(-1) min(-1), BMI 27.6 ± 3.1, mean ± SD) completed a running VO2max test and task familiarisation. Two experimental sessions were completed (≥4 days in between) in a randomised counterbalanced order, one while wearing SRBA and appointments (loaded) and one without additional load (unloaded). During each session participants performed five mobility tasks: a balance task, an acceleration task that simulated exiting a vehicle, chin-ups, a grappling task, and a manoeuvrability task. A 5-min treadmill run (zero-incline at 13 km·h(-1), running start) was then completed. One min after the run the five mobility tasks were repeated. There was a significant decrease in performance during all tasks with loading (p < 0.001). Participants were off-balance longer; slower to complete the acceleration, grapple and mobility tasks; completed fewer chin-ups; and had greater physiological cost (↑ %HRmax, ↑ %VO2max, ↑ RER) and perceptual effort (↑ RPE) during the 5-min run. Mean performance decreases ranged from 13 to 42% while loaded, with further decreases of 6-16% noted after the 5-min run. Unloaded task performance was no different between phases. Wearing SRBA and appointments significantly reduced mobility during key task elements and resulted in greater physiological effort. These findings could have consequences for optimal function in the working environment and therefore officer and public safety. Copyright © 2013 Elsevier Ltd and The Ergonomics Society. All rights reserved.

The fate of completed intentions.

PubMed

Anderson, Francis T; Einstein, Gilles O

2017-04-01

The goal of this research was to determine whether and how people deactivate prospective memory (PM) intentions after they have been completed. One view proposes that PM intentions can be deactivated after completion, such that they no longer come to mind and interfere with current tasks. Another view is that now irrelevant completed PM intentions exhibit persisting activation, and continue to be retrieved. In Experiment 1, participants were given a PM intention embedded within the ongoing task during Phase 1, after which participants were told either that the PM task had been completed or suspended until later. During Phase 2, participants were instructed to perform only the ongoing task and were periodically prompted to report their thoughts. Critically, the PM targets from Phase 1 reappeared in Phase 2. All of our measures, including thoughts reported about the PM task, supported the existence of persisting activation. In Experiment 2, we varied conditions that were expected to mitigate persisting activation. Despite our best attempts to promote deactivation, we found evidence for the persistence of spontaneous retrieval in all groups after intentions were completed. The theoretical and practical implications of this potential dark side to spontaneous retrieval are discussed.

Using a Personal Digital Assistant to Increase Completion of Novel Tasks and Independent Transitioning by Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Mechling, Linda C.; Savidge, Erin J.

2011-01-01

The purpose of this study was to evaluate the use of a Personal Digital Assistant with multiple prompt levels to increase completion of novel task boxes and transitioning within and between tasks. The study used a multiple probe design across three sets of task boxes replicated with three students with a diagnosis of autism spectrum disorder.…

Speech processing in children with functional articulation disorders.

PubMed

Gósy, Mária; Horváth, Viktória

2015-03-01

This study explored auditory speech processing and comprehension abilities in 5-8-year-old monolingual Hungarian children with functional articulation disorders (FADs) and their typically developing peers. Our main hypothesis was that children with FAD would show co-existing auditory speech processing disorders, with different levels of these skills depending on the nature of the receptive processes. The tasks included (i) sentence and non-word repetitions, (ii) non-word discrimination and (iii) sentence and story comprehension. Results suggest that the auditory speech processing of children with FAD is underdeveloped compared with that of typically developing children, and largely varies across task types. In addition, there are differences between children with FAD and controls in all age groups from 5 to 8 years. Our results have several clinical implications.