Jurnal STAI Al-Hamidiyah
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The socially sustainable, digital transformation - A Systematic Review in the Fields of Information Systems and Business Psychology
No full textSystematic Revie
Do Students Generate Better Self-Feedback by Comparing their Work Against Assessment Criteria or Exemplars?
No full textResearch suggests that when students compare their work against different resources, they generate different inner feedback and their learning differs. Understanding these differences helps teachers scaffold students’ learning and foster student feedback agency. Previous studies show learning differences using rubrics, assessment criteria and exemplars as comparators. However, most use performance rather than feedback measures, and the link between feedback and performance is unexplored. In contrast, this study investigated the differential effects of assessment criteria and exemplars on students’ self-generated feedback and their performance grades. To make inner feedback evident, students wrote their own self-feedback comments, which were coded into task and process comments to examine their relationship to grades. Students produced a research report then one group (57 students) compared it against assessment criteria and another (56 students) against exemplars. Students using exemplars produced more high-level process-oriented comments whereas those using criteria produced more task-related comments. Also, high-level process feedback positively correlated with final grades. The findings suggest that by extending the range of comparators and by using prompts, teachers can guide students towards deeper and more differentiated learning, enhance feedback agency and reduce their own workload. Importantly, writing self-feedback provides valuable insights into learning, for students, educators and researchers
Responsiveness correlations involving ordinal clinical outcomes assessment scores
No full textSupplemental material for the manuscript titled "Responsiveness correlations involving ordinal clinical outcomes assessment scores.
Are individual differences in social behaviour a cause or a consequence of endoparasite infection in free-ranging feral cattle?
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Polygenic Predictors of Academic Achievement: Predicting Literacy, Numeracy, and Educational Attainment using polygenic scores for dyslexia, reading skills, and educational attainment.
No full textAim and Rationale
This study aims to investigate the predictive value of the dyslexia polygenic score (Dyslexia-PGS), educational attainment polygenic score (EA-PGS), and reading skills polygenic score (Reading-PGS) in relation to academic achievement including literacy, numeracy and CITO scores in children in the Young Netherlands Twin Register (YNTR) and educational attainment in adults. The hypothesis is that EA-PGS and Reading-PGS will have a positive association with reading, math skills, and educational attainment. Dyslexia-PGS is anticipated to be negatively associated with literacy, numeracy, and educational attainment. This research seeks to expand our understanding of the genetic influences on these complex educational traits.
Background
Dyslexia, a prevalent learning disability, affects approximately 7% of the primary school population and constitutes the majority of learning disability cases (Yang et al., 2022). It impacts a relatively narrow range of cognitive abilities but has far-reaching consequences on educational attainment, employment success, mental health, and overall life satisfaction (Yang et al., 2022; Kalka & Lockiewicz, 2017; Mugnaini et al., 2009; Sanfilippo et al., 2020). Dyslexia is characterized by difficulties in word recognition, decoding, working memory, rapid automatized naming, and phonological processing, which are not attributable to impaired intelligence or other conditions (Peterson & Pennington, 2012). The adverse effects of dyslexia on educational outcomes are exacerbated by related challenges such as low self-esteem, anxiety, and depression (Livingston, Siegel & Ribary, 2018).
Recent advancements have underscored dyslexia's dimensional nature and complex multifactorial etiology, suggesting that reading abilities and impairments lie on a continuum within the population (Erbeli et al., 2018). This continuum perspective, aligned with the liability threshold model, posits that dyslexia manifests when multiple risk factors—both genetic and environmental—exceed a certain threshold (Bishop, 2015). Environmental risk factors, including inadequate educational resources and low socioeconomic status, play a significant role in the development of dyslexia.
Genetic research has revealed that dyslexia has a substantial heritable component, with heritability estimates ranging from 40% to 60% (Gialluisi et al, 2021). The identification of genetic variants associated with dyslexia, particularly those related to brain development and language processing, highlights the genetic underpinnings of this disorder. However, these variants explain only a fraction of the variance in dyslexia, pointing to the involvement of additional genetic factors and gene-gene interactions (Erbeli, Rice, & Paracchini, 2022).
Polygenic risk scores (PGS) have emerged as a valuable tool in behavioral genetics for predicting the likelihood of complex traits and diseases based on an individual's genetic makeup. By aggregating information from multiple genetic variants associated with a specific trait or disease, PGS provides a quantitative measure of an individual's genetic predisposition (Lewis & Vassos, 2020). The predictive power of PGS varies, necessitating comparisons to identify the most effective scores for predicting specific outcomes. This comparative analysis is crucial for understanding the genetic architecture of complex traits and diseases and could inform the development of targeted interventions and treatments.
This study leverages recent findings from genome-wide association studies, such as those by Doust et al. (2022), which identified 42 genome-wide significant loci associated with dyslexia, explaining up to 6% of the variance in reading traits. By comparing the predictive value of dyslexia polygenic scores (D-PGS) with those for educational attainment (EA-PGS) and reading skills (RS-PGS), this research aims to elucidate the genetic influences on literacy, numeracy, and educational attainment, providing insights into the genetic contributions to educational outcomes
Facing emotional vocalizations and instrumental sounds: Sighted and blind individuals spontaneously and selectively activate facial muscles in response to emotional stimuli
No full textFacial mimicry of visually observed emotional facial actions is a robust phenomenon. Here, we examined whether such facial mimicry extends to auditory emotional stimuli. We also examined if participants’ facial responses differ to sounds that are more strongly associated with congruent facial movements, such as vocal emotional expressions (e.g., laughter, screams), or less associated with movements, such as non-vocal emotional sounds (e.g., happy, scary instrumental sounds). Furthermore, to assess whether facial mimicry of sounds reflects visual-motor or auditory-motor associations, we compared individuals that vary on lifetime visual experience (sighted vs. blind). To measure spontaneous facial responding, we used facial electromyography to record the activity of the corrugator supercilii (frowning) and the zygomaticus major (smiling) muscles. During measurement, participants freely listened to the two types of emotional sounds. Both types of sounds were rated similarly on valence and arousal. Notably, only vocal, but not instrumental, sounds elicited robust congruent and selective facial responses. The facial responses were observed in both sighted and blind participants. However, the muscles’ responses of blind participants showed less differentiation between emotion categories of human vocalizations. Furthermore, the groups differed in the shape of the time courses of the zygomatic activity to human vocalizations. Overall, the study shows that emotion-congruent facial responses occur to non-visual stimuli and are more robust to human vocalizations than instrumental sounds. Furthermore, the amount of life-time visual experience matters little for the occurrence of cross-channel facial mimicry, but it shapes response differentiation
From chunks to schemas: Learning in the Hebb repetition paradigm
No full textThe short-term and long-term memory systems are thought to interact via chunks – long-term memory representations that support maintenance of information for a short term. The creation and use of chunks is examined in the Hebb repetition paradigm, where participants repeatedly study and retrieve the same list of serially presented memoranda (a so-called Hebb list), which ultimately become chunked. Studies conducted to date underscore the inflexible nature of thus created chunks, which always encompass the exact series of memoranda. However, the long-term memory system is thought to often rely on schemas – flexibly adjusted representations that allow for generalization and transfer of learning. Here we examined whether the Hebb repetition paradigm can be used to induce the acquisition of schemas and their use to support short-term memory performance. We adapted the Hebb repetition paradigm so that participants learned and retrieved lists of category exemplars. Crucially, what was repeated here in the Hebb list was the order of categories from which those exemplars were taken, while the memoranda themselves changed from one list presentation to another. We demonstrated that in this task participants were able to derive the schema describing category order in the Hebb list and use it to support short-term memory performance for a novel set of schema-consistent memoranda. We conclude that chunks and schemas can be seen as similar types of representations that jointly provide an interface between short-term and long-term memory
Socio-Epistemic Bubbles and Tacit Confidence in Randomized Clinical Trials
No full textThe paradigm of scientific medicine is among the most influential epistemic shifts in the past century, wherein randomized clinical trials (RCTs) represent the impartial arbiter of legitimate medical knowledge, a view prevalent among quantitative social scientists. Nevertheless, not all RCTs agree, and systematic reviews are invoked to reconcile them. These assume the wisdom of crowds, which hinges on diverse perspectives and data, across the distribution of analyzed studies, but socio-epistemic bubbles across them may reduce realized diversity. We theorize how tacit knowledge, beliefs, and expectations accumulate within these ‘socio-epistemic bubbles,’ continuous regions of latent social density that may decrease diversity and increase certainty about healthcare studied by RCTs. To assess our theory, we analyze the Cochrane systematic review repository, covering 20,117 meta-analyses extracted from 1,962 reviews. We find that being closer within ‘social space’ inscribed by scientific collaboration markedly increases agreement regarding RCT effect direction and size. Our analysis suggests that this amplified certainty can drive premature convergence and path-dependency affecting medical practice and population health. Moreover, our findings imply hidden limitations associated with unmeasured social influence across the policy sciences through which conflicting claims perpetuate and highlight the necessity of accounting for them to improve collective certainty