Self-monitoring Processes Research Articles

Self-monitoring processes in simultaneous interpreting

Abstract In psycholinguistics there is an agreement that self-monitoring is part of the speech production system, it serves the repair of speech errors and disfluencies occurring during the process of speech production. During simultaneous interpreting, where source language speech perception and target language speech production happen simultaneously, the analysis of self-monitoring is of particular importance. In our study we compare self-monitoring processes in the target language texts, interpreted from English into Hungarian, of professional interpreters and trainee interpreters. We examine the frequency of incidence of error – type disfluencies, the editing phase of self-repairs, the frequency of incidence of disfluencies, and the editing phases of repetitions and restarts. Although our data have revealed considerable individual differences between interpreters, some tendencies can be detected. In general, differences can be detected in self-monitoring between professional and trainee interpreters. When compared to data about self-monitoring processes in spontaneous, monolingual Hungarian speech, we can state that there were far fewer phenomena connected to self-monitoring in the target language output of simultaneous interpreters than in monolingual Hungarian texts.

How do children learn to avoid referential ambiguity? Insights from eye-tracking

Abstract Children have considerable difficulty producing informative and unambiguous referring expressions, a fact that still lacks a full explanation. Potential insight can come from psycholinguistic models of ambiguity avoidance in adults, which suggest that, before describing any scene, speakers pro-actively monitor for some — but not all — types of potential ambiguity, and then subsequently monitor whether their just-produced expression provides an ambiguous description. Our experiments used eye tracking to assess the developing roles of these skills in children’s referential communication. Experiment 1 shows that adults’ eye movements can index the processes of both pro-active and self-monitoring. Experiments 2 and 3 show that children (n = 110) typically do not pro-actively monitor for potential ambiguity, although they do show evidence of pro-active monitoring on the occasions when they produce informative expressions. However, we do find evidence that children consistently monitor their own descriptions for ambiguity, even though they rarely correct their utterances. We propose that the process of self-monitoring might act as a learning signal, that guides children as they acquire the ability to monitor pro-actively.

Exploring YouTube as a Transformative Tool in the “The Power of MAKEUP!” Movement

Exploring YouTube as a Transformative Tool in the “The Power of MAKEUP!” Movement

Mindfulness-of-breathing exercise modulates EEG alpha activity during cognitive performance.

The present study investigated whether engaging in a mindful breathing exercise would affect EEG oscillatory activity associated with self-monitoring processes, based on the notion that mindfulness enhances attentional awareness. Participants were assigned to either an audio exercise in mindful breathing or an audio control condition, and then completed a Stroop task while EEG was recorded. The primary EEG measure of interest was error-related alpha suppression (ERAS), an index of self-monitoring in which alpha power is reduced, suggesting mental engagement, following errors compared to correct responses. Participants in the mindful-breathing condition showed increased alpha power during the listening exercise and enhanced ERAS during the subsequent Stroop task. These results indicate enhanced error-monitoring among those in the mindful-breathing group.

Performance Characteristics on a Continuous Performance Test in Malingered Adults ADHD Tendency

본 연구의 목적은 연속수행과제에서 ADHD 사병 의도가 과제 수행에 어떠한 영향을 미치는지 알아보고, ADHD 사병 탐지에 효과적인 지표들을 탐색하는 것이다. 이를 위해, 연속수행과제 수행 동안 반응시간과 정반응에 기반하여 일반 수행 지표들과 오류 후 행동 지표들을 측정하였다. 과제는 대학생 ADHD 성향군과 통제군, 그리고 두 사병군을 대상으로 실시되었다. 특히 사병군의 경우 ADHD에 대한 교육처치 유무에 따라 대학생 일반 사병군과 심리학과 대학원생으로 구성된 교육처치 사병군으로 구분되었다. 두 사병군의 경우 가상의 사병 시나리오에 따라서 과제를 수행하도록 지시받았으며, 교육처치 사병군의 경우 시나리오와 함께 장애에 대한 시청각교육을 추가적으로 받았다. 핵심 결과들은 다음과 같다. 첫째, ADHD 성향군과 통제군의 비교에서, ADHD 성향군은 통제군에 비해 유의하게 많은 오경보오류를 나타냈다. 오류 후 행동 지표들에서는 통제군이 유의하게 긴 오류 후 지연과 정상수행 회복시간을 나타냈다. 그리고 회복 과정에서의 평균반응시간도 통제군이 유의하게 느렸다. 둘째, ADHD 성향군과 사병군들 간의 비교에서, 두 사병군들은 유의하게 많은 수의 누락오류와 오경보오류, 그리고 높은 반응시간 표준편차를 나타냈다. 오류 후 행동 지표들에서도 사병군들의 경우 높은 표준편차를 나타내 비일관적인 수행이 확인되었다. 셋째, 두 사병군 간의 비교에서, 교육처치 사병군은 일반 사병군에 비해 유의하게 많은 누락오류를 나타냈고 반응시간 표준편차 및 정상 수행 회복 과정에서의 재 이탈 횟수가 더 많았다. 일반 사병군은 교육처치 사병군에 비해 유의하지 않았으나 유의수준에 근접한 경향의 오경보오류를 나타냈다. 마지막으로, 본 연구에서 제안한 지표들의 각 비교 조건별 판별력을 확인하였다. 그 결과, 대부분의 조건에 유의한 판별함수와 인정 수준 이상의 판별 정확도와 판별적재량을 확인할 수 있었다. 종합하면, 본 연구에서 제안한 오류 후 행동 지표들은 성인기 ADHD의 특성에 대한 이해와 ADHD 사병탐지에 효과적임을 나타낸다.

From governing through data to governmentality through data: Artefacts, strategies and the digital turn

The article argues that current discussions about governance through data in education can be fruitfully extended through: (1) the establishment of connections with wider debates about the role of commensuration processes and governmentality in the recreation of education systems; (2) greater emphasis on the ‘artefacts’ through which data – increasingly in the form of digital data – is collected, displayed and retrieved; and (3) the strategies of alignment and resistance that social actors adopt to deal with the increase in data availability and capacity for the automated interrogation of that data. The article concludes that these artefacts and strategies are providing a wide set of ‘active’ social actors with new resources in, and arenas for, their struggles for economic as well as social advancement, processes of self-monitoring and also, crucially, of self-formation. The article focuses on the interplay and tensions between governments and bureaucracies, private companies, education institutions, and various types of ‘active’ individuals (the individual customer, the individual manager and the individual worker) in the process of surveillance and recreation of education through digital data.

The effects of stimulus complexity on the preattentive processing of self-generated and nonself voices: An ERP study

The ability to differentiate one's own voice from the voice of somebody else plays a critical role in successful verbal self-monitoring processes and in communication. However, most of the existing studies have only focused on the sensory correlates of self-generated voice processing, whereas the effects of attentional demands and stimulus complexity on self-generated voice processing remain largely unknown. In this study, we investigated the effects of stimulus complexity on the preattentive processing of self and nonself voice stimuli. Event-related potentials (ERPs) were recorded from 17 healthy males who watched a silent movie while ignoring prerecorded self-generated (SGV) and nonself (NSV) voice stimuli, consisting of a vocalization (vocalization category condition: VCC) or of a disyllabic word (word category condition: WCC). All voice stimuli were presented as standard and deviant events in four distinct oddball sequences. The mismatch negativity (MMN) ERP component peaked earlier for NSV than for SGV stimuli. Moreover, when compared with SGV stimuli, the P3a amplitude was increased for NSV stimuli in the VCC only, whereas in the WCC no significant differences were found between the two voice types. These findings suggest differences in the time course of automatic detection of a change in voice identity. In addition, they suggest that stimulus complexity modulates the magnitude of the orienting response to SGV and NSV stimuli, extending previous findings on self-voice processing.

Tweets, Texts, and Tablets

Students with behavior problems often lack the self-regulation skills necessary for success. One strategy shown to improve these skills is self-monitoring. Traditionally, self-monitoring has been done using paper and pencil, with some sort of prompt to complete the procedures. Prompts have involved teacher cues as well as technology. Current innovation has resulted in using technology to both prompt and record self-monitored behaviors. This column explores the literature on technology-based self-monitoring, describes steps in the self-monitoring process with considerations for incorporating technology, and offers a classroom example of a student with attention-deficit/hyperactivity disorder using a self-monitoring application (i.e., app) on an iPad to improve behavior.

Electronic dietary recording system improves nutrition knowledge, eating attitudes and habitual physical activity: A randomised controlled trial

ObjectiveThis study's objective was to investigate whether use of an electronic dietary recording system improves nutrition knowledge, eating attitudes and habitual physical activity levels compared to use of a food diary and no self-monitoring. MethodsSixty adults aged 20–60 with a body mass index ≥25 were recruited and randomly assigned to one of three groups: a group using an electronic system (EG), a group using a food diary (FD) and a control group using nothing (CG) to record food intake. All participants took part in three 60–90 nutrition seminars and completed three questionnaires on general nutrition knowledge, habitual physical activity levels and eating attitudes at the beginning and end of the 12-week study. The pre- and post-test scores for each questionnaire were analysed using a paired sample t-test. ResultsSignificant improvements in the domain of ‘dietary recommendations’ were found in the EG (p=0.009) and FD groups (p=0.046). Great improvements were found in ‘sources of nutrients’, ‘choosing everyday foods’ and ‘diet–disease relationships’ in EG and FD groups. EG group showed greater improvement in the work index and sport index. ConclusionAn electronic dietary recording system may improve eating and exercise behaviour in a self-monitoring process.

Development of Teacher Performance in Educational Measurements and Evaluation through Self-monitoring Strategies

This research was to develop teacher performance in educational measurements and evaluations through self-monitoring strategies. Participants comprised 10 administrators and teachers. Qualitative data was collected from informal interviews and a focus group. The research was conducted in five steps for improving self-monitoring. The results of this research found that the self-monitoring strategies showed that teachers learnt best from the concrete example in the report on test preparation for the Basic Education National test. Teachers intended to learn about learning educational measurements and evaluations through participation in activities. By applying the self-monitoring process, teachers gained further knowledge in learning measurements and evaluations, participating in action planning, as well as greater realization and awareness of the importance of learning measurements and evaluations.

Practical approach to knowledge management implementation in historic buildings restoration

Article history: Received June 4, 2014 Accepted 29 October 2014 Available online November 1 2014 The aim of this investigation is to establish an applicable model for knowledge management implementation that works suitably in organizations involved in projects defined for a historic building such as restoration. Based on a peer review on general approaches in literature, some main improvement potentials are recognized to enable the model to meet with the especial objectives, which shall be considered in such projects. Content analysis was applied to ascertain the new presented model capabilities and improvement in each of three main core components of knowledge management implementation model including peoples, processes, and technologies. We came up with a new conceptual model named as Finger Frame Model with four individual tiers connected with an intelligent communication medium . It is concluded that three main components of KM block diagrams consist of knowledge identification, acquisition, and prevention are appropriately covered in basic tier. The other three components of inner cycle of KM basic diagram consist of using, development, and distribution are also covered in an interface between operators and basic tiers, which together with make lower frame of new presented model. The model is in a continuous improving stage considering self-monitoring processes in an individual tier with the same name, which is located in the upper frame. An upper layer named as goal tier is also located in top frame in which, the main quantitative goals of KM implementation in the project organization are considered. The conceptual diagrams as well as internal processes of each main tier are also presented and discussed. Based on the overall explanations, some main benefits and risks are highlighted for new presented model and outlooks are debated. The model is applied in a real case study and the results are compared with the previous knowledge management implementation model. The results show that the model works efficiently in projects organization related to the historic building restoration. Growing Science Ltd. All rights reserved. 4 © 201 Historic building Restoration Knowledge Management (KM) Conceptual model KM inner and outer cycles

Introducing a self-monitoring process in a teenage and young adult cancer unit: impact and implications for team culture and practice change

Background: The project took place in a cancer service for teenagers and young adults (13-24 years) in the UK, as part of a large service change project. Chemotherapy that had traditionally been given in an inpatient setting was to be transformed into an ambulatory care model. Aim: The authors aimed to lead a change in practice whereby patients receiving chemotherapy would be taught to monitor and test their own urine output by the staff nurses. This meant challenging a matriarchal nursing culture within the team. Learning drawn from leading the project is discussed. Methods: Various approaches were used to initiate and embed change within the unit, including producing learning tools and resources, listening to the team and providing creative opportunities for feedback. Critical reflection was used to facilitate learning about change leadership and practice development. Findings: Initial resistance to change led to the development of leadership skills and a deeper understanding of team culture. Successful change leadership requires leaders to take the time to listen to stakeholders and provide real opportunities for feedback and collaboration. Critical reflection is essential. Conclusions: The workbased learning project was effective in the simultaneous development of leadership skills and implementation of change in practice. Implications for practice: Team culture must be understood for practice development to be successful Making time for critical reflection is essential for successful change leadership Nurse leaders should actively seek feedback about change from stakeholders by providing a variety of approaches to communication Workbased learning is an effective way of developing leadership skills

Perspective taking modulates positivity bias in self-appraisals: Behavioral and event-related potential evidence

Previous studies have reported that when people self-reflect—they typically judge the self as more positive (or less negative) compared to others on a range of dimensions (such as health, social skills, or achievement). In the present study, we investigated whether viewing the self through the eyes of other people reduces this egocentric (self-centered) bias. Event-related brain potentials (ERPs) were examined in 17 subjects who performed judgments of adjectives in positive or negative valences from either self-perspective or other-perspective. Reaction times revealed an interaction between the factors perspective and emotional valence. Faster responses occurred after positive words in the self-perspective condition. A similar interaction was observed in the ERP waveforms in the time range of the N400 component: smaller N400 amplitudes were elicited by positive stimuli compared to negative stimuli in the self-perspective condition, but not in the other-perspective condition. Similarly, a reversed pattern was found in the late positive component (LPC) at 415–815 ms. The present study suggests that shifts in perspectives between self and others can change self-appraisal, which in turn reduces egocentric biases of the self. On a neural level, this modulation may be associated with an increase in self-monitoring processes.

Cognitive Rehabilitation for Executive Dysfunction in Adults With Stroke or Other Adult Nonprogressive Acquired Brain Damage

Executive functions are cognitive processes essential for controlling goal-oriented behavior and responding to new and novel situations. Executive function includes the processes of planning, initiation, organization, inhibition, problem solving, self-monitoring, and error correction. It has been estimated that ≈75% of stroke survivors experience impaired executive function (executive dysfunction), resulting in reduced capacity to regain independence in activities of daily living, particularly when new movement strategies are necessary to compensate for limb weakness. A variety of cognitive rehabilitation interventions are implemented within clinical practice in an attempt to improve executive function and, consequently, independence with activities of daily living.1 To determine the effects of cognitive rehabilitation on executive dysfunction for adults with stroke or other nonprogressive acquired brain injuries. We searched: …

Over-activation in bilateral superior temporal gyrus correlated with subsequent forgetting effect of Chinese words

We evaluated the subsequent memory and forgotten effects for Chinese using event-related fMRI. Sixteen normal subjects were recruited and performing incidental memory tasks where semantic decision was required during memory encoding. Consistent with previous studies, our results showed bilateral frontal regions as the main locus for the subsequent memory effect. However, contrast between miss and hit responses revealed larger activation in bilateral superior temporal gyrus. We proposed that larger activation in the superior temporal gyrus may reflect alteration of self-monitoring process which resulted in unsuccessful memory encoding for the miss items.

Cognitive rehabilitation for executive dysfunction in adults with stroke or other adult non-progressive acquired brain damage.

Executive functions are the controlling mechanisms of the brain and include the processes of planning, initiation, organisation, inhibition, problem solving, self monitoring and error correction. They are essential for goal-oriented behaviour and responding to new and novel situations. A high number of people with acquired brain injury, including around 75% of stroke survivors, will experience executive dysfunction. Executive dysfunction reduces capacity to regain independence in activities of daily living (ADL), particularly when alternative movement strategies are necessary to compensate for limb weakness. Improving executive function may lead to increased independence with ADL. There are various cognitive rehabilitation strategies for training executive function used within clinical practice and it is necessary to determine the effectiveness of these interventions. To determine the effects of cognitive rehabilitation on executive dysfunction for adults with stroke or other non-progressive acquired brain injuries. We searched the Cochrane Stroke Group Trials Register (August 2012), the Cochrane Central Register of Controlled Trials (The Cochrane Library, August 2012), MEDLINE (1950 to August 2012), EMBASE (1980 to August 2012), CINAHL (1982 to August 2012), PsycINFO (1806 to August 2012), AMED (1985 to August 2012) and 11 additional databases. We also searched reference lists and trials registers, handsearched journals and conference proceedings, and contacted experts. We included randomised trials in adults after non-progressive acquired brain injury, where the intervention was specifically targeted at improving cognition including separable executive function data (restorative interventions), where the intervention was aimed at training participants in methods to compensate for lost executive function (compensative interventions) or where the intervention involved the training in the use of an adaptive technique for improving independence with ADL (adaptive interventions). The primary outcome was global executive function and the secondary outcomes were specific components of executive function, working memory, ADL, extended ADL, quality of life and participation in vocational activities. We included studies in which the comparison intervention was no treatment, a placebo intervention (i.e. a rehabilitation intervention that should not impact on executive function), standard care or another cognitive rehabilitation intervention. Two review authors independently screened abstracts, extracted data and appraised trials. We undertook an assessment of methodological quality for allocation concealment, blinding of outcome assessors, method of dealing with missing data and other potential sources of bias. Nineteen studies (907 participants) met the inclusion criteria for this review. We included 13 studies (770 participants) in meta-analyses (417 traumatic brain injury, 304 stroke, 49 other acquired brain injury) reducing to 660 participants once non-included intervention groups were removed from three and four group studies. We were unable to obtain data from the remaining six studies.Three studies (134 participants) compared cognitive rehabilitation with sensorimotor therapy.None reported our primary outcome; data from one study was available relating to secondary outcomes including concept formation and ADL. Six studies (333 participants) compared cognitive rehabilitation with no treatment or placebo.None reported our primary outcome; data from four studies demonstrated no statistically significant effect of cognitive rehabilitation on secondary outcomes.Ten studies (448 participants) compared two different cognitive rehabilitation approaches.Two studies (82 participants) reported the primary outcome; no statistically significant effect was found. Data from eight studies demonstrated no statistically significant effect on the secondary outcomes.We explored the effect of restorative interventions (10 studies, 468 participants) and compensative interventions (four studies, 128 participants) and found no statistically significant effect compared with other interventions. We identified insufficient high-quality evidence to reach any generalised conclusions about the effect of cognitive rehabilitation on executive function, or other secondary outcome measures. Further high-quality research comparing cognitive rehabilitation with no intervention, placebo or sensorimotor interventions is recommended.

Effects of Scientific Information Format on the Comprehension Self-Monitoring Processes: Question Generation // Efectos del formato en que se presenta la información científica sobre la autorregulación de los procesos de comprensión...

Generating questions is a regulatory action associated with self-monitoring processes in comprehension tasks: subjects can ask 'information seeking questions' to solve comprehension obstacles. A sequence of two related experiments were conducted to trigger, classify and analyse questions asked under different conditions: reading a text about experimental scientific devices operating, watching these devices in a DVD and manipulating them in the LAB. Students' information seeking questions were classified using a simple taxonomy. Taking into account the multimedia learning principles, the advantages of realistic animations for understanding time-depending processes and the effect of the procedural-motor activity, we expected students would ask different questions under each of the aforementioned conditions. Results confirmed the expectations: the reading condition triggered more questions addressed to describe the entities while the watching and manipulation conditions stimulated more causal questions. In addition, the effect of prior knowledge on questions including scientific concepts was analyzed.

Written corrective feedback for individual L2 writers

In this study, the controversial issue of written corrective feedback (WCF) is examined through a longitudinal (16-week semester) multiple-case study approach. Ten L2 writers (from “Generation 1.5” backgrounds) in a developmental ESL writing class at a U.S. university wrote four in-class texts, revised them after receiving WCF, and participated in retrospective interviews after each of the first three writing and revision sessions. Data collected included student background questionnaires (N=10), four student texts (originals plus revisions) per participant (N=40), recordings and field notes from interviews with participants (N=30), and recordings and notes from an end-of-semester interview with the classroom teacher. Analyses focused primarily on students’ descriptions of their own self-monitoring processes as they revised marked papers and wrote new texts and individual and contextual factors that appeared to influence their writing development. Students found the techniques used in the study (focused WCF, revision, and one-to-one discussion about errors) useful, but formal knowledge of language rules played a limited and sometimes even counterproductive role in their self-editing and composing. Our findings suggest that teachers should take a more finely tuned approach to corrective feedback and that future research designs investigating WCF should go beyond consideration of only students’ written products.

Subjective and Objective Arousal Correspondence and the Role of Self-monitoring Processes in High and Low Socially Anxious Youth

Previous research found weak correspondence between subjective and objective arousal measures during social-evaluative tasks, particularly in high socially anxious individuals. This study evaluated subjective-objective correspondence in high versus low socially anxious youth (9–17 years). Sixty-six high (HSA; 38 boys and 28 girls) and 61 low (LSA; 37 boys and 24 girls) socially anxious youth participated in a speech task, with a moderately (pre-speech), high (speech), and low anxious (recovery) phase. Subjective experience of nervousness, heart rate and sweaty palms were measured along with salivary cortisol, actual heart rate, and skin conductance. Participants also completed questionnaires measuring 3 self-monitoring variables; self-focused attention, emotional awareness, and negative thoughts. Results showed that HSA participants had exaggerated perceptions of their physiological arousal. However, they did not have weaker subjective-objective correspondence than LSA participants. Correspondence was rather low in both groups. Finally, inclusion of the self-monitoring variables improved the prediction of subjectively experienced arousal in both groups.

Self-monitoring and its relationship to medical knowledge

In the domain of self-assessment, researchers have begun to draw distinctions between summative self-assessment activities (i.e., making an overall judgment of one's ability in a particular domain) and self-monitoring processes (i.e., an "in the moment" awareness of whether one has the necessary knowledge or skills to address a specific problem with which one is faced). Indeed, previous research has shown that, when responding to both short answer and multiple choice questions, individuals are able to assess the likelihood of answering questions correctly on a moment-by-moment basis, even though they are not able to generate an accurate self-assessment of overall performance on the test. These studies, however, were conducted in the context of low-stakes tests of general "trivia". The purpose of the present study was to further this line of research by investigating the relationship between self-monitoring and performance in the context of a high stakes test assessing medical knowledge. Using a recent administration of the Medical Council of Canada Qualifying Examination Part I, we examined three measures intended to capture self-monitoring: (1) the time taken to respond to each question, (2) the number of questions a candidate flagged as needing to be considered further, and (3) the likelihood of changing one's initial answer. Differences in these measures as a function of the accuracy of the candidate's response were treated as indices of each candidate's ability to judge his or her likelihood of responding correctly. The three self-monitoring indices were compared for candidates at three different levels of overall performance on the exam. Relative to correct responses, when examinees initially responded incorrectly, they spent more time answering the question, were more likely to flag the question for future consideration, and were more likely to change their answer before committing to a final answer. These measures of self-monitoring were modulated by candidate performance in that high performing examinees showed greater differences on these indices relative to poor performing examinees. Furthermore, reliability analyses suggest that these difference measures hold promise for reliably differentiating self-monitoring at the level of individuals, at least within a given content area. The results suggest that examinees were self-monitoring their knowledge and skills on a question by question basis and altering their behavior appropriately in the moment. High performing individuals showed stronger evidence of accurate self-monitoring than did low performing individuals and the reliability of these measures suggests that they have the potential to differentiate between individuals. How these findings relate to performance in actual clinical settings remains to be seen.