Au pair korjattavana ja opetettavana:multimodaalinen vuorovaikutusanalyysi

Tiivistelmä. Pro gradu -tutkielmassani olen analysoinut multimodaalisen vuorovaikutusanalyysin metodilla tilanteita, joissa lapset korjaavat au pairin puhetta. Multimodaalinen vuorovaikutusanalyysi perustuu keskustelunanalyysin metodiseen viitekehykseen ja siinä korostuu kaikkien modaliteettien kuten puheen, prosodian, eleiden, ilmeiden ja katseen tasa-arvoisuus. Tutkin, millaisia korjauksia aineistossa esiintyy, ja miten au pair korjaustilanteissa toimii. Olen keskittynyt tarkastelemaan erityisesti sitä, onko nähtävissä, että au pair korjaustilanteissa orientoituisi oppimaan, ja millaisin keinoin sitä tuodaan esiin. Lisäksi tarkastelen sitä, millaisia multimodaalisia keinoja vuorovaikutuksen osallistujat tilanteissa käyttävät. Tutkimusaineistoni olen saanut Oulun yliopiston Kikosa-kokoelmasta, ja se käsittää videoituja arkitilanteita espanjalaisesta englantia puhuvasta au pairista yhden tai useamman lapsen kanssa. Tutkimuksen lapsi-informantit ovat 2-, 5-, 8- ja 10-vuotiaita. Videoissa askarrellaan, katsotaan lastenohjelmaa tietokoneelta ja leivotaan. Olen etsinyt laajemmasta videoaineistosta sellaisia tilanteita, joissa au pairin ja lasten roolit vaihtuvat niin, että au pairista tulee oppija ja lapsesta opettaja. Tutkimuksessa analysoimani aineisto koostuu kuudesta lyhyestä videosta, joiden yhteispituus on 2 minuuttia 43 sekuntia. Olen analysoinut, millaisia au pairin kielelliseen toimintaan kohdistuvia korjaustilanteita aineistossa esiintyy, ja havainnut, että lapset kohdistavat korjauksen kahdessa tilanteessa au pairin sananvalintaan, kahdessa tilanteessa ääntämiseen ja yhdessä tilanteessa syntaksiin. Lisäksi aineistossa on yksi avoin korjausaloite, jossa kysymyssana what mahdollisesti kohdistuu koko edeltävään vuoroon. Au pair kuitenkin kohtelee sitä sanasto-ongelmaan kohdistuvana. Au pairin toiminta korjaustilanteissa vaihtelee. Neljässä tilanteessa hän orientoituu korjaukseen, eli tekee tai toistaa korjauksen. Kahdessa tilanteessa hän kuitenkin sivuuttaa korjauksen. Au pairin toiminnassa ennen korjausta on useimmiten nähtävissä epäröintiä, kuten sanojen jättämistä kesken, epäröintiäänteitä tai lauseen uudelleenmuotoilua. Korjauksen jälkeen au pair usein toistaa korjauksen, joskus samalla toistaen korjaajan syke-eleitä. Kolmessa tilanteessa au pair myös kiittää. Analyysini tuo ilmi, että vaikka au pair orientoituisi korjaukseen, hän ei automaattisesti orientoidu oppimiseen. Oppimiseen orientoitumisen ymmärrän tietoisena suuntautumisena oppimistoimintaan ja rooleihin oppijana sekä opettajana tai noviisina ja kompetentimpana kielenkäyttäjänä. Au pair orientoituu oppimiseen kolmessa tilanteessa, joista yksi johtaa selkeään opetussekvenssiin: luokkahuonevuorovaikutuksesta tuttuun opetussykliin. Oppimiseen orientoitumista ei tuoda esiin yhtä selkeästi kuin aihetta aikaisemmin tutkineen Liljan (2010) tutkimuksissa, vaan se rakentuu hienovaraisesti usean modaliteetin yhdistelmästä. Oppimiseen orientoituminen käy ilmi katsekontaktina korjaajaan, korjauksen toistamisena ja nyökyttelynä, mutta lisäksi osallistujien vaihtuvina rooleina ja erilaisina tilannekohtaisina toimintoina, kuten opettaja-oppijat-muodostelmana tai opettajan syke-eleen toistona. Tutkielmani tuo esiin myös sen, miten monia erilaisia multimodaalisia keinoja au pair ja lapset hyödyntävät keskinäisessä viestinnässään.Abstract. In this thesis, I conduct a multimodal interaction analysis of situations, in which children repair the speech of an au pair. Multimodal interaction analysis is based on the methodological framework of conversation analysis, emphasising the equality of all modalities, such as speech, prosody, gestures, facial expressions and gaze. The current study focuses on the kind of repairs the material contains and how the au pair acts when corrected. The aim was to establish whether there are any signs that the au pair would become oriented to learning in these situations and how would she express that. I also examine multimodal means used by the participants. The research material was derived from the University of Oulu Kikosa Collection and it consists of video recorded everyday situations with an English-speaking Spanish au pair and one or more Finnish children. The child informants in the study are of ages 2, 5, 8 and 10. The videos show situations, in which the participants are baking, crafting and watching children’s programmes on a computer. By going through an extensive amount of video material, I identified situations, in which the roles of the au pair and the children change, so that the au pair takes the role of a learner and the child takes the role of a teacher. The material analysed in this thesis consists of six short videos, totalling 2 minutes and 43 seconds. When examining the children’s repairs of the au pair’s linguistic acts I observed that in two situations the children aim their correction at the choice of words, in another two at pronunciation and in one at syntax. The material also includes an open repair initiation in which the interrogative what possibly refers to the entire preceding turn. However, the au pair treats it as a single lexical problem. The reactions of the au pair in the situations are varied. In four situations, she becomes oriented to learning, which is seen in that she corrects herself or repeats the suggested correction. In two situations, she ignores the correction. Most often, the au pair’s action before the correction shows elements of hesitation, such as leaving words unfinished, uttering hesitation sounds or rephrasing the sentence. After being corrected, the au pair usually repeats the correction, sometimes also repeating the corrector’s beat gestures. In three situations, the au pair also expresses her appreciation for the correction. My analysis shows that although the au pair might orient towards the correction, she would not necessarily orient towards learning. Orientation to learning is perceived here as a conscious choice to orient towards a learning activity and the roles as a learner vs. teacher or as a novice vs. a more competent language user. The au pair is oriented towards learning in three different situations, one of which leads to an explicit pedagogic sequence, a pedagogic cycle typical in classroom interaction. Orientation to learning is not as explicit as in the studies by Lilja (2010) but expressed more subtly as a combination of several modalities. Orientation to learning is displayed by keeping gaze at the corrector, repeating the correction and nodding. It can also be seen in the changing roles of the participants as well as various situational actions, such as a teacher/learner formation or repeating the teacher’s beat gestures. My thesis also elicits various multimodal means the au pair and the children use in their mutual communication

Neuropsychological intervention of dyslexia has a positive effect on aspects of psychological well-being in young adults - a randomized controlled study

Effectiveness of individual- and group-based neuropsychological intervention on aspects of psychological well-being of dyslexic adults was evaluated. Dyslexic young adults (n = 120) were randomly assigned into individual intervention, group intervention or wait-list control group. Both interventions focussed on cognitive strategy learning, supporting self-esteem, and using psychoeducation. In group format peer support was also utilized. Cognitive and behavioural strategies, mood states, quality of life and self-esteem were assessed via self-report questionnaires at baseline, after the intervention/wait-list control time at 5 months and 10 months. Results indicated that the neuropsychological interventions had a positive effect on self-evaluated cognitive and behavioural strategies, especially in increasing success expectations and to a lesser degree in diminishing task-avoidance and in group intervention in diminishing social pessimism. The interventions also improved cognition-related quality of life and, to a lesser degree, self-esteem. These results indicate that structured neuropsychological interventions can positively affect self-evaluated psychological well-being, especially on cognitive and behavioural strategies. Considering the secondary consequences of dyslexia, support among young adults is often needed beyond the cognitive and reading-based challenges dyslexia poses.Peer reviewe

Data related to the manufacturing and mechanical performance of 3D-printed metal honeycombs

The data available in this article include 3D mechanical designs used for the computer-aided fabrication of metal honeycombs produced by additive manufacturing and studied in [1]. In addition, the force-displacement data utilized to evaluate the mechanical performance of the metal used in this study are available via the digital image correlation technique. Further, the surface features obtained using 3D scanning microscopy of the fabricated parts are available as raw files and processed data. Finally, the impact test data are presented as high-frame-rate videos showing the time-displacement numerical values. This information has been provided in this data article to complement the related research, serve as a guide for future studies, and ensure the data's repeatability and reliability of the related research paper. The research article [1] investigates the mechanical performance and failure mechanism of additively manufactured metallic honeycombs under various scenarios, from quasi-static to dynamic loading. It also investigates the design optimization of these energy-absorbing hollow structures by comparing hollow structures made of three distinct novel cell designs (triangular, diamond-shaped, and diamond-shaped with curved walls) with traditional honeycombs made of hexagonal cells

Cognitive Neuropsychology of HIV-Associated Neurocognitive Disorders

Advances in the treatment of the human immunodeficiency virus (HIV) have dramatically improved survival rates over the past 10 years, but HIV-associated neurocognitive disorders (HAND) remain highly prevalent and continue to represent a significant public health problem. This review provides an update on the nature, extent, and diagnosis of HAND. Particular emphasis is placed on critically evaluating research within the realm of cognitive neuropsychology that aims to elucidate the component processes of HAND across the domains of executive functions, motor skills, speeded information processing, episodic memory, attention/working memory, language, and visuoperception. In addition to clarifying the cognitive mechanisms of HAND (e.g., impaired cognitive control), the cognitive neuropsychology approach may enhance the ecological validity of neuroAIDS research and inform the development of much needed novel, targeted cognitive and behavioral therapies

The 4Cs of adaptation tracking: consistency, comparability, comprehensiveness, coherency

Adaptation tracking seeks to characterize, monitor, and compare general trends in climate change adaptation over time and across nations. Recognized as essential for evaluating adaptation progress, there have been few attempts to develop systematic approaches for tracking adaptation. This is reflected in polarized opinions, contradictory findings, and lack of understanding on the state of adaptation globally. In this paper, we outline key methodological considerations necessary for adaptation tracking research to produce systematic, rigorous, comparable, and usable insights that can capture the current state of adaptation globally, provide the basis for characterizing and evaluating adaptations taking place, facilitate examination of what conditions explain differences in adaptation action across jurisdictions, and can underpin the monitoring of change in adaptation over time. Specifically, we argue that approaches to adaptation tracking need to (i) utilize a consistent and operational conceptualization of adaptation, (ii) focus on comparable units of analysis, (iii) use and develop comprehensive datasets on adaptation action, and (iv) be coherent with our understanding of what constitutes real adaptation. Collectively, these form the 4Cs of adaptation tracking (consistency, comparability, comprehensiveness, and coherency)

Assessing treatment outcomes in multiple sclerosis trials and in the clinical setting

Increasing numbers of drugs are being developed for the treatment of multiple sclerosis (MS). Measurement of relevant outcomes is key for assessing the efficacy of new drugs in clinical trials and for monitoring responses to disease-modifying drugs in individual patients. Most outcomes used in trial and clinical settings reflect either clinical or neuroimaging aspects of MS (such as relapse and accrual of disability or the presence of visible inflammation and brain tissue loss, respectively). However, most measures employed in clinical trials to assess treatment effects are not used in routine practice. In clinical trials, the appropriate choice of outcome measures is crucial because the results determine whether a drug is considered effective and therefore worthy of further development; in the clinic, outcome measures can guide treatment decisions, such as choosing a first-line disease-modifying drug or escalating to second-line treatment. This Review discusses clinical, neuroimaging and composite outcome measures for MS, including patient-reported outcome measures, used in both trials and the clinical setting. Its aim is to help clinicians and researchers navigate through the multiple options encountered when choosing an outcome measure. Barriers and limitations that need to be overcome to translate trial outcome measures into the clinical setting are also discussed

Fluid inclusions in cavity quartz crystals in rapakivi from Luumäki, southeastern Finland

Fluid inclusions in selected cavity quartz crystals in rapakivi granite from Luumäki, southeastern Finland, were studied by microthermometric methods. Two different compositional types of fluid inclusions were identified: (I) low- to intermediate-salinity mixed H2O‒CO2 inclusions (1.8‒5.9 eq.wt.% NaCl) and (II) intermediate-salinity aqueous inclusions (3.6‒5.2 eq.wt.% NaCl). The different fluid inclusion types occur in different stages of the host crystal growth allowing their paragenetic classification as primary, pseudosecondary and secondary. The temperatures of total homogenization of Type I primary, pseudosecondary and secondary inclusions range from 343 to 372°C, 221 to 236°C and from 160 to 174°C, respectively. The pseudosecondary inclusions of Type II composition show filling temperatures of 214 to 251°C

Palaeoproterozoic prograde metasomatic-metamorphic overprint zones in Archean tonalitic gneisses, eastern Finland

Several occurrences of coarse-grained kyanite rocks are exposed in the Archaean area of eastern Finland in zones trending predominantly northwest-southeast that crosscut all the Archaean structures and, locally, the Palaeoproterozoic metadiabase dykes, too. Their metamorphic history illustrates vividly Palaeoproterozoic reactivation of the Archaean craton. The early-stage kyanite rocks were formed within the framework of ductile shearing or by penetrative metasomatism in zones of mobile brecciation. Static-state coarse-grained mineral growth during the ongoing fluid activity covered the early foliated fabrics, and metasomatic zoning developed. The early-stage metasomatism was characterized by Si, Ca and alkali leaching. The late-stage structures are dilatational semi-brittle faults and fractures with unstrained, coarse-grained fabrics often formed by metasomatic reactions displaying Mg enrichment along grain boundaries. Metamorphism proceeded from the low-T early-stage Chl-Ms-Qtz, Ky/And-St, eventually leading to the high-T late-stage Crd-Sil assemblages. The thermal peak, at 600-620°C/4-5 kbar, of the process is dated to 1852+2 Ma (U-Pb) on xenotime. Al-silicate growth successions in different locations record small variations in the Palaeoproterozoic clockwise P-T paths. Pressure decreased by c. 1 kbar between the early and late stage, i.e. some exhumation had occurred. Fluid composition also changed during the progression, from saline H2O to CO2, rich. Weak retrograde features of high-T phases indicate a rapid cooling stage and termination of fluid activity. The early-stage Ky-St assemblages resemble those described from nearby Palaeoproterozoic metasediments in the Kainuu and North Karelia Schist Belts, where the metamorphic peak was achieved late with respect to Palaeoproterozoic structures. The static Ky-St metamorphism in kyanite rocks was generated by fluid-induced leaching processes at elevated T during the post-orogenic stage after collision of the Palaeoproterozoic island arc complex with the Archaean craton in Palaeoproterozoic and/or reactivated Neoarchaean zones of weakness. The distribution of late-stage Crd-Sil metasomatism-metamorphism indicates that the corresponding thermal event was widespread in the Nurmes-Sotkamo area. Isotopic studies on Archaean granitoids and greenstone belts also indicate such late heating. According to pressure determinations, the Archaean±Palaeoproterozoic crust has been uplifted and exhumed about 15-20 km since 1850 Ma. Contemporaneous magmatic activation occurred in the North Karelia Schist Belt, too. The seismic deep structure of the crust, particularly the thick high-velocity layer in the lower crust, postulates some kind of disturbance in the lower crust and lithospheric mantle. The dilatational late-stage heat flow, CO2-rich fluidization and Mg metasomatism, and exhumation are connected with this disturbance. It is suggested that they were related to magmatic underplating into the lower crust after the Svecofennian-Archaean collision

P-T path fluid evolution in the Gross Spitzkoppe granite stock, Namibia

The Gross Spitzkoppe granite stock (GSS) is a zoned 30 km2 epizonal intrusion that consists of three main granites: 1) medium-grained biotite granite (marginal), 2) a coarse-grained biotite granite, and 3) a central, porphyritic granite. The stock contains pegmatites as banded marginal stockscheiders and isolated pockets composed of large alkali feldspar and quartz, dark mica, interstitial fluorite, and euhedral topaz and beryl crystals. In the porphyritic granite there are local wolframite-bearing greisens and hydrothermal fluorite and topaz-rich veins. Fluid inclusion studies were conducted on: 1) topaz and quartz crystals from the marginal stockscheider; 2) quartz, topaz, fluorite and beryl crystals from isolated pegmatites; 3) topaz from a miarolitic pegmatite; 4) beryl and quartz veins from greisenized porphyritic granite; and 5) fluorite from a late fluorite vein in the coarse-grained biotite granite. Preliminary data indicate the presence of three compositionally distinct primary and pseudosecondary inclusion types that are of late magmatic-hydrothermal origin. Type 1. Low salinity (0–10 eq. wt% NaCl) H2O (± CO2) inclusions that homogenize to the liquid phase in the temperature range of 300 to 550°C. These inclusions are from quartz, topaz and beryl. Inclusions in fluorite from the fluorite vein homogenize at ~170°C and have a salinity of ca. 1–2 eq. wt% NaCl. Type 2. Saline (25–30 eq. wt% NaCl) halite-bearing H2O (± CO2) inclusions that homogenize to the liquid phase in the temperature range of 300 to 400°C. These inclusions are from quartz. Type 3. Low salinity (0–3 eq. wt% NaCl) H2O-CO2 inclusions that homogenize to vapor phase in the temperature range of 330 to 550°C. These inclusions are from quartz and topaz. Hydrothermal fluids from greisen minerals are represented by type 1 and type 2 H2O inclusions. They are predominantly of low salinity (~8 eq. wt% NaCl) and homogenize to the liquid phase in the temperature range of 300 to 500°C. Isochores for contemporaneous type 2 and type 3 inclusions with homogenization temperature range of 330 to 400°C indicate a maximum trapping pressure of about 900 bar for the marginal stockscheider