Designing in the Street: Innovation In-Situ

This paper suggests that taking the design process into the field and constantly engaging with the site to observe, intervene, brainstorm, prototype and create fosters unique forms of inspiration and innovation. How does a consideration of participation of both the designer and the user in the space change the design process? With participation comes understanding of the situation and by elaborating on possible futures with users, designers can find lucid innovations. We describe a project conducted by students from the Interaction Design course at the Royal College of Art in London which used a variety of approaches to speculate on the social and technological future of a London street. We discuss and compare the role of different techniques which enable designers to find inspiration for innovative technology in the field, or in this case the street. Keywords: Design, Prototyping, Ethno-Fiction</p

“<i>Hama</i>”? Reduced pronunciations in non-native natural speech obstruct high-school students’ comprehension at lower processing levels

Native speakers ‘reduce’ their pronunciations, i.e., they shorten and merge words. For instance, German native speakers may say “hama” for “haben wir” (‘have-we’). We examined to what extent such reductions are problematic for adolescent learners of a second language, after four years of high-school training; and whether the problems can be related to inadequate bottom-up and top-down processing. For this, 39 Dutch and 38 German adolescents heard either reduced or unreduced German full phrases and part-phrases (phrase-intelligibility task) and words (lexical decision task). The results show that (1) Learners perceive non-native reduced speech less accurately than unreduced speech and also judge it as less intelligible; (2) This reduced-form disadvantage occurs separately from factors such as speech rate, orthography and voice; (3) The disadvantage for non-native listeners is substantial and larger than that in native listeners. Therefore, it probably reflects a lack of experience with reduced (i.e., real-life) speech; and (4) Non-native reductions induce at least inadequate bottom-up processing in learners, and may make top-down processing less accessible. We interpret the findings as supporting the idea that experience with variants (here: reduced variants) is necessary to strengthen linguistic (word) representations

Sentinel Node Detection in Patients with Thyroid Carcinoma: A Meta-analysis

Objective: This study was designed to review the diagnostic performance of sentinel node (SN) detection for assessment of the nodal status in thyroid carcinoma patients and to determine the technique (using blue dye or Technetium-99m colloid (99mTc)) that demonstrated the highest success rate with regard to the detection rate and sensitivity. Methods A comprehensive computer literature search of studies published in English language through December 2007 and regarding SN procedures in patients with thyroid disorders was performed in MEDLINE. Pooled values regarding the SN detection rate and the pooled sensitivity values of the SN procedure were presented with a 95% confidence interval (CI) for the different SN detection techniques. Results: Ultimately, we identified 14 studies comprising a total of 457 patients. Of these, ten studies (n = 329 patients) used the blue dye technique with a pooled SN detection of 83% (95% CI, 79–87%). The remaining four studies (n = 128) used 99mTc-colloid with a pooled SN detection of 96% (95% CI, 91–99%; p\0.05 vs. blue dye technique). Conclusion: In patients with suspected thyroid carcinoma, SN biopsy demonstrated a higher SN detection rate when 99mTc was used (96%) instead of the blue dye technique (83%)

Developing Representations of Compound Stimuli

Classification based on multiple dimensions of stimuli is usually associated with similarity-based representations, whereas uni-dimensional classifications are associated with rule-based representations. This paper studies classification of stimuli and category representations in school-aged children and adults when learning to categorize compound, multi-dimensional stimuli. Stimuli were such that both similarity-based and rule-based representations would lead to correct classification. This allows testing whether children have a bias for formation of similarity-based representations. The results are at odds with this expectation. Children use both uni-dimensional and multi-dimensional classification, and the use of both strategies increases with age. Multi-dimensional classification is best characterized as resulting from an analytic strategy rather than from procedural processing of overall-similarity. The conclusion is that children are capable of using complex rule-based categorization strategies that involve the use of multiple features of the stimuli. The main developmental change concerns the efficiency and consistency of the explicit learning system