Serious game-based word-to-text integration intervention effects in English as a second language

Word-to-text integration (WTI) is the ability to integrate words into a mental representation of the text and is important for reading comprehension, but challenging in English as a second language (ESL). However, it remains unclear whether WTI can be trained in seventh grade ESL learners, who often struggle with reading comprehension and display large individual differences. To pay attention to individual differences, the present study examined an adaptive computer game-based WTI-intervention. The intervention, replacing 50 min of ESL classroom instruction, comprized a 12-week program in which students had to complete WTI-based assignments within four serious games, targeting morphosyntactic awareness, translation of words within sentences, recognizing idioms from words in contexts, and a filler game targeting dictation. The intervention group (n = 164) was compared to a control group (n = 166), who only received regular ESL classroom instruction. Both groups completed the following reading measures: decoding, morphological, and syntactic awareness, WTI (argument and anomaly reading speed and processing), and reading comprehension tasks at the beginning (T1) of the school year and at the end (T2) of the school year. Results demonstrated an intervention effect on decoding and anomaly processing as reflected by an interaction between time (T1 vs. T2) and group (intervention vs. control) in a repeated measures MANOVA. Follow-up mediation analyses for the intervention group only - with game performance as mediators between reading measures at T1 and T2 - indicated that students with better T1 scores on reading measures showed more growth in performance within games. More performance growth within the translation game and the idiom recognition game was related to better reading scores at T2. Both high-achieving and low-achieving students displayed performance growth within games, indicating that a WTI intervention yields promising results for a broad variety of ESL readers

Does the availability of orthography support L2 word learning?

Availability of orthography during word learning has been found to facilitate learning the word’s spelling and pronunciation and has been proposed to facilitate learning its meaning. This has not been studied in second language (L2) learning yet, in which word learning often corresponds to translation learning. Therefore, an L2 word learning experiment was carried out. Grade 6 Dutch students (n = 92) were taught English words, with orthography available or absent. Words were divided into those that are spelled entirely like they sound (consistent, e.g., lilt) and those that are not (inconsistent, e.g., budgie). Students learned the words using forward translation (Dutch to English) or backward translation (English to Dutch). At post-test spelling, reading and forward as well as backward translation were measured. Results indicate that availability of orthography mainly facilitated word spelling and reading. There was a trend for orthography to affect learning the translation. Learning consistent words benefited most from orthography, especially when the post-test demanded forward translation. As forward translation requires retrieval of the word’s pronunciation, it is likely that students used orthographic mapping to better remember the pronunciations of the English words. Forward translation was easier if words were learned in the same direction, but backward translation was not affected by learning direction. Together, these results imply that orthography supports translation learning, although this is likely caused by learning the word’s pronunciation and not by establishing a direct link between orthography and word meaning

An EEG Signature of Suicidal Behavior in Female Patients with Major Depressive Disorder?:A Non-Replication

Introduction: A recent study showed hypoactivity in the beta/gamma band in female suicide ideators and suicide attempters diagnosed with depression, relative to a low-risk group. The current study aimed to conceptually replicate these results. Methods: In the iSPOT-D sub-sample (n = 402), suicide ideators and low-risk individuals were identified. Confining analyses to females only, differences between low-risk individuals and suicide ideators were tested for using the electroencephalogram (EEG) frequency bands SMR (Sensori-Motor-Rhythm; 12−15 Hz), beta (14.5−30 Hz), beta I (14.5−20 Hz), beta II (20−25 Hz), beta III (25−30 Hz), gamma I (31−49 Hz) using LORETA-software. Results: None of the tested frequency bands showed to be significantly different between suicide ideators and low-risk individuals. Conclusions: The current study could not conceptually replicate the earlier published results. Several reasons could explain this non-replication, among which possible electromyographic (EMG) contamination in the beta/gamma band in the original study. Trial Registration: ClinicalTrials.gov identifier: NCT00693849. URL: http://clinicaltrials.gov/ct2/show/NCT00693849

To Spindle or Not to Spindle:A Replication Study Into Spindling Excessive Beta as a Transdiagnostic EEG Feature Associated with Impulse Control

BACKGROUND: Frontocentral Spindling Excessive Beta (SEB), a spindle-like beta-activity observed in the electroencephalogram (EEG), has been transdiagnostically associated with more problems with impulse control and sleep maintenance. The current study aims to replicate and elaborate on these findings. METHODS: Participants reporting sleep problems (n=31) or Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms (n=48) were included. Baseline ADHD-Rating Scale (ADHD-RS), Pittsburgh Sleep Quality Index (PSQI), Holland Sleep Disorder Questionnaire (HSDQ), and EEG were assessed. Analyses were confined to adults with frontocentral SEB. RESULTS: Main effects of SEB showed more impulse control problems (d=.87) and false positive errors (d=.55) in participants with SEB. No significant associations with sleep or interactions with Sample were observed. DISCUSSION: This study partially replicates an earlier study and demonstrates that participants exhibiting SEB report more impulse control problems, independent of diagnosis. Future studies should focus on automating SEB classification and further investigate the transdiagnostic nature of SEB