Silent reading of direct versus indirect speech activates voice-selective areas in the auditory cortex

In human communication, direct speech (e.g., Mary said: “I'm hungry”) is perceived to be more vivid than indirect speech (e.g., Mary said [that] she was hungry). However, for silent reading, the representational consequences of this distinction are still unclear. Although many of us share the intuition of an “inner voice,” particularly during silent reading of direct speech statements in text, there has been little direct empirical confirmation of this experience so far. Combining fMRI with eye tracking in human volunteers, we show that silent reading of direct versus indirect speech engenders differential brain activation in voice-selective areas of the auditory cortex. This suggests that readers are indeed more likely to engage in perceptual simulations (or spontaneous imagery) of the reported speaker's voice when reading direct speech as opposed to meaning-equivalent indirect speech statements as part of a more vivid representation of the former. Our results may be interpreted in line with embodied cognition and form a starting point for more sophisticated interdisciplinary research on the nature of auditory mental simulation during reading

Five Years On: What has changed in assurance of learning?

Education policies measuring quality in teaching and learning processes and associated discussions have escalated over recent years (Krause, Barrie & Scott, 2012). In Australia, under the Tertiary Education Quality and Standards Agency Act 2011, higher-education providers are responsible to ensure that “Assessment tasks for the course of study and its units provide opportunities for students to demonstrate achievement of the expected student learning outcomes for the course of study” (HESF, 2011:Standard 5.1). This standard aligns with the model of assurance of learning first proposed in the OLT Strategic Priority Project: Hunters and Gatherers: Strategies for Curriculum Mapping and Data Collection for Assurance of Learning (Lawson, Taylor et al, 2014). The empirical basis for the model was a national study of university practices across business schools. Notably, the main challenges for implementation were associated with staff engagement and workload issues; as well as scalability and sustainability of practice. Although mapping of learning outcomes across degrees was reported as common practice, some 60% of respondent institutions had not collected any specific learning outcome data yet. The OLT Extension Project: Gathering valid data for quality enhancement: assessing, reviewing, benchmarking & closing the loop for assurance of learning in regional universities (Lawson, Scheepers et al, 2015) builds on the earlier ‘Hunters’ findings. The 2015 project investigates supporting assurance of learning by engaging academics and senior faculty managers in valid data collection for quality enhancement. This presentation focuses on a follow up survey on current AOL practice in Australian Universities, targeting Business Schools, and draws on the original project data to enable between project comparisons. Interview data will be analysed using NVIVO to map current trends and good practice, identify ongoing challenges, and compare current practices with the 2010 findings. Key themes will be explored in the session along with the discussion of recommendations for meeting current quality measurement challenges

The physical and emotional results of hysterectomy

Our interest in the physical and emotional results of hysterectomy was stimulated by recent letters in the British Medical Journal concerning the psychological preparation of patients for hysterectomy and especially by Or. K. Dalton's dismal picture of the aftermath of the operation. In our practices we deal mainly with a rural community in the Eastern Cape consisting of wool, apple and citrus farmers and their families. This report is a follow-up of patients treated by hysterectomy during the last 5 years

Rassendiscriminatie... tenslotte is het verboden bij de wet

Contains fulltext : 3767.pdf (publisher's version ) (Open Access

The combinatorics of the Baer-Specker group

Denote the integers by Z and the positive integers by N. The groups Z^k (k a natural number) are discrete, and the classification up to isomorphism of their (topological) subgroups is trivial. But already for the countably infinite power Z^N of Z, the situation is different. Here the product topology is nontrivial, and the subgroups of Z^N make a rich source of examples of non-isomorphic topological groups. Z^N is the Baer-Specker group. We study subgroups of the Baer-Specker group which possess group theoretic properties analogous to properties introduced by Menger (1924), Hurewicz (1925), Rothberger (1938), and Scheepers (1996). The studied properties were introduced independently by Ko\v{c}inac and Okunev. We obtain purely combinatorial characterizations of these properties, and combine them with other techniques to solve several questions of Babinkostova, Ko\v{c}inac, and Scheepers.Comment: To appear in IJ

Motives for studying and student wellbeing:Validation of the motivational mindset model

Research on the joint effect of multiple motives for studying was recently given a push in a new direction with the introduction of the motivational mindset model (MMM). This model contributes to a better understanding of study success and student wellbeing in higher education. The aim of the present study is to validate the newly developed model and the associated mindset classification tool (MCT). To this end, 662 first-year university students were classified in one of the four types of motivational mindset using the classification tool and three exploratory validation procedures were conducted through sense of purpose, study engagement, and students’ background characteristics in terms of gender and ethnicity. Both purpose and study engagement are central dimensions of student wellbeing and predictors of study success. The results show that (1) sense of purpose and study engagement differ across the four types of mindset, (2) students in the low-impact mindset show the least optimal pattern of study engagement and sense of purpose, (3) sense of purpose and study engagement are positively related and this relationship is consistent across mindsets, and (4) overall differences in purpose and study engagement between gender and ethnic subgroups stem from one specific type of motivational mindset. The results provide support for the validity of the MMM and the usefulness of the MCT. The implications of the findings are discussed as well as promising avenues for future research

Optimal management development: The synergey between coaching and teaching

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