Discrimination Skills Research Articles

The Evaluation of Declarative and Procedural Training Components to Teach the Assessment of Basic Learning Abilities to Senior Tutors

Declarative and procedural knowledge are important behaviors to teach when training staff. This study examined the training of staff declarative and procedural knowledge about a representative staff task—the Assessment of Basic Learning Abilities (ABLA), a behavioral assessment that measures an individual’s ability to learn an imitation and five two-choice discrimination skills. The ABLA was taught to 12 senior tutors of a behavioral intervention program for children with autism. The training intervention involved the senior tutors passing mastery-based unit tests and watching instructional videos related to the ABLA. The two training components were delivered by computer-aided personalized system of instruction (CAPSI). A multiple baseline design across two training sequences (see Martin & Pear, 2019, pp. 46–49), with a reversed order of the two components, was used to monitor the changes of the senior tutors’ performance on declarative and procedural knowledge. The results indicated that all senior tutors gained both types of knowledge substantially. In addition, differential contributions of the components to training effects were observed, i.e., passing unit tests was more effective in developing declarative knowledge while watching videos was more effective in developing procedural knowledge. It is recommended that when training staff efforts be made to teach both types of knowledge—because they represent different behavioral repertoires—as opposed to assuming that it is sufficient to teach only one of these repertoires.

Interfering with a memory without erasing its trace

Previous research has shown that performance of a novice skill can be easily interfered with by subsequent training of another skill. We address the open questions whether extensively trained skills show the same vulnerability to interference as novice skills and which memory mechanism regulates interference between expert skills. We developed a recurrent neural network model of V1 able to learn from feedback experienced over the course of a long-term orientation discrimination experiment. After first exposing the model to one discrimination task for 3480 consecutive trials, we assessed how its performance was affected by subsequent training in a second, similar task. Training the second task strongly interfered with the first (highly trained) discrimination skill. The magnitude of interference depended on the relative amounts of training devoted to the different tasks. We used these and other model outcomes as predictions for a perceptual learning experiment in which human participants underwent the same training protocol as our model. Specifically, over the course of three months participants underwent baseline training in one orientation discrimination task for 15 sessions before being trained for 15 sessions on a similar task and finally undergoing another 15 sessions of training on the first task (to assess interference). Across all conditions, the pattern of interference observed empirically closely matched model predictions. According to our model, behavioral interference can be explained by antagonistic changes in neuronal tuning induced by the two tasks. Remarkably, this did not stem from erasing connections due to earlier learning but rather from a reweighting of lateral inhibition.

The association between children’s common Chinese stroke errors and spelling ability

The present study adopted an error analysis approach to examine the stroke errors committed by 43 Hong Kong Chinese children of Grades 1 and 3 from a Chinese Character Copying Task. It aimed to determine the common stroke error patterns, developmental changes and the cognitive problems implied. The different types of stroke errors and total number of correct stroke sequence were further linked to Chinese word spelling ability and associated cognitive-linguistic skills. Results revealed that wrong stroke sequence and wrong character configuration were the common stroke errors in both grades and Grade 3 students made significantly fewer errors in these two categories. Both wrong stroke sequence and wrong character configuration were found to be associated with poor visual discrimination skills and visual sequential and spatial memory. Character configuration error was a significant predictor of Chinese word spelling ability whereas correct stroke sequence only contributed significantly to Chinese word spelling performance in Grade 3. These findings suggest the significance of character configuration knowledge in Chinese spelling and its importance in facilitating the orthographic developments of structural knowledge and radical knowledge. The findings have implications for the design of an enriched curriculum to teach Chinese character so as to foster a better foundation for orthographic development as well as Chinese word spelling ability.

Auditory Stimulation Training With Technically Manipulated Musical Material in Preschool Children With Specific Language Impairments: An Explorative Study.

Auditory stimulation training (AST) has been proposed as a potential treatment for children with specific language impairments (SLI). The current study was designed to test this assumption by using an AST with technically modulated musical material (ASTM) in a randomized control group design. A total of 101 preschool children (62 male, 39 females; mean age = 4.52 years, SD = 0.62) with deficits in speech comprehension and poor working memory capacity were randomly allocated into one of two treatment groups or a control group. Children in the ASTM group (n = 40) received three 30-min sessions per week over 12 weeks, whereas children in the comparison group received pedagogical activities during these intervals (n = 24). Children in the control group (n = 37) received no treatment. Working memory, phoneme discrimination and speech perception skills were tested prior to (baseline) and after treatment. Children in the ASTM group showed significantly greater working memory capacity, speech perception, and phoneme discrimination skills after treatment, whereas children in the other groups did not show such improvement. Taken together, these results suggest that ASTM can enhance auditory cognitive performance in children with SLI.

Mismatch negativity in children with complaints of learning difficulties

IntroductionMismatch Negativity (MMN) is an electrophysiological measure of hearing that reflects the skills of auditory discrimination and central auditory processing. ObjectiveTo analyze MMN results in children with complaints of learning difficulties and to compare the results with children without complaints of learning difficulties. Materials and methodsCross-sectional and comparative study. The sample consisted of 105 male and female children, aged between 8 and 11 years and 11 months, 3rd to 5th graders at Elementary School. The study group consisted of 35 children with learning difficulties and the control group, of 70 children without complaints. All children underwent pure-tone threshold audiometry (PTTA), vocal audiometry, acoustic immittance measurements and Mismatch Negativity (MMN) evaluations. ResultsThe mean latency of MMN was 213.3ms in the right ear and 215.2ms in the left in the study group, and 169.3ms in the right ear and 170.4ms in the left in the control group. The mean MMN latency was significantly higher in the study group compared to the control group (p<.001). The mean amplitude of MMN in the study group was 5.76μV in the right ear and 5.62μV in the left, while in the control it was 5.01μV in the right ear and 5.22μV in the left. ConclusionsIn the study sample, children with complaints of learning difficulties had significantly higher mean significances than those without the same complaints.

Enhancing general spatial skills of young visually impaired people with a programmable distance discrimination training: a case control study

BackgroundThe estimation of relative distance is a perceptual task used extensively in everyday life. This important skill suffers from biases that may be more pronounced when estimation is based on haptics. This is especially true for the blind and visually impaired, for which haptic estimation of distances is paramount but not systematically trained. We investigated whether a programmable tactile display, used autonomously, can improve distance discrimination ability in blind and severely visually impaired youngsters between 7 and 22 years-old.MethodsTraining consisted of four weekly sessions in which participants were asked to haptically find, on the programmable tactile display, the pairs of squares which were separated by the shortest and longest distance in tactile images with multiple squares. A battery of haptic tests with raised-line drawings was administered before and after training, and scores were compared to those of a control group that did only the haptic battery, without doing the distance discrimination training on the tactile display.ResultsBoth blind and severely impaired youngsters became more accurate and faster at the task during training. In haptic battery results, blind and severely impaired youngsters who used the programmable display improved in three and two tests, respectively. In contrast, in the control groups, the blind control group improved in only one test, and the severely visually impaired in no tests.ConclusionsDistance discrimination skills can be trained equally well in both blind and severely impaired participants. More importantly, autonomous training with the programmable tactile display had generalized effects beyond the trained task. Participants improved not only in the size discrimination test but also in memory span tests. Our study shows that tactile stimulation training that requires minimal human assistance can effectively improve generic spatial skills.

Developing a Persian test battery of prereading skills for screening Preschool-aged children.

Background: The lack of screening test battery has made it difficult for early identification and intervention of Persian-speaking children with risk of reading problems prior to formal education. The purpose of this study was to develop and introduce a Persian prereading test battery based on the multidimensional reading perspective for screening preschool children. Methods: First, the predicators of reading skill and dyslexia along with the subscales of each predictor were identified through literature review and holding expert’s panel. The batteries of tests were performed on 48 typically-developing children (5.6–6.6 years old) selected using the random (cluster) method. The Pearson correlation coefficient, item analysis and then reliability were measured. Results: The 5-component test battery with 8 subtests was formed. Findings indicated there were moderate and significant correlations between subtests (all r>0.4, p<0.001). Internal consistency reliability for the subscales was 0.51 to 0.89. Conclusion: The Persian test battery of prereading skills including phonological awareness, identification of first and closing phonemes, visual discrimination skill, rapid automatic naming and phonological working memory may identify children who are at risk. A longitudinal study is warranted to evaluate its detailed psychometric properties.

Establishing initial auditory-visual conditional discriminations and emergence of initial tacts in young children with autism spectrum disorder.

Children with autism spectrum disorder (ASD) often display impaired listener skills, and few studies have evaluated procedures for establishing initial auditory‐visual conditional discrimination skills. We developed and evaluated a treatment package for training initial auditory‐visual conditional discriminations based on the extant research on training such discriminations in children with ASD with at least some preexisting skills in this area. The treatment package included (a) conditional‐only training, (b) prompting the participant to echo the sample stimulus as a differential observing response, (c) prompting correct selection responses using an identity‐match prompt, (d) using progressively delayed prompts, and (e) repeating trials until the participant emitted an independent correct response. Results indicated all participants mastered all listener targets, and the two participants for whom we tested the emergence of corresponding tacts showed mastery of most tacts without direct training. We discuss these results relative to prior research on listener skills and tacts.

Contributions of age of start, cognitive abilities and practice to musical task performance in childhood.

Studies with adult musicians show that beginning lessons before age seven is associated with better performance on musical tasks and enhancement in auditory and motor brain regions. It is hypothesized that early training interacts with periods of heightened neural development to promote greater plasticity and better learning and performance later in life. However, we do not know whether such effects can be observed in childhood. Moreover, we do not know the degree to which such effects are related to training, or whether early training has different effects on particular musical skills depending on their cognitive, perceptual or motor requirements. To address these questions, we compared groups of child musicians who had started lessons earlier or later on age-normed tests of rhythm synchronization and melody discrimination. We also matched for age, years of experience, working memory and global cognitive ability. Results showed that children who started early performed better on simple melody discrimination and that scores on this task were predicted by both age of start (AoS) and cognitive ability. There was no effect of AoS for the more complex rhythm or transposed melody tasks, but these scores were significantly predicted by working memory ability, and for transposed melodies, by hours of weekly practice. These findings provide the first evidence that earlier AoS for music training in childhood results in enhancement of specific musical skills. Integrating these results with those for adult musicians, we hypothesize that early training has an immediate impact on simple melody discrimination skills that develop early, while more complex abilities, like synchronization and transposition require both further maturation and additional training.

Effect of acoustic features on discrimination ability in individuals with auditory neuropathy spectrum disorder: an electrophysiological and behavioral study.

The present study aimed to investigate the discrimination ability for acoustic cues in individuals with auditory neuropathy spectrum disorder (ANSD) using both behavioral and neural measures and to compare the result with normal hearing individuals. Four naturally produced syllables /ba/, /da/, /ma/ and /pa/ were used to study discrimination skills. They were combined in pairs such that the two syllables differ in acoustic features, that is place (/ba/-/da/), manner (/ba/-/ma/) and voicing (/ba/-/pa/) cues. Thirty individuals with ANSD and 30 individuals with normal hearing sensitivity were the participants. Syllable discrimination skill was assessed using behavioral (reaction time, sensitivity and D-prime) and neural (P300) measures. There was prolongation in latency and reduction in amplitude of P300 in individuals with ANSD compared to individuals with normal hearing sensitivity. Individuals with ANSD showed better discrimination skill for stimulus pairs differing in the manner followed by place and the least perceived was voicing information. Discrimination ability of individuals with ANSD is found to be affected as evident on behavioral and neural measures. The discrimination ability varies with acoustic features of speech.

The effectiveness of somatosensory retraining for improving sensory function in the arm following stroke: a systematic review

Objective: The aim of this study was to evaluate if somatosensory retraining programmes assist people to improve somatosensory discrimination skills and arm functioning after stroke. Data sources: Nine databases were systematically searched: Medline, Cumulative Index to Nursing and Allied Health Literature, PsychInfo, Embase, Amed, Web of Science, Physiotherapy Evidence Database, OT seeker, and Cochrane Library. Review methods: Studies were included for review if they involved (1) adult participants who had somatosensory impairment in the arm after stroke, (2) a programme targeted at retraining somatosensation, (3) a primary measure of somatosensory discrimination skills in the arm, and (4) an intervention study design (e.g. randomized or non-randomized control designs). Results: A total of 6779 articles were screened. Five group trials and five single case experimental designs were included (N = 199 stroke survivors). Six studies focused exclusively on retraining somatosensation and four studies focused on somatosensation and motor retraining. Standardized somatosensory measures were typically used for tactile, proprioception, and haptic object recognition modalities. Sensory intervention effect sizes ranged from 0.3 to 2.2, with an average effect size of 0.85 across somatosensory modalities. A majority of effect sizes for proprioception and tactile somatosensory domains were greater than 0.5, and all but one of the intervention effect sizes were larger than the control effect sizes, at least as point estimates. Six studies measured motor and/or functional arm outcomes (n = 89 participants), with narrative analysis suggesting a trend towards improvement in arm use after somatosensory retraining. Conclusion: Somatosensory retraining may assist people to regain somatosensory discrimination skills in the arm after stroke.

To add or to multiply? An investigation of the role of preference in children's solutions of word problems

Previous research has shown that upper primary school children frequently erroneously solve additive word problems multiplicatively, while younger children frequently erroneously solve multiplicative word problems additively. It has been suggested that children's preference for additive or multiplicative relations explains these errors, besides their lacking skills, but this claim has not been tested empirically yet. Therefore, we administered four test instruments (a word problem test, a preference test, and two tests measuring additive and multiplicative computation and discrimination skill) to 246 third to sixth graders. Previous research results on errors in word problems, as well as on preference were replicated and systematized. Further, they were extended by explaining this erroneous word problem solving behavior by preference, for those children who unmistakably had acquired the necessary computation and discrimination skills. This finding provides strong evidence for the unique additional role of children's preference in erroneous additive or multiplicative word problem solving behavior.

فاعلیة استخدام القصة الرقمیة القائمة على استراتیجیة التلعیب فی مقرر إلکترونی وأثرها على تنمیة مهارات التمییز السمعی والبصری لدى تلامیذ الأول الابتدائی The effectiveness of using digital storytelling based on gamification strategy in an electronic course and its impact on developing the skills of audiovisual discrimination for first grade students

استهدف البحث الحالي قياس فاعلية استخدام القصة الرقمية القائمة على استراتيجية التلعيب في مقرر إلکتروني للغة العربية وأثرها على تنمية مهارات التمييز السمعي والبصري لدى تلاميذ الصف الأول الابتدائي. تم استخدام المنهج شبه التجريبي، وتکونت عينة البحث من (40) تلميذا، تم تقسيمهم إلى مجموعتين تجريبيتين الأولى قوامها (20) تلميذا تدرس عن طريق القصة الرقمية القائمة على استراتيجية التلعيب في مقرر إلکتروني، والثانية قوامها (20) تلميذا تدرس عن طريق القصة الرقمية فقط. تکونت أدوات البحث من بطاقة ملاحظة لقياس مهارات التمييز السمعي، واختبار قياس مهارات التمييز البصري. تم الاعتماد على اختبار ت T.test لقياس دلالة الفروق بين المجموعتين، ومربع إيتا لقياس فاعلية المقرر الإلکتروني. أظهرت النتائج تفوق المجموعة التجريبية التي درست عن طريق القصة الرقمية القائمة على استراتيجية التلعيب في المقرر الإلکتروني مقارنة بالمجموعة التي درست باستخدام القصة الرقمية فقط في کلا من مهارات التمييز السمعي والبصري، کما أثبتت النتائج فاعلية المقرر الإلکتروني في تنمية مهارات التمييز السمعي والبصري لدى تلاميذ الصف الأول الابتدائي في مقرر اللغة العربية. Abstract: The current research aimed at measuring The effectiveness of using digital storytelling based on gamification strategy in an electronic course for Arabic curriculum and its impact on developing the skills of audiovisual discrimination for first grade students. A quasi-experimental method used based on a sample of (40) students divided into two experimental groups of (20) students each. First experimental group taught by digital storytelling based on gamification strategy in an electronic course, and the other studying by digital storytelling only. Research tools consisted of skill performance card to measure auditory discrimination skills, and test measuring visual discrimination skills. A T.test was used to measure the significance of the differences between the two groups, and ETA squareto measure the effectiveness of the electronic course. The results showed the superiority of the experimental group, which was taught by digital storytelling based on gamification strategy in an electronic course and compared to the other group in audiovisual discrimination skills, the results also proved the effectiveness of the electronic course in developing of audiovisual discrimination skills in Arabic language course for first graders at primary school

Convective cells tracking based on spatio‐temporal context and extended maxima transform using satellite images

Spontaneous generation, natural dissipation, split, and merger of convective cells within the life cycle of the mesoscale convective system (MCS) is the main problem of most existing tracking algorithms. To address this issue, an algorithm called spatio-temporal context and extended maxima transform (SCEMT) is proposed for tracking convective cells using satellite infrared image sequences. In order to track convective cells, the presented method uses the extended maxima transform technique to detect convective cells, learning a spatio-temporal context model, updating scale and variance, and calculating the confidence map of adjacent moments. Case studies demonstrate the effectiveness of the proposed method in different phases of MCS life cycle. The SCEMT method is evaluated utilising contingency table approach on FY-2F data sets. This novel method has a good discrimination skill (probability of detection 90%, false alarm ratio 7%, and critical success index 84%), and provides a correct tracking of convection motion.

Cultural Influences on the Development of Children's Memory and Cognition.

Memory is socially constructed. The types of information that children pay attention to and remember, as well as how children organize and recall their memories can differ as a function of sociocultural background. This chapter presents an overview of cultural variations on children's memory and cognition. We draw attention to the necessity of conducting controlled experiments to examine cultural differences in the specific processes involved in episodic memory (e.g., encoding, retention, discrimination skills). We highlight potential challenges (e.g., language, measurement equivalence) that researchers need to overcome to conduct valid cross-cultural research. In light of cultural transformations in recent decades, we outline promising avenues for future research as well as the applications of this research to important issues for forensics and immigrants and asylum-seekers.

Preservice Science Teachers' Discrimination Level of Science and Pseudoscience

This quantitative study aimed to examine Turkish pre-service science teachers’ beliefs regarding the demarcating between science and pseudoscience. Participants completed the Science and Pseudoscience Distinction Scale. Data collected from the 123 pre-service science teachers were examined based on the dimensions of the instrument, namely science as a process of inquiry (SCI), demarcating between science and pseudoscience, and pseudoscientific beliefs (PS). This study found that these pre-service science teachers generally did not hold strong beliefs on distinguishing science and pseudoscience. Their beliefs regarding SCI were not highly favorable. Moreover, this study revealed that they had some PS. Considering the role of gender and year in the program, the results of two-way MANOVA indicated that there was no statistically significant difference on the related belief constructs for these pre-service science teachers. Thus, the present study intended to shed light on pre-service science teachers’ mindsets about identifying accurate scientific information rather than pseudoscientific confusions that could aid preparing scientifically literate students. It was shown that their teacher education program did not facilitate favorable beliefs. This study highlights some potential areas for further exploration of addressing pre-service science teachers’ discrimination skills of science and pseudoscience.

Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills.

This study investigates the longitudinal predictors of the development of Chinese word reading skills and potential bidirectional relationships between Chinese word reading and oral language skills. We examine, in a 2-year longitudinal study, a wide range of theoretically important predictors (phonological awareness, tone awareness, morphological awareness, visual skills, rapid automatized naming, Pinyin knowledge, and vocabulary knowledge) of reading in 143 primary-school children living in mainland China. Initial levels of reading were predicted by vocabulary knowledge, phonological awareness, and visual discrimination skills. Only initial reading levels predicted growth in reading. Initial reading also predicted growth in vocabulary knowledge and morphological construction. This pattern demonstrates that the early stages of learning to read in Chinese places demands on semantic (vocabulary) and visual skills in addition to phonological skills. Furthermore, early levels of word reading predict the growth of vocabulary knowledge and morphological awareness suggesting that the development of these oral language skills is facilitated by learning to read.

Cognitive, Olfactory, and Affective Determinants of Body Weight in Aging Individuals.

A complex interplay of factors including cognitive, sensory and affective aspects has been associated in a controversial way with anthropometric measures related to body weight. Here we propose two studies to investigate whether and how cognitive, olfactory and affective variables resulted associated with body weight during healthy aging. In Study 1, we investigated the cognitive status, the odor identification skills, and the BMI of 209 individuals (50-96 yo). In Study 2 an extensive evaluation of cognitive functions (in particular executive functions and memory), odor threshold, discrimination and identification and affective skills (i.e., depression and anxiety) was performed in a group of 35 healthy, free-living aging individuals (58-85 yo). In Study 1, greater BMI was not associated with performance on the odor identification task but was significantly associated with better cognitive skills. In Study 2, we observed that executive functions seemed to favor a successful managing of body weight, and individuals with greater BMI and waist circumference showed significantly better odor discrimination skills. Finally, lower waist circumference (but not BMI) was found significantly associated with greater levels of anxiety. These results confirm that cognitive, olfactory and affective factors may influence body weight during healthy aging.

Preparatory course to haptic sensory discrimination skills

Due to considerable interindividual variability in terms of haptic threshold, the use of valid, practicable test and training systems is particularly relevant before and during manual therapy training and further training. The active sensory discrimination skills of participants need to be continuously assessed and, where necessary, appropriately trained. The implementation of reliable haptic test and training systems in curricula contributes to assuring the quality of training standards and ultimately to optimizing patient care. Based on literature review a special preparatory course to the haptic sensory discrimination skills is introduced. Crossings of the competence areas are fluent partly and the main focus lies for the haptic sensory discrimination skills on the method competence. The number of the training sessions compares to the individual learning progress. Per single training a temporal extent of from 60 to 90 minutes should be kept because of the decrease of the attention and concentration achievements and by consideration of work everyday conditions. Under certain circumstances, they can also be used in the self-study context. Learning evaluation must be constructively for positive results. Instead of teaching commenting of the performance, success must be aware. This test and training systems offer the option of measuring and training the haptic sensory discrimination skills of healthy individuals under objective and reproducible conditions. As part of this, the systems are oriented as far as possible to explorative occupational situations, while at the same time guaranteeing the scientific merit of a reproducible test situation. However, the consolidation of skills and knowledge requires adequate timetabling by lecturers, a clear definition of tasks, and reflection on performance, whereby simulation in the skills laboratory should be integrated in the curriculum.

Using virtual laboratories in chemistry classrooms as interactive tools towards modifying alternate conceptions in molecular symmetry

Molecular symmetry plays a central role in chemistry education with regard to predicting chemical properties such as bonding and spectroscopic transitions. Better understanding of the symmetry of molecules requires high visual-spatial thinking ability. Conventional teaching methodologies, with limited teaching aides, fall short in providing a detailed understanding of scientific theories and related concepts. Incorrect understanding has been known to perpetrate concepts that are not consistent with the consensus of the research community or alternate conceptions. This work elaborates a methodology designed to discover the alternate conceptions stemming from teaching molecular symmetry in a typical classroom environment and the impact of the virtual laboratory (VL) environment in correcting these misconceptions. Three significant contributions presented in this paper include: (1) the development of a media and information-intense VL experiment platform designed to enhance understanding of symmetry elements and point groups of molecules with diverse structural geometries. (2) the development of an instrument, Molecular symmetry Alternate Conception Test (MACT), designed to capture and estimate the extent of alternate conceptions. (3) the successful identification of typical alternate conceptions amongst students in the context of molecular symmetry. In addition to perceived alternate concepts in symmetry education, the results indicate a significant statistical improvement of 156% in understanding of molecular symmetry concepts (p < 0.05) after subjecting students to the interactive VL platform. This study also shows identifying bond angles and planarity as concepts crucial for students. It is also implicit that estimations of discrimination skills related to identifying concept-based learning may be relevant for perceiving alternate concepts among learners.