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Balazic, Josef. "Dynamic assessment of reading abilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28697.pdf.
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Rayner, Andrew. "The assessment of planning abilities in children." Thesis, University of Sheffield, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421124.
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Ramsey, Alvin L. (Alvin Lee). "Assessment of the modeling abilities of neural networks." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/34051.
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Lacroix, Serge. "The bilingual assessment of cognitive abilities in French and English." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2575.
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In this study the role that language plays in the expression of intelligence, bilingualism, and the process of assessing selected cognitive abilities was explored. The primary purpose of the study was to determine if individuals who are allowed to move from one language to another when they provide responses to test items produce results that are different than those obtained by bilingual examinees assessed in one language only. The results indicate that the Experimental Group obtained significantly higher results than the Control Group on all the tests and subtests used. The Experimental Group code-switched more frequently and the examiners only code-switched with that group. The frequency of the code-switching behaviours explains, in great part, all the differences noted in the results as very few other sources of differences were identified, even when groups were compared on sex, first language and relative proficiency in French and in English.
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Leung, Cheuk-fai, and 梁灼輝. "The assessment of problem-solving abilities of design and technology students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958795.
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Lee, Matthew L. "Task-based Embedded Assessment of Functional Abilities for Aging in Place." Research Showcase @ CMU, 2012. http://repository.cmu.edu/dissertations/88.
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Many older adults desire to maintain their quality of life by living and aging independently in their own homes. However, it is difficult for older adults to notice and track the subtle changes in their own abilities because these abilities can change gradually over a long period of time. Technology in the form of ubiquitous sensors embedded in objects in the home can play a role in keeping track of the functional abilities of individuals unobtrusively, objectively, and continuously over a long period of time. This work introduces a sensing technique called “task-based embedded assessment” that monitors how well specific tasks important for independence are carried out using everyday objects found in the home with which individuals regularly interact. Following formative studies on the information needs of older adults and their caregivers, a sensing system called “dwellSense” that can monitor, assess, and provide feedback about how well individuals complete tasks, such as taking medications, using the phone, and making coffee, was designed, built, and evaluated. Multiple longterm (over 10 months) field deployments of dwellSense were used to investigate how the data collected from the system could support greater self-awareness of abilities and intentions to improve in task performance. Presenting and reflecting on data from ubiquitous sensing systems such as dwellSense is challenging because it is both highly dimensional as well as large in volume, particularly if it is collected over a long period of time. Thus, this work also investigates the time dimension of reflection and has identified that real-time feedback is particularly useful for supporting behavior change, and longer-term trended feedback is useful for greater awareness of abilities. Traditional forms of assessing the functional abilities of individuals tend to be either biased, lacking ecological validity, infrequent, or expensive to conduct. An automated sensor-based approach for assessment is compared to traditional performance testing by a trained clinician and found to match well with clinician-generated ratings that are objective, frequent, and ecologically valid. The contributions from this thesis not only advance the state of the art for maintaining quality of life and care for older adults, but also provide the foundations for designing personal sensing systems that aim to assess an individual’s abilities and support behaviors through the feedback of objective, timely sensed information.
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Hoelzle, James B. "Neuropsychological Assessment and the Cattell-Horn-Carroll (CHC)Cognitive Abilities Model." Connect to full text in OhioLINK ETD Center, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1216405861.
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Leung, Cheuk-fai. "The assessment of problem-solving abilities of design and technology students." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811322.
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Olivier, Ilze. "A factor analysis of the career adapt-abilities inventory." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1015687.
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In understanding the importance of career adaptability in an individual‟s career development, career counsellors require a valid assessment technique for measuring career adaptability. The Career Adapt-Abilities Inventory (CAI) was originally developed by Mark Savickas (2008) as a measure of career adapt-abilities. The present study forms part of an international collaboration investigating the psychometric properties and construct validity of the CAI. The aims of the present study involved the following: conducting exploratory factor analysis in order to determine whether interrelationships within the items of the CAI can be explained by the presence of unobserved variables; conducting confirmatory factor analysis in an attempt to confirm the hypothesised factor structures of the CAI; and to explore and describe South African university students‟ perceptions of the underlying constructs of the CAI in terms of the language usage and comprehension of the inventory‟s item content. A sample of South African first-year university students were employed in this current study. In an exploratory factor analysis of the CAI, preference was given to the a priori criterion forcing the extraction of five factors. The oblique rotation method was employed using the OBLIMIN method provided by the statistical package in order to derive the simplest and most interpretable factor structure. Exploratory factor analysis supported a five factor solution after the fourth iteration, reflecting the underlying dimensions of Curiosity, Concern, Confidence, Cooperation and Control. These factors support the five scales presented by Savickas (2008). Confirmatory factor analyses were subsequently performed in order to test both the original CAI factor model as well as the factor model that emerged through exploratory factor analysis. After using several goodness-of-fit indices, it can be concluded that the inventory items adequately represent the five CAI scales based on the value obtained using the Root Mean Square Error of Approximation index. The factor model derived through EFA demonstrated a slightly better fit when compared to the original CAI factor model using other fit indices. In terms of the qualitative findings of this current study, participants indicated that the meaning of several items were unclear to them causing comprehension difficulty. Items 8 and 50 were marked by participants several times and can be viewed as the items causing most difficulty with regard to comprehension, with participants pointing out the words „keeping upbeat‟ (item 8) and „conscientious‟ (item 50). Participants were also asked to provide additional comments with regard to the readability, comprehension and applicability of the CAI. On investigation of these comments, three main themes were generated relating to: the comprehension and clarity of the CAI; the CAI enhancing participants‟ understanding of themselves; and the structure, length and general layout of the CAI. In essence, the current study provided useful information regarding the psychometric properties of the CAI using a sample of South African first-year university students. Factor analyses provided some support for the validity of the CAI while the qualitative results provided aspects for consideration in making the CAI more applicable for South African usage. Moreover, a foundation has been laid for further research to be conducted in South Africa regarding the validity and applicability of the CAI for South African populations.
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Keil, Michael M. "Brief Neuropsychological Assessment in the Prediction of Everyday Functional Abilities of Older Adults." Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1113582582.
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Keil, MIchael M. "Brief neuropsychological assessment in the prediction of everyday functional abilities of older adults." Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1113582582.
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Knight, Amanda Margaret. "Students' abilities to critique scientific evidence when reading and writing scientific arguments." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104146.
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Thesis advisor: Katherine L. McNeill<br>Scientific arguments are used to persuade others for explanations that make sense of the natural world. Over time, through the accumulation of evidence, one explanation for a scientific phenomenon tends to take precedence. In science education, arguments make students' thinking and reasoning visible while also supporting the development of their conceptual, procedural, and epistemic knowledge. As such, argumentation has become a goal within recent policy documents, including the Next Generation Science Standards, which, in turn, presents a need for comprehensive, effective, and scalable assessments. This dissertation used assessments that measure students' abilities to critique scientific evidence, which is measured in terms of the form of justification and the support of empirical evidence, when reading and writing scientific arguments. Cognitive interviews were then conducted with a subset of the students to explore the criteria they used to critique scientific evidence. Specifically, the research investigated what characteristics of scientific evidence the students preferred, how they critiqued both forms of justification and empirical evidence, and whether the four constructs represented four separate abilities. Findings suggest that students' prioritized the type of empirical evidence to the form of justification, and most often selected relevant-supporting justifications. When writing scientific arguments, most students constructed a justified claim, but struggled to justify their claims with empirical evidence. In comparison, when reading scientific arguments, students had trouble locating a justification when it was not empirical data. Additionally, it was more difficult for students to critique than identify or locate empirical evidence, and it was more difficult for students to identify than locate empirical evidence. Findings from the cognitive interviews suggest that students with more specific criteria tended to have more knowledge of the construct. Lastly, dimensional analyses suggest that these may not be four distinct constructs, which has important implications for curriculum development and instructional practice. Namely, teachers should attend to the critique of scientific evidence separately when reading and writing scientific arguments<br>Thesis (PhD) — Boston College, 2015<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Caldwell, Christina Hubbert. "Perinatal risk indicators and developmental abilities : examining children with phonological disorders." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902505.
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The purposes of this study were to determine which perinatal risk variables arecorrelated with phonological disorders and to determine how preschoolers' developmental functioning is related to phonological impairment. Subjects were 101 low SES boys (n=46) and girls (n=55) randomly selected from a county Head Start program in north-central Indiana. The mean age of the preschoolers was 65 months. Information about perinatal risks and developmental abilities was obtained from mothers or primary caregivers. Using the Maternal Perinatal Scale (Dean, 1985) and the Bankson Bernthal Test of Phonology (Bankson & Bernthal, 1990), it was found that three moderate inverse correlations existed between perinatal risk items and phonological scores (mothers' weight before pregnancy, the number of pregnancies prior to the birth of the child that resulted in death, and the number of medical conditions experienced by mothers before or during pregnancy). Hierarchical multiple regressions indicated that developmental scales of the Minnesota Preschool Inventory (Ireton & Thwing, 1979) significantly accounted for phonological ability in these children, with the scales of Letter Recognition, Self-Help, Expressive Language, and Fine Motor contributing the most unique variance. Implications of these findings are discussed relative to the developmental apraxia of speech debate.<br>Department of Educational Psychology
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DeWiele, Lorraine. "Evaluation of a self-instructional manual for the Assessment of Basic Learning Abilities test." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/NQ41605.pdf.
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Sharpe, Pamela Jean. "The assessment of the cognitive abilities of multiply handicapped children : adaptations of the Uzgiris and Hunt (1975) scales." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10020797/.
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Mailloux, Judith Pomeroy. "The hospital-based nurse educator; definitions, techniques, and self-perceived abilities related to needs assessment." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407400716.
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Hall, Audrey Rose. "Nonstandardized Assessment of Cognitive-Communication Abilities Following Pediatric Traumatic Brain Injury (pTBI): A Scoping Review." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1588149045710777.
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White, Kathy Jane. "Describing the Reading Motivation of Four Second-Grade Students with Varying Abilities." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2958.
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Describing the Reading Motivation of Four Second-Grade Students with Varying Abilities Kathy White Department of Teacher Education Master of Arts The purpose of this study was to describe the differences and similarities among four second-grade students with different abilities and different motivations in the development of their reading attitudes and motivations. A multi-case study design was used to describe the literacy profiles of the participants. Data relating to participants' attitudes, motivations, and values for reading were collected for six weeks from conversational interviews, student observations, parent interviews, student histories, and interviews with previous teachers. Four major results were found in the areas of attitudes, motivations, and values. First, the results for attitudes showed high-ability students were confident readers who were motivated to take a leadership role in collaborating about reading. Students with low abilities had poorer reading self-efficacy, blamed others for not being able to read, thought they were unlucky in reading, and lacked the confidence needed to collaborate with others about their reading. Second, results for assessing motivation were unpredictable and varied from student to student. High- and- low- ability students were motivated by both extrinsic and intrinsic motivation. A third result showed participants in the study whose families were more involved in supporting reading at home, regardless of the participants' reading abilities, had high self-esteem, had future goals for learning, and were more motivated to read than the student from the home without achievement related values. Fourth, reading motivation scales may not be accurate with early elementary students. Qualitative methods are a more accurate source of information about young children's motivations to read. Hoping to read, another aspect of motivation, is discussed.
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Purvis, Caralyn Jan. "Determining and supporting the reading comprehension and metalinguistic abilities of undergraduate pre-service teachers." Thesis, University of Canterbury. School of Teacher Education, 2014. http://hdl.handle.net/10092/10198.
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Pre-service teachers have a large role to play in initiatives to raise children’s literacy achievement. There is growing concern about the disparity of reading abilities of children, particularly in New Zealand, prompting a greater need to examine the skills and knowledge of the adults who provide reading instruction to these children. Adults engaged in higher education are typically expected to possess strong and proficient literacy skills, yet research examining the literacy skills of the broader adult population reports adult literacy levels to be much lower than assumed. Well over a third of adults in countries including the United States of America and New Zealand do not possess basic literacy skills. There is a paucity of research identifying and addressing the literacy needs of the adult population. Further, there have been limited studies investigating the literacy abilities of adults with relatively higher levels of literacy skill (e.g., those in higher education). Such research is particularly pertinent in the education context due to the influence that teaching professionals have on future generations of readers.
The research reported in this thesis investigated the reading comprehension and metalinguistic abilities of pre-service teachers, and conducted two interventions within this population. The first intervention focussed on improving the reading comprehension of individuals who presented with difficulties understanding written text relative to their peers. The second intervention provided explicit instruction in building students’ language structure knowledge within general coursework completed by a whole cohort of pre-service teachers. The findings from this thesis have implications for the provision of support for pre-service teachers with literacy needs in higher education, as well as for augmenting the skills of the broader pre-service teacher population to prepare them to deliver evidence-based reading instruction.
The first study (presented in Chapter Four) assessed selected cognitive and literacy skills of a cohort of undergraduate pre-service teachers in their initial year of higher education. One-hundred and thirty-one students completed an assessment battery comprising tasks of spelling, reading comprehension, inferencing, working memory, and knowledge of language structure. Analysis of results demonstrated a wide range of abilities across each of the measures, reflecting the large variance in skill with which these individuals enter into higher education. Spelling, inferencing, and working memory were each found to make significant unique contributions to reading comprehension. Furthermore, the elements contributing towards reading comprehension were found to be highly interactive, thus demonstrating the complex interactive nature of the skills that contribute to the reading comprehension process in these individuals.
In the second study (presented in Chapter Five) individuals with difficulties understanding written text were identified using the reading comprehension measure from the first study. Individuals who performed more than one standard deviation below the group mean were identified for inclusion in a reading comprehension intervention. Seventeen individuals met the criteria for inclusion in the intervention and consented to participate (referred to as the IN group). Two control groups were also identified to allow for comparisons to be made pre- and post-intervention. The first control group, referred to as the NT group (n = 6), comprised of six participants who qualified for the intervention but who opted not to participate. The second control group, referred to as the CN group (n = 83), comprised of the remaining students from the large cohort. Four different strategies designed to assist with reading comprehension were modelled and practiced with each participant in the IN group over four sessions. Each intervention session focussed on one strategy alone and the intervention was administered on an individual basis. Reading comprehension and summarising assessments were completed following every session to ascertain the effectiveness of each strategy. Results showed that the first strategy (text-to-speech) was detrimental to the participants’ reading comprehension scores, while a further strategy (highlighting and summarising) was beneficial for almost all participants. There was a significant gain in reading comprehension score by the IN group after completing the intervention. Neither the NT nor the CN group, however, made any improvement in reading comprehension over this time period. The results also demonstrated that the improvement made by the IN participants increased their mean reading comprehension score to within range of the CN group (i.e., their peers identified with typical ability at the outset of the study).
A third study (presented in Chapter Six) examined the responsiveness of the intervention participants to the reading comprehension intervention at a subgroup and individual level. Four subgroups of participants were identified based on their underlying literacy profile at the outset of the intervention. The first group (n = 2) comprised individuals with poor spelling; the second (n = 4), individuals with poor listening comprehension; the third (n = 1), those with poor spelling and listening comprehension; and the fourth (n = 10), individuals who did not demonstrate poor spelling or listening comprehension. There were no differences in the responsiveness of these groups to the four different strategies. There was also no association between an individual’s literacy profile and their response to the various strategies. Furthermore, closer examination of four case studies (one from each of the four subgroups) did not demonstrate any clear relationship between the responsiveness to the four different reading comprehension strategies, and their literacy profile.
Finally, the fourth study (presented in Chapter Seven) examined the responsiveness of the whole cohort (n = 121) to a teaching intervention targeting metalinguistic knowledge. Two subgroups were identified within the larger cohort based on participants’ word-level skill (determined by spelling ability): good spellers (n = 24), and poor spellers (n = 24). Two subgroups were also identified based on participants’ comprehension-level skills (determined by reading comprehension): individuals with difficulties understanding written text (n = 22), and individuals with typical reading comprehension (n = 99). The metalinguistic intervention was integrated into an existing literacy course and delivered over seven weeks. The intervention focussed on raising phoneme, morpheme, and orthotactic knowledge amongst the participants in a pre-test / post-test study design. The whole cohort demonstrated significant gains in knowledge in each of the constructs targeted, after just seven hours of teaching integrated into an existing course. Analysis of subgroups of participants demonstrated that individuals with stronger spelling skills responded more favourably to the intervention than their peers with weaker spelling skills. The between-groups differences identified in the subgroups determined by reading comprehension were not as significant as those of the spelling subgroups. Thus, the results suggest the need for differentiated teaching of metalinguistic constructs based on the underlying word-level skills of each individual to ensure that pre-service teachers acquire adequate language structure knowledge within their teacher preparation programme.
The findings from this thesis refute the assumption that individuals who meet the criteria required to enter into higher education present with strong or adequate literacy skills. The pre-service teachers in the reported studies demonstrated a wide range of literacy ability. The results of this assessment identified spelling, inferencing, and working memory as significant predictors of reading comprehension. The appropriateness of the Simple View of Reading framework for this population was also investigated. Individuals who demonstrated lower reading comprehension showed significant increases in their reading comprehension scores when using a strategy that incorporated highlighting and summarising techniques. This strategy was highly effective across the whole intervention group, in spite of the vast differences in the literacy profiles of these individuals. Findings from a whole-cohort teaching intervention to raise metalinguistic knowledge provide support for the inclusion of differentiated, explicit teaching of these constructs within pre-service teaching programmes. The results reported in this thesis show that by providing targeted intervention to raise the reading comprehension and metalinguistic abilities of pre-service teachers, they become better equipped to provide effective reading instruction for children, and address the disparity in children’s literacy achievement.
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Aeby, Alec. "In vivo diffusion tensor imaging in infants: assessment of brain development and correlation with language abilities in childhood." Doctoral thesis, Universite Libre de Bruxelles, 2013. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209462.
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Rapid and important cerebral developmental changes occur between the third trimester of gestation and the first postnatal months (Sidman and Rakic, 1982). Assessment of these changes in term and preterm infants is of great interest, as it provides insights into early brain development but also how early birth may affect normal brain development (Mewes et al. 2006).<p>Conventional brain magnetic resonance imaging (MRI) is a useful technique to provide structural information on brain development, and several studies have correlated brain structure modifications with specific learning or behavioral problems (Peterson et al. 2003, Woodward et al. 2005, Kapellou et al. 2006, Woodward et al. 2006). Nevertheless, this technique is not sensitive enough to evidence subtle microstructural changes. <p><p>Diffusion tensor imaging (DTI), which assesses and quantifies water diffusion in biological tissues at a microstructural level, may provide unique clues to the structure and geometric organization of the cerebral tissues (Le Bihan et al. 2001). DTI takes advantage of the fact that, in the brain, water molecules diffuse more easily in the direction of the fibers than orthogonally to study cortex and white matter (WM). DTI indices like fractional anisotropy (FA), which expresses the fraction of the magnitude of the diffusion tensor attributable to anisotropic diffusion, mean diffusivity (MD), which corresponds to the directionally averaged magnitude of water diffusion, and longitudinal and transverse diffusivity (λ// and λ⊥), which express respectively the parallel and perpendicular diffusion of water molecules, are used to indirectly quantify brain microstructure and evaluate brain damage (Hüppi et al. 1998, Miller et al. 2002, Ment et al. 2009, Liu et al. 2012). <p><p>Most previously published studies in neonates limited their analysis to particular zones of the WM, using regions of interest (ROI) to select regions where DTI values are expected to change. Approaches on the basis of ROIs have well-known limitations because strong a priori hypotheses about localization and extent of the effects of interest have to be made (Giuliani et al. 2005). Voxel-based methods of neuroimaging data analysis, such as statistical parametric mapping (SPM), do not have such limitations and have been successfully applied to study age-related DTI changes in adults, DTI differences between preterm and infants at term equivalent age, and brain structural asymmetries in infants (Ashtari et al. 2007, Snook et al. 2007, Gimenez et al. 2008, Dubois et al. 2010).<p>Studies correlating DTI indices at term equivalent age with later neurodevelopment are scarce and their analysis is limited to the WM, without exploring the cortex (Arzoumanian et al. 2003). Moreover, they use neuropsychological testing where language evaluation is combined with cognitive and motor scales to give an overall cognitive score (Krishnan et al. 2007, Rose et al. 2007, Rose et al. 2009).<p>The aims of this work were, using a voxel-based analysis of DTI sequences, 1) to evidence new brain regions that experience microstructural modifications along post-menstrual age (PMA) during early development of the human brain, and 2) to correlate regional brain microstructure at term equivalent age with subsequent cognitive, motor and language development at two years corrected age in a population of preterm infants.<p>We first investigated DTI changes in a population of 22 healthy preterm and 6 term infants covering the life period between 34 and 41 weeks PMA, and found that, besides the already-evidenced FA increase in the corticospinal tract (CST) and callosal radiations, the thalami and the thalamic radiations experienced linear microstructural changes. These changes were interpreted as a marker of regression of cytoplasmic arborization and proliferation of immature oligodendrocytes that wrapped around the axons well before the appearance of myelin (Aeby et al. 2009). Then we looked for nonlinear DTI changes, considering that many of biological processes that occur during development follow a nonlinear course. This yielded negative results, probably due to the small sample size. Therefore, in a second study, we searched for regional linear and nonlinear microstructural changes with PMA throughout the brain in a larger population (65 patients) composed exclusively of preterm neonates scanned between 35 and 43 weeks PMA. This study confirmed the linear FA changes with age previously described and, more importantly, evidenced nonlinear changes in brain structures around the right posterior superior temporal sulcus (STS) and in the right lateral occipitotemporal gyrus (LOTG), with FA decrease between 34 and 39 weeks followed by FA increase from 40 weeks to 43 weeks. The right STS belongs to the speech-processing network and is implicated in prosody but also in inter-individual communicative behavior and face processings in close association with the right LOTG. We suggest that the microstructural modifications in brain structures around the right STS and in the LOTG observed between 35 and 43 weeks of gestation in preterm infants could contribute to the functional maturation of these brain regions with increasing age, in a period of life where voices, prosody and faces represent extremely salient stimuli (Aeby et al. 2012).<p>In the second part of the thesis, we tested the hypothesis that abnormal local brain microstructure of preterm infants at term equivalent age would affect neurodevelopmental abilities at age 2 years. Therefore, we searched throughout the whole brain to correlate changes of the Bayley-III scores (cognitive, motor and language composite scores) with the regional distribution of MD, FA, λ// and λ⊥. We found that language abilities are negatively correlated to MD, λ// and λ⊥ in the left superior temporal gyrus (STG) in preterm infants. These findings suggest that higher MD, λ// and λ⊥ values at term- equivalent age in the left STG are associated with poorer language scores in later childhood. Consequently, this highlights the key role of the left STG for the development of language abilities in children and suggests that brain DTI might be an interesting tool to assess on an individual basis the development of language in the preterm.<p><p>To sum up, in this thesis, we showed that, besides the already-evidenced FA increase in the CST and corpus callosum, the thalami and the thalamic radiations experience linear microstructural changes in the early development of the human brain. We further showed that FA changes nonlinearly with age in brain structures around the right STS and in the right LOTG, which are key regions in verbal and non-verbal communicative behavior. We also showed that voxel-based DTI analysis is able to evidence microstructural changes in the lSTG that are negatively correlated with language development at two years in the preterm at the group level. These results highlight the key role of the lSTG in the development of language in the preterm and suggest that brain DTI might be an interesting tool to predict the development of language on an individual basis.<p><br>Doctorat en Sciences médicales<br>info:eu-repo/semantics/nonPublished
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Barnhart, Francis Julie L. "The Impact Of One-on-One Tutoring On First-Fourth Grade Students' Word Writing Abilities For Complexity, Accuracy, and Fluency." Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1164127774.
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JONAS, CATHERINE EILEEN. "CHARACTERISTICS OF AUDITORY PROCESSING ABILITIES AND UNILATERAL SENSORINEURAL HEARING LOSS: A PILOT STUDY." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022687699.
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Tiyaamornwong, Vanessa. "Effects of preschoolers' gender and prosocial behavior on their abilities to decode and encode facial affect." Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/527.
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This study investigated the effect of children's prosocial behavior and gender on their abilities to decode and encode facial expressions. Four hypotheses were addressed in this study. The first hypothesis predicted a positive correlation between decoding abilities and pro social behavior of preschool-level children. The second hypothesis made a similar prediction, but between encoding abilities and prosocial behavior. Hypothesis three predicted that female preschoolers would be more accurate in decoding facial affect than would male preschoolers. Finally, hypothesis four predicted that females would have greater success with encoding emotions than would their male counterparts. A total of 132 children from a local private preschool participated in this study. Results showed a non-significant correlation between the decoding abilities of preschoolers and their prosocial behavior. Further analysis of the data revealed a significant negative correlation between the encoding abilities and pro social behavior of preschool children. Support was found for hypothesis three, revealing that females were better decoders of facial affect than were males. Finally, statistical tests indicated that there were no significant differences between females and males and the ability to successfully encode facial expressions. The implications and limitations of the study are discussed and suggestions for future research are offered.
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Mowrer, Cathy S. "Self-assessment and gender considerations in utilizing the CAFÉ (complexity, accuracy, fluency, evaluation) to assess student word writing abilities /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220614.
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Ramey, James M. "Differences in Statistical Reasoning Abilities through Behavioral-Cognitive Combinations of Videos and Formative Assessments in Undergraduate Statistics Courses." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2494.
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This study evaluated whether significant differences in statistical reasoning abilities exist for completers of short online instructional videos and formative quizzes for students in undergraduate introductory statistics courses. Data for the study were gathered during the Fall 2013 semester at a community college in Northeast Tennessee.
Computer-based pedagogical tools can promote improved conceptual reasoning ability (Trumpower & Sarwar, 2010; Van der Merwe, 2012). Additionally, prior research demonstrated a significant relationship between formative quiz access and student achievement (Stull, Majerich, Bernacki, Varnum, & Ducette, 2011; Wilson, Boyd, Chen, & Jamal, 2011), as well as multimedia object access and student achievement (Bliwise, 2005; Miller, 2013). Four research questions were used to guide the study. A series of analysis of variance (ANOVA) statistical procedures was used to analyze the data.
Findings indicated no significant differences in statistical reasoning abilities between students who were provided access to supplemental online instructional videos and formative quizzes and students who were not provided access. Moreover, statistical reasoning abilities did not differ significantly based upon number of quizzes successfully completed, average number of quiz attempts, or number of videos accessed.
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Mastrota, Antonietta. "Early Literacy Abilities in Spanish-English Emergent Bilingual Children from Varied Dialectal Backgrounds." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7338.
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The Hispanic population within the United States has grown to a considerable amount. The state of Florida’s population is 25% Hispanic, with projected estimates of this population continuing to grow in the coming years (Ortman & Shin, 2011). Statistics show that 28.3% of the state’s population, over the age of five, speak a language other than English at home. With this considerable number of Spanish-speakers comes the responsibility to adjust certain educational practices to best meet their needs. Literacy is an essential part of learning, and therefore assessing early literacy is an essential part to any child’s academic development.
Phonological awareness is the ability to manipulate and identify the phonological segments of a word (Blachman, Tangel, Ball, Black & Mcgraw, 1999). It is a strong predictor for early literacy abilities (Bradley & Bryant, 1983, Kozminsky & Kozminsky, 1995, Vandervelden & Siegel 1997). This relationship between phonological awareness and early literacy exists within the English language, and also within many other alphabetic languages such as Spanish (Anthony, Williams, McDonald, Corbitt-Shindler, Carlson, & Francis, 2006). Therefore, phonological awareness shares an important relationship to early literacy abilities for both English and Spanish speakers.
There are many morphological, phonological, syntactical, and lexical subtleties that exist between varied dialects of the Spanish language. Vocabulary and lexicon use has been shown to positively influence phonological awareness skills in young children. Dialectical classifications of the participants were determined through use of different dialect specific vocabulary word list in the Linguistic and Cultural Background Survey. This study sought to evaluate whether dialectical differences among young Spanish-English bilinguals were associated with performance on measures of phonological awareness and reading.
Twelve participants (children ages 3.17 years to 7.5 years and their parents participated in the study. Children completed a short form of the dynamic assessment of phonological awareness in Spanish (Loreti, 2015), the Letter-Word Identification of the Woodcock-Muñoz Language Survey-Revised (WMLS-R; Woodcock et al., 2005), the Elision, Rapid Automatic Naming, and Letter Name/Letter Sound subtests from the Test of Phonological Sensitivity in Spanish (TOPSS; Brea et al., 2003) and the Preschool Language Scales, Fifth Edition Spanish Screening Test (PLS-5; Zimmerman et al., 2011). Parents completed a Linguistic and Cultural Background Survey designed to identify potential dialectical differences among the children.
Results from the Linguistic and Cultural Background Survey indicated that all participants used the dialect consistent with Central America, and six additionally used lexical features of dialects outside of Central America. Consequently, children were categorized into either a Central group or a Central Plus group. The Central group indicated the use of words specific to the Central American dialect of Spanish. The Central Plus group indicated use of Central American dialect specific words, as well as words specific to Standard and Caribbean dialects of Spanish. These two groups were compared on the assessments of phonological awareness and early literacy. The results indicated that there were no statistically significant differences on any of the assessments between the dialect groups. Although the comparisons on the measures of Letter Word Identification Subtest and Letter Name Letter Sound subtest demonstrated medium effect sizes in favor of the Central plus another dialect group, and Rapid Automatic Naming demonstrated a medium effect in favor of the Central only group. Further investigation is needed to demonstrate these medium effects to a greater extent.
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Fouchenette, Kim. "Mobile Testing of Cognitive Function : A tool for assessment of cognitive abilities in an everyday environment using a handheld device." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-52754.
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The unit of Cognitive Developmental Neuroscience at Karolinska Institutet have developed a method for measuring cognitive performance with handheld devices, which resulted in a mobile application for the iPod Touch. The application was previously used in a clinical trial with individuals suffering from chronic stress disorder, but had to be further developed. The application, which consisted of cognitive tests and questionnaires, required improvements that could be divided into three parts: (1) a long-term memory test, (2) presentation of results and progress, and (3) an interface comprehensible to individuals with cognitive impairments. The work of this thesis was to process a requirement specification and research the areas of long-term memory testing, data presentation, and usability. The findings were used to come up with design suggestions for the application, and eventually implement them. The application was developed using C# and the MonoTouch SDK, to make it run on the iPod Touch. Distributed to physical devices, the application was finally evaluated to make sure the requirements were satisfied. Presentation and evaluation of the application were done with people from Karolinska Institutet. The results from the long-term memory test suggested it was sometimes too easy remembering items, and in a few cases even a ceiling effect appeared. However, the future target group, which was individuals with cognitive impairments, would likely perform less well on the test, and the test was therefore kept after discussion with the unit of Cognitive Developmental Neuroscience. The presentation of results as well as the navigation system were received with positive feedback.
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Gan, Hock Chye. "Using multi-modal bio-digital technologies to support the assessment of cognitive abilities of children with physical and neurological impairments." Thesis, University of Hertfordshire, 2015. http://hdl.handle.net/2299/15749.
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Current studies done using a learning test for children have problems as they only make evaluations of Physically and Neurologically Impaired (PNI) children who can succeed in the test and can be considered as a PASS/FAIL test. This pilot study takes a holistic view of cognitive testing of PNI children using a user-test-device triad model and provides a framework using non-PNI children and adults as controls. Comparisons using adapted off-the-shelf novel interfaces to the computer, in particular, an Electroencephalograph (EEG) head-set, an eye-tracker and a head-tracker and a common mouse were carried out. In addition, two novel multi-modal technologies were developed based on the use of brain-waves and eye-tracking as well as head-tracking technologies to support the study. The devices were used on three tests with increasing cognitive complexity. A self-developed measure based on success streaks (consecutive outcomes) was introduced to improve evaluations of PNI children. A theoretical model regarding a fit of ability to devices was initially setup and finally modified to fit the view of the empirical model that emerged from the outcomes of the study. Results suggest that while multi-modal technologies can address weaknesses of the individual component modes, a compromise is made between the user’s ability for multi-tasking between the modes and the benefits of a multi-modal device but the sample size is very small. Results also show children failing a test with a mouse but passing it subsequently when direct communication is used suggesting that a device can affect a test for children who are of a developing age. This study provides a framework for a more meaningful conversation between educational psychologists as well as other professionals and PNI parents because it provides more discrimination of outcomes in cognitive tests for PNI children. The framework provides a vehicle that addresses scientifically the concerns of parents and schools.
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Petruccelli, Meredith Lohr. "A Comparison of Teachers' and School Psychologists' Perceptions of the Cognitive Abilities Underlying Basic Academic Tasks." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/3270.
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School Psychology<br>Ph.D.;<br>The Cattell-Horn-Carroll Theory of cognitive functioning is a well-validated framework for intelligence. Cross-battery assessment is a means utilizing CHC theory in practice. School psychologists write recommendations with the assumption that teachers understand the cognitive abilities underlying basic academic tasks in the same way. Theoretically, the more similar the understanding of these two groups, the greater the likelihood of appropriate referrals and intervention fidelity. Teacher perceptions of their students' cognitive abilities impact the referrals that they make and intervention strategies that they implement. In this study, teachers and school psychologists were asked to sort basic academic tasks into the CHC broad abilities.
The central research questions being asked are as follows: Are school psychologists and teachers equally proficient at identifying the broad cognitive ability demands of a basic academic task? How do the responses of the participants compare to the theoretical model presented? Do teachers and school psychologists become better at identifying the cognitive demands of a task with experience or higher levels of training?
In order to answer the first research question, MANOVAs were performed. There was a significant overall difference between groups on their responses. While teachers and school psychologists differed significantly on five of the eight CHC broad ability scales. School psychologists were only significantly better at consistently identifying the basic academic tasks that utilized Fluid Reasoning.
To answer the second research question, principal components factor analysis was performed. The factors created displayed limited similarity to the theoretical factors. Pearson correlations between the theoretical factors and the factors created through factor analysis revealed multiple positive correlations that accounted for more than 10% of the variance. The theoretical scales that were more significantly correlated were Fluid Reasoning, Auditory Processing, and Processing Speed.
To answer the third research question, Pearson correlations were calculated. This analysis revealed that neither group develops a better understanding of the cognitive abilities required to perform academic tasks with experience. Level of education is not related to accuracy for teachers on any of the items. Level of education is significantly correlated with accuracy in identifying tasks that require Visual Processing for school psychologists.<br>Temple University--Theses
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Orbay, Ozge. "Effects Of Methylphenidate Treatment On Cognitive Abilities, Hyperactivity And Anxiety Level Of Children With Attention Deficit Hyperactivity Disorder." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606401/index.pdf.
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Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common
neuropsychiatric disorders in childhood among school-aged children. It is characterized
by behavior disinhibition, overactivity and/or difficulty in sustaining attention.
Psychotherapy and pharmacotherapy are reported ways of treating ADHD. Around 35%
of individuals diagnosed with ADHD also met the criteria for anxiety disorders that
commonly coexist with ADHD. If not treated up to 70% of children with ADHD
continue to meet the diagnostic criteria into adolescence. Psychostimulants
(Methylphenidate) are the first line of treatment in Turkey. The first aim of this present
study was to introduce Spence Children&<br>#8217<br>s Anxiety Scale Parent version (SCAS-P) by
conducting Turkish translation, factor structure, and reliability-validity studies of the
scale. Results of the principle component analysis extracted five factors for the Turkish
version of SCAS-P. Inter-correlations among the factors (r=0.28 &<br>#8211<br>0.45) were found to be
satisfactory indicating for convergent validity. Criterion validity of the scale was found
to be significant as well. Analysis indicated that the top 27th percentile of the sample was
significantly differenciated from the bottom 27th percentile of the sample (t(74)=9.63,
p<<br>.05). Results revealed Cronbach alpha of .88, and the split half reliability of .79 for
the total scale score. Internal consistency of the subscales of the SCAS-P ranged from
0.56 to 0.78. The second aim of this study was to examine the effects of
Methylphenidate (MPH) on cognitive abilities, hyperactivity and anxiety level of
children with ADHD since MPH is known to be a first line of treatment for Attention
Deficit Hyperactivity Disorder (ADHD). Thirty-six elementary school children, from
age seven to twelve were gathered from the local Hospital for the Social Security Office
Child Psychiatry Clinic in Ankara via using purposive sampling. Seventeen children
who met the DSM-IV diagnostic criteria for ADHD were assigned to the drug group,
and nineteen children without ADHD were assigned to the comparison group. Bender
Gestalt Visual Motor Perception Test, Wechsler Intelligence Scale for Children-Revised
subscales, and Vigilance Task developed by the researcher were administered to
participant children, for measuring cognitive abilities. Hacettepe ADHD Scale and
SCAS-P were administered to parents of the participants for measuring hyperactivity
level and child anxiety. Measurements were repeated after a 12-week follow up both for
the drug group (N=17) and the comparison group (N=19). In the 12-week period, drug
group received MPH treatment, and the comparison group received no interventions
regarding ADHD. 2 (Drug group vs. Comparison group) x 2 (Pretest vs. Posttest) mixed
ANOVA with repeated measures on the last factor was conducted for the results of each
measurement scale separately. As expected, MPH treatment revealed improvement in
cognitive abilities and hyperactivity level of children with ADHD. All participants were
found to have high anxiety scores when first referred to the hospital, and were found to
have lower scores of anxiety on posttest. The findings were discussed on the basis of
literature and limitations of the present study.
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Sanchez, Maria-Elena. "Validation Of Assessment Indicators Of General Patterns Of Psycholinguistic And Cognitive Abilities Of Young Spanish-Speaking Children (Bilingual, Translation, Tests, Language Development)." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3528.
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Problem. Most of the diagnostic tools available for the assessment of language and cognition in early childhood education have been designed for fluent English-speakers. Few instruments include items appropriate to the needs of Spanish-speaking children with limited English Proficiency (LEP). Available Spanish language test are translations of English tools and have not been standardized among the Hispanic population. Classroom teachers and education specialists need an appropriately validated Spanish test for educational planning and programing of LEP Spanish-speaking children. Purpose. The purpose of this study was three dimensional: (1) to develop a functional adaptation of a criterion-referenced diagnostic test for the assessment of language and cognitive skills of preschool LEP Spanish-speaking children for educational planning, (2) to establish validity and reliability of the adapted Spanish criterion-referenced test and two norm-referenced tests to be used by educational diagnosticians for the assessment of language and learning abilities of young LEP Spanish-speaking pupils. Procedures. The test Evaluacion de Languaje y Habilidades Cognoscitivas en Edad Pre-Escolar (ELCEP) was developed as the Spanish adaptation of the Preschool Language-Cognitive Skills Assessment for Curriculum Entry (PLACE), by John Logfren (1978). The first draft of ELCEP was field tested and revised in preparation for validation of six Spanish-English bilingual professionals from different fields of education. A sample of 35 LEP Spanish-speaking children was used to establish the reliability of the ELCEP. A sample of 100 LEP Spanish-speaking children was used to establish concurrent validity of the ELCEP, and the two norm-referenced test, Prueba Illinois de Habilidades Psicolinguisticas (PIHP) and Bateria Woodcock de Proficiencia del Idioma or Woodcock Language Proficiency Battery Spanish (WLPB-Span.) Findings. The level of significance for rejecting the null hypotheses was set at .05. No significant differences were found between male and female scores, or between age group scores from the reliability sample of the ELCEP. Significant correlations and traits of communality were found from comparison of 15 variables from the ELCEP, PHIP, and WLPB-Span, through factor analysis. Recommendation. Additional extension of the ELCEP for ensuring quality of test constructs to permit criterion-referenced and norm-referenced application of the test. Further studies to ensure appropriate development of equivalent English and Spanish forms of the ELCEP, and local norms for the PHIP AND WLPB-Span.
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Nicholson, Kathleen J. "Use of Cattell-Horn-Carroll specific cognitive abilities to enhance prediction of reading on the third grade Pennsylvania System of State Assessment." Open access to IUP's electronic theses and dissertations, 2009. http://hdl.handle.net/2069/152.
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Beckman, Kristina. "COMMUNICATIVE COMPETENCE AND SECOND LANGUAGE ABILITIES IN THE JUSTICE SYSTEM: A FORENSIC LINGUISTIC ANALYSIS OF A CHINESE IMMIGRANT'S RUN-IN WITH THE LAW." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1219%5F1%5Fm.pdf&type=application/pdf.
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Hartler, Johanna. "Language and pragmatic abilities in children with ADHD and/or Autism Spectrum Disorder : The importance of Speech and Language Pathologists in neurodevelopmental assessment." Thesis, Uppsala universitet, Logopedi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-313217.
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Children with neurodevelopmental disorders like Attention Deficit Hyperactivity Disorder (ADHD) and/or Autism Spectrum Disorder (ASD) often suffer from variable impairments in language and pragmatic abilities. The purpose of this study was to investigate language and pragmatics in children with ADHD and/or ASD (D-group) compared with a control group with no diagnose (ND-group). 22 children with diagnose, 4 girls and 18 boys aged 9:4–13:6, and 26 children with typical development, 10 girls and 16 boys, aged 10:5–13:4 were tested with a battery of tests concerning language and pragmatics. Their parents filled in a questionnaire regarding pragmatic abilities. The D-group performed poorer than the ND-group in all tests. Correlations were found between several pragmatic and language tests results in the D-group, and a few correlations were found in the ND-group. Some tests were particularly difficult for the D-group. An attempt was made to find subgroups in the D-groups test results via cluster analysis, but without success. The results emphasize the need of routine speech-language pathologist assessment during diagnostic evaluation of children with neurodevelopmental disabilities.<br>Barn med neuropsykiatriska funktionsnedsättningar som Attention Deficit Hyperactivity Disorder (ADHD) och/eller autismspektrumtillstånd (ASD) uppvisar ofta mer eller mindre subtila svårigheter med språk och pragmatik. Syftet med föreliggande studie var att undersöka språkliga och pragmatiska förmågor hos barn med ADHD och/eller ASD (D-grupp) jämfört med en kontrollgrupp utan diagnos (ND-grupp). 22 barn med diagnos varav 4 flickor och 18 pojkar i åldrarna 9:4–13:6, och 26 barn i åldrarna 10:5–13:4 rekryterades och testades med ett batteri av språkliga och pragmatiska tester. Deras föräldrar fyllde även i ett formulär om barnens pragmatiska förmågor. D-gruppen hade sämre resultat än kontroll-gruppen i alla tester. Korrelationer hittades mellan flera pragmatiska och språkliga testresultat i D-gruppen, och några korrelationer hittades även i ND-gruppen. Vissa test var speciellt svåra för D-gruppen. Ett försök att finna undergrupper i D-gruppens testresultat via klusteranalys gjordes även, men utan framgång. Resultaten understryker vikten av logopedisk bedömning som del i multiprofessionell neuropsykiatrisk utredning.
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Seago, Trena. "A DEBRIEFING TECHNIQUE IN HIGH-FIDELITY PATIENT SIMULATION AND COMPETENT DECISION-MAKING ABILITIES AMONG NURSING STUDENTS." UKnowledge, 2016. https://uknowledge.uky.edu/edc_etds/18.
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Nursing faculty are utilizing high-fidelity patient simulation (HPS) with debriefing to help engage nursing students in making competent clinical decisions. This quasi-experimental study examined the use of HPS with debriefing and students’ ability to make nursing care decisions using standardized exams. The experimental group received debriefing after HPS and the control group did not receive debriefing after HPS. The pre- and post-test assessed participants’ ability to make clinical care decisions. The analysis of the pre-test and post-test HESI scores showed that there was no significant difference between the two groups.
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Hunt, Madeline S. "A joint confirmatory factor analysis of the Kaufman Assessment Battery for Children, second edition, and the Woodcock-Johnson Tests of Cognitive Abilities, third edition, with preschool children." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1379123.
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The purpose of this study was to explore the construct validity of the Kaufman Assessment Battery for Children, Second Edition (KABC-II; Kaufman & Kaufman, 2004a) and the Woodcock-Johnson Tests of Cognitive Abilities, Third Edition (WJ-III COG; Woodcock, McGrew, & Mather, 2001) with a sample of 200 preschool children, ranging in age from 4 years, 0 months to 5 years, 1 1 months, and attending preschool and daycare programs in and around a Midwestern city. This study attempted to determine if the Cattell-Horn-Carroll (CHC) factor structure represented on these tests can be identified with young children. Individual confirmatory factor analyses were conducted separately with the KABC-II and WJ-III COG. Moreover, a joint confirmatory factor analysis was conducted using both the KABC-II and WJ-III COG. The results of the individual KABC-II factor analyses indicated a two-tiered Gf Gc model provided the best fit to the data, although the three-tiered CHC model also fit the data well. This suggests the underlying factor structure of the KABC-II is well represented by the CHC theory. The WJ-III COG was best represented by an alternative CHC model, in which the Gf factor and subtests had been removed, indicating not all CHC constructs represented on the WJ-III COG can be reliably identified among young children. The joint confirmatory factor analysis indicated the strongest measures of the shared CHC factors on the KABCII and WJ-III COG, which can help to guide cross-battery assessment with preschool children. Overall, the results confirmed multiple CHC abilities can be assessed with young children, implying clinicians should be using preschool tests that provide scores for several cognitive abilities. This study also revealed the constructs of the CHC theory may be represented somewhat differently on preschool tests due to developmental influences. Strong correlations were evident between unrelated tasks, primarily because the verbal and linguistic demands of many subtests caused them to load unexpectedly on the Gc factor. Suggestions for future research include conducting the same study using preschool children with suspected disabilities, as well as with older children, examining other instruments that include a Gf factor, and conducting exploratory factor analysis with subtests from the KABC-II and WJ-III COG that contain significant components of more than one ability.<br>Department of Educational Psychology
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Appert, Johanna. "Digital läsning i skolans tidiga år : Fyra lärares erfarenheter av och syn på undervisning i digital läsning." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104720.
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Föreliggande studie syftar till att undersöka hur lärare undervisar elever på lågstadiet i att läsa och förstå digitala texter i klassrumssammanhang. Studien utgår från det sociokulturella perspektivet som tolkningsram. Materialet i studien bygger på semistrukturerade intervjuer av fyra lärare som undervisar på lågstadiet. Materialet analyserades med hjälp av en innehållsanalys och Rasmussons fem förmågor och kompetenser som krävs vid digital läsning (Rasmusson, 2014). Resultatet i studien visar att lärarna i större utsträckning använder tryckta texter än digitala texter i sin läsundervisning. Ingen av lärarna uttrycker att de medvetet planerar sin undervisning med syfte att eleverna ska träna de förmågor och kompetenser som krävs vid digital läsning. Studiens resultat visar även att när lärare involverar elevernas intresse- och erfarenhetsområden vid val av digitala texter, upplever de att elevernas digitala läsförståelse påverkas positivt. Resultatet visar att det finns en kunskapslucka om bedömning av elevers digitala läsförståelse inom forskningen vilket pekar på ett fortsatt behov av forskning inom detta område.
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Klink, Axel [Verfasser], Bodo [Akademischer Betreuer] Laube, and Ralf [Akademischer Betreuer] Galuske. "Impact of Low-Dose Ionizing Radiation on Cognitive Abilities in the Mouse : Assessment of Radiation Sensitivity during Pre- and Postnatal Brain Development / Axel Klink ; Bodo Laube, Ralf Galuske." Darmstadt : Universitäts- und Landesbibliothek, 2021. http://d-nb.info/1230554572/34.
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Hunsader, Patricia D. "Lessons learned about boys' and girls' mathematical problem solving : the solution processes, performance, linguistic explanations, self-efficacy, and self-assessment of fifth-grade students of varying reading and mathematics abilities." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001185.
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Kristoffersson, Louise. "Dynamic assessment i svenskspråkig kontext : En explorativ studie av sex-sjuåringars narrativa utveckling." Thesis, Uppsala universitet, Logopedi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-311147.
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ABSTRACT In standardized tests, culturally and linguistically diverse (CLD) children usually perform at similar level as children with language impairment (LI), largely due to the fact that most standardized assessment tools have been developed on the basis of a monolingual population with mainstream backgrounds. As an alternative to standardized tests, a dynamic assessment approach has been advocated to assess the language abilities of CLD children. Dynamic assessment is considered to reduce test bias, since it measures the child's learning potential (i.e. modifiability) instead of the child's static performance on a certain task at one point in time. The aim of the present study was to explore if dynamic assessment was as successful in a Swedish context as it has been in American contexts. The study had a test-teach-retest design with every session conducted individually. Five typically developing monolingual Swedish children, aged six to seven, were asked to tell two stories on the basis of two comparable picture sequences. In between, a teaching session, that consisted of a mediated learning experience (MLE), was conducted. During the MLE session, a certain aspect of storytelling, chosen from the analysis of the test narrative, was targeted and 5 trained. After the MLE session, the child's modifiability was measured using five-point scales for teaching effort and student responsiveness. The test and retest results were then compared. The DA results indicated that three of the children were typically developing and that two of the children, contrary to fact, had some kind of language learning disability. The material used was found to have limitations in its narrow rating criteria and complicated scripts for the MLE sessions. The conclusions were that (a) the assessment was influenced by the examiner's subjective rating and therefore unable to show the children's true narrative abilities, (b) that the MLE material was not fully suited for younger school aged children and (c) not suitable in the Swedish context. Further studies have to be made with a larger number of children, including CLD children, to be able to tell whether dynamic assessment is a suitable method in Swedish contexts or not. A special DA material for Swedish assessments would then be useful.<br>Typiskt utvecklade barn med atypisk kulturell bakgrund, flerspråkighet eller låg socioekonomisk status (dvs. barn med språkskillnad) som genomgår språktestning med standardiserade tester förefaller prestera lika på dessa som barn med språkstörning. Detta pga. att de flesta standardiserade tester är skapade för enspråkiga barn med typisk bakgrund. Barnen med språkskillnad riskerar således att bli feldiagnostiserade med språkstörning. Dynamic assessment (DA) har i främst amerikanska studier visat sig vara en fördelaktig bedömningsmetod vid sådana fall, då den har lyckats särskilja barn med språkskillnad från barn med språkstörning. Detta eftersom DA, till skillnad från standardiserade tester, inte undersöker barnets förmåga att klara en viss uppgift vid ett tillfälle, utan istället undersöker barnets förmåga att lära sig att klara av en uppgift (dvs. barnets modifierbarhet). Föreliggande studie avsåg att undersöka hur DA av narrativ förmåga fungerade med svenskspråkiga typiskt utvecklade barn i åldern sex-sju år. Deltagarna genomgick individuell DA med test-teach-retest-design och fick först berätta en saga till en bildsekvens. En aspekt av narrativ förmåga, t.ex. kausalitet, valdes sedan ut och tränades vid en undervisningssession som utgjordes av en så kallad mediated learning experience (MLE). Barnets modifierbarhet under MLE skattades med hjälp av femgradiga skalor för läraransträngning och barnets responsivitet. Därefter följde retest, där varje barn fick berätta en saga till en ny bildsekvens. En jämförelse mellan test och retest skedde. Resultaten visade att tre av deltagarna fick de resultat som förväntats av barn med typisk utveckling. Två deltagare fick resultat som indikerade språkstörning. Materialet som användes bedömdes ha snävt satta bedömningskriterier och svåranvända skript för undervisningssessionerna. Slutsatserna som drogs var (a) att DA-materialet som användes gav en mycket subjektiv bedömning som inte stämde överens med barnets faktiska narrativa förmåga, (b) att MLE-skripten inte var designade på ett helt barnvänligt sätt och (c) inte passade i svensk kontext. Fler och större studier behöver göras för att kunna ge en tydligare bild av hur DA fungerar i svensk kontext. I detta fall vore ett svenskt DA-material önskvärt.
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Manson, Jennifer Margaret. "Person-job fit and its relationship with work attitudes: a study of Christian missionaries from Australasia : a thesis presented in partial fulfillment of the requirements for the degree of Master of Science in Psychology at Massey University, Albany, New Zealand." Massey University, 2007. http://hdl.handle.net/10179/998.
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Do Christian missionaries who exhibit good person-job fit, (‘aligned’ with host nation colleagues and ‘in harmony’ with expatriate colleagues), experience more positive work attitudes? Personjob fit was conceptualized in terms of competencies. Perspectives on what competencies the role of missionary requires were obtained from 3 groups of subject matter experts: host nation colleagues, missionaries, and mission agency leaders. In Study I, subject matter experts (host nation colleagues, n=22, missionaries, n=25, and agency leaders, n=23) rated the ‘Universal Competency Framework’ (SHL) 20-level competencies. Host nation colleagues differed significantly on 3 of the competencies, suggesting that in this sample, the perspective of expatriates on the role of a missionary was not fully aligned with that of host nation colleagues. In Study 2, a sample of 130 current overseas missionaries self-assessed their performance and provided their own ratings of the importance of the competencies used in Study 1. Measures of Person-Job fit (Demands-Abilities fit, Supplies-Values fit and Perceived Performance) were regressed against outcome variables (job satisfaction, work engagement and satisfaction with life). Results indicated that a person’s fit with the job as described by both host nation colleagues (Alignment) and other expatriates (Harmonization) is positively associated with job satisfaction, work engagement and satisfaction with life. These results offer support for competencies as an effective method of describing missionary roles. Possible implications for enhancing the effectiveness and well-being of missionaries, and other aid and development workers, are discussed.
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Williams, Tania Marie. "Cultural competency in New Zealand industrial and organisational psychology and human resource management professionals and students: is personality or experience a better predictor? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Auckland, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1091.
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This thesis explores the relevance of Bio Data verses Personality for predicting Cultural Competence among Industrial and Organisational Psychology and Human Resource Management professionals and students in New Zealand. It also explores the relevance of the model (D.W. Sue, 2001) of Cultural Competence currently in use by the New Zealand Psychologists board and also the relevance of a four factor model of Cultural Intelligence (Early & Ang, 2003). The sample consisted of 113 participants drawn from a population of Industrial and Organisational Psychology, and Human Resource Management professionals and students. A questionnaire which measures the predictors of the Big Five Personality Factors (Goldberg, 1999), and Bio Data, and the criterion variables of Cultural Intelligence (Earley & Ang, 2003) and questions constructed specifically for this thesis was distributed online. The criterion variables were based on an existing three part (Awareness, Knowledge and Skills) Multidimensional Model for Developing Cultural Competence by D.W. Sue (2001). The results of this research were obtained through exploratory factor analysis and subsequent multiple regression analysis. A new model was constructed to represent the tested predictor and criterion relationship. Results suggest that overall Personality is a better predictor of Cultural Competence, with the Personality Factor of Agreeableness being the highest weighted Personality Factor. D.W Sue’s (2001) Multidimensional Model for Developing Cultural Competence maintained its three part structure in the analysis and consequently seems relevant to the unique socio-cultural, organisational and professional setting of the tested group. Ang and colleagues (Ang, Van Dyne, Koh, Ng, Templer, Tay & Chandraseker, 2007) Cultural Intelligence Scale maintained its four part factor structure and was reliable for this thesis.
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Yamaguchi, Tomoko. "Fairness, forgiveness and grudge-holding: experimental studies with primary school children in New Zealand : thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology at Massey University, Palmerston North, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1147.
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Fairness, forgiveness and grudge-holding are concepts which underlie many aspects of our interpersonal relationships. Fairness is the foundation of our day-to-day communication with others and forgiveness is concerned with a positive strategy used to manage negative emotional experiences of underserved [i.e. undeserved] unfair treatment. Grudge-holding results as an accumulation of negative feelings, which are associated with the original experience of unfairness. Two experimental studies investigated children’s perceptions of, feelings about, and reactions towards the unfair behaviour of a mother and a friend, by individually inviting the children to scenario-based interview sessions, which included three imaginary tasks. The children were asked to judge the fairness of a mother and a best friend’s treatment towards a child protagonist and to report their associated feelings, after listening to a scenario that described an interaction between a child and a mother and an interaction between a child and a friend. They further responded to three scenario-based experimental tasks, regarding their willingness to grant forgiveness, as opposed to expressions of hostility. In the first study, the children’s willingness to forgive, as a result of unfairness, was explored with 82 local primary school children in Palmerston North, New Zealand, whose ages ranged from 8- to 11-years-old, in addition to 50 parents of these participating children. The parents also completed a questionnaire about their approaches to their children’s common misbehaviours. The study found that the children were typically willing to grant forgiveness to a mother, even though she had been unfair. Their forgiveness tendencies were not related to aspects of parental disciplinary behaviour. However, an examination of the children’s verbatim responses through the use of thematic analysis revealed the complex nature of the relationship between parent and child concerning tolerance for mistakes. In the second study, I explored on whether the children’s repeated exposure to unfairness would contribute to their display of grudge-holding against a mother or a best friend in the scenarios and this investigation involved 55 local primary children, whose ages ranged from 8- to 12-years-old, in Wellington, New Zealand. The children participated in individual scenario-based interview sessions, which included three imaginary tasks over the two time periods, one week apart from each other. The children’s levels of grudge-holding was measured by analysing the possible increase in hostility, which the children expressed from Time 1 to Time 2. The study showed that a repeated experience of unfairness had a noticeable effect on the children’s level of hostility towards the person who was unfair and especially towards the best friend. The children’s verbatim comments also suggested some evidence of accumulated negativity in their responses to an unfairness experience. Thus, this study proved to be a suitable paradigm for operationalising grudge-holding in children.
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Sanderson, James Edward. "A cross-cultural examination of personality factors associated with text bullying in 13 - 14-year-old girls : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Wellington, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/988.
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This research set out to determine factors associated with text bullying. It examined the relationship between personality traits and the level of hostility expressed by students in reaction to sample text messages. One hundred and ninety eight girls aged 13 and 14 in Canada and New Zealand volunteered to complete a questionnaire consisting of four personality measures - the impulsivity subscale of the PRF-E, cynical distrust scale (revised), needs for power scale (revised), and the rejection sensitivity scale (adult, short). The survey also rated their proposed likely response to eight sample text messages that covered four themes and to two levels of intensity. Results using Pearson’s r correlation of .01 demonstrated a significant relationship between hostility and impulsivity. There was no significant difference in either the results of the personality measures or their level of hostility between the results of the Canadian and New Zealand participants. How these findings contribute to the current theoretical knowledge of adolescent bullying and the practical application of these findings for schools are also discussed.
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Ribeiro, Walquiria de Jesus. "Evid?ncias de validade de uma bateria para avalia??o das altas habilidades/superdota??o." Pontif?cia Universidade Cat?lica de Campinas, 2013. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/313.
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Previous issue date: 2013-02-18<br>Pontif?cia Universidade Cat?lica de Campinas<br>The high ability/giftedness is a multidimensional phenomenon, whose evaluation has become a challenge nowadays, especially when it considers the lack of standardized and validated instruments in Brazil for this purpose. This study aimed to look for evidence of validity (construct and criterion) of a Battery for Assessment of High Ability. The sample was composed of students of the 2nd. year of elementary school to 3rd. year of high school, of both sexes, average age eleven (SD=2,02), divided into 470 students in regular education and 118 students participating in the Student Support Services Program with High Ability. The instrument used was composed of six subtests, four of reasoning (verbal, abstract, numerical and logical) one of figural creativity (Completing figures) and other verbal creativity (Creating Metaphors). Through exploratory factor analysis, we found three factors with eigenvalues of 3.737, 1.535 and 1.093, explaining 70.72% of the total variance, with Factor 1 representing measures Verbal Creativity; Factor 2, Intelligence; and Factor 3, Creativity figural. Correlations were found between the factors, more moderate, between Creativity and Intelligence Verbal (r=0.346). Significant effects of the variable group were noted in relation to evidence RV, RA, RN and RL, as well as factor in test preparation Figural Creativity and Quality characteristic Metaphorical Verbal Creativity Test, demonstrating discriminatory power of these measures in the identification of students with high skills. The results showed evidence of construct validity Battery for Assessment of High Ability in assessing Intelligence, Creativity Figural and Verbal and evidence of criterion validity for identifying high ability students from the subtests of intelligence, and partially through some measures of verbal and figural creativity. Other studies are needed to further investigate the psychometric criteria of the instrument under construction.<br>As altas habilidades/superdota??o ? um fen?meno multidimensional, cuja avalia??o tem se tornado um desafio nos dias atuais, ainda mais quando se constata a falta de instrumentos validados e normatizados no Brasil para tal fim. Este estudo teve como objetivo buscar evid?ncias de validade (construto e crit?rio) de uma Bateria para Avalia??o das Altas Habilidades. A amostra total foi composta por 588 alunos do 2?. ano do ensino fundamental ao 3?. ano do ensino m?dio, de ambos os sexos, m?dia de idade de 11,11 anos (DP=2,02), divididos em 470 alunos de sala de ensino regular e 118 alunos participantes de Programa de Atendimento ao Aluno com Altas Habilidades. O instrumento utilizado foi composto por seis subtestes, sendo quatro de racioc?nio (Racioc?nio verbal, abstrato, num?rico e l?gico), um de criatividade figural (Completando figuras) e outro de criatividade verbal (Cria??o de Met?foras). Atrav?s da an?lise fatorial explorat?ria, foram encontrados tr?s fatores com eigenvalues de 3,737; 1,535 e 1,093, explicando 70,72% da vari?ncia total, com o Fator 1 representando medidas de Criatividade Verbal, o Fator 2, de Intelig?ncia e o Fator 3, de Criatividade Figural. Correla??es foram encontradas entre os fatores, de forma mais moderada, entre Criatividade Verbal e Intelig?ncia (r=0,346). Efeitos significativos da vari?vel grupo foram notados em rela??o ?s provas RV, RA, RN e RL, bem como no fator Elabora??o no teste de Criatividade Figural e na caracter?stica Qualidade Metaf?rica do teste de Criatividade Verbal, demonstrando poder discriminat?rio dessas medidas na identifica??o dos alunos com altas habilidades. Os resultados apontaram evid?ncias de validade de construto da Bateria para Avalia??o das Altas Habilidades na avalia??o da Intelig?ncia, Criatividade Figural e Verbal e evid?ncias de validade de crit?rio para identifica??o de alunos com altas habilidades a partir dos subtestes de intelig?ncia, e, parcialmente, atrav?s de algumas medidas de criatividade figural e verbal. Outros estudos se fazem necess?rios para melhor investiga??o dos crit?rios psicom?tricos do instrumento em constru??o.
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Brunner, Martin. "Mathematische Schülerleistung." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2006. http://dx.doi.org/10.18452/15480.
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Im Rahmen von drei Teilstudien wurde mathematische Schülerleistung aus einer differentialpsychologischen Perspektive untersucht. Die hierfür verwendeten Daten stammten von 29.386 deutschen Neuntklässlern, die am Programme for International Student Assessment (PISA) im Jahr 2000 teilnahmen. In Studie 1 wurden ausgehend von Strukturtheorien kognitiver Fähigkeiten verschiedene Strukturmodelle mathematischer Schülerleistung konfirmatorisch geprüft. So wurde mathematische Schülerleistung in Form eines Nested-Faktormodell als additive Funktion einer mathematikspezifischen Fähigkeit (M´) und der allgemeinen kognitiven Fähigkeit (g) spezifiziert. Dieses Modell wies einen besseren Modellfit auf als das in der psychologischen Forschung dominierende Standardmodell. Für Letzteres wurde angenommen, dass Maße mathematischer Schülerleistung nur von einer generellen mathematischen Fähigkeit (M) beeinflusst werden. In Studie 2 wurden Schulformunterschiede mit konfirmatorischen Mehrgruppen-Faktormodellen untersucht. Schulformspezifische Mittelwertunterschiede in M waren im Standardmodell wesentlich stärker ausgeprägt als bei M´ im Nested-Faktormodell. Weiterhin wurde eine schulformspezifische Differenzierungshypothese für M´ untersucht. Entgegen der Erwartung konnte diese nur sehr eingeschränkt von den Daten gestützt werden. In Studie 3 wurde die Validität mathematischer Schülerleistung im Hinblick auf soziodemografische und motivationale Schülermerkmale sowie Schulnoten analysiert. Bei Verwendung des Nested-Faktormodells resultierte ein im Vergleich zum Standardmodell wesentlich differenzierteres Befundmuster. So waren Geschlechterunterschiede (zu Gunsten der Jungen) in M´ im Nested-Faktormodell deutlich stärker ausgeprägt als bei M im Standardmodell. Implikationen und Perspektiven der drei Teilstudien werden für die psychologische Forschung, die Lehr-Lernforschung, die Konzeption von Schülerleistungsstudien sowie für die pädagogische Praxis diskutiert.<br>Three studies investigated mathematics achievement from an individual differences perspective, using data from 29,386 German ninth graders who participated in the 2000 cycle of the OECD’s Programme for International Student Assessment (PISA). In study 1, different structural models of mathematics achievement were derived from structural theories of cognitive abilities, and tested empirically using confirmatory methods. In a nested-factor model, mathematics achievement was specified to be an additive function of specific mathematical ability (M´) and general cognitive ability (g). This model provided a better fit than the standard model that predominates in psychological research, which assumes that measures of mathematical achievement are only influenced by general mathematical ability (M). In study 2, differences between types of schools were analyzed using confirmatory multigroup factor analytic models. Mean differences in M in the standard model were much stronger than in M´ in the nested-factor model. A school-type-specific differentiation hypothesis for M´ was also investigated. Contrary to predictions, the data provided only limited support for this hypothesis. Study 3 analyzed the validity of mathematics achievement with respect to sociodemographic and motivational student characteristics and school grades. The nested-factor model yielded a much more differentiated pattern of results than the standard model. For example, gender differences (in favor of boys) were much more pronounced in M´ in the nested-factor model than in M in the standard model. The implications and future perspectives of studies 1 to 3 are discussed with respect to psychological and educational research, design of large-scale achievement studies, and educational practice.
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M?l, Dalva Alice Rocha. "Avalia??o das habilidades cognitivas em crian?as com e sem indica??o de Dificuldades de Aprendizagem pela Bateria Woodcock-Johnson III." Pontif?cia Universidade Cat?lica de Campinas, 2007. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/387.
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Previous issue date: 2007-05-18<br>The assessment of cognitive abilities of children who have learning disabilities (slow learners) is a major topic in psychology research. This doctorate thesis investigates the cognitive abilities of schoolchildren who have difficulty learning. Two different groups of informants were analyzed. The first group comprised 60 7- and 8-year-old schoolchildren of both genders 30 slow learners and 30 fast learners from two state schools in the State of S?o Paulo, Brazil. The second group comprised 8 primary school teachers also from two state schools in the State of S?o Paulo. We used Woodcock-Johnson III Tests of Cognitive Abilities (WJ-III) composed of 10 tests, a questionnaire filled out by the teachers and an analysis of the pupils marks in Portuguese, Math and Science. The results from the Multivariate and Univariate Analysis of Variance showed significant differences between the group of slow learners and the group of fast learners. The Pearson Assessments showed the children s performance improved as they moved to higher grades. The children s marks were consistent with the results from the WJ-III. Therefore we concluded that the cognitive abilities are significantly different between fast and slow learners and that WJ-III can be used to analyze learning disabilities.<br>A avalia??o das habilidades cognitivas de crian?as que apresentam dificuldades de aprendizagem constitui-se um importante campo de investiga??o psicol?gica. Este estudo objetivou investigar as habilidades cognitivas de crian?as com e sem dificuldades de aprendizagem pela Bateria Woodcock-Johnson. Duas amostras foram compostas: a primeira amostra por 60 crian?as de ambos os sexos, sendo 30 participantes sem indica??o de dificuldades de aprendizagem e 30 com indica??o de dificuldades de aprendizagem, que freq?entavam a primeira e segunda s?rie do Ensino Fundamental de duas escolas p?blicas do interior do estado de S?o Paulo. A segunda amostra foi composta por oito professores de primeira e segunda s?ries de duas escolas p?blicas do interior do estado de S?o Paulo. Utilizou-se a Bateria de habilidades cognitivas Woodcock-Johnson III (WJ III), composta por 10 testes, um question?rio escolar preenchido pelos professores e as notas escolares obtidas em Portugu?s, Matem?tica e Ci?ncias. As An?lises da Vari?ncia Multivariada e Univariada apontaram os efeitos significativos no tipo de grupo e de s?rie escolar das habilidades cognitivas avaliadas pela WJ III. A correla??o de Pearson mostrou a rela??o entre as habilidades cognitivas e os indicadores de dificuldades de aprendizagem, apontados pelo professor, sobre as crian?as com e sem dificuldades de aprendizagem. As notas escolares tamb?m se associaram significativamente aos resultados da WJ III. Desta forma, concluiu-se que existem diferen?as significativas nas habilidades cognitivas entre crian?as com dificuldades e crian?as sem dificuldades de aprendizagem, e que a WJ III ? uma medida v?lida para avaliar tais dificuldades.
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Ebrahim-Said, Fawzy Ahmed. "Assessment of creative thinking abilities and reasoning abilities of deaf and hearing children." 2004. http://purl.galileo.usg.edu/uga%5Fetd/ebrahim-said%5Ffawzy%5Fa%5F200405%5Fphd.
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Kuo, Ting-An, and 郭庭安. "Evaluation of Assessment Tools for Bus Driving Abilities." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/85451950206047196895.
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碩士<br>中華科技大學<br>經營管理研究所<br>99<br>This study investigated the cognition and reaction abilities of the bus driver by self-assessment questionnaires and Vienna psychological testing system. Perceptual-motor tests were to examine the variations of bus divers’ abilities. Capabilities of visual search and cognitive responses are used by computerized and integrated assessment model. Sixteen subjects were recruited for study involving visual tracking, pattern recognition, traffic conditions, continuous detection, dynamic stability tests, scanning electron microscopy to track the test, grip strength measurement.
Results of dynamic stability control analysis, the path to complete the square takes about 18 seconds to be significantly higher than the circular path and straight path, and left the wrong time and the number of charges are higher than the right hand. The mean grip strength of both hand are about 30 kg. The mean time of one foot standing are about 13 seconds, and significant lower than good balance condition. Electronic microscope completion time was left hand shorter than the right hand, Analysis of self-assessment questionnaire showed that male drivers the potential risk of injury than females. In addition, gender effect found in dynamic stability analysis, electronic mirror tracing tracking and grip strength. Age effect have significant impact on cognitive, visual tracking, continuous detection of traffic tests. In this study applied the multidimensional assessment of bus drivers’ abilities. Results could be improved the management system for the reference license.
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Lee, Hung Chi, and 李泓其. "Home Monitoring of Computer Interaction for the Dementia’s Cognitive Abilities Assessment." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/33726659880132365955.
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碩士<br>長庚大學<br>資訊工程學研究所<br>97<br>The purpose of this study is to establish a spatial cognition and memory ability assessable system for the elderly with dementia. The research purpose of this study is: (1) Developing elder-orient entertainment games to assessment elder spatial cognitive ability. (2) Establishing searching strategy assessable algorithm to analyze the learning effect. (3) Collecting clinical data and the key indicators that are different between normal elder and dementia patient.
We collected four groups’ data that includes normal young people, normal middle-aged person, normal elderly and dementia patient amount to 52. The results are showed as following: (1) The result of virtual Morris water maze showed that the latency time and the time percentage in the critical zone will grow as the age increases. (2) The result of card matching game showed that the identification error rate rises with the increase of age. (3) The correct rate of animal manager game (visual edition) reduced and the response time extended with increase of age. (4) The error rate of 12 card matching game obtained significantly high negative correlation with MMSE (-.753), and the other variables including: the latency time, the ratio of time in the critical zone, the reaction time and correct rate of animal manager game had medium correlation with MMSE. (5) The 8 card and 12 card error rate of card matching game were significantly difference in normal elderly and dementia patient. (6) The test-retest reliability analysis of water maze task showed had significantly correlation. (7)In the experiment environment of platform diameter is 16 pixels, the growth rate of hit rate of normal elderly is 13%, but there is no learning effect in dementia patient. (8) The results of spatial strategy analysis showed that the young people and the normal middle-aged person had learning effect visibly. But the normal elderly and the dementia patient will have no change in their search strategy. The learning effect is not apparent.