179 research outputs found
Peabody Picture Vocabulary Test-III: Normative data for Spanish-speaking pediatric population
OBJECTIVE: To generate normative data for the Peabody Picture Vocabulary Test-III (PPVT-III) in Spanish-speaking
pediatric populations.
METHOD: The sample consisted of 4,373 healthy children from nine countries in Latin America (Chile, Cuba, Ecuador,
Honduras, Guatemala, Mexico, Paraguay, Peru, and Puerto Rico) and Spain. Each participant was administered the PPVT-III
as part of a larger neuropsychological battery. PPVT-III scores were normed using multiple linear regressions and standard
deviations of residual values. Age, age2, sex, and mean level of parental education (MLPE) were included as predictors in
the analyses.
RESULTS: The final multiple linear regression models showed main effects for age in all countries, such that scores increased
linearly as a function of age. In addition, age2 had a significant effect in all countries, except Guatemala and Paraguay. Models
showed that children whose parent(s) had a MLPE >12 years obtained higher scores compared to children whose parent(s)
had a MLPE â€12 years in all countries, except for Cuba, Peru, and Puerto Rico. Sex affected scores for Chile, Ecuador,
Guatemala, Mexico, and Spain.
CONCLUSIONS: This is the largest Spanish-speaking pediatric normative study in the world, and it will allow neuropsychologists from these countries to have a more accurate interpretation of the PPVT-III when used in pediatric populations
Neuroscience and education: prime time to build the bridge
As neuroscience gains social traction and entices media attention, the notion that education has much to benefit from brain
research becomes increasingly popular. However, it has been argued that the fundamental bridge toward education is cognitive
psychology, not neuroscience. We discuss four specific cases in which neuroscience synergizes with other disciplines to serve
education, ranging from very general physiological aspects of human learning such as nutrition, exercise and sleep, to brain
architectures that shape the way we acquire language and reading, and neuroscience tools that increasingly allow the early
detection of cognitive deficits, especially in preverbal infants. Neuroscience methods, tools and theoretical frameworks have
broadened our understanding of the mind in a way that is highly relevant to educational practice. Although the bridgeâs cement is
still fresh, we argue why it is prime time to march over it
Scaffolding in teacher-student interaction: a decade of Research
Although scaffolding is an important and frequently studied concept, much discussion exists with regard to its conceptualizations, appearances, and effectiveness. Departing from the last decadeâs scaffolding literature, this review scrutinizes these three areas of scaffolding. First, contingency, fading, and transfer of responsibility are discerned in this review as the three key characteristics of scaffolding. Second, an overview is presented of the numerous descriptive studies that provided narratives on the appearances of scaffolding and classifications of scaffolding strategies. These strategies are synthesized into a framework for analysis, distinguishing between scaffolding means and intentions. Third, the small number of effectiveness studies available is discussed and the results suggest that scaffolding is effective. However, more research is needed. The main challenge in scaffolding research appears to be its measurement. Based on the encountered and described measurement problems, suggestions for future research are made
The Dynamics of Unlikely Slip: 3D Modeling of LowâAngle Normal Fault Rupture at the Mai'iu Fault, Papua New Guinea
Abstract Despite decadesâlong debate over the mechanics of lowâangle normal faults (LANFs) dipping less than 30°, many questions about their strength, stress, and slip remain unresolved. Recent geologic and geophysical observations have confirmed that gently dipping detachment faults can slip at such shallow dips and host moderateâtoâlarge earthquakes. Here, we analyze the first 3D dynamic rupture models to assess how different stress and strength conditions affect rupture characteristics of LANF earthquakes. We model observationally constrained spontaneous rupture under different loading conditions on the active Mai'iu fault in Papua New Guinea, which dips 16°â24° at the surface and accommodates âŒ8 mm/yr of horizontal extension. We analyze four distinct faultâlocal stress scenarios: (1) Andersonian extension, as inferred in the hanging wall; (2) backârotated principal stresses inferred paleopiezometrically from the exhumed footwall; (3) favorably rotated principal stresses wellâaligned for lowâangle normalâsense slip; and (4) Andersonian extension derived from depthâvariable static fault friction decreasing toward the surface. Our modeling suggests that subcritically stressed detachment faults can host moderate earthquakes within purely Andersonian stress fields. Nearâsurface rupture is impeded by freeâsurface stress interactions and dynamic effects of the gently dipping geometry and frictionally stable gouges of the shallowest portion of the fault. Although favorably inclined principal stresses have been proposed for some detachments, these conditions are not necessary for seismic slip on these faults. Our results demonstrate how integrated geophysical and geologic observations can constrain dynamic rupture model parameters to develop realistic rupture scenarios of active faults that may pose significant seismic and tsunami hazards to nearby communities
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