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Mattlar, Carl-Erik, Tomi Lindholm, Anne Haasiosalo, Päivi Vesala, Sari Rissanen, Helena Santasalo, Juha Veijola, Ville Lehtinen, and Pauli Pnukka. "Interrater Agreement when Assessing Alexithymia Using the Drawing Completion Test (Wartegg Zeichentest)." Psychotherapy and Psychosomatics 56, no. 1-2 (1991): 98–101. http://dx.doi.org/10.1159/000288538.
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Roivainen, Eka, and Piritta Ruuska. "The Use of Projective Drawings to Assess Alexithymia." European Journal of Psychological Assessment 21, no. 3 (January 2005): 199–201. http://dx.doi.org/10.1027/1015-5759.21.3.199.
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Abstract. Background: The goal of this study was to investigate whether the results of assessments of alexithymia based on a self-report questionnaire, the Toronto Alexithymia Scale (TAS), correlates with those based on drawing content in the Wartegg Drawing Completion Test (WZT). It was hypothesized that high alexithymia scores in the TAS are negatively correlated to the number of human drawings in the WZT. Method: Subjects were 83 patients of the Oulu Deaconess Institute, Oulu, Finland. Results: The TAS mean score for subjects with no human drawings was 56.0 compared to 45.4 for those with one or more human drawings (p < .001). Conclusions: The results can be considered encouraging concerning the overall usefulness and validity of the WZT. It is concluded that efforts to develop a psychometrically valid and reliable method of interpreting the WZT should be continued.
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Chan, Edgar, Sarah E. MacPherson, Gail Robinson, Martha Turner, Francesca Lecce, Tim Shallice, and Lisa Cipolotti. "Limitations of the Trail Making Test Part-B in Assessing Frontal Executive Dysfunction." Journal of the International Neuropsychological Society 21, no. 2 (February 2015): 169–74. http://dx.doi.org/10.1017/s135561771500003x.
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AbstractPart B of the Trail Making Test (TMT-B) is one of the most widely used neuropsychological tests of “executive” function. A commonly held assumption is that the TMT-B can be used to detect frontal executive dysfunction. However, so far, research evidence has been limited and somewhat inconclusive. In this retrospective study, performance on the TMT-B of 55 patients with known focal frontal lesions, 27 patients with focal non-frontal lesions and 70 healthy controls was compared. Completion time and the number of errors made were examined. Patients with frontal and non-frontal lesions performed significantly worse than healthy controls for both completion time and the number of errors. However, there was no significant difference for both completion time and the number of errors when patients with frontal and non-frontal lesions were compared. Performance was also not significantly different between patients with focal lesions within different regions of the frontal lobe (orbital, left lateral, right lateral, medial). Our findings suggest that the TMT-B is a robust test for detection of brain dysfunction. However, its capacity for detecting frontal executive dysfunction appears rather limited. Clinicians should be cautious when drawing conclusions from performance on the TMT-B alone. (JINS, 2015, 21, 169–174)
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Mizuta, Ichiro, Yoichi Inoue, Tomoko Fukunaga, Ryohei Ishi, Asao Ogawa, and Masatoshi Takeda. "Psychological characteristics of eating disorders as evidenced by the combined administration of questionnaires and two projective methods: the Tree Drawing Test (Baum Test) and the Sentence Completion Test." Psychiatry and Clinical Neurosciences 56, no. 1 (February 2002): 41–53. http://dx.doi.org/10.1046/j.1440-1819.2002.00928.x.
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Huddy, Vyv, and A. Mike Burton. "Generate and test: An alternative route to knowledge elicitation in an implicit learning task." Quarterly Journal of Experimental Psychology Section A 55, no. 4 (October 2002): 1093–107. http://dx.doi.org/10.1080/02724980244000242.
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Three experiments are reported, which examine generation of knowledge in the McGeorge and Burton (1990) invariant learning task. In this task, participants are exposed to 30 four-digit numbers containing an invariant “3”. Following this participants then demonstrate a preference for novel numbers containing this invariant over numbers without it. Despite above-chance performance on this pseudo-memory test, participants appear unable to verbalize anything pertinent to the invariant. Here we introduce a novel version of this task, relying on generation of items rather than a preference test. We argue that this new task engages different processing resources, resulting in different patterns of performance. In Experiment 1, invariant learning was demonstrated using a novel fragment completion test. Experiment 2 found that suppressing articulation inhibited learning, implying that this test task accesses phonological knowledge. It is suggested that using the fragment completion test engages different processing resources during test from those in a preference test. Experiment 3 reinforces this position by demonstrating that knowledge appears to transfer across surface features, a result that seems to contradict recent findings by Stadler, Warren, and Lesch (2000). A resolution is offered, drawing on episodic accounts of implicit learning.
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Kárpáti, Andrea, and Viktória Gyebnár. "The Test for Creative Thinking: An authentic tool for art education to assess creativity through visual expression." Visual Inquiry 2, no. 1 (March 1, 2013): 27–42. http://dx.doi.org/10.1386/vi.2.1.27_1.
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This article introduces a creativity test, an authentic and flexible assessment instrument that invites participants to create a meaningful image out of a set of visual signs. The elements offered for completion, repetition, modification, inclusion and composition are not culturally biased and invite the use of a variety of drawing styles. This test has been successfully used by art educators to identify talented students for enrolment in special courses and also by teachers who want to know more about the creative potentials of students who are verbally less fluent and therefore are not successful at school. In this article, we discuss the general findings of the Test for Creative Thinking/Drawing Production (TCT/DP) that was administered between 2000 and 2010 to 1050 children and young people aged 7-18 years during the course of the national standardization of this instrument. We compare two generally known and often discussed models of visual skills development created by Victor Lowenfeld, Howard Gardner, Ellen Winner and Jessica Davis in relation to the test results obtained from a comparison of Hungarian and German children. We focus on important issues of art education: cognitive growth manifest in visual language use, the issue of the 'drawing gap' in adolescence and the use or uselessness of developmental stages in relation to artistic performance.
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Berg, Roland. "THE FRANCK TEST FOR GENDER IDENTITY: CORRELATION WITH OCCUPATION AND LONG-TERM STABILITY OF SCORE IN NORMAL MEN." Social Behavior and Personality: an international journal 13, no. 1 (January 1, 1985): 83–89. http://dx.doi.org/10.2224/sbp.1985.13.1.83.
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The projective Franck Drawing Completion Test (FDCT) is assumed to reflect the unconscious gender identity. A community sample of 42 men aged 20–34 years completed the test. A correlation was found between high (independent) occupational positions and masculine scores of she FDCT After seven years a re-test was performed by 27 men. This yielded an acceptable individual long-term stability in particular of the clinically important gender-opposite scores. The FDCT appears to relate to aspects of masculinity such as activity, expansion, and outward social commitment. As the test is truly non-obvious to the subject it is useful in the clinical investigation of for instance persons seeking sex reassignment.
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Chen, Siyi, Qi-Yang Nie, Hermann J. Müller, and Markus Conci. "Kanizsa-figure object completion gates selection in the attentional blink." Quarterly Journal of Experimental Psychology 72, no. 7 (January 11, 2019): 1741–55. http://dx.doi.org/10.1177/1747021818820009.
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Previous work has demonstrated that perceptual grouping modulates the selectivity of attention across space. By contrast, how grouping influences the allocation of attention over time is much less clear. This study investigated this issue, using an attentional blink (AB) paradigm to test how grouping influences the initial selection and the subsequent short-term memory consolidation of a target. On a given trial, two red Kanizsa-type targets (T1 and T2) with varying grouping strength were embedded in a rapid serial visual presentation stream of irrelevant distractors. Our results showed the typical AB finding: impaired identification of T2 when presented close in time following T1. Moreover, the AB was modulated by the T2 grouping—independently of the T1 structure—with stronger grouping leading to a decreased AB and overall higher performance. Conversely, a reversed pattern, namely an increased AB with increasing grouping strength was observed when the Kanizsa figure was not task-relevant. Together, these findings suggest that the grouping benefit emerges at early perceptual stages, automatically drawing attentional resources, thereby leading to either sustained benefits or transient costs—depending on the task-relevance of the grouped object. This indicates that grouping modulates processing of objects in time.
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Yuana, Rosihan Ari, Dewanto Harjunowibowo, Nugraha Arif Karyanta, and Cucuk Wawan Budiyanto. "Data Similarity Filtering of Wartegg Personality Test Result using Cosine-Similarity." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 6, no. 3 (November 8, 2018): 19. http://dx.doi.org/10.3991/ijes.v6i3.9413.
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Wartegg test is a widely adopted personality evaluation instrument known for its drawing completion technique. Employee personality data, for instance, can be sorted by the closest similarity with the expected characters. Whereas, Wartegg test plays a significant role in data similarity filtering. Despite the potential contribution of personal characters identification technique, practical guidance is rarely found in the literature. This paper demonstrates the usage of cosine-similarity method for data similarity filtering on Wartegg personality test. The method used in this study is a case study, in which will be selected several Wartegg test subjects. By using the value of each character aspect derived from the Wartegg test, the cosine-similarity value will be calculated against the expected/ideal aspect character. Based on this value, the Wartegg test subjects will be filtered based on similarity to the expected/ideal character aspects. A technical procedure to perform the method is also presented in this paper. In order to find out the effectiveness, sample data scores of each character aspect from five test subjects, and also the ideal scores of the expected characters are given. By using FWAT, a graphical representation of the test subjects' characters to the ideal characters is generated. Then, this graph was compared to the results obtained from the cosine-similarity method. Drawn from the results, the cosine-similarity is effectively applied for Wartegg test data similarity filtering.
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Cohen, Jamie, Dana L. Penney, Randall Davis, David J. Libon, Rodney A. Swenson, Olusola Ajilore, Anand Kumar, and Melissa Lamar. "Digital Clock Drawing: Differentiating “Thinking” versus “Doing” in Younger and Older Adults with Depression." Journal of the International Neuropsychological Society 20, no. 9 (September 15, 2014): 920–28. http://dx.doi.org/10.1017/s1355617714000757.
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AbstractPsychomotor slowing has been documented in depression. The digital Clock Drawing Test (dCDT) provides: (i) a novel technique to assess both cognitive and motor aspects of psychomotor speed within the same task and (ii) the potential to uncover subtleties of behavior not previously detected with non-digitized modes of data collection. Using digitized pen technology in 106 participants grouped by Age (younger/older) and Affect (euthymic/unmedicated depressed), we recorded cognitive and motor output by capturing how the clock is drawn rather than focusing on the final product. We divided time to completion (TTC) for Command and Copy conditions of the dCDT into metrics of percent of drawing (%Ink) versus non-drawing (%Think) time. We also obtained composite Z-scores of cognition, including attention/information processing (AIP), to explore associations of %Ink and %Think times to cognitive and motor performance. Despite equivalent TTC, %Ink and %Think Command times (Copy n.s.) were significant (AgeXAffect interaction: p=.03)—younger depressed spent a smaller proportion of time drawing relative to thinking compared to the older depressed group. Command %Think time negatively correlated with AIP in the older depressed group (r=−.46; p=.02). Copy %Think time negatively correlated with AIP in the younger depressed (r=−.47; p=.03) and older euthymic groups (r=−.51; p=.01). The dCDT differentiated aspects of psychomotor slowing in depression regardless of age, while dCDT/cognitive associates for younger adults with depression mimicked patterns of older euthymics. (JINS, 2014, 20, 1–9)
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Fix, Gerald A., and Charles Schaefer. "Note on Psychometric Properties of Playfulness Scales with Adolescents." Psychological Reports 96, no. 3_suppl (June 2005): 993–94. http://dx.doi.org/10.2466/pr0.96.3c.993-994.
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105 female and 85 male high school students completed two scales designed to measure playfulness, the Playfulness Scale for Adults and the Adult Playfulness Scale, and two scales designed to measure creativity, the Similes Test and The Franck Drawing Completion Test. The playfulness scales exhibited high internal consistency and good construct validity. Cronbach alpha was .84 for the Playfulness Scale for Adults and .88 for the Adult Playfulness Scale, and split-half reliability was .79 (Spearman-Brown) and .79 (Guttman) for the Adult Playfulness Scale and .87 (Spearman-Brown) and .86 (Guttman) for the Playfulness Scale for Adults. 2-wk. test-retest reliability for the Playfulness Scale for Adults was .89, which compared favorably to the test-retest reliability of .84 previously reported for the Adult Playfulness Scale.
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Vari, Chiara, Patrizia Velotti, Alessandro Crisi, Silvana Carlesimo, Antonio G. Richetta, and Giulio Cesare Zavattini. "Investigating Personality and Psychopathology in Patients With Psoriasis." Rorschachiana 38, no. 2 (November 1, 2017): 87–107. http://dx.doi.org/10.1027/1192-5604/a000092.
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Abstract. A broad range of literature reported higher rates of psychopathology and personality disorders among patients affected by skin conditions. Specifically, depression, anxiety, and suicidal ideations are more frequently reported by patients affected by skin diseases. This study aimed to examine psychopathology and personality in a group of patients affected by psoriasis by means of a self-report measure (Millon Clinical Multiaxial Inventory – MCMI-III) and a performance-based technique (Wartegg Drawing Completion Test [WDCT], CWS). Study results showed a higher rate of passive-aggressiveness and paranoia among psoriatic patients (MCMI-III). When assessing patients through the performance-based technique (WDCT, CWS), a higher rate of global rejection (GR) – linked by previous literature to suicidal ideation – and a lower affective quality of the drawings emerged. We discuss the clinical importance of detecting psychological issues in dermatology patients by means of a multimethod assessment that goes beyond patients’ self-evaluation of their symptoms and emotions.
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Debray, Parthasarathi, Susanta Biswas, Prasanta Biswas, Tapasi Saha, and Madhu Sudan Pal. "Effect of step up exercise on cognitive attention with stroop test in Bengali male college students." Asian Journal of Medical Sciences 6, no. 6 (May 30, 2015): 66–69. http://dx.doi.org/10.3126/ajms.v6i6.12602.
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Introduction: A beneficial influence of exercise on cognitive and brain functions has been established. Exercise is drawing increasing research attention for improving neurocognitive functions.Aims: The aim of the present study is to examine the effect of step up exercise on mental attention with strop test in Bengali male college students.Methodology: Twenty eight (28) apparently healthy male sedentary college students from the same socio-economic background, having mean age of 22.4 ± 1.02 years, body height of 165.3 ± 6.34 cm and body weight of 55.5 ± 9.01 kg were recruited for the present study on the basis of random sampling from the undergraduate students of the NS Mahavidyalaya of Tripura. A computer based modified ‘Stroop color word’ test based on the original Stroop test (Stroop, 1935) to identify cognitive performance. After completion of stroop test in resting sitting condition participants were asked to complete Queen College Step Test to measure VO2 max. After completion of 3 mins step up exercise a recovery time of 5-15 seconds were taken for VO2 measurement and immediately after taking recovery pulse participants were asked to perform stroop III subtask to see the effect of exercise on the cognitive performance of the college students of Tripura.Results: The mean VO2 max to be found 49.1 ± 6.25 ml.kg-1.min-1. The mean time to complete Stroop sub task Tasks III was found 194.3 (±46.34) sec. After 3 minutes step-up exercise it has been shown that the mean stroop III score was improved from 194.3 (±46.34) to 160.4 (± 31.42) sec. Conclusion: It is observed in the present study that the speed of performance (i.e., stoop tasks) is improved after short term moderate exercise. DOI: http://dx.doi.org/10.3126/ajms.v6i6.12602 Asian Journal of Medical Sciences Vol.6(6) 2015 66-69
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Khachan, Hamed, Mahak Kanjolia, and Anil Nair. "Does Anxiety Affect the Clock-Drawing Task in Patients in a Memory Clinic? A Clinical Correlation Study." Innovation in Aging 4, Supplement_1 (December 1, 2020): 284. http://dx.doi.org/10.1093/geroni/igaa057.910.
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Abstract Background: It is unknown if anxiety levels affect performance on clock drawing test (CDT) in memory clinic patients. Method: We performed a retrospective analysis of memory clinic patients in the south shore of Boston from 2010 to 2019. We correlated anxiety screen data (GAD7) to CDT scores, based on contour, numbers, and hands placement. Univariate analyses used Spearman correlation. A multivariate regression model analzed GAD7 to covariates of CDT, age, sex, and race. Hypothesis : We hypothesized a positive correlation between anxiety levels scored by the GAD7 and CDT. Results: 994 patients in the memory clinic between 2010-2020 had analyzable data. Patients were 58.6% female, 84.6 % White. Mean age was 70.1±14.4, CDT 1.84±1.04. CDT score correlated significantly to race (⍴=-0.16, p< 0.001), age (⍴=-0.28, p<0.001), gender (⍴=0.05, p=0.16), but not GAD7 (⍴=0.05, p=0.27). Multivariate model confirmed the lack of association of anxiety scores to CDT (□= 0.08, p=0.78). GAD7 scores correlated to female gender (□= -1.16, p=0.04). Conclusions: CDT scores were not affected by anxiety as measured on GAD7 scores. However, a positive correlation was shown on anxiety scores in females to CDT completion.
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Ndahawali, Heinrich Osvaldo, Sri Hariyani, and Nur Farida. "Analysis of Students' Critical Thinking Skills in Solving Mathematics Problems on Pythagoras." Journal of Education and Learning Mathematics Research (JELMaR) 1, no. 2 (November 27, 2020): 1–7. http://dx.doi.org/10.37303/jelmar.v1i2.19.
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This study aims to describe the critical thinking skills in solving math problems. The approach used in this research is qualitative research with descriptive research type. The research subjects were 32 students. The six interview subjects were divided into three levels of critical thinking, namely 2 high categories, 2 medium categories and 2 low categories. Data collection procedures are tests of critical thinking skills and interviews. Research data analysis refers to indicators of critical thinking, namely: interpreting, analyzing, evaluating and inferring. Student achievement on each indicator includes: 1) Percentage of students' ability to interpret the completion of the test questions by 65.5%; 2) The percentage of students' ability to analyze the completion of the test questions by 39.1%; 3) The percentage of students' ability to evaluate is 66.6%; and 4) Percentage of students' ability to infer by 40%. The ability of students to interpret a problem solving is good. Students have been able to write out what is known and asked in the problem correctly, but there are students who are less thorough and incomplete in writing the unit of distance. The ability of students to analyze problem solving is quite low. Students do not provide information on drawing illustrations. The ability of students in evaluating problem solving is good. Students are able to do the calculations correctly in accordance with the rubric of assessment. The ability of students to reference problem solving is low. Students are not used to writing the final conclusions of the answers obtained.
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Sumargiyani, Sumargiyani, Indah Yusnia, Rahmi Nurhasanah, and Bidayatun Nafi'ah. "Analisis Kesalahan Mahasiswa dalam Menyelesaikan Soal Kalkulus." AlphaMath : Journal of Mathematics Education 7, no. 1 (May 2, 2021): 20. http://dx.doi.org/10.30595/alphamath.v7i1.8590.
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Some students have difficulty solving math problems in the integral calculus course, one of the materials for the volume of rotating objects. The purpose of this research is to describe the types of errors made by students of class F Mathematics Education FKIP Ahmad Dahlan University and their causes in solving the volume of rotating objects in integral calculus courses in the Polya stage. This research is a quantitative quantitative research. The research subjects are one class with a total of 20 students. For interviews, 3 students were taken with the criteria of high, medium and low abilities. Collecting research data using test material, the volume of rotating objects and student interviews about the factors that cause mistakes made. The steps for solving the problem consist of four stages, namely: understanding the problem, planning for completion, implementing the plan, and examining the solutions obtained. From the results of the research on student errors based on Polya's stages: 1) understanding the problem 55.89%, planning for completion of 50.00%, errors in implementing planning 32.36%, and errors in re-checking the process and results 44.12%; 2) the causes of students making mistakes in solving integral calculus questions on the volume of rotating objects, namely students lacking mastery in drawing function graphs, students lacking in basic concepts and volume formulas for rotating objects, and students unable to analyze the questions given.
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Nugroho, Arif, and Rahima Fitriati. "Flipped Learning Instruction and Pragmatic Competence: A Case of English for Accounting Students." English Learning Innovation 2, no. 1 (February 8, 2021): 1–9. http://dx.doi.org/10.22219/englie.v2i1.14646.
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Twenty-first century English language teaching is the witness of advanced Information and Communication Technology (ICT). Integrating digital technologies in English teaching activities is a prerequisite to enhance learning efficacy and achieve the goal of English communicative competence. Hence, this study examines the impact of flipped learning instruction on pragmatic competence of a group of English for specific purposes students’, i.e. English for Accounting. This pre-experimental study was conducted in ten meetings by involving 36 English for Accounting students of a public university in Surakarta Indonesia as the participants. Drawing on a Discourse Completion Test (DCT) and Focus Group Discussion (FGD), the results portrayed that there was a significant difference between the results of pre-test and post-test on DCT, meaning that the students’ pragmatic competence significantly improved after participating in the flipped learning instruction. An FGD was further conducted to reveal the students’ attitudes about the practice of flipped learning and the results indicated that they positively perceived the implementation of the teaching model in English for Accounting class. These results contribute to offering fruitful insights for teachers and future researchers about the practice of flipped learning instruction in English language teaching, particularly in the context of English for specific purposes. Keywords: English for Accounting, Flipped Learning, Pragmatic Competence
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KC, Diwas S., Bradley R. Staats, Maryam Kouchaki, and Francesca Gino. "Task Selection and Workload: A Focus on Completing Easy Tasks Hurts Performance." Management Science 66, no. 10 (October 2020): 4397–416. http://dx.doi.org/10.1287/mnsc.2019.3419.
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How individuals manage, organize, and complete their tasks is central to operations management. Recent research in operations focuses on how under conditions of increasing workload individuals can decrease their service time, up to a point, to complete work more quickly. As the number of tasks increases, however, workers may also manage their workload by a different process—task selection. Drawing on research on workload, individual discretion, and behavioral decision making, we theorize and then test that under conditions of increased workload, individuals may choose to complete easier tasks to manage their load. We label this behavior task completion preference (TCP). Using six years of data from a hospital emergency department, we find that physicians engage in TCP, with implications for their performance. Specifically, TCP helps physicians manage variance in service times; however, although it initially appears to improve shift-level throughput volume, after adjusting for the complexity of the work completed, TCP is related to worse throughput. Moreover, we find that engaging in easier tasks compared with hard ones is related to lower learning in service times. We then turn to the laboratory to replicate conceptually the short-term task selection effect under increased workload and show that it occurs because of both fatigue and the sense of progress individuals get from task completion. These findings provide another mechanism for the workload-speedup effect from the literature. We also discuss implications for both the research and the practice of operations in building systems to help people succeed. This paper was accepted by Serguei Netessine, operations management.
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Becattini-Oliveira, Ana Cláudia, Leonardo Cardoso Portela Câmara, Douglas de Farias Dutra, Antonia de Azevedo Falcão Sigrist, and Helenice Charchat-Fichman. "Performance-based instrument to assess functional capacity in community-dwelling older adults." Dementia & Neuropsychologia 13, no. 4 (December 2019): 386–93. http://dx.doi.org/10.1590/1980-57642018dn13-040004.
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ABSTRACT Functional capacity (FC) is a mediator between neuropsychological functions and real-world functioning, but there is a lack of evidence of its correlation in community-dwelling older adults. Objective: The study aim was to determine the FC level of community-dwelling older adults using the UCSD Performance-based Skills Assessment (UPSA) and to evaluate correlation with cognitive screening tests. Methods: Senior center participants were selected according to inclusion criteria: Portuguese fluency, age ≥60 years and self-reported independent living. The subject exclusion criteria were: dementia or other DSM-5 diagnoses, suicidal ideation or intent, non-completion of assessment battery, enrollment in another psychosocial intervention or pharmacotherapy study. FC level was determined by the UPSA, brief UPSA (UPSA-B) and Instrumental Activities of Daily Living scale (IADL’s). The Mini-Mental State Examination (MMSE), Memory of Figure Test (MFT), Verbal Fluency Test (VFT) and Clock Drawing Test (CDT) were used for cognitive assessment. A total of 35 subjects that had a mean age of 72 years, were predominantly females(88.6%) and had mean education level of 11.25 years were evaluated. Results: Mean UPSA and UPSA-B scores were 78.5 and 70, respectively. A statistically significant correlation was observed between the UPSA and IADL, MMSE and VFT. Conclusion: The UPSA serves as a screening assessment of FC in community-dwelling older adults, showing a positive correlation with cognitive screening tests.
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Kazui, H., H. Tanabe, M. Ikeda, Y. Nakagawa, J. Shiraishi, and K. Hashikawa. "Memory and Cerebral Blood Flow in Cases of Transient Global Amnesia During and After the Attack." Behavioural Neurology 8, no. 2 (1995): 93–101. http://dx.doi.org/10.1155/1995/514150.
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We administered various memory tests and neuroimaging examinations to four pure cases who met Hodges' clinical criteria for transient global amnesia (TGA), during and after the attack. The purpose of the present study was to determine whether procedural learning is acquired during TGA and whether priming effects are preserved during TGA, and to investigate the anatomical basis of various memory subcomponents through these cases. Episodic memory was severely disturbed only during TGA, consistent with previous studies. Procedural learning during TGA examined by a drawing skill test and a reading skill test developed by us, and the Tower of Toronto, was preserved during TGA, consistent with one earlier report dealing with procedural memory during TGA. Priming effects during TGA have never been assessed. A word completion priming task with Kanji letters developed by us demonstrated that priming effects were preserved during TGA. Neuroradiologically, single photon emission computed tomograph hippocampal images clearly revealed a hypoperfusion confined to the medial portion of the bilateral temporal lobe only during the attack. These findings indicate that the medial portion of the temporal lobe is important for episodic memory as described in previous reports, but did not play an important role in procedural memory and priming effects.
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Cradock O’Leary, Julie, Donna Kelley, and Cassandra Parrish. "From Swallowing to Savoring Emotions." Rorschachiana 41, no. 2 (September 1, 2020): 181–99. http://dx.doi.org/10.1027/1192-5604/a000130.
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Abstract. This article presents a Therapeutic Assessment case study of a 48-year-old Catholic nun who was evaluated for concerns related to recurrent depression, difficulty relating to others, trouble following through on tasks, and lack of self-care. Maria was given the Rorschach, MMPI-2-RF, Wartegg Drawing Completion Test, and Thurston Cradock Test of Shame (TCTS). Testing results suggested depression, problems regulating emotion, incongruence between external presentation and internal state, and impaired functional intelligence when negative emotions are triggered. Maria’s TCTS protocol indicated a tendency to deflate in the presence of shame or criticism. She used tentative language around emotion, did not access support, and struggled to resolve emotionally charged situations. The TCTS results appeared to access and explain Maria’s core difficulties. TCTS Cards 6 and 8 were selected for an assessment intervention session (AIS) designed to help Maria understand what she does with negative feelings. Maria was asked to tell a story focusing on the main character. Through half-steps and affective scaffolding, Maria identified how she “swallows” her negative feelings and “isolates” when emotions are strong. The authors discuss how the AIS helped Maria access her split-off affect, and understand its relation to her symptoms, poor self-care, impaired follow-through, and relational difficulties.
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Pędzich, Angelika, and Joanna Łukasiewicz-Wieleba. "Forming of children's creative imagination by animated cartoons and fairy tale books." Problemy Opiekuńczo-Wychowawcze 589, no. 4 (April 30, 2020): 45–58. http://dx.doi.org/10.5604/01.3001.0014.0911.
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Currently, there has been a big change in the form of spending free time because a large part of the average person's life is occupied by the Internet. Every day we browse pages, watch programs, movies and series. Activities involving children have also changed. Today, full playgrounds or libraries are a rare picture. The youngest generations absorb visual content much more often - various types of animated cartoons, which they often watch several hours a day. Sometimes cartoons are also used by parents as a form of bribery or as a kind of seizing the child's attention for some time. The purpose of this article is to find the answer to the question of how the form of content (text, movie), inspiring the creation of artistic products, affects the creative imagination of a child. At the beginning we present the scientific position in this matter, and then the results of our own research. As a tool in the research, the Kate Franck Drawing Completion Test was used, which measures the imagination of the examined person, and then the method of product analysis was used, , referring to the category of creative imagination. Two groups of children from the second grade of primary school took part in the study and were asked to create drawings after learning the presented content. For one group a fairy tale was presented in the text form, but for the second group: in the form of the animated cartoon. Students from the group listening to the story read from the book, on the created drawings added a lot of original ideas, variously presented the reality of the fairy tale heard, in contrast to the second group, in which the drawings of all students were very similar to each other. The results of the study indicate that cartoons in a form of the movie much less stimulate children to use their creative imagination, than fairy tales in a text form, which allows them to activate their creative potential.
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Nugroho, Arif. "REQUEST REALIZATIONS OF INDONESIAN ESP LECTURERS." A Journal of Culture English Language Teaching Literature & Linguistics 6, no. 1 (June 28, 2019): 1. http://dx.doi.org/10.22219/celticumm.vol6.no1.1-13.
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Drawing on the Speech Act theory, the present study endeavored to delineate the most frequently used request strategies by Indonesian English for Specific Purposes lecturers. In addition, it examined the involvement of situational variables of social distance, power, and imposition on the choice of their strategies. Another objective has been to reveal the reasons why the lecturers choose such strategies. To this end, a descriptive approach was adopted by employing Discourse Completion Test questionnaire and semi-structured interview to gather the data fromtwenty-eightESP lectures teaching at some different departments who werepurposively selected as the participants in this study. The results of the questionnaire illustrated that the participants made use of conventionally indirect expressions (81.2%) for requests more frequently than other strategies. The semi-structured interview figured out that the participants’ reason of utilizing conventionally indirect strategy was due to the cultural factors. Moreover, the situational variables of social distance, power, and imposition slightly affected the participants’ choice of requests, but they had some influences on determining the degree of politeness. Furthermore, the analyzed data revealed the fact that first language culture, urgency of the requests, and physical attractiveness also influenced the participants’ choice of request strategies.
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Nugroho, Arif. "REQUEST REALIZATIONS OF INDONESIAN ESP LECTURERS." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 6, no. 1 (June 28, 2019): 1–13. http://dx.doi.org/10.22219/celtic.v6i1.8746.
Full textAbstract:
Drawing on the Speech Act theory, the present study endeavored to delineate the most frequently used request strategies by Indonesian English for Specific Purposes lecturers. In addition, it examined the involvement of situational variables of social distance, power, and imposition on the choice of their strategies. Another objective has been to reveal the reasons why the lecturers choose such strategies. To this end, a descriptive approach was adopted by employing Discourse Completion Test questionnaire and semi-structured interview to gather the data fromtwenty-eightESP lectures teaching at some different departments who werepurposively selected as the participants in this study. The results of the questionnaire illustrated that the participants made use of conventionally indirect expressions (81.2%) for requests more frequently than other strategies. The semi-structured interview figured out that the participants’ reason of utilizing conventionally indirect strategy was due to the cultural factors. Moreover, the situational variables of social distance, power, and imposition slightly affected the participants’ choice of requests, but they had some influences on determining the degree of politeness. Furthermore, the analyzed data revealed the fact that first language culture, urgency of the requests, and physical attractiveness also influenced the participants’ choice of request strategies.
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Nousia, Anastasia, Vasileios Siokas, Eleni Aretouli, Lambros Messinis, Athina-Maria Aloizou, Maria Martzoukou, Maria Karala, Charalampos Koumpoulis, Grigorios Nasios, and Efthimios Dardiotis. "Beneficial Effect of Multidomain Cognitive Training on the Neuropsychological Performance of Patients with Early-Stage Alzheimer’s Disease." Neural Plasticity 2018 (July 11, 2018): 1–9. http://dx.doi.org/10.1155/2018/2845176.
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Background and Purpose. There is an increasing interest in the effect of nonpharmacological interventions on the course of patients with Alzheimer’s disease (AD). The objective of the present study is to determine the benefits of a structured, multidomain, mostly computer-based, cognitive training (MCT) οn the cognitive performance of patients with early-stage AD. Method. Fifty patients with early-stage AD participated in the study. Patients were randomly allocated either to the training program group (n=25) or to a wait list control group (n=25). The training program group received computer-assisted MCT and linguistic exercises utilizing pen and paper supplemented by cognitive-linguistic exercises for homework. The duration of the MCT intervention program was 15 weeks, and it was administered twice a week. Each session lasted for approximately one hour. Objective measures of episodic memory, delayed memory, word recognition, attention, executive function, processing speed, semantic fluency, and naming were assessed at baseline and after the completion of the program in both groups. Results. Analysis showed that in controls, delayed memory and executive function had deteriorated over the observation period of 15 weeks, while the training group improved their performance in word recognition, Boston Naming Test (BNT), semantic fluency (SF), clock-drawing test (CDT), digit span forward (DSF), digit span backward (DSB), trail-making test A (TMT A), and trail-making test B (TMT B). Comparison between the training group and the controls showed that MCT had a significant beneficial effect in delayed memory, naming, semantic fluency, visuospatial ability, executive functions, attention, and processing speed. Conclusions. The study provides evidence of a beneficial effect of MCT with an emphasis on cognitive-language performance of patients with early-stage AD. Considering the limited efficacy of current pharmacological therapies in AD, concurrent computer-based MCT may represent an additional enhancing treatment option in early-stage AD patients.
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Sewell, Margaret C., Xiaodong Luo, Judith Neugroschl, and Mary Sano. "Detection of mild cognitive impairment and early stage dementia with an audio-recorded cognitive scale." International Psychogeriatrics 25, no. 8 (May 2, 2013): 1325–33. http://dx.doi.org/10.1017/s1041610213000598.
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ABSTRACTBackground: Physicians often miss diagnosis of mild cognitive impairment (MCI) or early dementia and screening measures can be insensitive to very mild impairments. Other cognitive assessments may take too much time or be frustrating to seniors. This study examined the ability of an audio-recorded scale, developed in Australia, to detect MCI or mild Alzheimer's disease (AD) and compared cognitive domain-specific performance on the audio-recorded scale to in-person battery and common cognitive screens.Method: Seventy-six patients from the Mount Sinai Alzheimer's Disease Research Center were recruited. Patients were aged 75 years or older, with clinical diagnosis of AD or MCI (n = 51) or normal control (n = 25). Participants underwent in-person neuropsychological testing followed by testing with the audio-recorded cognitive screen (ARCS).Results: ARCS provided better discrimination between normal and impaired elderly individuals than either the Mini-Mental State Examination or the clock drawing test. The in-person battery and ARCS analogous variables were significantly correlated, most in the 0.4 to 0.7 range, including verbal memory, executive function/attention, naming, and verbal fluency. The area under the curve generated from the receiver operating characteristic curves indicated high and equivalent discrimination for ARCS and the in-person battery (0.972 vs. 0.988; p = 0.23).Conclusion: The ARCS demonstrated better discrimination between normal controls and those with mild deficits than typical screening measures. Performance on cognitive domains within the ARCS was well correlated with the in-person battery. Completion of the ARCS was accomplished despite mild difficulty hearing the instructions even in very elderly participants, indicating that it may be a useful measure in primary care settings.
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Kusaeri, Al, Habib Husnial Pardi, and Abdul Quddus. "Culture and mathematics learning: Identifying students’ mathematics connection." Beta: Jurnal Tadris Matematika 12, no. 1 (May 31, 2019): 82–93. http://dx.doi.org/10.20414/betajtm.v12i1.264.
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[English]: Mathematics connection support students finding various possible strategies in problem-solving. Cultural products can be used as mathematical objects in learning. This article, part of a study that designed culture-based learning, aims to identify students' mathematics connection. Data was collected through a test given to 341 students and unstructured interviews of nine students selected based on the completion of the test, which fulfills mathematization steps. Data analysis began by classifying students’ answers based on mathematization, identifying mathematics connection of students according to mathematization, analyzing students’ mathematics connection, and drawing conclusions about mathematics connection and the constraints found. The results showed that students' mathematics connections include three categories, namely understanding connection, representation connection, and justification connection. Students with justification connection solved mathematical problems according to mathematization steps, from the identification of mathematical objects to formal mathematics. Meanwhile, students with understanding and representation connection solved their respective mathematical problems up to the concrete and formal stages. The findings reveal that culture-based mathematics learning provides space to understand students' mathematics connection. Further research is required to prove that it can be used to develop students' mathematics connection.
Keywords: Mathematics learning, Culture, Mathematics connection
[Bahasa]: Koneksi matematika mendukung siswa menemukan berbagai kemungkinan strategi dalam penyelesaian masalah. Produk budaya memungkinkan dapat dijadikan objek matematika dalam pembelajaran. Artikel ini merupakan bagian dari penelitian yang merancang desain pembelajaran berbasis budaya lokal yang bertujuan mengidentifikasi kemampuan koneksi matematika siswa. Data dikumpulkan melalui tes yang diberikan kepada 341 siswa dan wawancara tidak terstruktur terhadap 9 siswa yang dipilih berdasarkan penyelesaian tes sesuai proses matematisasi. Analisis data diawali dengan klasifikasi jawaban siswa berdasarkan tahapan matematisasi, identifikasi kemampuan koneksi matematika sesuai tahapan matematisasi, analisis kemampuan koneksi matematis, dan penarikan simpulan terkait kemampuan koneksi matematika serta kendala yang ditemukan. Hasil penelitian menunjukkan bahwa kemampuan koneksi matematika siswa meliputi tiga kategori yaitu koneksi pemahaman, koneksi representasi, dan koneksi justifikasi. Siswa dengan kemampuan koneksi justifikasi bisa menyelesaikan masalah matematika sesuai tahapan matematisasi, dari identifikasi objek matematika sampai matematika formal. Sementara itu, siswa yang memiliki kemampuan koneksi pemahaman dan representasi menyelesaikan masalah matematika masing-masing sampai pada tahap model kongkret dan model formal. Hasil penelitian menunjukkan bahwa pembelajaran berbasis budaya memberikan ruang untuk memahami kemampuan koneksi matematika siswa. Penelitian lebih lanjut dibutuhkan untuk menunjukkan pembelajaran berbasis budaya bisa digunakan untuk mengembangkan kemampuan koneksi matematika siswa.
Kata Kunci: Pembelajaran matematika, Budaya, Koneksi matematika
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Feichtinger, Hans G. "A Sequential Approach to Mild Distributions." Axioms 9, no. 1 (February 24, 2020): 25. http://dx.doi.org/10.3390/axioms9010025.
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The Banach Gelfand Triple ( S 0 , L 2 , S 0 ′ ) ( R d ) consists of S 0 ( R d ) , ∥ · ∥ S 0 , a very specific Segal algebra as algebra of test functions, the Hilbert space L 2 ( R d ) , ∥ · ∥ 2 and the dual space S 0 ′ ( R d ) , whose elements are also called “mild distributions”. Together they provide a universal tool for Fourier Analysis in its many manifestations. It is indispensable for a proper formulation of Gabor Analysis, but also useful for a distributional description of the classical (generalized) Fourier transform (with Plancherel’s Theorem and the Fourier Inversion Theorem as core statements) or the foundations of Abstract Harmonic Analysis, as it is not difficult to formulate this theory in the context of locally compact Abelian (LCA) groups. A new approach presented recently allows to introduce S 0 ( R d ) , ∥ · ∥ S 0 and hence ( S 0 ′ ( R d ) , ∥ · ∥ S 0 ′ ) , the space of “mild distributions”, without the use of the Lebesgue integral or the theory of tempered distributions. The present notes will describe an alternative, even more elementary approach to the same objects, based on the idea of completion (in an appropriate sense). By drawing the analogy to the real number system, viewed as infinite decimals, we hope that this approach is also more interesting for engineers. Of course it is very much inspired by the Lighthill approach to the theory of tempered distributions. The main topic of this article is thus an outline of the sequential approach in this concrete setting and the clarification of the fact that it is just another way of describing the Banach Gelfand Triple. The objects of the extended domain for the Short-Time Fourier Transform are (equivalence classes) of so-called mild Cauchy sequences (in short ECmiCS). Representatives are sequences of bounded, continuous functions, which correspond in a natural way to mild distributions as introduced in earlier papers via duality theory. Our key result shows how standard functional analytic arguments combined with concrete properties of the Segal algebra S 0 ( R d ) , ∥ · ∥ S 0 can be used to establish this natural identification.
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Susilawati, S., N. Khoiri, W. Wijayanto, M. Masturi, and S. Xaphakdy. "Learning Experience of Pre-Service Physics Teachers in Developing Simple Project Loaded by Life Skills." Jurnal Pendidikan IPA Indonesia 7, no. 1 (April 3, 2018): 122–29. http://dx.doi.org/10.15294/jpii.v7i1.10889.
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This research aims to reveal the experience profile of future Physics teachers in developing simple multi-loaded life skill project. The research method used was a descriptive method with 62 future Physics teachers as the research subject. Based on observations, interviews, and questionnaires, it was drawn descriptions of the future teachers’ experiences in developing a simple project. The future teachers were assessed based on some Physics indicators such as project design, project creation, data collection, data analysis, and creativity. The results of the project preparation descriptions obtained by the experience data of future Physics teachers indicate the highest score of 4.8 (96%) on the indicator of schedule making, while the lowest score was 2.9 (58%) on the indicators of formulating the product benefits, preparing the feasibility analysis and analyzing the environmental impact. The results show that future Physics teachers got the highest score of 4.6 (93%) on data adjustment for experimental purposes indicator, and the lowest score of 2.8 (55%) on designing tools and materials indicator. Based on the Physics props trial, it was obtained the highest score of 4.5 (89%) on the indicator of analyzing the baseline data, while the lowest score of 2.9 (58%) was on the variation test variables. Positive feedback about time-management in completing the project, the ability to identify the topic of the project, the ability to find ideas to support the completion of the project, the ability to test the tools, and the ability to make progress reports on project completion were derived from the interviews. The highest score of students’ responses to project completion was 4.8 (95%) on the second data collection indicator and the lowest was 3.2 (64%) on the instrument material design indicator.
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Alvani, Alvani. "Profil Kreativitas Siswa SMP dalam Menyelesaikan Soal tentang Bangun Ruang Sisi Datar Ditinjau dari Gaya Kognitif." Kreano, Jurnal Matematika Kreatif-Inovatif 7, no. 2 (December 2, 2016): 171–78. http://dx.doi.org/10.15294/kreano.v7i2.6437.
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Penelitian ini bertujuan mendeskripsikan profil kreativitas siswa dalam menyelesaikan soal tentang bangun ruang sisi datar ditinjau dari gaya kognitif Field Dependent (FD) dan Field Independent (FI). Subjek penelitian ini adalah dua orang siswa kelas VIII A SMP Negeri 7 Ketapang, yaitu satu siswa dengan gaya kognitif FD dan satu siswa dengan gaya kognitif FI. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Teknik pengumpulan data dalam penelitian ini adalah pemberian The Group Ebedded Figure Test (GEFT), tes penyelesaian soal, dan wawancara. Analisis data dalam penelitian ini dilakukan dengan langkah-langkah yaitu mereduksi data, penyajian, dan penarikan kesimpulan. Sedangkan untuk mendapatkan data yang valid, digunakan triangulasi waktu. Hasil penelitian ini menunjukkan bahwa ternyata kedua tipe gaya kognitif ini memenuhi tiga komponen dari berpikir kreatif yaitu kefasihan, fleksibel, dan kebaruan. Hasil penelitian ini menunjukkan bahwa (1) profil kreativitas siswa field dependent dalam menyelesaikan soal tentang bangun ruang sisi datar, mencakup (a) fasih, ditunjukkan dari kemampuan siswa memberikan tiga jawaban yang berbeda dalam menyelesaikan soal tentang bangun ruang sisi datar; (b) fleksibel, ditunjukkan dengan terdapatnya lebih dari satu cara, ide, atau gagasan penyelesaian yang berbeda untuk membagi balok menjadi dua bagian yang volumenya sama; (c) kebaruan, ditunjukkan bahwa semua jawaban yang diberikan merupakan jawaban dari soal yang baru pertama diselesaikan oleh siswa field dependent; (2) profil kreativitas siswa field independent dalam menyelesaikan soal tentang bangun ruang sisi datar, mencakup (a) fasih, ditunjukkan dari kemampuan siswa memberikan empat jawaban yang berbeda dalam menyelesaikan soal tentang bangun ruang sisi datar; (b) fleksibel, ditunjukkan dengan terdapatnya lebih dari satu cara, ide, atau gagasan penyelesaian yang berbeda untuk membagi balok menjadi dua bagian yang volumenya sama; (c) kebaruan, ditunjukkan bahwa semua jawaban yang diberikan merupakan jawaban dari soal yang baru pertama diselesaikan oleh siswa field independent.This research aims at describing students creative thinking profile in solving question about dimensional figure as seen from Field Dependent (FD) and Field Independent (FI). Subjects of this research are two students of grade eight from class A SMP Negeri 7 Ketapang. One student is considered to possess FD cognitive style and the other one is considered to possess FI cognitive style. This research applies descriptive qualitative design. The process of data collection in this research is done by administering Group Embedded Figure Test (GEFT), questions completion test, and interview. Data analysis in this research is done through data reduction, data presentation, and conclusion drawing. Time triangulation is applied in this research to fulfill its validity aspect. The result of this research shows that both cognitive styles satisfy those three aspects of creativity that is fluency, flexibility, and novelty. The results of the research conclude that (1) students creative thinking profile in field dependent cognitive style has fulfilled (a) fluency, which is indicated by the ability of the student to provide three different answers; (b) flexibility, which is indicated by the ability of the student to give more than one ways, ideas, or solving opinions to divide a rectangular prism to become two figures with equal in volume; (c) novelty, which is indicated by the fact that the question given to student is new recently solved for the first time by the student, (2) students creative thinking profile on field independent cognitive style has fulfilled (a) fluency, which is indicated by the ability of the student to provide four different answers to solve question about dimensional figure; (b) flexibility, which is indicated by the ability of the student to provide more than one ways, ideas, or solving opinions to divide a rectangular prism to become two equal volume figures; (c) novelty, which is indicated by the fact that all the answer provided by the student is a new recent for the first time solved question for student.
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SCHWARTZ, RONALD L., JOHN C. ADAIR, ANASTASIA M. RAYMER, DAVID J. G. WILLIAMSON, BRUCE CROSSON, LESLIE J. G. ROTHI, STEPHEN E. NADEAU, and KENNETH M. HEILMAN. "Conceptual apraxia in probable Alzheimer's disease as demonstrated by the Florida Action Recall Test." Journal of the International Neuropsychological Society 6, no. 3 (March 2000): 265–70. http://dx.doi.org/10.1017/s1355617700633015.
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Patients with probable Alzheimer's disease (AD) often have difficulties associated with semantic knowledge. Therefore, conceptual apraxia, a defect of action semantics and mechanical knowledge, may be an early sign of this disease. The Florida Action Recall Test (FLART), developed to assess conceptual apraxia, consists of 45 line drawings of objects or scenes. The subject must imagine the proper tool to apply to each pictured object or scene and then pantomime its use. Twelve participants with Alzheimer's disease (NINCDS–ADRDA criteria) and 21 age- and education-matched controls were tested. Nine Alzheimer's disease participants scored below a 2-standarddeviation cutoff on conceptual accuracy, and the three who scored above the cutoff were beyond a 2-standard-deviation cutoff on completion time. The FLART appears to be a sensitive measure of conceptual apraxia in the early stages of Alzheimer's disease. (JINS, 2000, 6, 265–270.)
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Chunduri, Sandeep, Rakesh Beri, Lisa C. Dobogai, Elizabeth Hurter, Christina Mactal-Haaf, Karen I. Sweiss, Stacy Shord, David Peace, and Damiano Rondelli. "Pre-Transplant Test Dose vs. PK Studies during Conditioning Regimen To Target iv Busulfan in Allogeneic Hematopoietic Stem Cell Transplantation." Blood 110, no. 11 (November 16, 2007): 3006. http://dx.doi.org/10.1182/blood.v110.11.3006.3006.
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Abstract In this study we tested the efficacy of a test dose of iv busulfan in targeting blood levels of this drug during the conditioning regimen prior to an allogeneic hematopoietic stem cell transplant. We analyzed blood samples of 22 patients undergoing allogeneic hematopoietic stem cell transplantation with a busulfan-based conditioning regimen. Patients received a test dose of busulfan at 0.8 mg/kg as a 60 minute intravenous infusion. Serial blood samples were drawn at eight time points: 15 minutes before dose, at end of infusion, 15 minutes after completion, 30 minutes after completion, 60 minutes after completion, 2 hours after completion, 4 hours after completion, and 6 hours after completion. Pharmacokinetics (PK) studies were then performed at the Seattle Cancer Care pharmacokinetics laboratory. The AUC was determined using WinNonlin Professional software. The conditioning dose of busulfan was calculated by multiplying the test dose in mg/AUC × 4800. After the first dose of busulfan was administered, the same protocol was used to test busulfan PK. If the Busulfan AUC was therapeutic (between 4800 μM*min and 5200 μM*min) then the same dose was continued. If the Busulfan AUC was low or high then the third and fourth doses of busulfan were adjusted. The test dose of 0.8 mg/kg intravenous did not have any hematological side effects. The mean historic dose (solely based on weight) was 3.2 ± 0.1 mg/kg and the mean dose based on the test dose was 3.5 ± 0.5 mg/kg (p=0.02). In 12 patients where we also analyzed PK after the first day of conditioning regimen, AUC values of busulfan obtained during test dose and after day 1 dose were not different (p=0.7). The mean dose of busulfan based on test dose was 3.5 ± 0.6 mg/kg while the final dose based on day 1 busulfan PK was 3.6 ± 0.7 mg/kg (p=0.9). Nevertheless, in 2 CML patients who were on treatment with dasatinib or nilotinib at the time of the test dose, a higher AUC was observed (AUC 6065 and 6200, respectively). A pre-transplant busulfan test dose can be safely performed anytime prior to transplant and allows targeting the dose of busulfan efficiently, thus avoiding the requirement of PK studies during the conditioning regimen.
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Kim, Kyung H., and Ji S. Lee. "CQ: Creativity quotient for climates, attitudes, and thinking skills with eye-tracking." Proceedings of the Institution of Mechanical Engineers, Part C: Journal of Mechanical Engineering Science 233, no. 2 (August 12, 2018): 465–75. http://dx.doi.org/10.1177/0954406218780541.
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This article examined a new creativity test designed for engineers, CQ: Creativity Quotient for Climates, Attitudes, and Thinking skills with Eye-Tracking. The creativity quotient expanded and enhanced both the figural and verbal Torrance Tests of Creative Thinking skills. Creativity quotient added new, more comprehensive measures of creative climates, attitudes, and thinking skills that comprise Kim’s creative climates, attitudes, and thinking skills model of creativity. Additionally, its patented online eye-tracking technology assesses test-takers’ creative-attitude and thinking-skill tendencies by tracking the changes in test-takers’ pupil diameters, eye-blink frequency, micro-saccade rates, fixation durations or curves, and smooth-pursuit movements. Finally, the creativity quotient assesses creative thinking skills using pattern-recognition technology to instantly and objectively analyze and score test-takers’ drawings, which previously required trained human scorers. Upon completion of the creativity quotient, test-takers receive a detailed, comprehensive, itemized report about the strengths and weaknesses of their climates, attitudes, and thinking skills along with individualized advice on how to enhance their creativity to achieve an innovation.
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Furness, Matthew P. "What Predicts Career Adaptability?: An Application of Achievement Goal Theory and Adult Attachment Theory." Journal of Career Development 47, no. 6 (December 5, 2018): 671–85. http://dx.doi.org/10.1177/0894845318815610.
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Extensive research has documented the impressive individual and organizational benefits that come with high levels of career adaptability (CA). At the current time, however, only the fixed dispositional traits underpinning CA have been investigated. In this study, I contributed to existing literature by drawing upon achievement goal theory and adult attachment theory to test a model where several malleable psychosocial constructs predicted CA levels. To test this model, a cross-sectional study was conducted, with 210 respondents from three organizations completing a self-report questionnaire. Analyses of the data collected yielded support for some, but not all, of the hypothesized relationships. Most notably, the results indicated that mastery goal adoption predicts CA, but only when individuals feel that their supervisor supports their career autonomy. The findings also suggested that anxious, but not avoidant, attachment negatively predicts CA. The practical and theoretical implications of these results are discussed.
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Riby, Leigh Martin, Jonathan Smallwood, and Valerie P. Gunn. "Mind Wandering and Retrieval from Episodic Memory: A Pilot Event-Related Potential Study." Psychological Reports 102, no. 3 (June 2008): 805–18. http://dx.doi.org/10.2466/pr0.102.3.805-818.
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The present study investigated the effects of mind wandering (task-unrelated thought) on the subcomponents of episodic memory as reflected by event-related potentials (ERPs). Specifically, individual differences in the pattern of ERP episodic ‘old/new’ effects (left-parietal, right-frontal and central-negativity effects) were examined across groups of participants experiencing either high or low frequencies of task-unrelated thought during encoding. Twenty participants studied lists of words and line drawings in one of two contexts (red versus green coloured boxes). At test, participants discriminated between target (old words or line drawings presented in one colour) and nontargets (old items from the other colour and new items). On completion of the memory task, participants completed the ‘thinking’ component of the Dundee Stress State Questionnaire to provide a retrospective measure of task-unrelated thought. Behavioural data indicated that irrespective of the presence of task-unrelated thought, participants were able to complete the memory task equally well. However, an analysis of ERPs across High and Low task-unrelated thought groups revealed differences in retrieval strategy. Those individuals with infrequent episodes of task-unrelated thought at study used a ‘pure’ recollection strategy (left-parietal effect only). Conversely, those participants experiencing frequent episodes of task-unrelated thought were unable to recollect the stimuli with ease, as indexed by a diminished parietal effect. As a consequence, these participants employed additional strategic processes for task completion, as indexed by an elevated amplitude of central negativity effects. These data are consistent with the decoupling hypothesis of mind wandering which suggests impaired recollection when attention becomes directed away from the task.
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Ratner, Andrew R., and Joni S. Kolman. "Breakers, benders, and obeyers: Inquiring into teacher educators’ mediation of edTPA." education policy analysis archives 24 (March 21, 2016): 35. http://dx.doi.org/10.14507/epaa.24.2112.
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This article reflects a qualitative exploratory inquiry into the lived experiences of faculty members working within a system of urban schools of education as they supported diverse teacher candidates in completing the Educative Teacher Performance Assessment (edTPA) during its first semesters of high-stakes implementation. Drawing upon questionnaire responses and semi-structured interviews, our findings demonstrate the disparity and variation in the level and kind of support offered to teacher candidates. We discuss the ways that the policy, stance, and the ethical, pedagogical, and logistical dilemmas teacher educators faced as they supported candidates intersected to shape the supports provided. Implications focus on utilization of such test scores for evaluating teacher preparation institutions, faculty relations, and the diversification of the teacher workforce.
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Gatti, Elena, Chiara Ionio, Daniela Traficante, and Emanuela Confalonieri. "“I Like My Body; Therefore, I Like Myself”: How Body Image Influences Self-Esteem—A Cross-Sectional Study on Italian Adolescents." Europe’s Journal of Psychology 10, no. 2 (May 28, 2014): 301–17. http://dx.doi.org/10.5964/ejop.v10i2.703.
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Puberty is a very important process for adolescents. Physiological changes and body modifications lead to great vulnerability. This vulnerability is connected to the adolescent’s perceptions of the uncertainty of outcomes due to the transformation of their infant body into an adult one. This cross-sectional study aims to better understand whether body image perception and satisfaction influence self-esteem in a sample of Italian male and female adolescents. A total of 242 adolescents (120 male and 122 female individuals) aged 11 to 17 years (M= 13.33;SD= 1.7) completed the study measures. Quantitative and qualitative instruments were used. In particular, adolescents completed self-report questionnaires to assess their pubertal status (Pubertal Developmental Scale, Peterson, Crockett, Richards, & Boxer, 1988), their body esteem (Body Esteem Scale, Mendelson, Mendelson, & White, 2001), their body image (Body Image Satisfaction Questionnaire, Rauste-von Wright, 1989), and their self-esteem (Rosenberg Self-Esteem Scale, Rosenberg,1965). Adolescent were also invited to depict themselves to assess their body representations by completing the Drawing Me test (Confalonieri, 2011). Results from MANOVAs confirm that gender and age are two factors that influence body image perception and satisfaction. SEM analyses show that good self-esteem is reached through good body satisfaction following different trajectories in male and female individuals. Data from adolescents’ body representations obtained via drawings confirm that females are more concerned about their body changes and about the appearance of secondary sexual features than males. This research, stressing the influence of various individual factors and highlighting the psychological distress and dissatisfaction of adolescents, especially females, confirms the importance of studying this topic in order to generate preventive measures to help adolescents through this developmental task.
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Oh, Chung Seog, Philip Park, Yong Hak Huh, Soon Gyu Ko, Don Young Hwang, and Hyeon Mo An. "Fatigue Crack Growth Behavior of Corner Cracks under LBH Loading." Key Engineering Materials 297-300 (November 2005): 128–36. http://dx.doi.org/10.4028/www.scientific.net/kem.297-300.128.
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This investigation aims at doing some durability and damage tolerant (DaDT) tests with 2124-T851 aluminum specimens having corner cracks under a random history, correlating with the simulation results from AFGROW and then drawing some conclusions from those comparisons. Two hydraulic actuators and a homemade Wood’s alloy grip are employed to do the test. The surface crack lengths are measured by a traveling microscope and used as a reference for the later fractography. The crack penetration and the total lives are about 17 and 27 blocks, respectively. The crack length and depth are evaluated by the fractography after completing each test and used to grasp the shape change. The Forman equation is used to simulate the fatigue crack growth behavior according to a bearing stress ratio extensively. The crack penetration life is decreased as the bearing stress ratio increases. The crack aspect ratio is very dependent on the bearing stress ratio. The LBH loading accelerates the fatigue crack growth in the crack depth direction but decelerates that in the length direction until crack penetration.
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Taferner, Robert H., and Jun Yamada. "Crosslinguistic Image Schema Differential Hypothesis Clarifies Non-Prototypical and Polysemous Spatial Preposition ‘on’ for L2 Learners." Cognitive Semantics 7, no. 1 (April 27, 2021): 114–34. http://dx.doi.org/10.1163/23526416-07010002.
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Abstract A key question for linguistics involves how to determine and account for expressions of non-prototypical spatial relationships between languages. To address this issue, Crosslinguistic Image Schema Differential (CISD) hypothesis is introduced to examine various uses of the English preposition on produced by L2 (second language) learners. Data collection consisted of a grammar test designed to elicit and measure participants’ knowledge of the English preposition on by completing cloze sentences in English, translating these sentences into the L1 (first language), and then drawing visual images of the sentences presented as redescriptions of perceptual events, i.e., image schemas. The most remarkable findings were that two space-relational types (‘encirclement with contact’ and ‘at an edge’) and one image schema (‘concave surface’) were almost completely lacking in the Japanese learners of English (JLEs) who participated in this study. This investigation indicates that simple explicit explanations are possible utilizing the CISD hypothesis.
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Susandi, Ardi Dwi. "IDENTIFIKASI KEMAMPUAN BERPIKIR KRITIS DALAM MEMECAHKAN MASALAH MATEMATIKA." SIGMA 6, no. 1 (September 3, 2020): 26. http://dx.doi.org/10.36513/sigma.v6i2.864.
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This Mathematics critical thinking skill is one of the components a student must possess. This skill will assist them to be able to make the right decision. In fact, however, not many of them having a high of critical thinking skill. It causes them to be lack of skills in completing the mathematics cases. This research aims to: (1) describe the critical thinking skills of junior high school students in solving mathematical problems and (2) identify the students' critical thinking components in the focus, reason, inference, situation, clarity, dan overview. This was descriptive research with a qualitative approach. This research involved 32 subjects comprising 15 male students and 17 female students. The method used in this research is test, interview, and triangulation. The test used in this research consisted of 6 problems representing 6 sub-skills of critical thinking skills. The results of data collection were analyzed through data reduction, data display, and conclusion drawing. The findings showed that: (1) the critical thinking skills of junior high school students were in a low category; (2) overview became the lowest critical thinking sub-skills mastered by the students compared to other critical thinking sub-skills
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Derby, Dustin C., Robert E. Percuoco, and Amy Everetts. "Scarlet letters: The association of alternative admissions track plan status with key programmatic outcomes in a chiropractic training program." Journal of Chiropractic Education 34, no. 1 (March 1, 2020): 8–14. http://dx.doi.org/10.7899/jce-19-6.
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Objective: In 2012, the Council on Chiropractic Education (CCE) enacted new admission standards with related provisions under a new Policy 7, the Alternative Admissions Track Plan (AATP). The current study examined the relationships between typically admitted students and their AATP counterparts on three student success outcome measures: Graduation at the 150th percentile time frame, National Board of Chiropractic Examiners (NBCE) Part I pass rates, and completion of all four NBCE examinations within 6-months after graduation. Methods: The authors used three random samples (n = 1050) drawn from a relational database, containing program outcome variables and student characteristics. Assessment of the outcome measures occurred using Pearson χ2 test of independence and the Φ coefficient effect size measure. Results: Significant relationships with small effect sizes and weak associations were found between AATP status and graduation at the 150th percentile (p < .01, Φ = .118) and NBCE Part I pass rates (p < .01, Φ = .114). No significant association between AATP status and NBCE Completion rates 6-months after graduation (p = .144, Φ = .045) was found. Conclusion: The weak associations between variables indicate that AATP status did not meaningfully relate to the outcome variables. There likely are other subtle characteristics and attributes that influence successful completion of key programmatic outcomes. The weak associations found in the current study suggest that when governed under the same academic policies with equal access to support resources, there does not appear to be a meaningful association between the programmatic success of AATP and non-AATP students on key outcomes.
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Afifah, Dian Septi Nur, Basuki Sarjono, Lutfia Marsalina, Tomi Listiawan, and Ika Mariana Putri. "Kesalahan Siswa SMK dalam Menyelesaikan Soal Program Linier Ditinjau dari Pemahaman Konseptual dan Prosedural." Jurnal Tadris Matematika 3, no. 1 (July 10, 2020): 55–66. http://dx.doi.org/10.21274/jtm.2020.3.1.55-66.
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This research aims to describe the mistake of vocational student in solving linier program question in term of conceptual and procedural understanding. The research was conducted at SMKN I Boyolangu Tulungagung. Subject was chosen based on the highest number of mistakes when completing linier program question. Data collection techniques in this research are test and interview. The instruments used in this research were the main instrument and supporting instrument. The main instrument is the researcher itself, while the supporting instrument are the test sheet and interview guidelines. To test the data validity in this research used time triangulation. Data analysis based on indicator of conceptual and procedural understanding that include data reduction, data presentation and conclusion drawing. The result of this study indicate that students who make mistake do not have a good conceptual and procedural understanding. This can be seen from subject cannot explain how to solve the question. In addition, subject cannot continue the answer because subject do not know the next step that must be done. Subject alsocan not explain the steps in solving linier program question. For this reason, teacher need to pay attention to students’ understanding when learning in class, especially conceptual and procedural understanding. In addition, teacher mut choose or design a conceptual learning design and procedural understanding to achieve the learning objective.
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Rahmawati, Ana. "Analisis Kesalahan Mahasiswa Pendidikan Matematika Dalam Menyelesaikan Soal Pertidaksamaan Pada Mata Kuliah Kalkulus I." Al-Jabar : Jurnal Pendidikan Matematika 8, no. 1 (June 19, 2017): 81. http://dx.doi.org/10.24042/ajpm.v8i1.957.
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This research is qualitative descriptive research. This research has purpose to describe student error in resolving matter inequality of calculus I. The subject of this research is taken from student of mathematics education Unipdu semester II academic year 2016/2017. Data collection method used in this research is using test method and interview method. Before the researchers conducted the analysis, the researchers examined the validity of data using time triangulation to obtain valid data. Then from the data that has been validly analyzed new then drawn a conclusion. From result of research got result that 1) Subject A do 9 kind of errors, that is: error in determining condition of a root, mistake in doing process calculation, error determines value x on a number line, mistake determines set of settlement, error in determining sign interval at Line of numbers, errors in determining the completion region on the line of numbers, the error in determining the value of the zero maker on the split points, the error in determining the value of the zero-maker on the number line, the error of not continuing the completion process; 2) Subject B performs 8 types of errors, the type of error is the same as subject A, except error in determining the requirements of a root.
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Farib, Purnama Mulia, M. Ikhsan, and Muhammad Subianto. "Proses berpikir kritis matematis siswa sekolah menengah pertama melalui discovery learning." Jurnal Riset Pendidikan Matematika 6, no. 1 (May 29, 2019): 99–117. http://dx.doi.org/10.21831/jrpm.v6i1.21396.
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Penelitian ini bertujuan untuk mendeskripsikan proses berpikir kritis matematis dan mengidentifikasi tingkat berpikir kritis matematis siswa yang diberikan pembelajaran discovery pada pembelajaran matematika. Penelitian ini menggunakan metode penelitian kualitatif. Subjek penelitian adalah 6 orang siswa yang diambil dari 37 siswa kelas VII-E MTsN 3 Aceh Barat yang dipilih berdasarkan kemampuan awal matematikanya. Instrumen penelitian meliputi peneliti, tes berpikir kritis, dan pedoman wawancara. Teknik pengumpulan data yang digunakan terdiri dari tes berpikir kritis dan wawancara. Teknik analisis data yang digunakan pada penelitian ini yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa dalam aktivitas penyelesaian masalah siswa lebih banyak melakukan proses specializing dan generalizing. Siswa telah mampu mengidentifikasi masalah yang disajikan serta menyusun langkah penyelesaian yang mungkin untuk menyelesaikan masalah tersebut, namun pada proses conjecturing dan convincing, siswa masih perlu dilatih untuk menganalogikan masalah serta menyelesaikan masalah dengan cara yang beragam. Temuan penelitian ini dapat digunakan guru untuk merancang pembelajaran matematika yang melatihkan kemampuan berpikir kritis.The process of mathematical critical thinking of junior high school students through discovery learning AbstractThis study aimed to describe the process of mathematical critical thinking of students who were given discovery learning in mathematics learning. This study was classified as qualitative research. The research subjects were 6 students drawn from 37 students of class VII-E MTsN 3 Aceh Barat, Indonesia, and selected based on their initial mathematical abilities. The research instruments included researchers, critical thinking test, and interview guidelines. The data collection was carried out by giving a critical thinking test conducted after discovery learning and interviewing the research subjects after completing the test. The data in this study were analyzed by data reduction, data presentation, and conclusion drawing. The results showed that in solving problems, students were more dominant in the process of specializing and generalizing. Students have been able to identify the problem presented and arrange possible steps for solving the problem, but in the process of conjecturing and convincing, students still need to be trained in analogizing problems and solving problems in a variety of ways. The findings of this study could be used by teachers to design mathematics learning that exercises critical thinking skills.
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Ahmed, Mubdir Shihab. "Iraqi EFL Learners' Recognition and Production of English Derivational Suffixes." Al-Adab Journal 2, no. 132 (March 15, 2020): 67–76. http://dx.doi.org/10.31973/aj.v2i132.614.
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This study aims at testing the Iraqi EFL learners' recognition and production of the derivational suffixes in English and namely, noun, verb, adjective, and adverb. It is hypothesized that the Iraqi EFL learners find difficulty in forming new correct parts of speech from the roots due to their unsureness of the suitable derivational suffixes. Also, they tend to use derivational suffixes with different parts of speech depending on different factors like guessing and generalization. The sample of this study is fourth-year Iraqi students of the Department of English/ College of Education Ibn Rushd/ Universitry of Baghdad of the academic year (2014-2015). To achieve the aim of this study a test, which comprises two questions, has been constructed. A multiple-choice question at the recognition level and a completion question at the production level are constructed. The findings of the test show that Iraqi EFL university learners face difficulty in recognizing and producing the derivational suffixes of different parts of speech. In the light of the results, some conclusions have been drawn and a number of recommendations and suggestions have been presented.
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Ana, Susi, Hasan Sastra Negara, and Netri Wati. "Analisis kemampuan komunikasi matematis pada pembelajaran Think Pair Share (TPS) berbantu komik matematika." AKSIOMA : Jurnal Matematika dan Pendidikan Matematika 10, no. 1 (July 23, 2019): 24–34. http://dx.doi.org/10.26877/aks.v10i1.3326.
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The purpose of this study was to find out whether the TPS Learning Model Helped by Mathematical Comics had an effect on the mathematical communication of class VII of Bandar Lampung Middle School 14. Based on data analysis and hypothesis testing that has been carried out that the implementation of the Mathematical comic-assisted TPS Learning Model to the class Experiments on Quadrilateral material has an influence on students' Mathematical Communication skills. This can be seen from the results of calculations using the one sample T-test of tcount (2.870)> t table (, 0452). This indicates that tcount> ttable so Ho is rejected in other words Ha is accepted, so there are influences of TPS learning models aided by mathematical comics . In qualitative analysis for high-ability students able to complete 3 stages including; (1) Written Text (2) Drawing (3) Mathematical Expression for ability students who are only completing 2 stages include (1) Written (2) Mathematical Expression about mathematical communication, while for low ability students only 1 stage (1) Written Text.
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Shunmugam, Ratnadevi R., Sidek Mohd Noah, and Wan Marzuki Wan Jaafar. "Ingraining goal orientation behavior among Malaysian adolescents using Solution-focused group work (SFGW)." COUNS-EDU: The International Journal of Counseling and Education 4, no. 4 (December 30, 2019): 140. http://dx.doi.org/10.23916/0020190424640.
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Setting goals can be reviewed as aspirations for future betterment especially among adolescents. Goal-setting process involves aspects like future planning, principles, values, priorities, application of knowledge and decision making. This process varies according to individual needs and requires different approaches and guidance. Literature review prevailed that the essential ingredient of Solution-focused approach is setting goals. Solution-focused techniques found to be vital and crucial in assisting adolescents to set goals. Two objectives were drawn through literature reviews. Objective one is to determine the effectiveness of SFGW in increasing adolescent’s goal orientation behavior mean score between pre-test, post-test and follow-up test. And, the second objective is to compare the effects between SFGW intervention module (treatment group) and traditional module (control group) on goal orientation mean score for post-test and follow-up test. This is a true experimental with pre-test and post-test design using Solution-focused module and administration of questionnaires for data collection. A total of 66 samples who met the inclusion requirement were assigned randomly to experimental (n = 32) and control (n = 34) groups using paired-matched design. The samples in experimental group were given treatment using the SFGW intervention program for seven weeks. After the completion of the treatment, posttest and follow-up test were carried out and data was collected using Goal Orientation Scale. The collected data was analyzed using descriptive statistics, independent samples t-test, and one-way repeated measure ANOVA. The study discloses that SFGW does significantly affect the level of goal orientation behavior among Malaysian adolescents.
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Moody, Paul. "Verity Lambert's Thorn-EMI Films." Journal of British Cinema and Television 18, no. 1 (January 2021): 96–120. http://dx.doi.org/10.3366/jbctv.2021.0557.
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Verity Lambert's brief period as Director of Production at Thorn-EMI Screen Entertainment (TESE) was responsible for the in-house development of five films: Morons from Outer Space (1985), Restless Natives (1985), Dreamchild (1985), Link (1986) and Clockwise (1986), although she had left the company before the last three were released. There has been limited critical engagement with these productions and Lambert's tenure in general, with the existing literature on this material tending to emphasise the eclectic nature of what were to be TESE's last releases before the company's sale to Cannon ( Hill 1999 ; Moody 2018 ; Park 1990 ; Walker 1985 ; Walker 2004 ; Wickham and Mettler 2005 ). Drawing on a series of detailed interviews with former TESE Production Executive, Graham Easton, along with previously unreleased archival documents from the Film Finances archive, this article develops a more detailed textual analysis and production history of these releases, in order more clearly to map TESE's complexities during this period. By engaging more coherently with the themes and aesthetics of TESE's output, the article argues that there is a consistency to Lambert's productions which can be seen at both a thematic and a stylistic level, centred on notions of constraint and obstacles to communication, and that this was nurtured by the environment created by Lambert and the Film Finances completion bond for each film.
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Setiawan, Doni Indra, and Sri Adi Widodo. "Analisis Kesalahan dalam Menyelesaikan Masalah Segi empat Ditinjau dari Perkembangan Kognitif." Jurnal Edukasi Matematika dan Sains 7, no. 2 (October 20, 2019): 45. http://dx.doi.org/10.25273/jems.v7i2.5291.
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<p>Penelitian ini bertujuan untuk mendeskripsikan kesalahan yang dilakukan siswa dalam menyelesaikan masalah segi empat pada fase konkret, dan fase transisi. Penelitian ini menggunakan penelitian kualitatif deskritptif dengan subjek penelitian sebanyak 4 subjek yang diambil berdasarkan purposive sampling. Teknik pengumpulan data menggunakan tes. Teknik analisis data menggunakan model yang dikembangkan oleh Miles dan Huberman yaitu reduksi data, penyajian data, dan menarik kesimpulan/verifikasi data. Kesalahan yang sering dilakukan siswa fase konkret yaitu siswa salah dalam menggambar bangun yang diceritakan soal, salah dalam menentukan rumus dan tidak menuliskan rencana penyelesaian, salah melakukan prosedur penyelesaian dan tidak menggunakan rumus secara semestinya, serta tidak melakukan pemeriksaan kembali jawaban. Kesalahan yang sering dilakukan siswa fase transisi yaitu siswa salah dalam menggambarkan bangun yang diceritakan dalam soal, salah dalam menuliskan rumus yang perlu digunakan, pada tahap melaksanakan rencana tidak terjadi kesalahan, serta tidak melakukan pemeriksaan kembali jawaban.</p><p> </p><p>This study aims to describe the mistakes made by students in solving rectangular problems in the concrete phase and the transition phase. This study uses descriptive qualitative research with four research subjects taken based on purposive sampling. Data collection techniques using the test. Data analysis techniques using a model developed by Miles and Huberman, namely data reduction, data presentation, and concluding/verification of data. Students often made mistakes. In the concrete phase, students making drawings that are told about problems. Errors in determining formulas and not writing completion plans, error when doing completion procedures and not using formulas properly, and not re-checking answers. In the transition phase, students who are wrong in describing the shapes told in the problem. Errors in writing the formula that needs to be used, at the stage of carrying out the plan there is no error, and not re-checking the answers.</p>
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Bella, Spyridoula. "Length of residence and intensity of interaction." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 22, no. 1 (March 1, 2012): 1–39. http://dx.doi.org/10.1075/prag.22.1.01bel.
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This paper investigates the external and internal modification devices used by native speakers and advanced learners of Greek, when making requests in formal and informal situations. The data are drawn from a discourse completion test completed by native speakers and learners of two different groups: one with extended length of residence in Greece but limited opportunities for interaction with native speakers and one with more frequent opportunities for interaction but limited length of residence in the target community. On the basis of the results, it is argued that learners with more opportunities for interaction approximate more closely to the native norm with respect to external modification and some aspects of internal modification of requests. Yet, it is shown that other aspects of internal modification remain underdeveloped, irrespective of frequency of contact with native speakers. This highlights the need for pedagogical intervention in order for the learners’ pragmatic development to be promoted.