Target Abilities Research Articles

The Impact of a New Specialized Learning Platform on Enhancing Students’ Skills in Designing and Producing Online Educational Talking Books

The use of digital audio-based learning applications in classrooms is increasing. Thus, instructional technology professionals need to become more skilled in designing and developing these apps. To succeed in the future learning process, students studying instructional technology need to have mastered these skills. This study aims to examine the impact of a specialized platform proposed to cultivate students’ skills in easily designing and producing online educational talking books (online ETBs). To improve the target abilities, we developed a new specialized platform as a web-based system for this investigation that includes several innovative tools and special learning content. The research design used was quasi-experimental. Thirty-two undergraduate students majoring in instructional technology who were in the third grade examined the proposed platform. With the pre-and post-test design, all participants were placed into one group. Three online instruments were used to gather the data: a performance observation card; a product evaluation card; and a usability questionnaire. According to the results, the suggested platform considerably increased the practical skills required to design and create an online ETB. Additionally, the proposed platform positively impacted the production of online ETB products with an acceptable proficiency level across various educational subjects. The customized platform has also proven to be a comfortable learning environment for the participating instructional technology students. This platform may be utilized as an ICT teaching tool to enhance instructional technology departments as it is appropriate for constructing online ETBs in various educational areas without coding barriers.

Asymmetric BODIPY Dyes Enabling Triplet-Triplet Annihilation Upconversion.

The construction of triplet-triplet annihilation upconversion (TTA-UC) systems with upconversion (UC) emission efficiency at low power densities is still under continuing exploration. From an environmental point of view, the utilization of purely organic pairs is more beneficial than the involvement of transition-metal complexes. In this context, 4,4-difluoro-4-bora-3a,4a-diaza-s-indacene (BODIPY) dyes, which can be found in a wide range of applications, have been previously used as suitable sensitizers in TTA-UC systems. The versatility of these scaffolds makes them magnificent objectives for designing and synthesizing potential entities with different target abilities. Herein, we prepared several asymmetric BODIPY dyes with excellent optical properties to be applied to a bimolecular TTA-UC system. In the presence of 2,5,8,11-tetra-tert-butylperylene (TBPe) as a suitable annihilator, a green-to-blue light conversion was clearly observed by means of detailed spectroscopic investigations. The results revealed a high UC emission efficiency (ηUC) of ∼8%, together with a low threshold intensity (I th) of ∼40-50 mW/cm2. All data indicated that these asymmetric BODIPY dyes were ideal sensitizers for TTA-UC, providing a particular design for further investigations.

Personnel selection: A review of ways to maximize validity, diversity, and the applicant experience

AbstractPersonnel Psychology has a long tradition of publishing important research on personnel selection. In this article, we review some of the key questions and findings from studies published in the journal and in the selection literature more broadly. In doing so, we focus on the various decisions organizations face regarding selection procedure development (e.g., use multiple selection procedures, contextualize procedure content), administration (e.g., provide pre‐test explanations, reveal target knowledge, skills, abilities, and other characteristics [KSAOs]), and scoring (e.g., weight predictors and criteria, use artificial intelligence). Further, we focus on how these decisions affect the validity of inferences drawn from the procedures, how use of the procedures may affect organizational diversity, and how applicants experience the procedures. We also consider factors such as cost and time. Based on our review, we highlight practical implications and key directions for future research.

Novel YOF-Based Theranostic Agents with a Cascade Effect for NIR-II Fluorescence Imaging and Synergistic Starvation/Photodynamic Therapy of Orthotopic Gliomas.

Accurate diagnosis and highly effective treatment of glioblastoma are still challenges in clinic. Near-infrared (NIR) light triggered fluorescence imaging and photodynamic therapy (PDT) showed the potential for theranostics of glioblastoma, but the presence of blood-brain barrier (BBB) and hypoxia limited treatment effect. Herein, the novel theranostic nanoagents with YOF:Nd3+ as core, MnO2 as shell, and further loading photosensitizer (indocyanine green, ICG) and glucose oxidase (GOx) were successfully constructed, and further modified with lactoferrin to endow them with BBB penetration and target abilities (YOF:Nd3+@MnO2-ICG-GOx-LF, YMIGL). The YOF:Nd3+ core with good fluorescence performances makes YMIGL act as promising probes for fluorescence imaging in the second biowindow (NIR-II FL). The combination of GOx and MnO2 shell significantly increased the O2 generation from the cascade reactions and consumed glucose, improving the treatment effect of PDT and achieving starvation treatment (ST). These theranostic nanoagents exhibit a highly efficient inhibition effect on orthotopic gliomas by cascade reactions, which improved PDT and ST.

Improving the technique of precision strikes in teaching students of professional training of educational organizations of the Ministry of Internal Affairs of Russia fighting techniques of wrestling.

The subject of the study is to increase the effectiveness of the technique of precision strikes of students of educational organizations of the Ministry of Internal Affairs of Russia with the use of weights in special sets of exercises.The object of the study is the organization of the educational process of students of the Faculty of vocational training of educational organizations of the Ministry of Internal Affairs of Russia in the discipline "Physical training". The author examines in detail such aspects as the use of special weights and the improvement of coordination abilities. Special attention is paid to the analysis of the traditional system of training students of the Ministry of Internal Affairs of Russia; the use of weights in the form of weights not of the maximum weight, while improving coordination abilities in teaching students the accuracy of punches and kicks. В The main conclusions of the study are that the process of teaching percussion techniques in physical training classes with students of vocational training on the topic "Strikes and protection from blows" contributes to an increase in the accuracy of punches and kicks than classes on the traditional training system. The author's contribution to the research of the topic is: the definition and justification of the purpose and objectives of the study, the choice of the subject and object of research, the justification of the author's methodology.The novelty of the research lies in the development of special complexes consisting of shock technique exercises, which improve the high-speed qualities of shock technique, the accuracy of hitting the target and coordination abilities.

OXIPO GAME COLLECTION FOR DEVELOPING COGNITIVE ABILITIES

This study is a presentation of the first phase of a complex research project which aims to present the theoretical background of a new game collection (based on OxIPO model). We have compiled a game collection to improve cognitive abilities in early childhood. Concerning cognitive abilities, Affolter's (1972), Sindelar's (1994) and others' earlier developmental approaches took into account visual, auditive or motoric (inter) modalities of perception, however, we believe we need a more complex model to cover the full capability. Within the framework of the OxIPO model (Mező, 2002, 2016), learning is interpreted as an information processing process. In the OxIPO model (Field, 2002, 2016), Learning = Organization x (Input + Process + Output) allows us to control and systemize not only the input modalities but also the output modalities and also to interpret some cognitive abilities in the process phase. We have created a game-collection based on six input (visual, auditive, kinesthetic, olfactory, gustatory, and tactile) modalities and five cognitive abilities (perception, attention, memory, conceptual thinking, problem-solving thinking) and three output (visual, auditive, motoric) modalities. The outcome of the six input modalities and the five target abilities and the three output modalities there are 90 different games that can be described by the OxIPO model. In the future, we would like to prove with empirical studies that this game collection can be used for testing and developing 90 independent cognitive abilities. On the other hand, we need to prove that these cognitive abilities indeed influence the daily lives of children and their effectiveness.

Explainable, Normative, and Justified Agency

In this paper, we pose a new challenge for AI researchers – to develop intelligent systems that support justified agency. We illustrate this ability with examples and relate it to two more basic topics that are receiving increased attention – agents that explain their decisions and ones that follow societal norms. In each case, we describe the target abilities, consider design alternatives, note some open questions, and review prior research. After this, we return to justified agency, offering a hypothesis about its relation to explanatory and normative behavior. We conclude by proposing testbeds and experiments to evaluate this empirical claim and encouraging other researchers to contribute to this crucial area.

A "win-win" nanoplatform: TiO2:Yb,Ho,F for NIR light-induced synergistic therapy and imaging.

To avoid the defect of low energy transfer efficiency in core-shell UCNP-TiO2 NPs, doping rare earth into TiO2 and improving the photocatalytic activity of TiO2 itself under Vis-NIR light might be a more direct and efficient strategy for high 1O2 production. Here, we designed a TiO2:Yb,Ho,F-β-CD@DTX/HA nanoplatform using TiO2:Yb,Ho,F as the core, β-CD as the drug carrier, hyaluronic acid (HA) as the capping agent and target, and then applied it for 808 nm induced photodynamic-chemotherapy and 980 nm upconversion fluorescence/MR imaging. The results were as follows: (i) for TiO2 as a photosensitizer, after doping Yb, Ho, F into TiO2, it could directly generate reactive oxygen species under an 808 nm laser; the dopants enhanced the absorption under the UV-Vis-NIR region and increased the electron-hole pair separation. (ii) For TiO2 as the upconversion host, F and Ho also endowed TiO2:Yb,Ho,F with enhanced upconversion fluorescence under a 980 nm laser and T2-MRI contrast performance (r2 = 30.71 mM-1 s-1), respectively, thus, facilitating imaging for deep tissues. (iii) The HA shell outside of β-CD prevented the unexpected leaking of DTX, which improved the target abilities and achieved the enzyme-responsive drug release. The in vitro and in vivo studies also demonstrated the nanosystem could efficiently suppress tumor growth by combination therapy and had excellent imaging (UCL/MR) ability. Particularly, our work was the first example that utilized TiO2 simultaneously as a photosensitizer and upconversion host, which simplified the core-shell UCNP-TiO2 nanocomposites and reached a "win-win" cooperation in NIR-induced photodynamic therapy and UCL imaging.

Student Modeling: Supporting Personalized Instruction, from Problem Solving to Exploratory Open‐Ended Activities

The field of intelligent tutoring systems (ITSs) has successfully delivered techniques and applications to provide personalized coaching and feedback for problem solving in a variety of domains. The core of this personalized instruction is a student model: the ITS component in charge of assessing student traits and states relevant to tailor the tutorial interaction to specific student needs during problem solving. There are however, other educational activities that can help learners acquire the target skills and abilities at different stages of learning including, among others, exploring interactive simulations and playing educational games. This article describes research on creating student models that support personalization for these novel types of interactions, their unique challenges, and how AI and machine learning can help.

New Horizons for the Methodology and Physiology of Training Periodization

The theory of training was established about five decades ago when knowledge of athletes' preparation was far from complete and the biological background was based on a relatively small amount of objective research findings. At that time, traditional 'training periodization', a division of the entire seasonal programme into smaller periods and training units, was proposed and elucidated. Since then, international sport and sport science have experienced tremendous changes, while the traditional training periodization has remained at more or less the same level as the published studies of the initial publications. As one of the most practically oriented components of theory, training periodization is intended to offer coaches basic guidelines for structuring and planning training. However, during recent decades contradictions between the traditional model of periodization and the demands of high-performance sport practice have inevitably developed. The main limitations of traditional periodization stemmed from: (i) conflicting physiological responses produced by 'mixed' training directed at many athletic abilities; (ii) excessive fatigue elicited by prolonged periods of multi-targeted training; (iii) insufficient training stimulation induced by workloads of medium and low concentration typical of 'mixed' training; and (iv) the inability to provide multi-peak performances over the season. The attempts to overcome these limitations led to development of alternative periodization concepts. The recently developed block periodization model offers an alternative revamped approach for planning the training of high-performance athletes. Its general idea proposes the sequencing of specialized training cycles, i.e. blocks, which contain highly concentrated workloads directed to a minimal number of targeted abilities. Unlike the traditional model, in which the simultaneous development of many athletic abilities predominates, block-periodized training presupposes the consecutive development of reasonably selected target abilities. The content of block-periodized training is set down in its general principles, a taxonomy of mesocycle blocks, and guidelines for compiling an annual plan.

Situational effects may account for gain scores in cognitive ability testing: A longitudinal SEM approach

Mean gain scores for cognitive ability tests between two sessions in a selection setting are now a robust finding, yet not fully understood. Many authors do not attribute such gain scores to an increase in the target abilities. Our approach consists of testing a longitudinal SEM model suitable to this view. We propose to model the scores' changes of a battery of tests between two sessions with a single factor, namely the change in the situational component of the scores. The situational component encompasses all effects due to the specificity of the state of the person in the current situation (e.g., anxiety level, tiredness, test-taking practice) and is allowed to vary from one session to another. By definition, this single component is supposed to influence all tests at a given session. In particular cases such as high-stake selection settings, where applicants are likely to train themselves before retaking the tests, situational factors might even suffice to explain mean score increases. Empirically, our latent change model closely fitted the scores of 752 applicants for entry into the French Aircraft Pilot Training, gathered on a set of three tests (visual perception, mechanical comprehension, and selective attention). Gain scores of moderate to strong effect sizes could be explained by common situational effects, with no need for admitting change on ability components. Therefore, gain scores may be understood as construct-irrelevant changes.

Communication during goal-setting in physiotherapy treatment sessions.

To analyse in detail therapists' and patients' communication practices during physiotherapy goal-setting in stroke rehabilitation settings. To deduce explanations for observed practices. To contribute to understanding of the communication challenges entailed in goal-setting. A conversation analytic study of video-recorded treatment sessions. Physiotherapy 'gyms' in four UK hospitals. The 74 recorded sessions involved 21 patients (52-86 years, 11 female) and 10 senior physiotherapists. Patients' disabilities varied; none were severely aphasic. Nine of the therapists were female, postqualification experience ranged from 3 to 23 years. Eight goal-setting episodes were identified. In all but one, therapists supplied the target problems or abilities for which goals were subsequently set. The case in which the patient was asked to propose problems prior to goal-setting is examined in detail. Various interactional difficulties and delays arose both in eliciting the patient's views and incorporating them into agreed goals. Strategies by which the therapist dealt with difficulties included repeated and constraining questions, negotiation, and amending proposed goals. Findings of this small, detailed study might help explain previous observations of infrequent goal-setting and failure to maximize patients' involvement therein. Goal-setting, particularly where patients' views are elicited and incorporated, involves skill and effort, and is influenced by powerful social constraints. Developing detailed knowledge of both practices and constraints may contribute to improving professional practice, guidance and education. The paper demonstrates the utility of detailed analysis of rehabilitation communication using conversation analytic methods.

Effects of Cooperative and Competitive Outcome Dependency on Attention and Impression Preferences

These studies examined the effects of outcome dependency on the motive to form accurate versus desirable impressions, as reflected in attention, liking, and judgments of task-related social (Exp. 1 and 2) or intellectual (Exp. 3) qualities of the target person. Both cooperatively and competitively dependent subjects formed more favorable impressions than control subjects (Exp. 1), but this effect was due primarily to the expected interaction and not to the dependence (Exp. 2 and 3). Cooperative dependence did produce optimistic judgments of the target's abilities compared with other conditions (Exp. 3). Competitively dependent subjects did not derogate the abilities of the target person; instead, their judgments were moderate and relatively unaffected by initial expectancies in all three experiments. Further, reading times of these subjects were longer than in the other conditions. These results suggest that a competitor is perceived as a potential threat, producing caution, careful processing, and conservative judgments.

"White Men Can't Jump": Evidence for the Perceptual Confirmation of Racial Stereotypes Following a Basketball Game

An experiment was conducted to demonstrate the perceptual confirmation of racial stereotypes about Black and White athletes. In a 2 x 2 design, target race (Black vs. White) and target athleticism (perceived athletic vs. unathletic) were manipulated by providing participants with a photograph of a male basketball player. Participants then listened to a college basketball game and were asked to evaluate the target's athletic abilities, individual performance, and contribution to his team' s performance. Multivariate analyses showed only a main effect for target race on the measures of ability and team performance. Whereas the Black targets were rated as exhibiting significantly more athletic ability and having played a better game, White targets were rated as exhibiting significantly more basketball intelligence and hustle. The results suggest that participants relied on a stereotype of Black and White athletes to guide their evaluations of the target's abilities and performance.

Towards numeracy for the third millennium: A study of the future of mathematics and mathematics education

The research reported here has sought to identify target skills and abilities that will compose a future numeracy, so that new expertise can be incorporated and the exposed "deficiencies" remedied within a dynamic rather than static concept of competency. A nation-wide selection of panellists contributed to a three-round Delphi process, with the final data comprising both structured responses and qualitative comment. The scope of the items covered calculating activities, writing activities, reading activities, physical skills, supporting (mental) skills, applications, and problem solving. Responses to the structured items have provided priorities for numeracy for the turn of the century, in terms of both expected and desired characteristics. In general, expectations for numeracy fall short of the levels deemed desirable by panel consensus. The qualitative comments have been incorporated into three scenarios reflecting altermative visions for the future. A comparison of the scenarios uncovers wide differences between informed thinkers with respect to future visions of the ends, means, and mechanics of learning. These differences among individuals who are otherwise consistent in their views of future needs must be addressed if the identified priorities are not to be lost in a quagmire of conflicting interests, opinions, priorities, and values.

Effects of cognitive training on primary mental ability structure.

We report results of the first empirical test, as far as we know, of the assumption of structural invariance of latent constructs from pretest to posttest in cognitive training research on the elderly. In all, 401 participants in the Seattle Longitudinal Study, over 62 years old, received a 5-hr test battery at pre- and posttest that included 16 ability tests, marking the five primary abilities of Spatial Orientation, Inductive Reasoning, Numerical Ability, Verbal Ability, and Perceptual Speed. A total of 229 of our subjects received 5 hr of individual training on either Spatial Orientation or Inductive Reasoning. Restricted factor analysis with the LISREL algorithm tested the hypothesis of measurement equivalence across test occasions, separately for the control subjects and for each of the training groups. When ability-specific cognitive training intervenes, no structural change is observed for abilities not subject to intervention. However, slight shifts occurred in the optimal regression weights for the different markers for the training target abilities.

Teaching thinking skills.

A course was developed to teach cognitive skills that apply to learning and intellectual performance independently of subject matter, stressing observation and classification, reasoning, critical use of language, problem solving, inventiveness, and decision making. With pretests and posttests, it was taught experimentally to over 400 Venezuelan seventh graders, whose classes were matched to those of a control group. Although evaluation of such a course is conceptually difficult and long-term effects have not been assessed, standard and special objective tests and various subjective tests indicate consistently that the course had sizable, beneficial effects on its students. Interest in classroom teaching of generally useful thinking skills has increased markedly. The prospects of improving intellectual competence have been discussed in several conferences and workshops, and intervention programs developed in several countries have recently been reviewed under the auspices of the National Institute of Education (Nickerson, Perkins, & Smith, 1985). This article de- scribes one such program that was distinguished by an eclectic approach to the conceptual structure of the cur- riculum and a relatively extensive evaluation of results. The program described here was initiated by the Venezuelan government, which requested the assistance of Harvard University. From the onset, the collaboration also included researchers at Bolt Beranek and Newman, Inc. and in the Venezuelan Ministry of Education. The larger program in Venezuela of which this project was a part was described in Science (Walsh, 1981) and in the APA Monitor (Cordes, 1985). Although the course ma- terials were developed for Venezuelan schools, in partic- ular the seventh grade, and much attention was given to ensuring the appropriateness of the materials to that cul- ture, they have since been published in English (Adams, 1986a). The course was designed to enhance performance on a wide variety of tasks that require careful observation and classification, deductive or inductive reasoning, crit- ical use of language, hyiaothesis generation and testing, problem solving, inventiveness, and decision making. The focus was on cognitive skills that apply to learning and intellectual performance independently of subject matter, rather than conventional academic content. Skills that can reasonably be considered to be components of intel- ligence and that are sufficiently well defined to lend themselves to explicit instruction were the targets of the course. The design and preparation of the course material began in the fall of 1980. About a dozen experienced Venezuelan teachers worked with the project staff during part of the summer of 1981, becoming familiar with the material and suggesting modifications. Some of these teachers later trained the Venezuelan teachers who would actually teach the course in its final form, at which time they supervised the classroom teaching. During the sec- ond academic year, 1981-1982, some of the material was tested in Venezuelan classrooms and evaluated informally by the teachers, after which the material was further modified. Also during that year the remainder of the course was prepared, as were the testing instruments that were to be used for formal evaluation of the course during the academic year 1982-1983. Various tests of mental abilities were adapted, de- veloped, and used during the second year. Two main pur- poses were served by the testing at this stage: The first was to assess the feasibility of the tests and to adapt them where necessary for Venezuelan seventh graders. The sec- ond purpose was to find schools in which the distributions of test scores were sufficiently similar to permit the se- lection of comparable experimental and control groups for the third year. Besides several standard tests of general aptitude, some 500 test items reflecting the evolving con- tent of the experimental course were written, of which about 70% were administered to samples of schoolchil- dren. The resulting Target Abilities Tests, as well as the final set of standard mental abilities tests, are described later.