PT J
AU Huang, FL
Invernizzi, MA
AF Huang, Francis L.
Invernizzi, Marcia A.
TI Birthday effects and preschool attendance
SO EARLY CHILDHOOD RESEARCH QUARTERLY
AB Young-for-grade students have been shown to receive lower grades and
have a higher likelihood of retention compared to their oldest peers
upon kindergarten entry. Our study of 1474 economically disadvantaged
first-time kindergarteners investigates if preschool attendance may
ameliorate some of the risks potentially associated with being
young-for-grade. Using the state-mandated age cutoff date, we establish
four groups of students based on age (oldest/youngest in the cohort) and
preschool experience (attended preschool/did not attend preschool) and
use multilevel linear and logistic regression models in analyzing early
literacy scores as well as the likelihood of being retained. Our
findings show that while preschool attendance is associated with higher
emergent literacy performance, young students still experience higher
retention risks compared to their older peers, regardless of preschool
attendance and controlling for end-of-year literacy scores. (C) 2012
Elsevier Inc. All rights reserved.
PD MAR
PY 2013
VL 28
IS 1
BP 11
EP 23
ER
PT J
AU Suggate, SP
Schaughency, EA
Reese, E
AF Suggate, Sebastian P.
Schaughency, Elizabeth A.
Reese, Elaine
TI Children learning to read later catch up to children reading earlier
SO EARLY CHILDHOOD RESEARCH QUARTERLY
AB Two studies from English-speaking samples investigated the
methodologically difficult question of whether the later reading
achievement of children learning to read earlier or later differs.
Children (n = 287) from predominantly state-funded schools were selected
and they differed in whether the reading instruction age (RIA) was
either five or seven years. Study 1 covered the first six years of
school following three cohorts across a two-year design. Analyses
accounted for receptive vocabulary, reported parental income and
education, school-community affluence, classroom instruction, home
literacy environment, reading self-concept, and age. The earlier RIA
group had initially superior letter naming, non-word, word, and passage
reading but this difference in reading skill disappeared by age 11. In
Study 2, the decoding, fluency, and reading comprehension performance of
83 additional middle school-age children was compared. The two groups
exhibited similar reading fluency, but the later RIA had generally
greater reading comprehension. Given that the design was
non-experimental, we urge further research to better understand
developmental patterns and influences arising from different RIAs. (C)
2012 Elsevier Inc. All rights reserved.
PD MAR
PY 2013
VL 28
IS 1
BP 33
EP 48
ER
PT J
AU Sandlin, JA
Wright, RR
Clark, C
AF Sandlin, Jennifer A.
Wright, Robin Redmon
Clark, Carolyn
TI Reexamining Theories of Adult Learning and Adult Development Through the
Lenses of Public Pedagogy
SO ADULT EDUCATION QUARTERLY
AB The authors examine the modernist underpinnings of traditional adult
learning and development theories and evaluate elements of those
theories through more contemporary lenses. Drawing on recent literature
focused on "public pedagogy," the authors argue that much learning takes
place outside of formal educational institutions. They look beyond
modernist narratives of adult development and consider the possible
implications for critical adult learning occurring in and through
contemporary fragmented, digital, media-saturated culture.
PD FEB
PY 2013
VL 63
IS 1
BP 3
EP 23
ER
PT J
AU Luo, W
Azen, R
AF Luo, Wen
Azen, Razia
TI Determining Predictor Importance in Hierarchical Linear Models Using
Dominance Analysis
SO JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS
AB Dominance analysis (DA) is a method used to evaluate the relative
importance of predictors that was originally proposed for linear
regression models. This article proposes an extension of DA that allows
researchers to determine the relative importance of predictors in
hierarchical linear models (HLM). Commonly used measures of model
adequacy in HLM (i.e., deviance, pseudo-R(2), and proportional reduction
in prediction error) were evaluated in terms of their appropriateness as
measures of model adequacy for DA. Empirical examples were used to
illustrate the procedures for comparing the relative importance of
Level-1 predictors and Level-2 predictors in a person-in-group design.
Finally, a simulation study was conducted to evaluate the performance of
the proposed procedures and develop recommendations.
PD FEB
PY 2013
VL 38
IS 1
BP 3
EP 31
ER
PT J
AU Jeon, M
Rijmen, F
Rabe-Hesketh, S
AF Jeon, Minjeong
Rijmen, Frank
Rabe-Hesketh, Sophia
TI Modeling Differential Item Functioning Using a Generalization of the
Multiple-Group Bifactor Model
SO JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS
AB The authors present a generalization of the multiple-group bifactor
model that extends the classical bifactor model for categorical outcomes
by relaxing the typical assumption of independence of the specific
dimensions. In addition to the means and variances of all dimensions,
the correlations among the specific dimensions are allowed to differ
between groups. By including group-specific difficulty parameters, the
model can be used to assess differential item functioning (DIF) for
testlet-based tests. The model encompasses various item response models
for polytomous data by allowing for different link functions, and it
includes testlet and second-order models as special cases. Importantly,
by assuming that the testlet dimensions are conditionally independent
given the general dimension, the authors show, using a graphical model
framework, that the integration over all latent variables can be carried
out through a sequence of computations in two-dimensional subspaces,
making full-information maximum likelihood estimation feasible for
high-dimensional problems and large datasets. The importance of relaxing
the orthogonality assumption and allowing for a different covariance
structure of the dimensions for each group is demonstrated in the
context of the assessment of DIF. Through a simulation study, it is
shown that ignoring between-group differences in the structure of the
multivariate latent space can result in substantially biased estimates
of DIF.
PD FEB
PY 2013
VL 38
IS 1
BP 32
EP 60
ER
PT J
AU Ranger, J
Kuhn, JT
AF Ranger, Jochen
Kuhn, Jorg-Tobias
TI Analyzing Response Times in Tests With Rank Correlation Approaches
SO JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS
AB It is common practice to log-transform response times before analyzing
them with standard factor analytical methods. However, sometimes the
log-transformation is not capable of linearizing the relation between
the response times and the latent traits. Therefore, a more general
approach to response time analysis is proposed in the current
manuscript. The approach is based on the assumption that the response
times can be decomposed into a linear function of latent traits and a
normally distributed residual term after the response times have been
transformed by a monotone, but otherwise unknown transformation
function. The proposed model can be fitted by a limited information
approach, using the matrix of Kendall's tau coefficients and unweighted
least squares estimation. The transformation function can be determined
by resorting to discrete time. The proposed approach offers a framework
for testing model fit by comparing expected and observed correlations
and for investigating the hypothesis about the form of the
transformation function. The adequacy of the proposed approaches to
model calibration and model validation are investigated in a simulation
study. Two real data sets are analyzed as a demonstration of the model's
applicability.
PD FEB
PY 2013
VL 38
IS 1
BP 61
EP 80
ER
PT J
AU Camparo, J
Camparo, LB
AF Camparo, James
Camparo, Lorinda B.
TI The Analysis of Likert Scales Using State Multipoles: An Application of
Quantum Methods to Behavioral Sciences Data
SO JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS
AB Though ubiquitous, Likert scaling's traditional mode of analysis is
often unable to uncover all of the valid information in a data set.
Here, the authors discuss a solution to this problem based on
methodology developed by quantum physicists: the state multipole method.
The authors demonstrate the relative ease and value of this method by
examining college students' endorsement of one possible cause of
prejudice: segregation. Though the mean level of students' endorsement
did not differ among ethnic groups, an examination of state multipoles
showed that African Americans had a level of polarization in their
endorsement that was not reflected by Hispanics or European Americans.
This result could not have been obtained with the traditional approach
and demonstrates the new method's utility for social science research.
PD FEB
PY 2013
VL 38
IS 1
BP 81
EP 101
ER
PT J
AU Andreu, L
Sanz-Torrent, M
Trueswell, JC
AF Andreu, Llorenc
Sanz-Torrent, Monica
Trueswell, John C.
TI Anticipatory sentence processing in children with specific language
impairment: Evidence from eye movements during listening
SO APPLIED PSYCHOLINGUISTICS
AB Twenty-five children with specific language impairment (SLI; age 5
years, 3 months [5;3]-8;2), 50 typically developing children (3;3-8;2),
and 31 normal adults participated in three eye-tracking experiments of
spoken language comprehension that were designed to investigate the use
of verb information during real-time sentence comprehension in Spanish.
In Experiment 1, participants heard sentences like El nino recorta con
cuidado el papel (The boy trims carefully the paper) in the presence of
four depicted objects, only one of which satisfied the semantic
restrictions of the verb recorta (e.g., paper, clock, fox, and
dinosaur). Eye movements revealed that children with SLI, like other
groups, were able to recognize and retrieve the meaning of the verb
rapidly enough to anticipate the upcoming semantically appropriate
referent, prior to actually hearing the noun phrase el papel (the
paper). Experiments 2 and 3 revealed that for all groups of
participants, anticipatory eye movements were also modulated by the
semantic fit of the object serving as the patient/theme of the verb.
Relatively fine-grained semantic information of a verb was computed fast
enough even by children with SLI to result in anticipatory eye movements
to semantically appropriate referents. Children with SLI did differ from
age-matched controls, but only slightly in terms of overall anticipatory
looking at target objects; the time course of looking between these
groups was quite similar. In addition, no differences were found between
children with SLI and control children matched for mean length of
utterance. Implications for theories that characterize SLI are
discussed.
PD JAN
PY 2013
VL 34
IS 1
BP 5
EP 44
ER
PT J
AU Pizzioli, F
Schelstraete, MA
AF Pizzioli, Fabrizio
Schelstraete, Marie-Anne
TI Real-time sentence processing in children with specific language
impairment: The contribution of lexicosemantic, syntactic, and
world-knowledge information
SO APPLIED PSYCHOLINGUISTICS
AB The present study investigated how lexicosemantic information, syntactic
information, and world knowledge are integrated in the course of oral
sentence processing in children with specific language impairment (SLI)
as compared to children with typical language development. A primed
lexical-decision task was used where participants had to make a lexical
decision on the last word of a sentence. Thirty-nine children were
tested: 13 children with SLI, 13 younger children matched on receptive
vocabulary, and 13 age-matched children. We manipulated (a) the semantic
fit between the target and the prime sentence, (b) the syntactic
structure of the prime (syntactic vs. asyntactic), and (c) the lexical
association between the target word and the prime. Despite being slower
overall, children with SLI showed a significant priming effect.
Syntactic information had a similar impact on thematic integration in
control children and children with SLI, although the latter were more
sensitive to lexicosemantic association and world knowledge than control
groups. In addition, children with SLI appeared to use semantic
information even when the sentence was asyntactic. The results suggest
thematic integration problems in SLI: syntactic and semantic information
contribute independently to the thematic structure but are not
integrated to generate the emerging higher order representation.
PD JAN
PY 2013
VL 34
IS 1
BP 181
EP 210
ER
PT J
AU Stoeckel, RE
Colligan, RC
Barbaresi, WJ
Weaver, AL
Killian, JM
Katusic, SK
AF Stoeckel, Ruth E.
Colligan, Robert C.
Barbaresi, William J.
Weaver, Amy L.
Killian, Jill M.
Katusic, Slavica K.
TI Early Speech-Language Impairment and Risk for Written Language Disorder:
A Population-Based Study
SO JOURNAL OF DEVELOPMENTAL AND BEHAVIORAL PEDIATRICS
AB Objective: To compare risk of written language disorder (WLD) in
children with and without speech-language impairment (S/LI) from a
population-based cohort. Methods: Subjects included all children born
between 1976 and 1982 in Rochester, Minnesota, who remained in the
community after age 5 years (n 5 5718). Records from public and private
schools, medical agencies, and tutoring services were abstracted. S/LI
was determined based on eligibility criteria for an individualized
education plan. Incident cases of WLD were identified by research
criteria using regression-based discrepancy, non-regression-based
discrepancy, and low-achievement formulas applied to cognitive and
academic achievement tests. Incidence of WLD (with or without reading
disorder [RD]) was compared between children with and without S/LI.
Associations were summarized using hazard ratios. Results: Cumulative
incidence of WLD by age 19 years was significantly higher in children
with S/LI than in children without S/LI. The magnitude of association
between S/LI and WLD with RD was significantly higher for girls than for
boys. This was not true for the association between S/LI and WLD without
RD. Conclusions: Risk for WLD is significantly increased among children
with S/LI compared with children without S/LI based on this
population-based cohort. Early identification and intervention for
children at risk for WLD could potentially influence academic outcomes.
(J Dev Behav Pediatr 34:38-44, 2013)
PD JAN
PY 2013
VL 34
IS 1
BP 38
EP 44
ER
PT J
AU Guthrie, JT
Klauda, SL
Ho, AN
AF Guthrie, John T.
Klauda, Susan Lutz
Ho, Amy N.
TI Modeling the Relationships Among Reading Instruction, Motivation,
Engagement, and Achievement for Adolescents
SO READING RESEARCH QUARTERLY
AB This study modeled the interrelationships of reading instruction,
motivation, engagement, and achievement in two contexts, employing data
from 1,159 seventh graders. In the traditional reading/language arts
(R/LA) context, all students participated in traditional R/LA
instruction. In the intervention R/LA context, 854 students from the
full sample received Concept-Oriented Reading Instruction (CORI) while
the remainder continued to receive traditional R/LA. CORI emphasizes
support for reading motivation, reading engagement, and cognitive
strategies for reading informational text. Seven motivation constructs
were included: four motivations that are usually positively associated
with achievement (intrinsic motivation, self-efficacy, valuing, and
prosocial goals) and three motivations that are usually negatively
associated with achievement (perceived difficulty, devaluing, and
antisocial goals). Reading engagement was also represented by positive
and negative constructs, namely dedication to and avoidance of reading.
Gender, ethnicity, and income were statistically controlled in all
analyses. In the traditional R/LA context, a total network model
prevailed, in which motivation was associated with achievement both
directly and indirectly through engagement. In contrast, in the
intervention R/LA context, a dual-effects model prevailed, in which
engagement and achievement were separate outcomes of instruction and
motivation. The intervention R/LA context analyses revealed that CORI
was associated with positive changes in motivation, engagement, and
achievement relative to traditional R/LA instruction. The discussion
explains why there were different relations in the two instructional
contexts and demonstrates the importance of simultaneously examining
both positive (affirming) and negative (undermining) forms of motivation
and engagement.
PD JAN-MAR
PY 2013
VL 48
IS 1
BP 9
EP 26
ER
PT J
AU Goodwin, AP
Gilbert, JK
Cho, SJ
AF Goodwin, Amanda P.
Gilbert, Jennifer K.
Cho, Sun-Joo
TI Morphological Contributions to Adolescent Word Reading: An Item Response
Approach
SO READING RESEARCH QUARTERLY
AB The current study uses a crossed random-effects item response model to
simultaneously examine both reader and word characteristics and
interactions between them that predict the reading of 39 morphologically
complex words for 221 middle school students. Results suggest that a
reader's ability to read a root word (e.g., isolate) predicts that
reader's ability to read a related derived word (e.g., isolation). After
controlling for root-word reading, results also suggest that the
remaining variability in derived-word reading can be explained by word
and reader characteristics. The significant word characteristics include
derived-word frequency and root-word frequency but not morpheme
neighborhood size, average family frequency, number of morphemes, or
semantic opaqueness. The significant reader characteristics include
morphological awareness and vocabulary knowledge but not reading
comprehension. Only phonological and orthographic-phonological
opaqueness interacted with the effect of root-word reading, suggesting
that students were less able to apply root-word knowledge when the root
word changed phonologically (with or without an orthographic change) in
the larger derived word. Discussion is included regarding how findings
from this study inform the development of models of word reading for
adolescents.
PD JAN-MAR
PY 2013
VL 48
IS 1
BP 39
EP 60
ER
PT J
AU Kyle, F
Kujala, J
Richardson, U
Lyytinen, H
Goswami, U
AF Kyle, Fiona
Kujala, Janne
Richardson, Ulla
Lyytinen, Heikki
Goswami, Usha
TI Assessing the Effectiveness of Two Theoretically Motivated
Computer-Assisted Reading Interventions in the United Kingdom: GG Rime
and GG Phoneme
SO READING RESEARCH QUARTERLY
AB We report an empirical comparison of the effectiveness of two
theoretically motivated computer-assisted reading interventions (CARI)
based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG Rime)
and English GraphoGame Phoneme (GG Phoneme). Participants were
67-year-old students who had been identified by their teachers as being
relatively poor at reading. The students were divided into three groups.
Two of the groups played one of the games as a supplement to normal
classroom literacy instruction for five sessions per week for a period
of 12 weeks. The third group formed an untreated control. Both games led
to gains in reading, spelling, and phonological skills in comparison
with the untreated control group. The two interventions also had some
differential effects. The intervention gains were maintained at a
four-month follow-up.
PD JAN-MAR
PY 2013
VL 48
IS 1
BP 61
EP 76
ER
PT J
AU Loftus, SM
Coyne, MD
AF Loftus, Susan M.
Coyne, Michael D.
TI Vocabulary Instruction Within a Multi-Tier Approach
SO READING & WRITING QUARTERLY
AB Vocabulary instruction provided within a response-to-intervention (RTI)
framework has great potential for supporting the vocabulary development
of all students, including those who are most at risk for language and
literacy difficulties. The majority of research on RTI has focused on
code-based literacy skills such as phonemic awareness and decoding. We
believe, however, that a multi-tier approach to vocabulary instruction
has great potential for supporting the vocabulary development of all
students, including those who are most at risk for language and literacy
difficulties. In this article we discuss vocabulary acquisition and the
challenges that educators face with providing vocabulary instruction in
schools, describe a series of research studies supporting direct
vocabulary instruction within an RTI approach, and provide suggestions
for future research.
PY 2013
VL 29
IS 1
SI SI
BP 4
EP 19
ER
PT J
AU Saddler, B
Asaro-Saddler, K
AF Saddler, Bruce
Asaro-Saddler, Kristie
TI Response to Intervention in Writing: A Suggested Framework for
Screening, Intervention, and Progress Monitoring
SO READING & WRITING QUARTERLY
AB Writing may be the most complex facet of the language arts. Students
need to become competent writers to succeed in school and society;
therefore, teaching these skills is an important educational goal. To
accomplish this goal, schools must identify students who have writing
difficulties early in order to enact effectual interventions. Early
screening and intervention is even more important in the current
educational climate of response to intervention. In this article we
discuss how schools can create a tiered system of screening,
intervention, and progress monitoring for writing.
PY 2013
VL 29
IS 1
SI SI
BP 20
EP 43
ER
PT J
AU Abu-Hamour, B
Urso, A
Mather, N
AF Abu-Hamour, Bashir
Urso, Annmarie
Mather, Nancy
TI The Application of Standardized Assessments and CBM Measures in a Case
Study of a Student With a Severe Reading Disability
SO READING & WRITING QUARTERLY
AB This case study examines the impact of intensive research-based
instruction on the reading development of a bilingual adolescent male
with a history of reading failure. The study demonstrates the value of
using normative-based assessments for accurately diagnosing a specific
learning disability and curriculum-based measures for monitoring the
effects of intervention. The results of a 24-week intervention also
demonstrated the effectiveness of both progress monitoring and
instruction when delivered in a daily, individualized setting. This case
study clearly illustrates that adolescents with poor literacy can make
adequate progress but that some schools are still failing to provide
adequate and appropriate instruction to students who struggle to learn
to read and spell. We also discuss implications for
response-to-intervention models for secondary students.
PY 2013
VL 29
IS 1
SI SI
BP 44
EP 63
ER
PT J
AU Thorius, KK
Sullivan, AL
AF Thorius, Kathleen King
Sullivan, Amanda L.
TI Interrogating Instruction and Intervention in RTI Research With Students
Identified as English Language Learners
SO READING & WRITING QUARTERLY
AB There are ample research and position papers advocating response-to-
intervention (RTI) frameworks to address the academic struggles of
students identified as English language learners (ELLs) and to prevent
inequitable outcomes such as overrepresentation in special education.
However, some scholars have questioned how RTI is conceptualized and
implemented with ELLs. This systematic literature review explores how
the existing research on RTI for ELLs has addressed (a) the quality and
appropriateness of Tier 1 practices for ELLs and (b) linguistic factors
as contexts that impact this quality. A key finding is that current
research is not sufficiently linked to general education instruction.
Thus, we suggest that future RTI research address instruction for ELLs
in general education settings, including the incorporation of Title I
supports, bilingual education and language acquisition programs, and
culturally responsive pedagogy into Tier 1 universal interventions.
PY 2013
VL 29
IS 1
SI SI
BP 64
EP 88
ER
PT J
AU Ritchey, KD
Coker, DL
AF Ritchey, Kristen D.
Coker, David L., Jr.
TI An Investigation of the Validity and Utility of Two Curriculum-Based
Measurement Writing Tasks
SO READING & WRITING QUARTERLY
AB We investigated 2 curriculum-based measurement tasks for writing with
170 students in 2nd and 3rd grade. The 2 tasks, Story Starter and
Picture Story, varied on topical support. Both tasks used production and
accuracy scores, and we developed a qualitative score for Picture Story.
All production and accuracy scores and the qualitative score
demonstrated low to moderate validity coefficients with the
Woodcock-Johnson Test of Achievement Writing Samples subtest and a
teacher rating of overall writing ability. All scores were sensitive to
grade-level differences in performance, with 3rd-grade students
performing higher than 2nd-grade students. Two scores for Picture Story
were sensitive to growth only for 3rd-grade students, and 5 scores were
sensitive to bimonthly growth for both grade levels. There was moderate
classification accuracy for both tasks.
PY 2013
VL 29
IS 1
SI SI
BP 89
EP 119
ER
PT J
AU Dobbs-Oates, J
Robinson, C
AF Dobbs-Oates, Jennifer
Robinson, Chanele
TI Preschoolers' Mathematics Skills and Behavior: Analysis of a National
Sample
SO SCHOOL PSYCHOLOGY REVIEW
AB This study investigated the association between children's mathematical
skills and their behavior in the prekindergarten year in a national
sample of children attending center-based child care. The sample
consisted of approximately 5,400 preschoolers in center-based care from
the Early Childhood Longitudinal Study-Birth Cohort. Children's math
ability was assessed and child care providers rated children's
behaviors. Results revealed that teacher ratings of approaches to
learning behaviors were associated with mathematical skills.
Implications for early education and research are discussed.
PD DEC
PY 2012
VL 41
IS 4
BP 371
EP 386
ER
PT J
AU DuPaul, GJ
Eckert, TL
Vilardo, B
AF DuPaul, George J.
Eckert, Tanya L.
Vilardo, Brigid
TI The Effects of School-Based Interventions for Attention Deficit
Hyperactivity Disorder: A Meta-Analysis 1996-2010
SO SCHOOL PSYCHOLOGY REVIEW
AB A meta-analysis evaluating the effects of school-based interventions for
students with attention deficit hyperactivity disorder was conducted by
examining 60 outcome studies between 1996 and 2010 that yielded 85
effect sizes. Separate analyses were performed for studies employing
between-subjects, within-subjects, and single-subject experimental
designs. The overall mean effect sizes for dependent measures of
behavior were positive and significant for within-subjects (0.72) and
single-subject (2.20) designs, but not for between-subjects (0.18)
designs. Mean effect sizes for academic outcomes were positive but not
significant for between-subjects (0.43) and within-subjects (0.42)
design studies, but were positive and significant for single-subject
(3.48) design studies. Contingency management, academic intervention,
and cognitive-behavioral intervention strategies were all associated
with positive effects for academic and behavioral outcomes. Other
moderators (e.g., school setting, publication status) are discussed
along with implications for school-based management of students with
attention deficit hyperactivity disorder and future treatment studies
for this population.
PD DEC
PY 2012
VL 41
IS 4
BP 387
EP 412
ER
PT J
AU Tommasi, L
Laeng, B
AF Tommasi, Luca
Laeng, Bruno
TI Psychology of spatial cognition
SO WILEY INTERDISCIPLINARY REVIEWS-COGNITIVE SCIENCE
AB In this overview, focusing on memory and higher cognitive processes, we
cover some of the most relevant results that emerged from research on
spatial cognition in animals and in humans in the last 3 decades. In
particular, we discuss how representations of distance and direction are
used to localize oneself with respect to the external world, to
determine the position of objects with respect to each other, and to
compute the position of invisible goals. The role of landmarks and
environmental geometry as cues for extracting spatial information in
such abilities is compared, and the reliance upon self-centered and
external frames of reference is discussed. Moreover, the contribution of
working memory and processing strategies in forming representations of
spatial relations in humans is presented. Finally, implications for some
neighboring fields of the cognitive sciences will be outlined. (C) 2012
John Wiley & Sons, Ltd.
PD NOV-DEC
PY 2012
VL 3
IS 6
BP 565
EP 580
ER
PT J
AU Riley, MA
Holden, JG
AF Riley, Michael A.
Holden, John G.
TI Dynamics of cognition
SO WILEY INTERDISCIPLINARY REVIEWS-COGNITIVE SCIENCE
AB The application of dynamical systems methods and concepts to cognitive
phenomena has broadened the range of testable hypotheses and theoretical
narratives available to cognitive scientists. Most research in cognitive
dynamics tests the degree to which observed cognitive performance is
consistent with one or another core phenomena associated with complex
dynamical systems, such as tests for phase transitions, coupling among
processes, or scaling laws. Early applications of dynamical systems
theory to perceptual-motor performance and developmental psychology
paved the way for more recent applications of dynamical systems
analyses, models, and theoretical concepts in areas such as learning,
memory, speech perception, decision making, problem solving, and
reading, among others. Reviews of the empirical results of both
foundational and contemporary cognitive dynamics are provided. (C) 2012
John Wiley & Sons, Ltd.
PD NOV-DEC
PY 2012
VL 3
IS 6
BP 593
EP 606
ER
PT J
AU Honomichl, RD
Chen, Z
AF Honomichl, Ryan D.
Chen, Zhe
TI The role of guidance in children's discovery learning
SO WILEY INTERDISCIPLINARY REVIEWS-COGNITIVE SCIENCE
AB Discovery learning is an important, yet controversial topic in the
fields of psychology, education, and cognitive science. Though
traditional views emphasize a lack of instructional constraint or
scaffolding, more recent evidence suggests that guidance should be
included in the process of discovery learning. The present review
summarizes three general approaches which have been shown to facilitate
guided discovery learning: (1) strategic presentation of materials, (2)
consequential feedback, and (3) probing questions and self-explanations.
Techniques for implementing approaches are discussed, as well as the
underlying mechanisms that contribute to their effectiveness. (C) 2012
John Wiley & Sons, Ltd.
PD NOV-DEC
PY 2012
VL 3
IS 6
BP 615
EP 622
ER
PT J
AU Lallart, E
Jouvent, R
Herrmann, FR
Beauchet, O
Allali, G
AF Lallart, Elise
Jouvent, Roland
Herrmann, Francois R.
Beauchet, Olivier
Allali, Gilles
TI Gait and motor imagery of gait in early schizophrenia
SO PSYCHIATRY RESEARCH
AB Although gait disorders were described in schizophrenia, motor imagery
of gait has not yet been studied in this pathology. We compared gait,
motor imagery of gait and the difference between these two conditions in
patients with schizophrenia and healthy age-matched controls. The mean
standard deviation (S.D.) of Timed Up and Go (TUG), imagined TUG (iTUG)
and delta time (i.e.; difference between TUG and iTUG), was used as
outcomes. Covariables include Mini Mental State Examination, the Frontal
Assessment Battery (FAB), FAB's subitems, the Positive and Negative
Syndrome Scale and the Unified Parkinson's Disease Rating Scale (UPDRS).
Seventeen patients with early schizophrenia and 15 healthy age-matched
controls were assessed. Schizophrenia patients performed the TUG and the
iTUG slower than the controls. Multivariate linear regressions showed
that iTUG and delta time were associated with the conflicting
instruction of the FAB. The present study provides the first evidence
that patients with schizophrenia performed gait and motor imagery of
gait slower than healthy controls. These deficits could be in part
explained by impaired executive function and specifically by a
disturbance in the sensitivity to interference. (C) 2012 Elsevier
Ireland Ltd. All rights reserved.
PD AUG
PY 2012
VL 198
IS 3
BP 366
EP 370
ER
EF
Posted with Blogsy
No comments:
Post a Comment