Sex, Affect, and Academic Performance: It\u27s Not What You Think

The academic impact of serious depression among college students is beginning to receive increased attention in the research literature. In contrast, we know very little about the affect of mild depression, or dysphoria, on academic performance. This study examines the relationship of baseline dysphoria in 188 students to five measures of academic performance following baseline. Results suggest that even mild dysphoria is associated with poorer academic performance among, paradoxically, academically stronger female students. We discuss the importance of attending to this group of students who are often overlooked because they are relatively high achievers, but who may benefit from short-term, low-level intervention

First Semester Academic Functioning of College Students: The Role of Stressful and Traumatic Life Events

The present study sought to better understand the role of stress and trauma history and resiliency among students from low socioeconomic backgrounds and their college academic outcomes. Self-reported history of stressful and traumatic life events, resilience, and demographic factors were collected at orientation for 54 “poor” students as determined by Federal standards. Academic record information was collected at the end of the first semester. The study sample was similar to other students in terms of event exposure, self-reported mental health symptoms, and resilience. Event exposure significantly correlated with course withdrawals, low grades (Fs and Ds), and mean grade point average.. This research has implications for educators, mental health professionals, and college administrators

Unrealistic Optimism in the Pursuit of Academic Success

Although the ability to evaluate one’s own knowledge and performance is critical to learning, the correlation between students’ self-evaluation and actual performance measures is modest at best. In this study we examine the effect of offering extra credit for students’ accurate prediction (self-accuracy) of their performance on four exams in two semester-long classes on Personality. The courses emphasized the role of self-awareness. Despite these motivational interventions and performance feedback, there was minimal change in accuracy over the semester; a large proportion of students remained unrealistically optimistic about their performance in the face of evidence to the contrary. Moreover, inaccurately inflated confidence was related to poorer academic performance. A small minority of students improved in accuracy and exam performance over the each of the courses, offering a potentially useful source of comparison for addressing unrealistic optimism. We discuss the findings as reflecting the powerful influence of protecting self-esteem and suggest the need for realistic self-appraisal as a factor in academic succes

Setting the Mood for Critical Thinking in the Classroom

Most current efforts to enhance critical thinking focus on skills practice and training. The empirical research from the fields of cognition and affect sciences suggest that positive mood, even when transiently induced, can have beneficial effects on cognitive flexibility and problem solving. We undertook this study to test this hypothesis in a practical setting. Using an A-B-A-B within subject design, we measured the impact of positive (versus neutral) mood on critical thinking demonstrated on four essay exams in an undergraduate course in personality. There was a significant enhancing effect of positive mood on critical thinking in female students, but not in male students. We discuss possible sex differences that may account for the partial support of the mood-critical thinking effect

Speech filtering for improving intelligibility in noisy transients

Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2011.Cataloged from PDF version of thesis.Includes bibliographical references.Hearing impairment is a problem that affects a large percentage of the population. Cochlear implants allow those with profound or total hearing loss to regain some hearing by stimulating auditory nerve fibers with implanted electrodes, in response to sound picked up by an external microphone. The signal processing chain from microphone input to stimulation output is an important factor in the overall speech intelligibility of the implant system. This thesis work improves on an existing ultra-low-power cochlear implant system by utilizing an improved noise and power efficient bandpass filter bank to implement a novel frequency-selective gain control algorithm capable of reducing, and in some cases removing, loud transient noises, thereby improving speech intelligibility. This gain control algorithm takes advantage of the inherent frequency-specific gain control afforded by the improved bandpass filter topology. This contribution makes an improvement to the existing state-of-the-art system in both power efficiency and performance.by Andrew Lewine.M.Eng

Gender and affect: linguistic predictors of successful academic performance among economically disadvantaged first year college students

IIndividuals entering college from disadvantaged economic backgrounds often face multiple obstacles to successful academic performance. Nonetheless, many such students are successful. In this study, we explore the personal characteristics of students from poverty who do well academically in comparison to their economic peers who were less successful academically. Pre-admission, written applications were analyzed using the computerized linguistic analysis tool, LIWC, to predict first semester GPA in a group of 48 students, all of whom came from economic backgrounds that were 150% or more below Federal guidelines. Significant poverty level and sex differences were found. Men’s GPA was highly correlated with Total Word Count, while women’s GPA was significantly correlated with Reward and Tentativeness. Most striking was the strong positive correlation between GPA and Positive Affect among women from the lowest economic group. The findings suggest further research to clarify and confirm the role of cognitive styles and affect in academic performance as moderated by both sex and degree of poverty, even among those traditionally viewed as belonging to a homogenous economic group

Language Abilities are Associated with Both Verbal and Nonverbal Intelligence in Children on the Autism Spectrum.

Intellectual abilities factor into levels of functioning used to characterize autism. Language difficulties are highly prevalent in autism and may impact performance on measures of intellectual abilities. As such, nonverbal tests are often prioritized in classifying intelligence in those with language difficulties and autism. However, the relationship between language abilities and intellectual performance is not well characterized, and the superiority of tests with nonverbal instructions is not well established. The current study evaluates verbal and nonverbal intellectual abilities in the context of language abilities in autism and the potential benefit of tests with nonverbal instructions. Participants were 55 children and adolescents on the autism spectrum who underwent a neuropsychological evaluation as part of a study examining language functioning in autism. Correlation analyses were performed to examine relations between expressive and receptive language abilities. Language abilities (CELF-4) were significantly correlated with all measures of both verbal (WISC-IV VCI) and nonverbal intelligence scores (WISC-IV PRI and Leiter-R). There were no significant differences between nonverbal intelligence measures with verbal or nonverbal instructions. We further discuss the role of assessment of language abilities in interpreting results of intelligence testing in populations with higher prevalence of language difficulties

Associations between rapid auditory processing of speech sounds and specific verbal communication skills in autism

IntroductionThe ability to rapidly process speech sounds is integral not only for processing other’s speech, but also for auditory processing of one’s own speech, which allows for maintenance of speech accuracy. Deficits in rapid auditory processing have been demonstrated in autistic individuals, particularly those with language impairment. We examined rapid auditory processing for speech sounds in relation to performance on a battery of verbal communication measures to determine which aspects of verbal communication were associated with cortical auditory processing in a sample of individuals with autism.MethodsParticipants were 57 children and adolescents (40 male and 17 female) ages 5–18 who were diagnosed with an Autism Spectrum Disorder (ASD). Rapid auditory processing of speech sounds was measured via a magnetoencephalographic (MEG) index of the quality of the auditory evoked response to the second of two differing speech sounds (“Ga” / “Da”) presented in rapid succession. Verbal communication abilities were assessed on standardized clinical measures of overall expressive and receptive language, vocabulary, articulation, and phonological processing. Associations between cortical measures of left- and right-hemisphere rapid auditory processing and verbal communication measures were examined.ResultsRapid auditory processing of speech sounds was significantly associated with speech articulation bilaterally (r = 0.463, p = 0.001 for left hemisphere and r = 0.328, p = 0.020 for right hemisphere). In addition, rapid auditory processing in the left hemisphere was significantly associated with overall expressive language abilities (r = 0.354, p = 0.013); expressive (r = 0.384, p = 0.005) vocabulary; and phonological memory (r = 0.325, p = 0.024). Phonological memory was found to mediate the relationship between rapid cortical processing and receptive language.DiscussionThese results demonstrate that impaired rapid auditory processing for speech sounds is associated with dysfunction in verbal communication in ASD. The data also indicate that intact rapid auditory processing may be necessary for even basic communication skills that support speech production, such as phonological memory and articulatory control

Functional MRI Evaluation of Multiple Neural Networks Underlying Auditory Verbal Hallucinations in Schizophrenia Spectrum Disorders.

Functional MRI studies have identified a distributed set of brain activations to be asso­ ciated with auditory verbal hallucinations (AVH). However, very little is known about how activated brain regions may be linked together into AVH-generating networks. Fifteen volunteers with schizophrenia or schizoaffective disorder pressed buttons to indicate onset and offset of AVH during fMRI scanning. When a general linear model was used to compare blood oxygenation level dependence signals during periods in which subjects indicated that they were versus were not experiencing AVH ( AVH-on versus AVH-off ), it revealed AVH-related activity in bilateral inferior frontal and superior temporal regions; the right middle temporal gyrus; and the left insula, supramarginal gyrus, inferior parietal lobule, and extranuclear white matter. In an effort to identify AVH-related networks, the raw data were also processed using independent component analyses (ICAs). Four ICA components were spatially consistent with an a priori network framework based upon published meta-analyses of imaging correlates of AVH. Of these four components, only a network involving bilateral auditory cortices and posterior receptive language areas was significantly and positively correlated to the pattern of AVH-on versus AVH-off. The ICA also identified two additional networks (occipital-temporal and medial prefrontal), not fully matching the meta-analysis framework, but nevertheless containing nodes reported as active in some studies of AVH. Both networks showed significant AVH-related profiles, but both were most active during AVH-off periods. Overall, the data suggest that AVH generation requires specific and selective activation of auditory cortical and posterior language regions, perhaps coupled to a release of indirect influence by occipital and medial frontal structures