An Examination of the Verbal-Performance Differences and the Bannatyne Pattern of the Wechsler Intelligence Scale for Children-Revised

Many psychologists use the Wechsler Intelligence Scale for Children - Revised (WISC-R) in the diagnosis of learning disabilities. They often place the results of the WISC-R into either the Bannatyne pattern or use the difference between the Verbal IQ and Performance IQ to help determine whether the child is learning disabled or non-learning disabled. This paper examined the feasibility of using either of these methods in determining learning disabilities. The case files of 300 children (211 males and 89 females) between the ages of 5 years, 10 months and 17 years, 3 months (X CA = 10.73 years, SD = 2.82) were examined. These children\u27s case histories were obtained from a large rural special education cooperative which encompasses an eight county region in east central Illinois. These children had been diagnosed as learning disabled on the basis of a psychological examination. The WISC-R was administered as part of that evaluation. A one tailed t-test for independent means was performed on the difference between the Verbal IQ and the Performance IQ between Wechsler\u27s standardization sample and the learning disabled sample. An analysis of variance (two fact or mixed design) was done using Bannatyne\u27s pattern. Results showed a significant difference between the learning disabled sample and Wechsler\u27s sample in both methods. These results agreed with the results of other studies discussed in this paper

Conversation Effects on Driving: Neural Mechanisms Underlying Reaction Times to Visual Events

OBJECTIVES The purpose of this study was to determine the behavioral and neural correlates of conversation effects on driving using the same visual event detection paradigm in brain imaging, behavioral testing, and closed-road driving experiments. METHODS The “load” paradigm (Young et al., 2005b) assessed the effects of conversation on visual event detection during simulated driving in behavioral labs, fMRI and MEG imaging centers, and actual driving on a closed road. Behavioral and imaging data were collected. The primary task was to depress a foot pedal in response to a small red light presented to the left or below the driving scene at unpredictable times. The secondary task was to engage in a conversation. The participant pressed a button to answer a ring tone, and then answered simple auditory questions such as “What is your birthdate?” fMRI and MEG data were analyzed to examine the neural substrates of driving with and without conversation. The correlation, reliability and repeatability across experimental settings were analyzed using statistical procedures such as random effect ANOVA and multivariate regression models with repeated measure adjustment. RESULTS The behavioral results from all sites demonstrated that conversation had a small but consistent increase in reaction time (about 70-200 ms) with no effect on miss rates compared to the “no conversation” baseline. The random effect ANOVA and adjusted regression models confirmed the conversation effect in all settings, with good reliability and repeatability. The fMRI results showed that conversation activated not only language-specific areas as expected, but also increased activation in fronto-parietal pathways engaged in sensory-motor integration, attention modulation, and decision execution (Young et al., 2005a). Results of MEG imaging showed that in the “no conversation” baseline, behavioral RT was inversely related to changes in MEG brain activity in the right superior parietal lobe: more modulation in brain activity in the 200-300 ms range after light onset resulted in shorter RTs, and less modulation in longer RTs. A similar relation to RT was also seen in brain activity in the visual cortex in the 85-90 ms interval after red light onset. Conversation again activated language-specific areas in the MEG study, and resulted in less modulation in the right parietal and visual regions (Bowyer et al., 2006). Accordingly, conversation tended to increase mean behavioral RT slightly (no conversation 926 ms; conversation 993 ms). Further experiments are required to determine if the reduction in modulation due to conversation arises from inhibition, interference, or a removal of facilitation from top-down attentional processes. CONCLUSIONS Conversation slightly increases visual event reaction times in laboratory and closed-road driving experiments compared to a no-conversation baseline, with little or no effect on miss rates. Common fMRI and MEG imaging findings revealed fronto-parietal and visual-auditory-motor networks associated with sensory-motor integration, decision-making, and attention modulation during a driving-like scenario. Conversation appears to contribute to increased reaction times by reducing brain modulation to visual events in the right superior parietal region and visual cortices. These experimental findings should not be interpreted as if conversation increases the rate of crashes in real-world driving when compared to baseline driving without real-world validation and comparison of reaction time effects from other in-vehicle tasks. REFERENCES Bowyer, S., Moran, J., Hsieh, L., Manoharan, A., Young R.A., Malladi, K., Yu, Y-J., Chiang, YR., Hersberger, R., Genik, R., & Tepley, N. (2006). MEG localization of neural mechanisms underlying reaction time to visual events while watching a driving video: Effects of conversation. International Congress Series: New Frontiers in Biomagnetism. Proceedings of the 15th International Conference on Biomagnetism. Vancouver, BC Canada, August 21-25. D. Cheyne, B. Ross, G. Stroink and H. Weinberg (Editors). Young, R.A., Hsieh, L., Graydon, F.X., Genik II, R., Benton, M.D., Green, C.C., Bowyer, S.M., Moran, J.E., & Tepley, N. (2005a). Mind-on-the-Drive: Real-time functional neuroimaging of cognitive brain mechanisms underlying driver performance and distraction. Human Factors in Driving, Telematics and Seating Comfort 2005, SP-1934. Society of Automotive Engineering, Warrendale, PA, April. Young, R.A., Aryal, B., Muresan, M., Ding, X., Oja, S., & Simpson, S. (2005b). Road-to-lab: Validation of the static load test for predicting on-road driving performance while using advanced in-vehicle information and communication devices. Proceedings of the Third International Driving Symposium on Human Factors in Driver Assessment, Training and Vehicle Design, Rockport, Maine, July

Visual Mapping With Magnetoencephalography: An Update on the Current State of Clinical Research and Practice With Considerations for Clinical Practice Guidelines

Using visual evoked fields (VEFs) to differentiate healthy, normal brain function from dysfunctional cortex has been demonstrated to be both valid and reliable. Currently, VEFs are widely implemented to guide intracranial surgeries for epilepsy and brain tumors. There are several areas of possible future clinical use of VEFs, including early identification of disorders, such as multiple sclerosis, Parkinson\u27s disease, stroke, and human immunodeficiency virus-associated neurocognitive disorders. These studies have suggested that VEFs could be used to study disease pathophysiology or as a biomarker for early identification of a disorder. The current clinical practice guidelines of the American Clinical Magnetoencephalography Society for VEFs are sufficient. At this time, VEFs should be used clinically to identify visual cortex and potentially tailor surgical resections

Mechanistic modeling of a rewritable recombinase addressable data module

Many of the most important applications predicted to arise from Synthetic Biology will require engineered cellular memory with the capability to store data in a rewritable and reversible manner upon induction by transient stimuli. DNA recombination provides an ideal platform for cellular data storage and has allowed the development of a rewritable recombinase addressable data (RAD) module, capable of efficient data storage within a chromosome. Here, we develop the first detailed mechanistic model of DNA recombination, and validate it against a new set of in vitro data on recombination efficiencies across a range of different concentrations of integrase and gp3. Investigation of in vivo recombination dynamics using our model reveals the importance of fully accounting for all mechanistic features of DNA recombination in order to accurately predict the effect of different switching strategies on RAD module performance, and highlights its usefulness as a design tool for building future synthetic circuitry

Sensorimotor neural plasticity following hand transplantation measured with magnetoencephalography: A case study

This is a single case study that investigated brain connectivity (coherence) using Magnetoencephalography (MEG) in a twenty-four-year-old male who underwent hand transplantation of his right hand at 18 months after a traumatic injury. We examined the neuromagnetic fields of the whole brain during resting state. There is little research on brain reorganization and connectivity within the brain following transplantation, specifically, during resting state. Our findings revealed increased coherence within sensory cortices of the Default Mode Network (DMN) during the early phase of recovery while enhanced coherence in motor cortical regions became apparent in the later phase of recovery

Occupational Therapy Student Conceptions of Self-Reflection in Level II Fieldwork

Self-reflection is paramount to the development of professionalism and serves as the foundation of adult education and lifelong learning. Pedagogical approaches in health sciences programs that promote self-reflection are growing in popularity. Current literature identifies a gap in what and how students conceive self-reflection and whether self-reflection is creating professionals that meet the challenges of today’s healthcare climate. This qualitative study explores the conceptions of self-reflection for occupational therapy students in Level II Fieldwork. The use of phenomenographic methodology guided the collection of information-rich data through semi-structured interviews. Twenty-one occupational therapy graduates volunteered to participate in the interviews. Verbatim transcripts were coded to identify categories and patterns in the data. A focused discussion was employed as a member-checking method to ensure accuracy of study outcomes. Participants identified that self-reflection may serve to inform personal and professional practices during occupational therapy student clinical rotations. Although universally defined, student self-reflection occurred in countless ways and took many forms. Participants valued its function in expanded decision making, self-awareness, and competence in fieldwork and everyday occupations. These findings facilitate further research and the creation of new self-reflection educational methods or interventions designed to build or remediate self-reflective capacity of health sciences students during academic and clinical programming

Self-Reflection and its Relationship to Occupational Competence and Clinical Performance in Level II Fieldwork

Purpose: Reflective practitioners embody the ability to critique their own clinical thinking about the dilemmas that frequently arise in professional practice and everyday life. Conflicting evidence exists on whether or not self-reflective practices are effective in promoting academic, clinical, and personal success. This quantitative study investigated self-reflection as a predictor of increased occupational competence and clinical performance in Level II Fieldwork for entry-level Master\u27s degree occupational therapy students. Method: The study used convenience sampling to recruit participants and data were collected via a demographic survey and self-assessment questionnaires. Multiple linear regression analyses were conducted to determine the extent to which self-reflection predicts occupational competence and clinical performance. R2 values were examined to determine the importance of each dependent variable (occupational competence and clinical performance). Results: Findings revealed a statistically significant relationship between self-reflection and occupational competence (p = 0.0053) but not between self-reflection and clinical performance (p = 0.08). Self-reflection accounted for 14% of the variance in clinical performance (R2 = 0.14), and more than one third (R2 = 0.38) of the variance in occupational competence. Results suggest that students who self-reflect regularly during fieldwork may have a greater ability to maintain everyday life routines during the demands of Level II Fieldwork. Conclusions: Self-reflection strongly predicts occupational competence of occupational therapy students during Level II Fieldwork, but does not significantly predict students’ clinical performance. Recommendations: Occupational therapy educators should consider incorporating guided self-reflection activities into the academic program in order to support student occupational competence. Intentional coaching in self-reflection may better prepare students for a clinical setting by supporting healthy daily routines, which may help them to manage stress during Level II Fieldwork. Future research should explore the impact of self-reflection training during clinical rotations (provided by clinical educators) on student clinical performance. Revision of the measurement of clinical performance is warranted to include questions pertaining to soft skills such as self-reflection and awareness

Multimodal imaging of temporal processing in typical and atypical language development

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/110858/1/nyas12688.pd

COORDINATING A FACULTY RESPONSE TO COVID-19 IMPACTS: THE 6 C’S OF EDUCATION AND A COLLECTIVE LEADERSHIP APPROACH

How do you plan, coordinate, lead and support good practice in a time of evolving and rapid response? This presentation reflects upon faculty leadership, and its role in advocating and supporting Faculty of Science (FSCI) staff and students at the University of Newcastle throughout the COVID-19 context. Using the lens of the ‘6 C’s of Education’ (Fullan & Scott, 2014), we review the approaches, actions, and directions undertaken by central faculty leadership teams, including Executive, FSCI-Global Engagement, FSCI-Teaching & Learning, and the ‘COVID War Council’, and their impact on students, teaching staff and university level decision making processes. Preliminary feedback from staff and students on our COVID-19 response is included, as well as consideration of lingering influences of COVID-19 on policy, procedure and the culture of tertiary education. REFERENCE Fullan, M., & Scott, G. (2014). New pedagogies for deep learning whitepaper: Education PLUS. Collaborative Impact SPC, Seattle, Washington