High Proficiency Research Articles

Customer Participation in New Product Development: The Contingent Effects of Product Development Proficiency and Task Uncertainty

In the literature on new product development, the positive effect of customer participation on the success of new products is under debate. Based on the contingency theory, explanations on inconsistent findings about this effect may be found. Therefore, drawing on the open innovation concept, this study considers customer participation as a success factor of new product development by reexamining its effect on new product development performance and hypothesizes the contingent role of product development proficiency (marketing and technical) and task uncertainty. To this end, survey data from 186 Iranian manufacturing firms are gathered, and research hypotheses are tested using structural equation modeling. The results indicate customer participation and NPD performance to not have a clear/unidirectional relationship. However, findings substantiate that this relationship becomes positive and significant in the conditions of high product development technical proficiency and task uncertainty. Finally, product development marketing proficiency was found to have no significant role in the relationship between customer participation and new product development performance. This study extends several streams of research in the new product development literature and proposes recommendations to managers of firms.

FBA-DPAttResU-Net: Forest burned area detection using a novel end-to-end dual-path attention residual-based U-Net from post-fire Sentinel-1 and Sentinel-2 images

Forest burned area (FBA) detection using remote sensing (RS) data is critical for timely forest management and recovery attempts after wildfires. This study introduces a dual-path attention residual-based U-Net (DPAttResU-Net), a novel end-to-end deep learning (DL) model tailored for FBA detection using dual-source post-fire Sentinel-1 (S1) and Sentinel-2 (S2) satellite RS imagery. To better distinguish FBAs from other land cover types, DPAttResU-Net incorporates a dual-pathway structure to exploit complementary geometrical/physical and spectral features from S1 and S2, respectively. An integral component in the proposed architecture is the channel-spatial attention residual (CSAttRes) block, which emphasizes salient features through the channel and spatial attention modules, thus improving the burned area feature representation. To compare DPAttResU-Net to state-of-the-art DL models, experiments were conducted on benchmark FBA datasets collected over 12 areas, where ten datasets were used as training data and two datasets were used to test the trained DL models. The experimental results demonstrate the high proficiency of the proposed deep model in meticulously delineating FBAs. In further detail, DPAttResU-Net, with a PFN of 17.96 (%) in the first case and an IoU of 89.31 (%) in the second case, outperformed the existing U-Net-based models. Accordingly, through dual-path integration and attention mechanisms, DPAttResU-Net contributes to accurately identifying FBAs by preserving their geometrical details, making it a promising tool for post-wildfire forest management.

A - 74 Comparing HVLT-R Performance in Monolingual Vs. Spanish/English Bilingual Veterans

Abstract Objective Norms developed in monolingual populations may not be appropriate for use with bilingual patients. This study examined the impact of Spanish-English bilingualism on rote verbal memory using the Hopkins Verbal Learning Test-Revised (HVLT-R). Methods Clinically-referred veterans (86 monolingual; 30 bilingual) completed HVLT-R (English) during a comprehensive neuropsychological evaluation. Chi square analyses and independent samples t-tests were used to examine group demographic differences. Verbal fluency scores and HVLT-R scores were compared between groups using independent samples t-tests. Results Groups did not differ significantly in age (monolingual-M = 62.62; bilingual-M = 65.67) or education (monolingual-M = 13.9; bilingual-M = 13.2). Self-reported race/ethnicity was mostly White for the monolingual sample, while the bilingual sample was predominantly Hispanic. Groups also differed in gender composition (bilingual: 100% male; monolingual: 84% male). Groups did not differ in their speeded English phonemic word generation, t(108) = 0.311, p = 0.757, or speeded semantic word generation, t(109) = 1.931, p = 0.056, suggesting the current bilingual sample had high English proficiency. Cognitively unimpaired monolingual and bilingual veterans did not differ in their raw total recall, t(114) = 1.228, p = 0.222, delayed free recall, t(114) = 0.331, p = 0.741, percent retention, t(114) = 0.240, p = 0.811, or recognition discrimination, t(114) = 0.521, p = 0.603, for target words. Groups did not differ in their age-corrected T-scores in any of the above scores. Conclusions Results support the use of existing HVLT-R normative data for assessment of rote verbal memory in Spanish/English bilinguals with high English proficiency.

“English Is Not Really a Subject”: Language Ideologies and Language Learning in an Introduction Program

AbstractThis paper explores the construction of language ideologies and language learning within English‐language education in a Language Introduction Program (LIP) in Sweden. LIP is an individual transitional program for newly arrived migrant students that seeks to quickly transition adolescents into further education or the job market. High proficiency in English is important in Swedish society and insufficient knowledge of English might lead to consequences for individuals, but also long‐term consequences for society regarding inequality and inequity. The methodology is based on linguistic ethnography, with observations and interviews at two schools. Data from interviews with English teachers and principals at LIP are analyzed using Foucauldian perspectives to discuss power and individualization. Our results show that LIP is organized in a manner that reduces teachers' possibilities to cooperate and assist each other in planning, assessing, and in developing teaching practices. To a certain extent, principals withdraw from their responsibility and place a significant amount of organizational responsibility on individual English teachers. Furthermore, monolingual ideologies are prominent in educational practices, and LIP is often positioned as different from the rest of the school which increases isolation.

Challenges and improvements in HER2 scoring and histologic evaluation: insights from a national proficiency testing scheme for breast cancer diagnosis in China

BackgroundIn 2022, our team launched the pioneering national proficiency testing (PT) scheme for the pathological diagnosis of breast cancer, rapidly establishing its credibility throughout China. Aiming to continuously monitor and improve the proficiency of Chinese pathologists in breast pathology, the second round of the PT scheme was initiated in 2023, which will expand the number of participating institutions, and will conduct a nationwide investigation into the interpretation of HER2 0, 1+, and 2+/FISH- categories in China.MethodsThe methodology employed in the current round of PT scheme closely mirrors that of the preceding cycle in 2022, which is designed and implemented according to the “Conformity assessment—General requirements for proficiency testing”(GB/T27043—2012/ISO/IEC 17043:2010). More importantly, we utilized a statistics-based method to generate assigned values to enhance their robustness and credibility.ResultsThe final PT results, published on the website of the National Quality Control Center for Cancer (http://117.133.40.88:3927), showed that all participants passed the testing. However, a few institutions demonstrated systemic biases in scoring HER2 0, 1+, and 2+/FISH- with accuracy levels below 59%, considered unsatisfactory. Especially, the concordance rate for HER2 0 cases was only 78.1%, indicating challenges in distinguishing HER2 0 from low HER2 expression. Meanwhile, areas for histologic type and grade interpretation improvement were also noted.ConclusionsOur PT scheme demonstrated high proficiency in diagnosing breast cancer in China. But it also identified systemic biases in scoring HER2 0, 1+, and 2+/FISH- at some institutions. More importantly, our study highlighted challenges in the evaluation at the extreme lower end of the HER2 staining spectrum, a crucial area for further research. Meanwhile, it also revealed the need for improvements in interpreting histologic types and grades. These findings strengthened the importance of robust quality assurance mechanisms, like the nationwide PT scheme conducted in this study, to maintain high diagnostic standards and identify areas requiring further training and enhancement.

Assessment of The Basketball Skills for Secondary School Students in Henan Province, China

Background and Aim: Henan Province is currently prioritizing sports, particularly basketball, offering numerous opportunities for youth to excel. Researchers are focusing on the evolution of basketball education in junior high schools across Henan Province, recognizing the sport's significance within the curriculum and its potential for student development. Materials and Methods: The research study utilized a sample mean group consisting of students at the secondary school level 2 in 10 schools within Henan Province. The sample size of 302 students was determined using Krejcie and Morgan's ready-made sample table. This sample included 157 male students and 145 female students, selected through multi-stage random sampling. Test tool that Drib test, Harrison, Field Goal speed test of Johson and Wall Baunce test of Bunn statistic used parentage valve, Average ( ) Derivation (SD) and T score Results: The assessment of basketball skills among male students in Secondary 2 in Henan Province for the 2023 academic year showed high proficiency. For dribbling in a zigzag, the mean was 25.99 with an SD of 1.63; for shooting a goal quickly, it was 15.10 with an SD of 1.79; and for receiving the ball against the wall, it was 13.39 with an SD of 1.58. For female students, a mean below 17.3 is considered a very high level (T score of 35), while a mean above 24.63 is considered a very low level (T score of 55 or more). Conclusion: Advocates for athletes to prioritize physical training, mental preparation, and skill practice, highlighting the interconnectedness of body condition and mental state in athletic success.

Research on the Influence of Business English Proficiency on Small and Medium-Sized Enterprise Competitiveness Under the Perspective of Resource-Based Theory

In the globalized world arena, enterprises have to meet higher standard for showcasing their strength, as well as communicating with other enterprises from different cultural background. The business English ability, as one of the means of intercultural business communication, puts forward higher requirements and has become has become one of the important indexes to measure the international competitiveness of enterprises. Therefore, high proficiency in business is needed. We examines the impact of business English proficiency on the competitiveness of small and medium-sized enterprises (SMEs) from the perspective of resource-based theory. By using a quantitative research methodology, we could clearly recognized the impact of business English proficiency on enterprise competitiveness. The results of the study show that business English proficiency is a key resource for SMEs to enhance their market competitiveness, and there is a significant positive correlation with the market orientation, innovation ability and strategic flexibility of enterprises. As an intangible resource, business English proficiency significantly enhances the market performance, financial performance and operational efficiency of enterprises by increasing their market sensitivity, promoting knowledge innovation and enhancing the flexibility of strategic adjustment. In addition, the study finds that the role of business English proficiency varies across industries and sizes of firms, with smaller firms and highly internationalized industries benefiting more significantly. This study provides important theoretical and practical guidance for the development of SMEs in the context of globalization.

Electrophysiology in the language classroom

Using electrophysiological methods, Second Language Acquisition researchers have uncovered significant information about the neural correlates of late-learned additional language (L2) processing. An overarching question in much of this research is whether L2 learners show ‘nativelike’ event-related potential (ERP) patterns for grammar and semantic processing. The conclusions from early work on this question indicated that L2 ERP patterns can change qualitatively over time, for example as L2 proficiency increases, and that L2 learners do tend to show ‘nativelike’ ERP responses for some linguistic structures, particularly at higher proficiency. Certainly, whether L2 learners can achieve native speaker-like processing and behaviour has implications for the L2 classroom. This paper presents a review of L2 ERP individual differences research on grammar and semantic processing and highlights implications for L2 research and teaching. We focus the review on recent work that has examined individual differences in L2 ERPs, an area of research that may be especially fruitful for advancing knowledge of L2 neurocognition in classroom learners.

Improving Learners Numeracy Skills Through Explicit Teaching

This action research used a quantitative research design, specifically a pre-test and post-test experimental design for the Grade 2-B class of Sibulao Elementary School, Vitali District, Zamboanga City Division. A total of 35 learners participated in this study. Pre-Test administration was done on September 11, 2023 and Post-Test administration was done on March 21, 2024. The test administration was personally administered and retrieved by the researcher-teacher. Findings revealed that the Grade 2-B learners, needed significant assistance with their numeracy skills. In the pre-test assessment for Grade 2-B learners, 34 or all of the learners were reported as not proficient (NoP) and require significant assistance. In the post-test, learners were reported to be significantly improving with 2 learners highly proficient (HP), 5 learners proficient (P), 17 learners nearly proficient (NeP), 7 learners low proficient (LP), and 4 learners not proficient (NoP). To address the salient findings of the study, recommendations relative to crafting an action plan for the reading remediation of the learners, conference with parent and learner and one-on-one tutorial is being recommended as the best intervention, intervention for numeracy include pedagogy interventions including exposing pupils to more drills and exercises, differentiated instruction and using manipulative, real and tangible objects and since the intervention program only lasted for 6 months during remediation classes with 35 minutes time allotment per day a conduct of summer enhancement program was conducted.

Self-directed extensive reading with social support: effect on reading and learning performance of high and low English proficiency students

Self-directed extensive reading with social support: effect on reading and learning performance of high and low English proficiency students

Disagreement serves an explainable ensemble model based on Dempster–Shafer evidence-fusion for an improved skin lesion classification

The ever-growing development of deep learning models for skin lesion classification yields consistently to exceptional performance. These models revealed remarkable accuracy and robustness in the diagnosis of various skin lesion classes. Although this advancement enables significant aids in early detection and diagnosis, selecting the most suitable model for a task is challenging especially when most models demonstrate high proficiency. Consequently, small performance variations among well-performing models become critical factors. These variations present an additional challenge especially when considering the black-box nature of the model, which may result in a lack of evidence and certainty when making critical decisions. In this study, we tackle the problem of selecting the most appropriate models for skin lesion classification among various well-performing, yet unexplainable deep learning models. In fact, by proposing an ensemble approach that leverages Dempster–Shafer theory and feature importance visualization, we aim to create a trustworthy and interpretable model for improved skin lesion classification. The proposed Dempster–Shafer evidence-fusion ensemble model, provides insights into evidence-based integration of multiple models allowing for enhanced trustworthiness in the decision-making process. This is accomplished through comparing the high performances between different deep learning models. Hence, metrics are extracted by performing statistical tests and explainable methods besides numerical assessment, from the failure cases to profile the disagreement from different perspectives. With these metrics, the classifiers’ complementary behaviors is then identified, accordingly making contribution in proposing an explainable ensemble model and leveraging the complementary strengths of the individual models. The proposed ensemble model has been exhaustively evaluated using the challenging HAM10000 dataset. The results obtained indicate that the proposed skin lesion classifier can provide useful decision support while significantly improving classification performance by 6% in terms of accuracy compared with the best-performing individual model, and achieving 92% accuracy.

Human-AI collaboration: Unraveling the effects of user proficiency and AI agent capability in intelligent decision support systems

Artificial intelligence (AI) agents are integral components of modern intelligent decision support systems (IDSS), providing their capability to assist in decision-making processes. Understanding the influence of AI involvement on human responses within these systems is crucial for fostering appropriate reliance on AI advice and ensuring a comfortable user experience. This study delves into the impact of AI agents on decision change, correct rate change, confidence rate change and pleasure rating among users. It explores the main and interactive effects of user proficiency and AI agent capability on user responses. A block-factorial experiment involving 45 participants was conducted. The results indicated that high-capability AI agents were associated with substantial decision change, correct rate change and confidence rate change. Participants with higher proficiency, both subjectively and objectively, exhibited reduced reliance on AI agents for task execution. Notably, the involvement of AI agents led to a slight decline in correct rates for participants of high competence (i.e., participants' independent correct rate exceeds AI agent capability), while still enhancing their confidence levels. Additionally, agents lacking human-like embodiment tended to enhance participants’ pleasure ratings. Individual differences in gender, collaboration experience with AI agent, and stereotype on AI agent capability also shaped the decision changes and pleasure ratings of participants. These findings underscore the presence of complementary competence interaction between user and AI agent within IDSS, and can be applied in designing capability of advisory AI agents with consideration of user proficiency and individual characteristics. Relevance to industryThe findings can be used as guidelines for designing AI agents and specifying their application strategies to integrate the assistance of AI agents effectively in intelligent decision support systems.

Leveraging chatbot applications to enhance English language learning in Nigerian secondary schools

This study explores the potential of chatbot applications to enhance English language learning in Nigerian secondary schools, motivated by the ongoing challenges in achieving high English proficiency using traditional methods. The purpose of the study was to assess the current level of English proficiency among students, evaluate the effectiveness of chatbot applications, understand user perceptions, and identify implementation challenges. A quantitative research design was employed, involving 150 students from three international schools, selected through stratified random sampling. Data were collected using a structured questionnaire and analyzed using descriptive and inferential statistics, along with thematic analysis for qualitative insights. The study revealed varied levels of English proficiency among students’ general positive perceptions of chatbot applications as effective tools for learning English; significant technical and accessibility challenges, such as poor internet connectivity and limited device availability; and the necessity of comprehensive training for both students and teachers to maximize the benefits of chatbot applications. The study concludes that while chatbot applications have considerable potential to improve English language skills, addressing the identified challenges is crucial. Recommendations included enhancing infrastructure, providing comprehensive training, and improving the software and user interface of chatbot applications to maximize their educational benefits. These insights aim to inform educators, policymakers, and technology developers on optimizing the use of chatbot applications in language education.

Evaluating the impact of nonverbal behavior on language ability ratings

Nonverbal behavior can impact language proficiency scores in speaking tests, but there is little empirical information of the size or consistency of its effects or whether language proficiency may be a moderating variable. In this study, 100 novice raters watched and scored 30 recordings of test takers taking an international, high stakes proficiency test. The speech samples were each 2 minutes long and ranged in proficiency levels. The raters scored each sample on fluency, vocabulary, grammar, and comprehensibility using 7-point semantic differential scales. Nonverbal behavior was extracted using an automated machine learning software called iMotions, and data was analyzed with ordinal mixed effects regression. Results showed that attentional variance predicted fluency, vocabulary, and grammar scores, but only when accounting for proficiency. Higher standard deviations of attention corresponded with lower scores for the lower-proficiency group, but not the mid/higher-proficiency group. Comprehensibility scores were only predicted by mean valence when proficiency was an interaction term. Higher mean valence, or positive emotional behavior, corresponded with higher scores in the lower-proficiency group, but not the mid/higher-proficiency group. Effect sizes for these predictors were quite small, with small amounts of variance explained. These results have implications for construct representation and test fairness.

Do we mean the same? Semantic native-likeness in highly proficient second language users

Research question: Native-likeness (similarity between non-native and native users of the same language) depends on second language proficiency (L2p). However, evidence comes mainly from phonological or syntactic tasks, prompting an underexplored question: can higher L2p also entail a more native-like organization of semantic memory? Methodology: We asked high and low proficiency bilinguals to describe concepts in their second (English) and first (Spanish) language. We then compared their responses with semantic structure norms from native speakers of each language, and derived measures of semantic native-likeness through a validated semantic proximity measure. Data and analysis: We examined whether semantic native-likeness scores discriminated between high and low L2p levels at the group level (via inferential statistics) and at the individual level (via machine learning analyses). Findings: We found that semantic associations in English were more native-like in high than in low L2p bilinguals. Machine learning analyses showed that this pattern was highly consistent across individual subjects. Responses in Spanish did not differ between groups. Originality: This is the first study assessing semantic native-likeness through concept-feature associations in high and low L2p bilinguals, both at the group- and the individual-level. Significance: Our findings suggest that increased L2p entails a more native-like organization of semantic memory, informing models of bilingual cognition and its links with experience-related variables.

Development of Literacy Engagement in Chinese Students with Varying Language Proficiencies

The objective of this study is to develop literacy engagement in Chinese students with varying language proficiencies through teacher-written corrective feedback. Drawing on Bandura’s social cognitive theory and Boekaerts and Corno’s self-regulation theory, the research aims to understand how corrective feedback influences literacy engagement and language proficiency. The study employs a qualitative analysis of student responses and reflective journals with quantitative measures of language proficiency and engagement metrics. The research site includes Chinese university classrooms with both low-proficiency (LP) and high-proficiency (HP) students. Key informants are LP and HP students who receive teacher-written corrective feedback. Data analysis involves thematic coding of student responses and statistical analysis of language proficiency scores and engagement levels. Results show that LP students initially display passive engagement but improve with targeted feedback, while HP students demonstrate active engagement and advanced literacy skills. The study suggests tailored pedagogical strategies for LP students and challenges for HP students to enhance literacy engagement and language proficiency.

Are students prepared and supported for English medium instruction in Chinese higher education to promote educational equality?

The global spread of EMI is a response to the internationalisation and marketisation of higher education. However, students may not fully benefit from EMI programmes if they are not adequately prepared. The extent to which students have been prepared to succeed in such programmes and acquire English as linguistic capital is an underexplored area. The present study addressed the research gap by investigating the preparation and support that students received in EMI programmes in Chinese higher education. The study adopted a mixed-methods design by collecting responses to an online survey from 248 students in different Chinese universities and conducting semi-structured interviews with 12 students regarding their preparation and support for, their learning motivation and views of EMI programmes as well as their expectations of EMI teachers. The findings showed that the students did not seem to be sufficiently prepared to achieve the dual goal of EMI (i.e., subject and language learning) and that the EMI programmes tended to widen the gap between students with different English proficiency and might lead to educational inequality. Finally, the students were critical of the quality of EMI teachers and favoured teachers with high English proficiency and pedagogical skills in delivering sophisticated content knowledge. These findings suggested that future studies need to explore strategies to better prepare and support students to benefit from EMI programmes and promote educational equality. Furthermore, the criteria for recruiting EMI teachers should be reconsidered to meet students’ learning needs and development.

Patterns of neural activity in prelimbic cortex neurons correlate with attentional behavior in the rodent continuous performance test.

Sustained attention, the ability to focus on a stimulus or task over extended periods, is crucial for higher level cognition, and is impaired in individuals diagnosed with neuropsychiatric and neurodevelopmental disorders, including attention-deficit/hyperactivity disorder, schizophrenia, and depression. Translational tasks like the rodent continuous performance test (rCPT) can be used to study the cellular mechanisms underlying sustained attention. Accumulating evidence points to a role for the prelimbic cortex (PrL) in sustained attention, as electrophysiological single unit and local field (LFPs) recordings reflect changes in neural activity in the PrL in mice performing sustained attention tasks. While the evidence correlating PrL electrical activity with sustained attention is compelling, limitations inherent to electrophysiological recording techniques, including low sampling in single unit recordings and source ambivalence for LFPs, impede the ability to fully resolve the cellular mechanisms in the PrL that contribute to sustained attention. In vivo endoscopic calcium imaging using genetically encoded calcium sensors in behaving animals can address these questions by simultaneously recording up to hundreds of neurons at single cell resolution. Here, we used in vivo endoscopic calcium imaging to record patterns of neuronal activity in PrL neurons using the genetically encoded calcium sensor GCaMP6f in mice performing the rCPT at three timepoints requiring differing levels of cognitive demand and task proficiency. A higher proportion of PrL neurons were recruited during correct responses in sessions requiring high cognitive demand and task proficiency, and mice intercalated non-responsive-disengaged periods with responsive-engaged periods that resemble attention lapses. During disengaged periods, the correlation of calcium activity between PrL neurons was higher compared to engaged periods, suggesting a neuronal network state change during attention lapses in the PrL. Overall, these findings illustrate that cognitive demand, task proficiency, and task engagement differentially recruit activity in a subset of PrL neurons during sustained attention.

An electrochemical/SERS dual-mode immunosensor using TMB/Au nanotag and Au@2D-MoS2 modified screen-printed electrode for sensitive detection of prostate cancer biomarker

This study describes a novel dual-mode immunosensor that combines electrochemical (EC) and surface-enhanced Raman scattering (SERS) techniques for the detection of prostate-specific antigen (PSA), a biomarker associated with prostate cancer. The sensor consists of a nanocomposite of gold nanoparticles (AuNPs) deposited on two-dimensional (2D) molybdenum disulfide (Au@MoS2) modified on a working carbon electrode of a screen-printed electrode (SPE). Subsequently, the primary antibody (Ab1) is immobilized on the modified electrode, creating Ab1/Au@MoS2/SPE for specific recognition of the target PSA. In parallel, AuNPs are conjugated with a secondary antibody (Ab2) and a probe molecule, 3,3′,5,5′-tetramethylbenzidine (TMB), leading nanotags (TMB/Ab2/AuNPs) formation exhibiting strong SERS and EC responses. Upon the presence of the target, sandwich immunocomplexes can be formed through antigen-antibody interactions (Ab1-PSA-Ab2). The differential pulse voltammetry (DPV) technique is employed for EC detection mode, while a handheld Raman spectrometer with a 785 nm excitation laser is utilized to collect SERS signals. The developed system demonstrates excellent selectivity and sensitivity, with low limits of detection (LODs) of 3.58 pg mL−1 and 4.83 pg mL−1 for EC and SERS sensing, respectively. Importantly, the dual-mode immunosensor proves effective quantifying PSA protein in human serum samples with good recovery. Given its high sensitivity and proficiency in analyzing biological samples, this proposed immunosensor holds promise as an alternative tool for the early diagnosis of cancers.

The analysis of scholars’ English language needs

The English language has become widespread as the lingua franca of higher education. It is also a key means of university internationalizing, academic and student mobility, and for individual researchers, a tool to establish their scholarly reputation. The study aims to determine faculty English language needs such as: a) reasons for knowing English, b) the level of L2 skills according to CEFR, and c) language competences for the future. The results show that participants need to know English to communicate effectively in professional contexts, to publish but also read journals, and to write reviews. The overall level of the English language skills varies between B1 and B2, and speaking and writing are considered important competences. The study confirms the need to enhance the faculty’s productive skills to meet high demands for publications in foreign journals and enable international scientific collaboration, and academic mobility, all of which require high language proficiency.