Attendees’ Perceptions of, Motivation for and Outcomes, Following an Adult Group Aural Rehabilitation Program

"Article Copyright 2012 The Authors." "Published edition Copyright 2012 Australian Academic Press. Published version of the paper reproduced here with permission from the publisher."The aim of this grounded theory (GT) study was to gain insight into adult participants’ perceptions of a group aural rehabilitation (AR) program. The partici-pant group for this in-depth interview-based study were 8 female and 2 male adults with acquired hearing losses who had completed an introductory group AR course conducted by South Australian organisation Hearing Solutions (now Guide Dogs of South Australia and Northern Territory Hearing Services) in the prior 12 months. Semistructured interviews were carried out and analysed using GT methodology. The core category (Empowerment through improved self-image) describes the overall main benefit the partici-pants reported from attending the course. Six descriptive categories were found that underpinned the core category: Improved understanding of communication strategies, Improved social relation-ships, Course satisfaction, Personal validation from social interaction, Decreased emotional isolation, and Improved self-confidence. An additional three descriptive categories were discovered that related to factors that motivated people to attend the course: Motivation for change, Hearing difficulties, and Negative self-perceptions of hearing loss. The current study provides a model for understanding how these factors may interrelate, and highlights the importance of motivation and group interaction in obtaining positive outcomes in A

A PT Exercise Program For A Patient With Bilateral Transtibial Amputations: A Case Report

The most common reason for lower extremity amputation (LEA) is from complications from Diabetes Mellitus (DM). Patients with DM are 10x more likely to have an amputation than someone without the disease. 50% of those with DM with an LEA will have an opposite foot or leg amputated in approximately 3 years or less. Transtibial amputations (TTAs), also known as below knee amputations, are the most common amputation. There is good evidence that physical therapy (PT) can help patients with one LEA to regain strength and functional independence, but there is limited information on the most effective PT plan of care for patients with two amputations. The purpose of this case report was to investigate a comprehensive physical therapy plan of care for a patient with bilateral transtibial amputations.https://dune.une.edu/pt_studcrposter/1116/thumbnail.jp

The Psychological Science Accelerator’s COVID-19 rapid-response dataset

In response to the COVID-19 pandemic, the Psychological Science Accelerator coordinated three large-scale psychological studies to examine the effects of loss-gain framing, cognitive reappraisals, and autonomy framing manipulations on behavioral intentions and affective measures. The data collected (April to October 2020) included specific measures for each experimental study, a general questionnaire examining health prevention behaviors and COVID-19 experience, geographical and cultural context characterization, and demographic information for each participant. Each participant started the study with the same general questions and then was randomized to complete either one longer experiment or two shorter experiments. Data were provided by 73,223 participants with varying completion rates. Participants completed the survey from 111 geopolitical regions in 44 unique languages/dialects. The anonymized dataset described here is provided in both raw and processed formats to facilitate re-use and further analyses. The dataset offers secondary analytic opportunities to explore coping, framing, and self-determination across a diverse, global sample obtained at the onset of the COVID-19 pandemic, which can be merged with other time-sampled or geographic data.Comision Nacional de Investigacion Cientifica y Tecnologica (CONICYT) CONICYT FONDECYTEuropean Commission - United Kingdom Research and Innovation (UKRI

How Metacognitive Awareness Relates to Overconfidence in Interval Judgments

Making judgments is an important part of everyday life, and overconfidence in these judgments can lead to serious consequences. Two potential factors influencing overconfidence are metacognitive awareness, or the awareness of one’s own learning, and the hard-easy effect, which states that overconfidence is more prevalent in difficult tasks while underconfidence is more prevalent in easy tasks. Overall, we hypothesized that participants’ metacognitive awareness would significantly relate to their overconfidence levels. Specific hypotheses were that those participants who display higher levels of metacognitive awareness will have lower levels of overconfidence, that harder questions will elicit higher levels of overconfidence and easy questions will elicit underconfidence (congruent with the hard-easy effect), and that the lower range and upper range will on average be equal, with the exact estimate as the midpoint. Participants (N = 49) completed a questionnaire containing a set of hard and easy general knowledge questions followed by the Metacognitive Awareness Inventory. The correlation between metacognitive awareness and confidence was negative for hard questions and positive for easy questions. Furthermore, the ranges for easy questions were smaller, resulting in more overconfidence, and the ranges for the hard questions were larger, resulting in underconfidence, thus, showing the opposite of our expected hypotheses

How Metacognitive Awareness Relates to Overconfidence in Interval Judgments

Making judgments is an important part of everyday life, and overconfidence in these judgments can lead to serious consequences. Two potential factors influencing overconfidence are metacognitive awareness, or the awareness of one’s own learning, and the hard-easy effect, which states that overconfidence is more prevalent in difficult tasks while underconfidence is more prevalent in easy tasks. Overall, we hypothesized that participants’ metacognitive awareness would significantly relate to their overconfidence levels. Specific hypotheses were that those participants who display higher levels of metacognitive awareness will have lower levels of overconfidence, that harder questions will elicit higher levels of overconfidence and easy questions will elicit underconfidence (congruent with the hard-easy effect), and that the lower range and upper range will on average be equal, with the exact estimate as the midpoint. Participants (N = 49) completed a questionnaire containing a set of hard and easy general knowledge questions followed by the Metacognitive Awareness Inventory. The correlation between metacognitive awareness and confidence was negative for hard questions and positive for easy questions. Furthermore, the ranges for easy questions were smaller, resulting in more overconfidence, and the ranges for the hard questions were larger, resulting in underconfidence, thus, showing the opposite of our expected hypotheses.Faculty Sponsor: Erin M. Buchana

Love, Language, and Linear Algebra: Linguistic Modeling of Personality and Mate Preference

This study utilized Latent Semantic Analysis to determine whether similarities in personality predicted similarities in responses to a romantic writing prompt (Landauer & Dumais, 1997). From participants’ writing samples, we calculated thematic cosines (a measure of relatedness) between each male and female participant. Participants also completed the Big Five Personality Questionnaire Short Form (Morizet, 2014). Extraversion, agreeableness, and conscientiousness were related to cosines, which suggested small-medium relationships from personality traits to written responses. This relationship was consistent with previous studies; therefore, Latent Semantic Analysis may be useful in quantifying mate preference, especially when alongside traditional survey methods. We conclude with a discussion of the compatibility of ordinal measures (survey data) and continuous measures in examining complex phenomena in the Behavioral Sciences

(2010) Jamarious Johnson

https://egrove.olemiss.edu/mcnair/1028/thumbnail.jp

Using Undergraduate Learning Assistants to Aid in Course Redesign

Research has identified potential difficulties for students enrolled in large classes. Large classes reduce opportunities for faculty-student interaction, which may predict decreased learning, retention rates, and student performance. It is therefore important to increase opportunities for faculty-student interaction. One successful tactic for increasing this interaction in large classes involves the utilization of undergraduate peers as class assistants. This manuscript describes the implementation of Undergraduate Learning Assistants (ULAs) in large sections of Introductory Psychology at Missouri State University, utilizing data collected prior to this manuscript. Further, this manuscript is a review of the implementation of ULAs at Missouri State submitted by students who have served in the position. ULAs mentor students, act as facilitators between the instructor and students, and lead study sessions before each unit exam outside of the classroom. While multiple positive outcomes have been observed by means of data collection and student feedback pertinent to learning outcomes and academic success, students also rated the ULAs and their study sessions as effective. Additionally, higher levels of course staff-student interaction has also been observed. Although related work has been published regarding the specific target domains of course redesign, this manuscript provides readers with information on how to implement ULAs with respect to each of the delineated target areas

Investigating the Role of Sensorimotor Dominance in Semantic Feature Listings: When I Say Dog, Will You Say Tail?

Object knowledge comprises a virtually limitless feature space. When cued to generate attributes for an exemplar (dog), any feature is possible (has molecules). Yet, some features are definitively favored (tail). We hypothesize a sensorimotor bias in feature generation wherein perceptually salient features upon first pass are more cognitively accessible than abstract, verbally mediated knowledge. We examined the role of sensorimotor dominance in semantic feature generation by yoking concreteness values to cues (N=4436) and features (N=69,284) within the Buchanan et al. (2019) norms. We predict that cues regardless of their concreteness evoke relatively more concrete features (e.g., dogs evoke tails, justice evokes lawyers). The data moderately supported this hypothesis. Feature concreteness increased linearly with cue concreteness (R=.83) but the y-intercept (2.78) indicates that overall, features were more concrete than their cues. We discuss alternate factors (e.g., frequency, familiarity) that may moderate the likelihood that people retrieve tail when cued with dog