Journals of Universitas Sangga Buana
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What are the long-term prospects for children with comprehension weaknesses? A registered report investigating education and employment outcomes
No full textReading is a key gateway to learning, enabling independent access to a range of educational materials. Thus, reading difficulties leave a child particularly vulnerable to academic problems in later schooling and beyond. However, while there is good awareness of children with word reading difficulties within the education system, much less is known about the children who struggle to comprehend texts despite having adequate word reading skills. In this registered report, we will investigate the later education and occupational outcomes of 947 children initially identified as having poor reading comprehension at 8-9 years from the Avon Longitudinal Study of Parents and Children (ALSPAC). Compared to peers not identified as having a specific reading difficulty (n = 4,516) and those with word reading weaknesses (n = 1,383), we will determine (1) whether children with comprehension weaknesses are less likely to meet UK national educational targets for English, mathematics, and science as they progress through education; (2) how their educational qualifications differ at the point of leaving compulsory education; and (3) whether they are at greater risk of being out of employment, education and training at age 20. The results will address an important gap in knowledge regarding the functional consequences of reading comprehension difficulties in mid-childhood. They will inform discussions concerning the nature of comprehension weaknesses, and the necessity or otherwise for identification and targeted support in classroom settings
Innovation assessment: governing through periods of disruptive technological change
No full textCurrent regulatory approaches are ill-equipped to address the challenges of governing through periods of disruptive technological change. This article hones in on the use of assessment regimes at the level of the European Union, particularly in the work of the Commission, to argue for a missing middle between technology assessment and impact assessment. Technology assessment focuses on the upstream governance of science and technology, while impact assessment focuses on the downstream governance of the impacts of specific policy options. What is missing is a form of midstream governance, which I label innovation assessment, to steer polities through periods of disruptive technological change, during which innovations have taken concrete forms and are beginning to diffuse, but still exhibit much scope for rapid, unexpected change and alternative trajectories of development. By juxtaposing these three forms of assessment regimes, I define the main dimensions along which they vary
Who did what to whom in Japanese? How do children learn to mark participant roles in basic sentences?
No full textReplication and Extension of Nozaradan, Peretz, Missal and Mouraux (2011)
No full textFrequency tagging has been used to capture auditory entrainment to beat and meter in music. Specifically, Nozaradan, Peretz, Missal and Mouraux (2011) instructed listeners to imagine either a binary or ternary metrical pattern while listening to an isochronous auditory stimulus and recorded cortical responses using electroencephalography (EEG). The amplitude of brain activity was increased at beat-related frequencies in both imagery conditions. This study inspired other labs to use the frequency tagging approach to examine auditory rhythm perception, and in only 6 years, it has been cited over 250 times on Google Scholar. The frequency tagging technique has been used in several published papers since 2011 and it is being used increasingly in research presented at recent research conferences and symposia. However, this seminal study has not been replicated. This registered report will detail the results of multiple independent conceptual replications of Nozaradan et al. (2011), all of which will follow the same vetted protocol