Information Processing Skills Research Articles

APPLICATION OF DENOTATIVE ANALYSIS IN TEACHING CAREER-ORIENTED READING COMPREHENSION IN A NON-LINGUISTIC UNIVERSITY

Statement of the problem: As practice shows, teaching reading comprehension in a foreign language is a complex process that requires a clear organization of training activities to overcome various kinds of difficulties. Students find especially hard to read career-oriented texts. In the given article, the methodology of denotative analysis for teaching reading career-oriented texts, and the experience of its implementation in a non-linguistic university are considered. Results: The authors describe in detail the algorithm for making up a denotation graph when dealing with a career-oriented text, as well as the main techniques for using denotation graphs at different stages of reading, taking into account the type of reading and individual characteristics of students. In addition to while-reading exercises focused on understanding the contents and structural peculiarities of the text and the formation of semantic processing skills of what is read, pre-text exercises for recognition and development of linguistic means of expressing subject relations in the text are offered that are aimed at removing lexical and grammatical difficulties and contributing to the formation of receptive and productive professional vocabulary, as well as to the development of linguistic and contextual guesswork. Conclusion: It can be concluded that using denotative analysis methodology makes it possible to improve the efficiency of teaching career-oriented reading comprehension, and consequently, to enhance teaching a foreign language for a specific career. Denotation graphs can be used when teaching any type of reading in order to extract information at any stage of training. At the same time, it can also be stated that applying denotative career-oriented text analysis allows developing universal information processing skills necessary when working with any source, both in a foreign language and in a native one.

Building human capital in Kazakhstan: Information-processing skills and socio-economic outcomes of the population

Recent economic diversifications of Kazakhstan from over-reliance on the extraction of natural resources are mainly based on increasing the quality of human capital by building a knowledge-based economy as an instrument for long-term sustainable development. In this regard, the paper explores the level of cognitive skills of the adult population in Kazakhstan and their associations with important life outcomes. Research is based on one of the prominent studies in adult literacy — The Programme for the International Assessment of Adult Competencies (PIAAC), and revealed that the performance of Kazakhstanis in information-processing skills is below the average; smaller differences in competencies between the top and bottom performers, which indicates small inequalities in skills acquisition; and a low level of variance between adults with tertiary and secondary education, demonstrating the low education quality. Multiple linear regression of the research indicates that the educational attainment of the population has the highest association with all three information-processing skills, while labour force participation negatively affects the growth of literacy, numeracy, and problem-solving in technology-rich environment (PS-TRE) skills. The main recommendations of the paper are to profoundly transform social institutions, enhance national educational quality, and exercise continuous learning in the country.

Automated method for segmenting enlarged perivascular spaces

AbstractBackgroundEnlarged perivascular spaces (ePVS) on magnetic resonance (MR) imaging are difficult to quantify due to their small size, diffuse distribution, and often, high prevalence. We present a method for automating ePVS volume quantification in the basal ganglia.MethodVanderbilt Memory and Aging Project participants (n=327, 73±7, 41% female) underwent MR imaging and serial neuropsychological assessment. Fifty T1‐weighted MR scans were manually coded for basal ganglia ePVS and used to train and test a deep learning U‐net. The model was then used to segment 277 remaining scans. Dice similarity coefficient (DSC), volume Pearson correlation, and mean symmetric surface distance (MSSD) were used to compare ground‐truth segmentations to predicted segmentations. In head‐to‐head regressions using pseudo‐conditional R2, basal ganglia ePVS volume and count were compared to two existing ordinal scores (Patankar et al., 2005; Hansen et al., 2015) to assess which method best predicted longitudinal cognition. Models adjusted for demographic, genetic, and risk factors.ResultThe basal ganglia deep learning model attained a mean DSC of 0.76 on testing images (n=10) with an ePVS volume correlation of 0.95 and MSSD of 1.16 mm. Next, to assess the utility of automated measures derived from the model, ePVS volume and count were compared to commonly used ordinal scores on cognitive trajectory over a mean follow‐up time of 5.2±1.7 years. All automated and ordinal ePVS predictors achieved comparable pseudo‐conditional R2 values (e.g., 0.893 to 0.894 for episodic memory, 0.829 to 0.831 for executive function) on the longitudinal cognitive outcomes. ePVS volume had the highest or identical to the highest pseudo‐conditional R2 value on four of seven outcomes, including episodic memory (0.894), information processing (0.559), executive function (0.831), and visuospatial skills (0.743).ConclusionWe present a deep learning model that reliably segments ePVS in the basal ganglia of T1‐weighted brain MR scans, creating regional volume measures of ePVS. Automated basal ganglia ePVS volume measures perform comparably to existing validated manual methods when predicting longitudinal cognition. Automated methods are less time‐consuming and produce a continuous measure, providing a more robust way to quantify longitudinal ePVS change.Funding: F31‐AG066358, IIRG‐08‐88733, R01‐AG034962, R01‐AG056534, K24‐AG046373, P20‐AG068082

Need Analysis of Dyslexia Students in English Reading Comprehension Instructions

The challenges of learning English as a foreign language presented issue for dyslexia students who had deficiencies in reading comprehension involving information processing, concentration, and sensory motor skills. The aims of this research were to describe the dyslexia students’ needs in English reading comprehension. The sample consisted of 117 dyslexia students aged 13-16 years old from Karya Murni Special Needs School and Ananda Karsa Mandiri School, North Sumatra, Indonesia. The data were in the form of descriptive qualitative research which was taken from interview, questionnaire, and test. The results of this research proved the analysis of: (1) the physical, emotional, and social characteristics of dyslexia students, (2) the characteristics of dyslexia students’ learning style and testing reading comprehension test, (3) the need analysis for dyslexia students in teaching method in the classroom, (4) the need analysis of dyslexia students in reading comprehension, (5) the factors why dyslexia students had difficulty in English as a foreign language, and (6) the factors why dyslexia students had difficulty in English reading comprehension. With needs analysis, it was expected the identification of necessities, lacks, and wants could be formulated properly as a basis to prepare English reading teaching materials.

Finnish and Estonian teachers’ views on the nature of intelligence

The purpose of this study was to investigate Finnish (n= 226) and Estonian (n= 347) teachers’ views on the nature of intelligence. The study utilized a survey that included a qualitative, open-ended question about teachers’ definition of intelligence and the quantitative inventory Implicit Theories of Intelligence (ITI). We then employed a convergent mixed-method design to understand teachers’ views on the nature of intelligence. These views were divided into four main categories: the multidimensional nature of intelligence, manifestational nature of intelligence, developmental nature of intelligence, and creative nature of intelligence. Teachers from both countries highlighted cognitive features, such as memory, information processing, and problem-solving skills, as a part of the multidimensional nature of intelligence. In addition, teachers viewed intelligence as developmental when measured with the ITI inventory, indicating that intelligence is considered incremental. Lastly, when triangulating the qualitative and quantitative data of teachers’ views on the nature of intelligence, only one statistically significant difference was found. Teachers with an entity view of intelligence also mentioned entity features in their own descriptions. The results showed that teachers views’ on the nature of intelligence are rather broad; however, in future studies, teacher interviews and classroom observation might provide even more profound understanding of teachers’ views on this topic.

Associations between early efficiency in language processing and language and cognitive outcomes in children born full term and preterm: similarities and differences

ABSTRACT Associations between children’s early language processing efficiency and later verbal and non-verbal outcomes shed light on the extent to which early information processing skills support later learning across different domains of function. Examining whether the strengths of associations are similar in typically developing and at-risk populations provides an additional lens into the varying routes to learning that children may take across development. In this follow-up study, children born full-term (FT, n = 49) and preterm (PT, n = 45, ≤32 weeks gestational age, birth weight <1800 g) were assessed in the Looking While Listening (LWL) task at 18 months (corrected for degree of prematurity in PT group). This eye-tracking task assesses efficiency of real-time spoken language comprehension as accuracy and speed (RT) of processing. At 4 ½ years, children were assessed on standardized tests of receptive vocabulary, expressive language, and non-verbal IQ. Language processing efficiency was associated with both language outcomes (r 2-change: 7.0–19.7%, p < 0.01), after covariates. Birth group did not moderate these effects, suggesting similar mechanisms of learning in these domains for PT and FT children. However, birth group moderated the association between speed and non-verbal IQ (r 2-change: 4.5%, p < 0.05), such that an association was found in the PT but not the FT group. This finding suggests that information processing skills reflected in efficiency of real-time language processing may be recruited to support learning in a broader range of verbal and non-verbal domains in the PT compared to the FT group.

Educational digital transformation and digital Competences: legal aspects

In the article the author considers the legal aspects of the digital transformation process in the field of education and the digital competences formation to ensure the processes of global digitalization of the economy. For the study purposes the concept of “educational digital transformation” is formulated as the transformation of the mechanisms of human formation as a person, their talents, intellectual, creative and physical abilities, and values through the use of digital technologies in the formal and informal educational process. Such digital transformation occurs at two levels. At the educational and methodological support level by updating lectures, practical tasks with interactive teaching methods, participants communication in educational process. The second level is the organization of educational institutions as research platforms. The genesis of the concepts “information literacy”, “media literacy”, “digital literacy” and “metaliteracy” are studied. Considering the concept of metaliteracy the category “information technology competences” is proposed. Information competences are based on information processing skills at all stages of the information process and technological competence is related to the formation of skills for working with hardware and software devices and depends on the professional field of activity. By means of proposed classification of “information-technological competences” the Framework of digital competences and two standards of higher education (specialty 081 “Law” and 015 “Professional education” (pedagogy) are analyzed. It is established that in the standards of education, in addition to information-technological competences, there is an additional group of professional information competences. They are related to the high abstract cognition ability in professional activities (the ability to learn, apply knowledge in practice, analyze retrospectives, carry out comparative analysis, determine appropriate and acceptable facts, analyze problems, the ability for logical, critical and systematic analysis). The implementation of these standards and the development of information technology competences can solve some tasks of the educational digital transformation. Firstly, the standard enshrines the legal regulation of the development of information and technological competences. Secondly, the requirements for educating lawyers and teachers, who will understand the socio-economic processes of digital transformation, and will be able to make a major contribution to the digital transformation of education system and other areas of the digital economy ensuring its legal regulation, are formulated.

Earnings Quality and Trading Volume Reactions Around Earnings Announcements: International Evidence

Using a cross-country setting, we document differences in the relation between earnings quality and the two components of trading volume around earnings announcements, one related to differential interpretation of the earnings signal and the other related to pre-event differential information precision. We find that in countries with stronger investor protection, less corrupt governments, and more liquid stock markets, a noisier earnings signal increases differential interpretation of the earnings signal but decreases investors’ incentive for information acquisition before earnings announcements, leading to lower pre-event differential information precision. However, these trading patterns flip in countries with weaker investor protection, more corrupt governments, and less liquid stock markets. We also find that institutional investors in countries with stronger institutions are likely to benefit more from their superior information processing skills, leading to more information acquisition both at and before earnings announcements. Overall, our study adds to the literature by documenting significant cross-country variations in investors’ trading volume reactions to earnings quality.

General Factor of Personality and Its Relationship with the Dark Triad and Social Intelligence in Slovenian Adolescents.

The general factor of personality (GFP) represents the shared variance between personality traits that yield social adjustment and acts as a core personality disposition. In the present study, the existence of GFP in a sample of 249 Slovenian adolescents aged 15–19 years was investigated, and the relationship between GFP, the Dark Triad, and social intelligence was researched. The study used three self-report questionnaires to measure the Big Five, the Dark Triad, and three dimensions of social intelligence. It was found that, in adolescents, GFP exists (although in a somewhat different composition than in previous studies) and is negatively correlated with Machiavellianism and psychopathy and positively correlated with social skills and social awareness. GFP acts as a significant positive predictor of all social intelligence dimensions, and Machiavellianism acts as a significant positive predictor of social information processing and social skills. It can be concluded that GFP and, to a certain extent, perhaps some manipulative tendencies positively predict how an individual functions in society. With these findings, the study contributes to the understanding of the (hierarchical) structure of personality and its association with behavior in social interactions, which is one of the most important developmental tasks in adolescence.

ANALYSIS OF INFORMATION PROCESSING CAPABILITIES AND DIGITAL DATA ON DIGITAL LITERACY SKILLS OF ELEMENTARY SCHOOL STUDENTS

Digital technology in the 21st century is growing rapidly, especially at the elementary school level. But in reality some students have not been able to adapt to technology and minimal digital literacy skills. As a result, students have difficulty in choosing valid information on digital media. Therefore, students must have digital information and data processing skills. These skills are needed to filter information and data obtained using digital technology in order to be able to analyze information from digital sources accurately and can be justified. This study aims to determine the level of digital data and information processing ability in digital literacy skills of elementary school students. This study uses a descriptive quantitative approach with a survey method, with data collection through questionnaires and online case study test questions to a sample of 151 high school elementary school students. The data analysis technique used in this research is descriptive statistical technique. The results of this study indicate that the ability to process information and digital data on digital literacy skills of students from 4 elementary schools in East Java is still in the sufficient category, so it still needs to be improved.

Biological literacy among university students and its relationship to information processing skills

The research aims to reveal (biological literacy and its relationship to information processing skills among students of Biology departments at the University of Al-Muthanna). To achieve the goal of the research, the researchers adopted the descriptive research method, and by reviewing the literature and previous studies related to the research, the two research tools were built. The first research tool was a test consisting of (46) items of the type of multiple choice to reveal the biological literacy among university students, and the second research tool was a scale consisting of (45) five-item alternatives to detect information processing skills among university students. The validity and reliability of the two research tools and the psychometric properties of them were verified, and the research sample amounted to (229) male and female students, who were divided according to gender and academic level.

Prioritizing transport planning strategies for freight companies towards zero carbon emission using ordinal priority approach

Freight transportation counts for remarkable negative effects like emissions, noise, and congestion. This urges for a modal shift toward structuring a more efficient systematic network, facilitating full use of potentials among the transportation modes. Decision-makers face uncertainty and restricted information processing skills when assessing the alternatives for sustainable freight transportation. In this study, a novel extension of the Ordinal Priority Approach under picture fuzzy sets (OPA-P) is proposed to rank the alternatives. In the OPA-P algorithm, experts’ preferences are used to determine the weighting coefficients of criteria and rank the alternatives. A case study is employed to demonstrate the formulation and solution of the problem. The outcome of this study suggests the top-ranked and most important solution for the sustainable transport planning. In addition, to verify the stability of the proposed model, a validation analysis is carried out.

Predicting Word Reading Deficits Using an App-Based Screening Tool at School Entry.

BackgroundReading is a crucial competence associated with academic development, mental health, and social adaptation. Reading difficulties are often detected at a late stage, with a possible negative impact on long-term reading development and secondary developmental disadvantages. The first manifestations of reading difficulties can be identified by word reading deficits in first and second grade, paving the way for specific interventions. For widespread implementation, instruments must be easy to use and motivating for children.ObjectivesDevelopment and validation of an economical, well-accepted, and accurate screening tool composed of the domains of phonological information processing, language skills, and non-verbal intelligence in regular school settings.DesignIn 2020, the screening tool was used on a sample of 409 first graders between the second and fifth weeks of school in a one-to-one setting. Additionally, information on parental education and the use of German and/or other languages by the child was collected using a parental questionnaire. A follow-up involving the use of established standardized word reading tests was conducted at the end of the first school year.ResultsA five-variable screening tool consisting of the dimensions of phonological information processing (letter knowledge, rapid naming, and phonological awareness) and linguistic skills (receptive vocabulary and morphosyntax) showed statistical relevance (AUC = 0.78; sensitivity 0.80, specificity 0.74) for predicting word reading problems concerning reading speed (<16th percentile) at the end of first grade, whereas gender, first language, and age of first exposure to the German language did not contribute to the prediction. The instrument was well accepted by the children and screeners and can be administered within an acceptable time frame.ConclusionWord reading deficits at the end of first grade can be predicted by the use of an app-based screening tool at school entry that includes phonological information processing and language skills. Further validation and assessment of empirical feasibility data are needed to support the screening instrument for German orthography.

The moderating effects of school resources on the impact of a school-based intervention on the social information-processing skills of third graders in rural China.

Using a school-based intervention, Let's Be Friends (LBF), designed to promote the social information-processing (SIP) skills of third-grade children in rural China, the specific aim of this study was to assess the moderating effects of school characteristics on program outcomes. We systematically tested the moderating effects of six school-resource variables (i.e., student-teacher ratio, school size, number of library books per student, number of computers per 100 students, percentage of teachers with middle- and high-level titles, and percentage of teachers with high-level title or "backbone" recognition) on outcomes in a controlled trial of LBF program. School resources (i.e., small school size, low student-teacher ratio, and more teachers with high-level title or backbone) were associated with SIP skill acquisition, reduced aggressive behavior, and higher cognitive concentration. School contextual characteristics condition the impact of social-emotional education programs in Chinese rural primary schools.

Development of information culture as a key attribute of a modern specialist in the process of training future translators

Study aims to investigate and develop directions for the formation of information culture in undergraduate students to improve the effectiveness of the training of future translators. Based on a survey of applicants, translation students, and research and teaching staff working with translation students, the study assesses the current level of development of information culture in future translators. The survey of applicants and translation students focuses on determining their attitude to working with the information they encounter in their studies and daily life and detecting the basic information-processing skills. The primary goal of the survey of teachers is to reveal their attitudes toward the development of information processing skills and the need to pay attention to the development of these skills in teaching their respective disciplines. The study concludes that the current level of development of information culture in future translators calls for systemic work on this field.

Exploring the avalanche bulletin as an avenue for continuing education by including learning interventions

Snow avalanches pose a serious threat to people recreating in the mountainous backcountry during the wintertime. To help recreationists manage their risk from avalanches, local avalanche warning services publish daily bulletins to inform the public about the existing hazard conditions. While the correct application of this information is crucial for avoiding potentially deadly accidents, recreationists’ ability to develop their skills through practical experience alone is limited due to the wicked nature of the backcountry learning environment where feedback is not always reliable. The present study explores the idea of improving recreationists’ ability to apply the hazard information to terrain by adding interactive exercises with feedback directly into the daily avalanche bulletins. To examine this idea, we conducted an online survey that included a route ranking exercise. Our analysis dataset included responses from 2278 backcountry recreationists with a variety of backgrounds and avalanche safety training levels. Using a series of generalized linear mixed effects models and conditional inference tree analyses, our results highlight that including interactive self-assessment exercises in avalanche bulletins has potential for enhancing their effectiveness and education value, especially for individuals who might not have the skills to properly understand the hazard information well enough to make informed decisions about personal risk but are willing to learn. Avalanche warning services should consider integrating application exercises with feedback into their bulletins to give users opportunities to assess their understanding and practice their information processing skills. Integrating such exercises directly into the bulletin takes advantage of recreationists' frequent interaction with the product and provides them with just-in-time education when they use the bulletin for personal trip planning. Enhancing bulletins this way will turn them from pure condition reports into a critical component of the overall avalanche awareness education system. Recreationists’ performance in these exercises can provide warning services with valuable insights into skill levels of their users. • Managing avalanche risk requires applying hazard information to terrain. • Bulletin information processing skills vary among recreationists. • Well-designed exercises with feedback can improve information application skills. • Recreationists welcome safe learning opportunities.

الافكار المتضادة لدى طلبة الاعدادية

The current research aims to identify: 1. Opposites Thoughts Among Middle School Students 2. Differences in Opposites Thoughts Among Middle School Students According to Gender and Specialization Variables To achieve the objectives of the research, the researchers relied on the following: 1.The Use of the Descriptive Associative Approach to Detect Opposites Thoughts Among Middle School Students. 2. Contrasting ideas scale based on Tent's theory of opposites thoughts. The scale in its final form consisted of (35) items after completing the conditions of honesty, stability, discriminatory strength, and internal consistency, distributed into three areas (the student's relationship with teachers, the student's relationship with the family, the student's relationship with colleagues). To complement that, the researchers applied the scale to a sample of (400) male and female students in the center’s schools affiliated to the General Directorate of Al-Qadisiyah Education, and it was selected by stratified random method according to the proportional method. After data collection and processing statistically using the Statistical Package for Social Sciences (SPSS), the following results were reached: 1. Preparatory students are characterized by opposites thoughts and they are statistically significant. 2.There are statistically significant differences in opposites thoughts according to the gender variable, where males are characterized by opposites thoughts more than females, and for the specialization variable, the difference between students with scientific and literary specialization is not statistically significant. To complement the findings of the research, the researchers made several recommendations, including: • Benefiting from the scale of opposites thoughts in the educational and professional fields after its codification and preparation as an objective tool to identify the characteristics of opposites thoughts among individuals. Emphasis on the methods of socialization of individuals in educational institutions in order to develop information processing skills to encourage opposites thoughts. The researchers made several suggestions, including: • Conducting practical studies dealing with opposites thoughts with the analytical method, problem solving and information processing. • Working on the application of scientific programs by carrying out empirical research to modify many variables, such as modifying the use of ready-made ideas to opposites thoughts. Keywords: opposites thoughts, middle school students.

Enhancing the Communicative Skills of Normal ‎and Mentally-Challenged Learners through ‎Emo-Sensory Textbooks‎

Struggling with basic restrictions in mental operations, information ‎processing, and social and communicative skills, mentally-‎challenged children learn with delay. Numerous methods have been ‎proposed to enhance learning among the mentally challenged. One is ‎emo-sensory education which highlights the interplay of senses and ‎emotions and raises teachers’ awareness of practical sense and ‎emotion utilization in class. This study analyzed emo-sensory text on ‎Persian literature, basic sciences, and theology books of mentally-‎challenged fourth-graders in terms of senses and emotions. These ‎books were compared to those utilized for normal fourth graders. ‎The emo-sensory text analysis revealed no significant differences ‎between these two sets of books regarding applying emo-sensory ‎words. Material developers merely paid attention to the visual sense, ‎while mentally-challenged and normal children are considerably ‎different. Various senses have to be integrated into the textbooks to ‎enhance learning and communicative skills, which seems to have ‎been overlooked. As a result, authors should include more emo-‎sensory stimuli to boost information processing and benefit the ‎mentally challenged.

Information Acquisition and Processing Skills of Institutions and Retail Around Information Shocks

Information Acquisition and Processing Skills of Institutions and Retail Around Information Shocks

Educational Challenges of Higher Education: Validation of the Information Competence Scale for Future Teachers (ICS-FT)

The irruption of information and communication technologies has brought about an abrupt change in the demands placed on future professionals. In this sense, in recent years, information competencies have gained importance in university education from a cross-cutting perspective, which advocates as its main purpose the training of young people in information search, evaluation, processing and communication skills, especially through a digital network. Based on this idea, the present work aims to develop the Information Competence Scale for Future Teachers (ICS-FT), in order to measure the level of self-perceived skills in this area. For this purpose, a work design is presented below concerning an empirical validation, divided into different phases: the validation of content, construct and reliability, which has taken as a pilot sample a total of 259 university students studying the degree of Primary Education. The results of the validation determined the optimal conditions of content, construct and reliability that allowed the application of this scale as a generic approach to determine the level of competence in the information skills of future teachers.