Factors influencing the success of computer mediated communication (CMC) environments in university teaching: a review and case study

Despite its potential benefits, the effectiveness of CMC when used to support learning in higher education is very variable, making it important to identify those factors which best predict successful implementations. A review of the literature from the past few years, presented in the first half of this paper, suggests that, consistent with Activity Theory (Leont'ev, 1978), the critical factors are those which provide a context and rationale for online communication by helping users to establish a shared purpose. However, generating empirical support for this hypothesis presents two kinds of methodological problem: specifying the methods and measures necessary to discern the existence and impact of shared purpose; and dealing with the difficulties of making controlled comparisons in this area. The second half of the paper illustrates, via an implementation case study, something of how these methodological problems might be resolved, and presents evidence in favour of the central importance of shared purpose

Health locus of control in patients undergoing coronary artery surgery – changes and associated outcomes: a seven-year cohort study

Introduction: Health locus of control is a measure of an individual’s beliefs in factors that are thought to determine health experiences. Scores are generated and form a graduated linear scale from external to internal control, with respect to their views on health causality. Health locus of control has been considered to be a relatively stable entity. However, it is not clear if this status changes in the advent of serious health challenges, such as coronary artery bypass graft surgery. The aim of this study is to explore the variability of health locus of control and its association with postoperative health in this context. Methods: In a longitudinal cohort study of patients undergoing coronary artery bypass graft surgery, a purposive sample (n=215) were recruited from the waiting list and followed up postoperatively, at approximately one year and seven years later. Results: Patients undergoing coronary artery bypass graft surgery demonstrated marked fluctuations in health locus of control in their peri-operative and rehabilitative phases. Mean health locus of control became more external (often associated with poorer outcomes) peri-operatively, and more internal (generally associated with better health outcomes) in the rehabilitative period. Conclusions: Health locus of control scores were shown to be changeable during a major health care intervention, with possible consequences for patient outcomes and care needs. The significant health belief upheaval demonstrated in this cohort should be considered in assessing patients preoperatively, and managed as part of the patients’ clinical journey by both acute and rehabilitation staff. It is likely to have particular importance in individualised assessment and management of future prevention advice for patients

The effects of adult guidance and peer discussion on the development of children's representations: evidence from the training of pedestrian skills

It was hypothesised that practical training is effective in improving children's pedestrian skills because adult scaffolding and peer discussion during training specifically promote E3 level representation (linguistically-encoded, experientially-grounded, generalisable knowledge), as defined by Karmiloff-Smith's (1992) representational redescription (RR) model. Two studies were conducted to examine in detail the impact of this social input, in the context of simulation-based training in roadside search skills. Five- to eight-year-olds were pre-tested on ability to detect relevant road crossing features. They then participated in four training sessions designed to promote attunement to these, under peer discussion condition vs adult guidance conditions (Study 1), and adult-child vs adult-group conditions (Study 2). Performance at post-test was compared to that of controls who underwent no training. Study 1 found that children in the adult guidance condition improved significantly more than those in the peer discussion or control conditions, and this improvement was directly attributable to appropriation of E3 level representations from adult dialogue. Study 2 found that progress was greater still when adult scaffolding was supplemented by peer discussion, with E3 level representation attributable to children's exploration of conflicting ideas. The implications of these findings for the RR model and for practical road safety education are discussed

Structure and content in children's concepts of emotion

Emotional development is defined as the acquisition of knowledge to serve the regulatory activities of identification of state, behavioural prescription and prediction, and causal understanding. This knowledge is held to be organized into concepts which encode information about the relationship between four classes of feature, antecedent situation, behaviour, sensation, and mental state. Experiment 1 used structured interviews to examine primary school children's knowledge of emotions and non-emotions. Analysis of transcripts showed children's knowledge of the classes of feature to-emerge in a consistent order irrespective of feeling, but for emotions, knowledge of the relationship between antecedents and behaviour, and subsequently mental statO, was central, whereas for non-emotions, knowledge focused on sensation and behaviour. The data are consistent with encoding of emotional episodes into event schemata, whose activation gives rise to mental states that allow control of reaction or anticipation of the behaviour of others. On this basis, explicit identification of emotion is held to rest on knowledge of conjunctions between antecedents and behaviour, but evidence suggests children acquire general categorical knowledge of conjunctions and labels independently of event schemata, because it serves the distinct function of causal understanding. Integration of knowledge into overall structures is viewed as a major goal of development. A model of such structures is proposed, consisting of a hierarchy of increasingly abstract representations of emotional events. Active categorization of an episode is argued to depend on activation of event schemata and subsequent criterial activation of the links between ascending levels. Degree of activation is defined as a function of frequency of experience of an encoded event. Consistent with the model, Experiment 2 found that children between 5 and ii years recognized emotional labels for antecedents more often than they actively retrieved them, but that the relative frequency with which labels were identified for an item remained constant across task. Experiment 3 showed the relative frequency with which children retrieved specified terms for antecedent and behavioural features was positively correlated with estimates of the frequency of occurrence of relevant conjunctions derived from Experiment 1. Experiment 4 found that children could only retrieve a term for presented antecedents or behaviours if they were also able to identify featural complements for these, supporting the hypothesis of label retrieval through activation of event schemata. Further support for the hierarchical model is outlined in terms of its ability to account for a range of phenomena, from expansion of the emotional vocabulary, to personalized inferences of emotion. A number of avenues for future research are identified, focused on children's ability to estimate the probabilities of behavioural responses to different situations, and on the development of causal explanations of such responses

Child development and the aims of road safety education

Pedestrian accidents are one of the most prominent causes of premature injury, handicap and death in the modern world. In children, the problem is so severe that pedestrian accidents are widely regarded as the most serious of all health risks facing children in developed countries. Not surprisingly, educational measures have long been advocated as a means of teaching children how to cope with traffic and substantial resources have been devoted to their development and provision. Unfortunately, there seems to be a widespread view at the present time that education has not achieved as much as had been hoped and that there may even be quite strict limits to what can be achieved through education. This would, of course, shift the emphasis away from education altogether towards engineering or urban planning measures aimed at creating an intrinsically safer environment in which the need for education might be reduced or even eliminated. However, whilst engineering measures undoubtedly have a major role to play in the effort to reduce accidents, this outlook is both overly optimistic about the benefits of engineering and overly pessimistic about the limitations of education. At the same time, a fresh analysis is clearly required both of the aims and methods of contemporary road safety education. The present report is designed to provide such an analysis and to establish a framework within which further debate and research can take place

Collaborative competence in dialogue: : Pragmatic language impairment as a window onto the psychopathology of autism

Background: Pragmatic language, including conversational ability, can be difficult for people with autism. Difficulties with dialogue may reflect impairment in interpersonal engagement more than general language ability. Method: We investigated conversational abilities among children and adolescents with and without autism (n = 18 per group) matched for language proficiency and productivity. Videotaped conversations from the Autism Diagnostic Observational Schedule (ADOS, Lord, Rutter, DiLavore, & Risi, 2001) were rated according to the Collaborative Competence in Dialogue (CCD) scale featuring six verbal and non-verbal ‘cues’ that conversational partners use to sustain dialogue. Results: Participants with autism produced significantly fewer ‘typical’ communicative cues and more cues rated as intermittent or rote/stereotyped, even when non-verbal items (gaze) were removed from consideration. Within the autism group, competence in dialogue was not correlated with ‘general’ language ability, but was correlated with a measure of pragmatic ability. Conclusions: Difficulties with collaboration in dialogue may mirror the intermittent or incomplete interpersonal engagement of children with autism. Implications: Assessment of language ability in autism should include observation in unstructured social settings

Motor Abilities and the Motor Profile in Individuals with Williams Syndrome

Funder: Economic and Social Research Council; doi: http://dx.doi.org/10.13039/501100000269Funder: Williams Syndrome Foundation; doi: http://dx.doi.org/10.13039/501100000347Abstract: Objectives: Motor difficulties are present across a range of neurodevelopmental disorders, impacting on the development of other domains and on overall quality of life. One population that shows difficulties with their motor abilities is composed of individuals with Williams syndrome (WS). The purposes of the current study were to investigate the motor profile of individuals with WS and to investigate the relationships between physical activity and motor performance in this group. Methods: The motor performance of 36 individuals with WS was measured using the Bruininks-Oseretsky Test of Motor Proficiency, second edition (BOT2-SF) short form. Physical activity was also measured using our novel questionnaire. Performance on both measures was compared with that of typically developing (TD) children aged 4 to 7 years (N = 40). Results: Results indicate that the individuals with WS (aged 12 to 50 years) performed at the level of TD 4- to 5-year olds with respect to overall motor ability. On examination of the motor profile, a relative strength in upper limb control and a relative weakness in balance were identified for this group. While a correlation was found between motor ability and the amount of physical activity that participants engaged in on a weekly basis in the TD group, no such relationship was found in the WS group. Conclusions: The motor problems that individuals with WS show in childhood persist into older childhood and adulthood, and akin to the WS cognitive profile, there are relative strengths and weaknesses in the WS motor profile. The lack of correlation between physical activity and motor ability in the WS group may be due to the lack of opportunity to access age- and ability-appropriate activities

Mosaic structural variation in children with developmental disorders

Delineating the genetic causes of developmental disorders is an area of active investigation. Mosaic structural abnormalities, defined as copy number or loss of heterozygosity events that are large and present in only a subset of cells, have been detected in 0.2–1.0% of children ascertained for clinical genetic testing. However, the frequency among healthy children in the community is not well characterized, which, if known, could inform better interpretation of the pathogenic burden of this mutational category in children with developmental disorders. In a case–control analysis, we compared the rate of large-scale mosaicism between 1303 children with developmental disorders and 5094 children lacking developmental disorders, using an analytical pipeline we developed, and identified a substantial enrichment in cases (odds ratio = 39.4, P-value 1.073e − 6). A meta-analysis that included frequency estimates among an additional 7000 children with congenital diseases yielded an even stronger statistical enrichment (P-value 1.784e − 11). In addition, to maximize the detection of low-clonality events in probands, we applied a trio-based mosaic detection algorithm, which detected two additional events in probands, including an individual with genome-wide suspected chimerism. In total, we detected 12 structural mosaic abnormalities among 1303 children (0.9%). Given the burden of mosaicism detected in cases, we suspected that many of the events detected in probands were pathogenic. Scrutiny of the genotypic–phenotypic relationship of each detected variant assessed that the majority of events are very likely pathogenic. This work quantifies the burden of structural mosaicism as a cause of developmental disorders