1,721,003 research outputs found
University students in two disctinct branches show performance differences on the mangina-test scores
No full textObjective: The Mangina-Test is a very useful neuropsychometric tool for the diagnosis of varying degrees of Learning Abilities and Disabilities (LD), Attention Deficit Hyperactivity Disorder (ADHD) and comorbid ADHD with LD. This test measures "Analytical-Specific Visual Perceptual Skills" and renders detailed information on the capacity for judging the exact direction, spatial orientation, size and dimension of stimuli pertaining to specific perceptual analysis. The aim of the present study was to compare the Mangina-Test performance of university students who attend Architecture (20 females, 19 males) to those attending the various departments of Social Sciences (20 females, 20 males). Method: The sample consisted of 80 students who were 19-30 years of age (X=21.65±1.65) and were attending Architecture or Social Sciences (Departments of Psychology, Sociology, Business Administration, Economics, International Relations, Philosophy). Exclusion criteria were: uncorrected visual deficits, symptoms of depression, head injury, history of neurological and/or psychiatric disorders, taking or having recently stopped antidepressant medications, psychostimulants or other psychotropic drugs. Besides the Mangina-Test scores, Cumulative Grade Point Averages (CGPA) and State-Wide University Entrance Examination (SUEA) scores were also obtained. The latter score represents level of knowledge with regards to the high school curriculum and the capacity to reason. Findings: Principal component analysis was performed to study the factor structure of these scores. The scores of the Mangina-Test and SUEA loaded on the same factor. Since t-test for independent groups also revealed a significant difference (p=.0001) between the student groups, the effect of the "composite" capacity (information on curricular content and the ability to reason) that SUEA scores represent was statistically controlled by using it as a covariate in multivariate analysis of variance (MANOVA). A 2x2 MANOVA (student group: Architecture/ Social Sciences; sex: male/female) revealed a significant effect of student group (Wilk's lambda: F(9,67)=2.463, p=.017). There was a non significant difference between the student groups on CGPA. In contrast, Architecture students scored significantly higher than Social Sciences students on the Mangina-Test scores that pertain to size and dimension judgments and on mixed judgments where combined size, dimension, direction and spatial orientation analysis of stimuli is critical. Discussion: Even after controlling for the SUEA score, the Mangina-Test stimuli show selective sensitivity to the "Analytical-Specific Visual Perception" of Architecture and Social Sciences students. These findings demonstrate that the usefulness of the Mangina-Test is not only for the diagnosis of varying degrees of abilities in normal and disabilities in certain pathological conditions, but also, in the description of the specific perceptual characteristics of normal adult populations enrolled in two different university branches. This result, which is in consistency with these two fields of education, provides additional proof of the Mangina Test in terms of construct validity for Turkish society
University students in two disctinct branches show performance differences on the mangina-test scores
No full textObjective: The Mangina-Test is a very useful neuropsychometric tool for the diagnosis of varying degrees of Learning Abilities and Disabilities (LD), Attention Deficit Hyperactivity Disorder (ADHD) and comorbid ADHD with LD. This test measures "Analytical-Specific Visual Perceptual Skills" and renders detailed information on the capacity for judging the exact direction, spatial orientation, size and dimension of stimuli pertaining to specific perceptual analysis. The aim of the present study was to compare the Mangina-Test performance of university students who attend Architecture (20 females, 19 males) to those attending the various departments of Social Sciences (20 females, 20 males). Method: The sample consisted of 80 students who were 19-30 years of age (X=21.65±1.65) and were attending Architecture or Social Sciences (Departments of Psychology, Sociology, Business Administration, Economics, International Relations, Philosophy). Exclusion criteria were: uncorrected visual deficits, symptoms of depression, head injury, history of neurological and/or psychiatric disorders, taking or having recently stopped antidepressant medications, psychostimulants or other psychotropic drugs. Besides the Mangina-Test scores, Cumulative Grade Point Averages (CGPA) and State-Wide University Entrance Examination (SUEA) scores were also obtained. The latter score represents level of knowledge with regards to the high school curriculum and the capacity to reason. Findings: Principal component analysis was performed to study the factor structure of these scores. The scores of the Mangina-Test and SUEA loaded on the same factor. Since t-test for independent groups also revealed a significant difference (p=.0001) between the student groups, the effect of the "composite" capacity (information on curricular content and the ability to reason) that SUEA scores represent was statistically controlled by using it as a covariate in multivariate analysis of variance (MANOVA). A 2x2 MANOVA (student group: Architecture/ Social Sciences; sex: male/female) revealed a significant effect of student group (Wilk's lambda: F(9,67)=2.463, p=.017). There was a non significant difference between the student groups on CGPA. In contrast, Architecture students scored significantly higher than Social Sciences students on the Mangina-Test scores that pertain to size and dimension judgments and on mixed judgments where combined size, dimension, direction and spatial orientation analysis of stimuli is critical. Discussion: Even after controlling for the SUEA score, the Mangina-Test stimuli show selective sensitivity to the "Analytical-Specific Visual Perception" of Architecture and Social Sciences students. These findings demonstrate that the usefulness of the Mangina-Test is not only for the diagnosis of varying degrees of abilities in normal and disabilities in certain pathological conditions, but also, in the description of the specific perceptual characteristics of normal adult populations enrolled in two different university branches. This result, which is in consistency with these two fields of education, provides additional proof of the Mangina Test in terms of construct validity for Turkish society
Evaluati on of visual-motor integration functions in children between 6-15 years of age
No full textObjective: Visual-motor integration skills are considered an essential domain of clinical and psycho-educational assessment. The goal of the present investigation is to provide the Turkish norms for the Beery-Buktenica Developmental Visual-Motor Integration Test (VMI-4th) for children and adolescents between the ages of 6-15 years as part of a comprehensive neuropsychological test battery. Method: A total of 1887 children from elementary and high schools in the city of Bursa were recruited for this study. From this sample 44 children were re-tested 3-4 weeks following the first administration for test-retest reliability. Results: Findings showed clear developmental trajectories in visual-motor integration skills. Significant performance increments were observed in six month intervals for ages 6 and 7. Starting from age 8, norms were established for each age group separately. Girls and boys performed similarly on the VMI-4. Test-retest correlation was modest but within an acceptable range. Conclusion: The age-based norms established for the VMI-4 in this study can be used to assess children between the ages of 6-15 years as part of a clinical neuropsychological and a psycho-educational assessment. The mean VMI scores presented in this study represent performance of children in middle and middle-upper socio-economic status and may not represent the normal performance range of children from lower SES
Evaluati on of visual-motor integration functions in children between 6-15 years of age
No full textObjective: Visual-motor integration skills are considered an essential domain of clinical and psycho-educational assessment. The goal of the present investigation is to provide the Turkish norms for the Beery-Buktenica Developmental Visual-Motor Integration Test (VMI-4th) for children and adolescents between the ages of 6-15 years as part of a comprehensive neuropsychological test battery. Method: A total of 1887 children from elementary and high schools in the city of Bursa were recruited for this study. From this sample 44 children were re-tested 3-4 weeks following the first administration for test-retest reliability. Results: Findings showed clear developmental trajectories in visual-motor integration skills. Significant performance increments were observed in six month intervals for ages 6 and 7. Starting from age 8, norms were established for each age group separately. Girls and boys performed similarly on the VMI-4. Test-retest correlation was modest but within an acceptable range. Conclusion: The age-based norms established for the VMI-4 in this study can be used to assess children between the ages of 6-15 years as part of a clinical neuropsychological and a psycho-educational assessment. The mean VMI scores presented in this study represent performance of children in middle and middle-upper socio-economic status and may not represent the normal performance range of children from lower SES
Differentiation of memory processing stages and effect of demographic variables with alternative scoring approaches to the rey auditory verbal learning test
No full textBackground The Rey Auditory Verbal Learning Test (RAVLT) is the third most popular verbal memory test and the tenth most frequently used neuropsychological test. The original scoring system of RAVLT does not differentiate stages of memory processing, but a recently developed composite scoring system has this potential. The objectives were to compare the two systems in terms of their capacity to differentiate the stages of memory processing and to study the effect of demographic variables on the learning trials (T) of the Turkish form of RAVLT (T-RAVLT). Method The sample consisted of 600 Caucasian Turkic adults, who were categorized into three levels of age, three levels of education, and two levels of gender. Individual administration of T-RAVLT was performed using the standard procedures of RAVLT. Results The components in the exploratory factor analysis (EFA) and latent variables in the confirmatory factor analysis (CFA) of the original scores were consistent with sequentially ordered T-RAVLT stages. Demographic variables (age, education, and gender) affected performances in all of the learning trials. The composite scores revealed retrieval and retention as separate components, but these scores could not be predicted from the relevant T-RAVLT scores. Conclusions Findings recommend a combined utilization of the two scoring systems: The original system to provide scores on the performance at each stage of T-RAVLT and the combined system to provide separate scores on learning, retention, and retrieval, the three stages of memory processing. A selective effect of demographic variables on T1 was not observed, indicating a need for cross-cultural studies that are meticulously controlled for age and education
Improving the Cognitive Flexibility (CF) of Adolescent Students Through Differentiated Instructions in Indonesia
Get PDFStudents are expected to be adequately prepared to respond to technological advancements and complex global challenges. In this context, cognitive flexibility plays a crucial role in facilitating the development of appropriate alternative strategies. Previous research has identified several relevant learning activities aimed at enhancing cognitive flexibility. In the context of differentiated instruction, cognitive flexibility is further elaborated through consideration of the individual uniqueness of students, the learning situation, and the environment, making this concept particularly relevant to the educational setting in Indonesia. Consequently, this study aimed to enhance the cognitive flexibility of adolescent students through differentiated instruction training. A total of 70 adolescent students participated in a one-group pretest-posttest experimental design using convenience sampling. The participants completed an informed consent form and engaged in training activities for approximately 4 weeks. The findings indicated that 66% of participants showed an increase in cognitive flexibility attitudes following the learning intervention. Furthermore, inferential statistical analysis revealed significant differences between pretest and posttest results. The differentiated instruction training proved effective in improving cognitive flexibility attitudes. This research has implications for the development of effective learning models and provides recommendations for the enhancement of skills among adolescent students, not only within the context of Indonesia but also for potential implementation in different cultures and locations
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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