Neuropsychological Domains: Comparability in Construct Equivalence Across Test Batteries

The National Center for Education Statistics (NCES, 2016) reported an increase in the number of non-native English-speaking students in U.S. public schools as well as a frequent coexistent correlation with low-SES and poverty, but not for all racial or ethnic minority groups. Because it is well known that SES and language difference play an important role in academic achievement, it is imperative that school psychologists attend to these variables when considering the validity of obtained test scores and their support for subsequent diagnostic conclusions, especially when current rates of ELLs in special education suggest that evaluations are not necessarily providing unbiased results (NCES 2013). This trend remains troublesome despite advances in psychometrics and test development based on theoretical models of intelligence (i.e., CHC, Luria). However, use of tests from varied theoretical camps provides an additional challenge, as not all batteries measure constructs in similar ways (i.e., construct equivalence). As a result, this study evaluated the comparability of construct equivalence on neuropsychological measures across batteries and tests, the extent to which typical neuropsychological domains vary according to how much “language” is used in the measurement of each domain, and the equivalence of scores when domains are assessed in high SES monolingual and bilingual populations in a sample of 252 school-age individuals who underwent evaluations in a private clinic. Results indicated that there is variation in how domains are constructed on certain batteries, confirming that for some tests there is not construct equivalence; high SES bilinguals and monolinguals seem to perform just as well on language tests; and that linguistic demand impacts bilinguals’ performance. Post-hoc analyses indicated that the presence of a diagnosis sometimes indicated poorer performance on domain tasks. Implications include the need to consider the impacts of language, disability, and SES when evaluating bilingual students, as well as test selection during evaluation planning. Further research is needed to address the differences in performance for high and low SES bilinguals and address the possible presence of a “bilingual advantage.

Bringing Authoritative Models to Computational Drama (Encoding Knebel’s Action Analysis)

Maria Knebel is one of the most influential scholars in the field of Drama Analysis. Her work with Stanislavsky has been foundational in the history of theatre: she devised the method of Action Analysis to read the play as a score of actions to be executed by the actors. This paper aims at encoding Knebel\u2019s principles in a formal representation using a computational ontology (Drammar) to prove its expressiveness and to test its efficacy in a production point of view. As an example we use Knebel\u2019s analysis of Pogodin\u2019s Kremlin Chimes

Interactive chart of story characters’ intentions

This paper presents a visualization of stories that aligns the hierarchy of story units and the hierarchy of characters\u2019 intentions, respectively, with the story text, subdivided into chunks. The solution takes inspiration from the design introduced by the movie narrative charts, and presents an interactive tool

Federico di Montefeltro's hyperkyphosis: a visual-historical case report

<p>Abstract</p> <p>Introduction</p> <p>The literature contains several publications describing the use of visual arts to develop observational skills in medical students. Portraits of individuals of the Italian Renaissance can be used to enhance these skills and stimulate the development of differential diagnoses in medical students. The Duke of Urbino, Federico di Montefeltro (1422–1482), lost his right eye and nasal bridge during a jousting accident in 1450. Consequently, almost every profile of him in existence today depicts his face in a left lateral view. Although some authors have described the Duke's missing nasal bridge, none have described his prominent thoracic hyperkyphosis, which is clearly discernible in two paintings by Piero della Francesca. The purpose of this report is to describe the Duke's hyperkyphosis, develop relevant differential diagnoses, and suggest a possible etiology of the convexity.</p> <p>Case presentation</p> <p>We have examined two paintings of the Duke by Piero della Francesca – the diptych, <it>The Duke and Duchess of Urbino </it>(1465), and the <it>Madonna of the Egg </it>(1472). A MEDLINE search revealed 2 articles that were relevant to this study. This search was complemented by a search of the collection at the library of Seton Hall University, and the first author's experience studying at the University of Urbino. The historical data obtained from these searches were incorporated with the visual analysis to formulate a plausible etiology of the Duke's thoracic hyperkyphosis.</p> <p>Conclusion</p> <p>Differential diagnoses of the Duke's thoracic hyperkyphosis include Scheuermann disease, osteoporosis, and trauma-related spinal changes. Based on the available evidence, the Duke's thoracic hyperkyphosis could have been caused by repetitive trauma to the spine due to numerous hours on horseback with heavy armor. The role that osteoporosis played in the development of the hyperkyphosis is unclear, as is whether the Duke had the convexity during childhood. The hyperkyphosis as a stylistic variant by Piero della Francesca is unlikely. This report is an example of a teaching strategy that can be used to enhance the observational skills of medical students in evidence-based medical education.</p