817 research outputs found

    Comparative evaluation of reading series with regard to their incorporation of linguistics

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    The purpose of this investigation was to present a review of the literature concerning the application of linguistic principles to reading. An effort was made toward the evaluation of materials and linguistic readers as an informative aid to classroom teachers in choosing materials and texts

    Universal behavior of the IMS domain formation in superconducting niobium

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    In the intermediate mixed state (IMS) of type-II/1 superconductors, vortex lattice (VL) and Meissner state domains coexist due to a partially attractive vortex interaction. Using a neutron-based multiscale approach combined with magnetization measurements, we study the continuous decomposition of a homogeneous VL into increasingly dense domains in the IMS in bulk niobium samples of varying purity. We find a universal temperature dependence of the vortex spacing, closely related to the London penetration depth and independent of the external magnetic field. The rearrangement of vortices occurs even in the presence of a flux freezing transition, i.e. pronounced pinning, indicating a breakdown of pinning at the onset of the vortex attraction

    PKA cuts down on HDAC4 signaling

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    The Evolution of Autonomic Space as a Method of Mental Workload Assessment for Driving

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    Because heart rate lacks diagnosticity, an autonomic space approach for the assessment of mental workload has been proposed. In addition to increasing the capability to identify differences between tasks, the autonomic space approach can be used to make better inferences about the psychological processes involved. In this paper, the approach and its application to a simulated driving task are discussed, as well as suggestions for future research and its development

    Attention Function Structure of Older and Younger Adult Drivers

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    Groups of younger (n=49, M age = 21.7 years) and older (n=52, M age = 73.0 years) adults performed computer-based cognitive tests and simulated driving. Results from the cognitive tests were submitted to Principal Components Analysis (PCA) and 6 components were extracted that explained more than 77% of the variance. The components were labeled speed, divided, sustained, executive, selective/inhibition, and visual search in descending order of amount of variance explained. The component scores were used to predict simulated driving performance. Hierarchical step-wise regressions were computed with driving performance as the criterion, and age group (forced) and the component scores (step-wise) as predictors. Results showed that the speed and divided components were more likely to explain additional driving performance variance beyond age group than the other components
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