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Greene‐Woods A, Delgado N. Addressing the big picture: Deaf children and reading assessments. Psychol Schs 2020. [DOI: 10.1002/pits.22285] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Ashley Greene‐Woods
- Department of Deaf Studies and Deaf EducationLamar University Beaumont Texas
| | - Natalie Delgado
- Department of Deaf Studies and Deaf EducationLamar University Beaumont Texas
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VanDerHeyden AM, Burns MK. Improving Decision Making in School Psychology: Making a Difference in the Lives of Students, Not Just a Prediction About Their Lives. School Psychology Review 2019. [DOI: 10.17105/spr-2018-0042.v47-4] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Moënne-Loccoz C, Vergara RC, López V, Mery D, Cosmelli D. Modeling Search Behaviors during the Acquisition of Expertise in a Sequential Decision-Making Task. Front Comput Neurosci 2017; 11:80. [PMID: 28943847 PMCID: PMC5596102 DOI: 10.3389/fncom.2017.00080] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2017] [Accepted: 08/04/2017] [Indexed: 11/13/2022] Open
Abstract
Our daily interaction with the world is plagued of situations in which we develop expertise through self-motivated repetition of the same task. In many of these interactions, and especially when dealing with computer and machine interfaces, we must deal with sequences of decisions and actions. For instance, when drawing cash from an ATM machine, choices are presented in a step-by-step fashion and a specific sequence of choices must be performed in order to produce the expected outcome. But, as we become experts in the use of such interfaces, is it possible to identify specific search and learning strategies? And if so, can we use this information to predict future actions? In addition to better understanding the cognitive processes underlying sequential decision making, this could allow building adaptive interfaces that can facilitate interaction at different moments of the learning curve. Here we tackle the question of modeling sequential decision-making behavior in a simple human-computer interface that instantiates a 4-level binary decision tree (BDT) task. We record behavioral data from voluntary participants while they attempt to solve the task. Using a Hidden Markov Model-based approach that capitalizes on the hierarchical structure of behavior, we then model their performance during the interaction. Our results show that partitioning the problem space into a small set of hierarchically related stereotyped strategies can potentially capture a host of individual decision making policies. This allows us to follow how participants learn and develop expertise in the use of the interface. Moreover, using a Mixture of Experts based on these stereotyped strategies, the model is able to predict the behavior of participants that master the task.
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Affiliation(s)
- Cristóbal Moënne-Loccoz
- Department of Computer Science, School of Engineering, Pontificia Universidad Católica de ChileSantiago, Chile
| | - Rodrigo C. Vergara
- Facultad de Medicina, Biomedical Neuroscience Institute, Universidad de ChileSantiago, Chile
| | - Vladimir López
- Center for Interdisciplinary Neuroscience, Pontificia Universidad Católica de ChileSantiago, Chile
- School of Psychology, Pontificia Universidad Católica de ChileSantiago, Chile
| | - Domingo Mery
- Department of Computer Science, School of Engineering, Pontificia Universidad Católica de ChileSantiago, Chile
| | - Diego Cosmelli
- Center for Interdisciplinary Neuroscience, Pontificia Universidad Católica de ChileSantiago, Chile
- School of Psychology, Pontificia Universidad Católica de ChileSantiago, Chile
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McIntosh K, Martinez RS, Ty SV, McClain MB. Scientific research in school psychology: Leading researchers weigh in on its past, present, and future. J Sch Psychol 2013; 51:267-318. [PMID: 23816226 DOI: 10.1016/j.jsp.2013.04.003] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2013] [Revised: 04/16/2013] [Accepted: 04/16/2013] [Indexed: 11/28/2022]
Abstract
A survey of established researchers in school psychology was conducted to reflect on the state of the science of school psychology research. A total of 54 members of the Society for the Study of School Psychology shared their perceptions of (a) the most significant findings of the past 25years that have influenced research and practice in school psychology, (b) current, exciting research topics, and (c) topics that are likely to guide the future of research in school psychology. Qualitative analyses revealed 6 major categories and 17 minor categories within the major categories. Four major categories were present across each of the three time periods: (a) Data-Informed Practices and their Implementation, (b) Theory Development, (c) Changing Role and Function, and (d) Biological Bases of Behavior. Additional major categories included Advances in Research Methodology and Psychometrics (found across past and present time periods) and There is Not One Single Most Important Idea (found during only the past time period). Quotations are provided to illustrate these categories and share the respondents' ideas in their own words.
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Sullivan AL, Field S. Do preschool special education services make a difference in kindergarten reading and mathematics skills?: A propensity score weighting analysis. J Sch Psychol 2013; 51:243-60. [DOI: 10.1016/j.jsp.2012.12.004] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2012] [Revised: 12/18/2012] [Accepted: 12/26/2012] [Indexed: 10/27/2022]
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Abstract
Four experiments investigated classroom learning by deaf college students receiving lectures from instructors signing for themselves or using interpreters. Deaf students' prior content knowledge, scores on postlecture assessments of content learning, and gain scores were compared to those of hearing classmates. Consistent with prior research, deaf students, on average, came into and left the classroom with less content knowledge than hearing peers, and use of simultaneous communication (sign and speech together) and American Sign Language (ASL) apparently were equally effective for deaf students' learning of the material. Students' self-rated sign language skills were not significantly related to performance. Two new findings were of particular importance. First, direct and mediated instruction (via interpreting) were equally effective for deaf college students under the several conditions employed here. Second, despite coming into the classroom with the disadvantage of having less content knowledge, deaf students' gain scores generally did not differ from those of their hearing peers. Possible explanations for these findings are considered.
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Affiliation(s)
- Marc Marschark
- National Technical Institute for the Deaf, Rochester Institute of Technology, Center for Education Research Partnerships, Rochester, NY 14623, USA.
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Abstract
This article shows that 35 years of empirical research on teacher expectations justifies the following conclusions: (a) Self-fulfilling prophecies in the classroom do occur, but these effects are typically small, they do not accumulate greatly across perceivers or over time, and they may be more likely to dissipate than accumulate; (b) powerful self-fulfilling prophecies may selectively occur among students from stigmatized social groups; (c) whether self-fulfilling prophecies affect intelligence, and whether they in general do more harm than good, remains unclear, and (d) teacher expectations may predict student outcomes more because these expectations are accurate than because they are self-fulfilling. Implications for future research, the role of self-fulfilling prophecies in social problems, and perspectives emphasizing the power of erroneous beliefs to create social reality are discussed.
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Affiliation(s)
- Lee Jussim
- Department of Psychology, Rutgers University, Piscataway, NJ, USA.
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Holding PA, Taylor HG, Kazungu SD, Mkala T, Gona J, Mwamuye B, Mbonani L, Stevenson J. Assessing cognitive outcomes in a rural African population: development of a neuropsychological battery in Kilifi District, Kenya. J Int Neuropsychol Soc 2004; 10:246-60. [PMID: 15012845 DOI: 10.1017/s1355617704102166] [Citation(s) in RCA: 87] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/16/2003] [Revised: 07/22/2003] [Indexed: 11/08/2022]
Abstract
The ability to measure neuropsychological outcomes in a comparable manner in different cultural groups is important if studies conducted in geographically diverse regions are to advance knowledge of disease effects and moderating influences. The purpose of this study was to evaluate the application of neuropsychological test procedures developed for use in North America and Europe to children in a rural region of Kenya. Our specific aim was to determine if these methods could be adapted to a non-Western culture in a manner that would preserve test reliability and validity. Procedural modifications yielded reliable tests that were sensitive to both the sequelae of cerebral malaria and to children's social and school backgrounds. Results suggest that adaptations of existing tests can be made in such a way as to preserve their utility in measuring the cross-cultural sequelae of childhood neurological diseases.
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Affiliation(s)
- Penny A Holding
- KEMRI Centre for Geographic Medicine-Coast, P.O. Box 230, Kilifi, Kenya
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Sanz de Acedo Lizarraga ML, Iriarte Iriarte MD. Enhancement of cognitive functioning and self-regulation of learning in adolescents. Span J Psychol 2001; 4:55-64. [PMID: 11705343 DOI: 10.1017/s1138741600005655] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
This study assessed the effects of the administration of a package of activities, known as Portfolio, on adolescents' cognitive functioning and self-regulation of learning. The study was carried out with a group of 109 students (mean age 15 years old) from the first level of Vocational Training. The students had learning difficulties, were unmotivated to study, and had behavior problems. A quasi-experimental pretest-posttest design was employed. The intervention involved group sessions in which certain, specially selected tasks from the psychopedagogic Instrumental Enrichment Program, the Philosophy for Children Program, and Project Intelligence were carried out. The intervention tasks were distributed over the entire school year. Statistically significant differences were observed between the experimental and the control groups on measures of general intelligence, cognitive flexibility, and metacognitive strategies (all p < .01). Statistically significant gains were observed for the experimental group on measures of decision making, problem solving, and self-regulation of learning (all p < .01).
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Affiliation(s)
- M L Sanz de Acedo Lizarraga
- Departamento de Psicología y Pedagogía, Campus de Arrosadia s/n, Universidad Pública de Navarra, 31006 Pamplona, Spain.
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Baumeister AA, Bacharach VR. Early Generic Educational Intervention Has No Enduring Effect on Intelligence and Does Not Prevent Mental Retardation: The Infant Health and Development Program11We wish to thank Dr. Herman Spitz and Dr. Pamela Woodley for invaluable suggestions, insights, and commentary on an earlier draft. Intelligence 2000. [DOI: 10.1016/s0160-2896(99)00037-9] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Abstract
From 5,003 files of adopted children, 65 deprived children, defined as abused and/or neglected during infancy, were strictly selected with particular reference to two criteria: (i) They were adopted between 4 and 6 years of age, and (ii) they had an IQ <86 (mean = 77, SD = 6.3) before adoption. The average IQs of adopted children in lower and higher socioeconomic status (SES) families were 85 (SD = 17) and 98 (SD = 14.6), respectively, at adolescence (mean age = 13.5 years). The results show (i) a significant gain in IQ dependent on the SES of the adoptive families (mean = 7.7 and mean = 19.5 IQ points in low and high SES, respectively), (ii) IQs after adoption are significantly correlated with IQs before adoption, and (iii) during adolescence, verbal IQs are significantly lower than performance IQs.
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Affiliation(s)
- M Duyme
- Institut National de la Santé et de la Recherche Médicale U.155, Epidémiologie Génétique, Université Paris VII, 75251 Paris, France.
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Hyman IA, Wojtowicz A, Lee KD, Haffner ME, Fiorello CA, Storlazzi JJ, Rosenfeld J. School-based methylphenidate placebo protocols: methodological and practical issues. J Learn Disabil 1998; 31:581-614. [PMID: 9813957 DOI: 10.1177/002221949803100609] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
Around 1990, psychologists and educators began to notice increasing use of methylphenidate by students. Diagnosis of attention-deficit/hyperactivity disorder by family physicians and pediatricians was most commonly based on brief behavioral descriptions by parents and, infrequently, by use of rating scales. At that time, the present researchers began to explore the development of a school-based, methodologically sound, and inexpensive method of assessing the efficacy of stimulant medications, which would ensure reasonable compliance by teachers, parents, and students in monitoring the effects of medications and placebos. This article focuses on the methodological issues involved in choosing instruments to monitor behavior, once a comprehensive evaluation has suggested trials on Ritalin. Case examples illustrate problems of teacher compliance in filling out measures, supplying adequate placebos, and obtaining physician cooperation, and with the practical issue of providing adequate data without overwhelming the time and resources of participants. Emerging school-based methodologies are discussed with recommendations for future efforts.
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Affiliation(s)
- I A Hyman
- School Psychology, Temple University, Philadelphia, PA 19122, USA
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