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Journal of School Psychology Aug 2024This study reports a secondary analysis from a quasi-experimental design study (N = 13 schools) to examine the effects of aligned Tier 1 (T1) and Tier 2 (T2)...
This study reports a secondary analysis from a quasi-experimental design study (N = 13 schools) to examine the effects of aligned Tier 1 (T1) and Tier 2 (T2) instruction for a subsample of fourth graders with inattention and reading difficulties. Of this sample (N = 63 students), 100% received free- or reduced-price lunch, 92% identified as Hispanic, and 22% received special education services. T1 instruction focused on implementing practices to support reading comprehension and content learning during social studies instruction. The aligned T2 intervention focused on remediating reading comprehension difficulties using the same evidence-based practices implemented in T1, thus supporting students with connecting learning and applying skills across settings. Schools were assigned to one of three conditions: (a) aligned T1-T2 instruction; (b) nonaligned T1-T2 instruction, in which T1 and T2 practices were not intentionally aligned; or (c) business-as-usual (BaU) T1 and T2 practices. No significant differences were detected between the nonaligned T1-T2 and BaU conditions on student outcomes. However, large, statistically significant effects were detected in favor of the aligned T1-T2 condition compared to BaU on measures of content knowledge (Unit 1 ES = 0.85; Unit 2 ES = 1.46; Unit 3 ES = 0.79), vocabulary (Unit 1 ES = 0.88; Unit 2 ES = 0.85), and content reading comprehension (ES = 0.79). The aligned T1-T2 condition also outperformed the nonaligned T1-T2 condition on content knowledge (Unit 2 ES = 1.35; Unit 3 ES = 0.56), vocabulary (Unit 1 ES = 0.82), and the content reading comprehension assessment (ES = 0.69). Various effect sizes were not different from zero after correcting for clustered data. Although the magnitude of the effect sizes suggested promise, additional research is needed to fully understand the effects of aligned instruction on the reading outcomes of students with inattention and reading difficulty.
Topics: Humans; Comprehension; Female; Male; Reading; Child; Dyslexia; Students; Schools; Attention Deficit Disorder with Hyperactivity; Attention
PubMed: 38876549
DOI: 10.1016/j.jsp.2024.101320 -
IEEE Transactions on Pattern Analysis... Jun 2024As the most fundamental scene understanding tasks, object detection and segmentation have made tremendous progress in deep learning era. Due to the expensive manual...
As the most fundamental scene understanding tasks, object detection and segmentation have made tremendous progress in deep learning era. Due to the expensive manual labeling cost, the annotated categories in existing datasets are often small-scale and pre-defined, i.e., state-of-the-art fully-supervised detectors and segmentors fail to generalize beyond the closed vocabulary. To resolve this limitation, in the last few years, the community has witnessed an increasing attention toward Open-Vocabulary Detection (OVD) and Segmentation (OVS). By "open-vocabulary", we mean that the models can classify objects beyond pre-defined categories. In this survey, we provide a comprehensive review on recent developments of OVD and OVS. A taxonomy is first developed to organize different tasks and methodologies. We find that the permission and usage of weak supervision signals can well discriminate different methodologies, including: visual-semantic space mapping, novel visual feature synthesis, region-aware training, pseudo-labeling, knowledge distillation, and transfer learning. The proposed taxonomy is universal across different tasks, covering object detection, semantic/instance/panoptic segmentation, 3D and video understanding. The main design principles, key challenges, development routes, methodology strengths, and weaknesses are thoroughly analyzed. In addition, we benchmark each task along with the vital components of each method in appendix and updated online at awesome-ovd-ovs. Finally, several promising directions are provided and discussed to stimulate future research.
PubMed: 38875096
DOI: 10.1109/TPAMI.2024.3413013 -
Aging Jun 2024Prior studies showed increased age acceleration (AgeAccel) is associated with worse cognitive function among old adults. We examine the associations of childhood,...
Prior studies showed increased age acceleration (AgeAccel) is associated with worse cognitive function among old adults. We examine the associations of childhood, adolescence and midlife cognition with AgeAccel based on DNA methylation (DNAm) in midlife. Data are from 359 participants who had cognition measured in childhood and adolescence in the Child Health and Development study, and had cognition, blood based DNAm measured during midlife in the Disparities study. Childhood cognition was measured by Raven's Progressive Matrices and Peabody Picture Vocabulary Test (PPVT). Adolescent cognition was measured only by PPVT. Midlife cognition included Wechsler Test of Adult Reading (WTAR), Verbal Fluency (VF), Digit Symbol (DS). AgeAccel measures including Horvath, Hannum, PhenoAge, GrimAge and DunedinPACE were calculated from DNAm. Linear regressions adjusted for potential confounders were utilized to examine the association between each cognitive measure in relation to each AgeAccel. There are no significant associations between childhood cognition and midlife AgeAccel. A 1-unit increase in adolescent PPVT, which measures crystalized intelligence, is associated with 0.048-year decrease of aging measured by GrimAge and this association is attenuated after adjustment for adult socioeconomic status. Midlife crystalized intelligence measure WTAR is negatively associated with PhenoAge and DunedinPACE, and midlife fluid intelligence measure (DS) is negatively associated with GrimAge, PhenoAge and DunedinPACE. AgeAccel is not associated with VF in midlife. In conclusion, our study showed the potential role of cognitive functions at younger ages in the process of biological aging. We also showed a potential relationship of both crystalized and fluid intelligence with aging acceleration.
Topics: Humans; DNA Methylation; Female; Male; Adolescent; Middle Aged; Cognition; Child; Aging; Adult; Intelligence; Cognitive Aging
PubMed: 38874516
DOI: 10.18632/aging.205943 -
Acta Psychologica Jun 2024The use of glosses to aid vocabulary learning in second languages has been one of the most actively studied areas in computer-assisted language learning (CALL)...
The use of glosses to aid vocabulary learning in second languages has been one of the most actively studied areas in computer-assisted language learning (CALL) literature. To compile research articles that examine the effect of utilizing glosses on second language (L2) vocabulary learning, the present study employed a second-order meta-analysis technique. The second-order meta-analysis is a study that synthesizes and analyzes the findings of multiple meta-analyses rather than individual primary studies, providing a higher level of abstraction and overview of existing evidence. The study synthesizes the results from seven primary meta-analyses conducted between 2008 and 2023, which included 136 original studies. Results showed that the overall mean effect size for using glosses was medium (g = 0.63 for the fixed-effect size model and 0.76 for the random-effect size model). The results showed that moderators had a significantly mitigated the effects of multimedia glosses. In particular, beginner-level students benefited greatly from being exposed to multimedia glosses, resulting in a large effect size. Additionally, the recognition test tended to produce a higher effect size compared to other types of vocabulary tests. Furthermore, glossing was found to be more effective in improving vocabulary acquisition in expository texts rather than narrative texts. Moreover, single-mode glosses were reported to be more effective than multi-mode glosses. The findings indicated that in-text glosses, out-text glosses, and bottom glosses exhibited a small effect size, whereas pop-up and margin glosses demonstrated a medium effect size. Implications for language learning and suggestions for future meta-analytic research are provided.
PubMed: 38870686
DOI: 10.1016/j.actpsy.2024.104341 -
Journal of Experimental Psychology.... Jul 2024Reports an error in "Is musical expertise associated with self-reported foreign-language ability" by E. Glenn Schellenberg, Ana Isabel Correia and César F. Lima (,...
Reports an error in "Is musical expertise associated with self-reported foreign-language ability" by E. Glenn Schellenberg, Ana Isabel Correia and César F. Lima (, 2023[Jul], Vol 49[7], 1083-1089). In the article, the following funding information was missing from the author note: "This work was funded by the Portuguese Foundation for Science and Technology through a PhD studentship awarded to Ana Isabel Correia (SFRH/BD/148360/2019), a Scientific Employment Stimulus grant awarded to E. Glenn Schellenberg (CEECIND/03266/2018), and a project grant awarded to César F. Lima (PTDC/PSI-GER/28274/2017) and was cofunded by the European Regional Development Fund through the Lisbon Regional Operational Program (LISBOA-01-0145-FEDER-028274) and the Operational Program for Competitiveness and Internationalization (POCI-01-0145-FEDER- 028274)." The online version of this article has been corrected. (The following abstract of the original article appeared in record 2023-76385-001.) Many claims have been made about links between musical expertise and language ability. Rhythm ability, in particular, has been shown to predict phonological, grammatical, and second-language (L2) abilities, whereas music training often predicts reading and speech-perception skills. Here, we asked whether musical expertise-musical ability and/or music training-relates to L2 (English) abilities of Portuguese native speakers. Participants ( = 154) rated their L2 ability on seven 7-point scales, one each for speaking, reading, writing, comprehension, vocabulary, fluency, and accent. They also completed a test of general cognitive ability, an objective test of musical ability with melody and rhythm subtests, and a questionnaire that measured music training and other aspects of musical behaviors. L2 ability correlated positively with education and cognitive ability but not with music training. It also had no association with musical ability or with self-reports of musical behaviors. Moreover, Bayesian analyses provided evidence for the hypotheses (i.e., no link between L2 and rhythm ability, no link between L2 and years of music lessons). In short, our findings-based on participants' self-reports of L2 ability-raise doubts about proposed associations between musical and second-language abilities, which may be limited to specific populations or measures. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
PubMed: 38869859
DOI: 10.1037/xhp0001225 -
Trauma, Violence & Abuse Jun 2024It is well-known that interpersonal traumatic events can impact the physical and mental health of those indirectly exposed to the events. Less studied are populations of... (Review)
Review
It is well-known that interpersonal traumatic events can impact the physical and mental health of those indirectly exposed to the events. Less studied are populations of loved ones who have been indirectly exposed to interpersonal trauma. We conducted a scoping review to synthesize literature related to potential consequences of indirect interpersonal trauma exposure, specifically vicarious traumatization (VT) and vicarious posttraumatic growth (VPTG). We used the Joanna Briggs Institute methodology. Inclusion criteria included: (1) participants were indirectly exposed to the interpersonal trauma of a loved one in adulthood, (2) discussion of VT, VPTG, or related terms, (3) published peer-reviewed empirical journal articles, and (4) available in English. We used a three-step search strategy to find relevant articles. Keywords found from the first two steps were entered into PsycINFO, PsycArticles, PubMed, Scopus, and Web of Science databases. Reference lists of the included articles were also examined. The identified articles were then screened using the inclusion and exclusion criteria. Twenty-eight articles met inclusion and exclusion criteria. Twenty-six articles referenced VT or related terms, one referenced VPTG, and one referenced vicarious trauma keywords. Results of this scoping review are summarized by definitions, measures, key findings, and knowledge gaps. Future research should focus on vocabulary management, diverse samples, and VPTG in this population, including the identification or creation of appropriate measures.
PubMed: 38868909
DOI: 10.1177/15248380241255736 -
Journal of the American Medical... Jun 2024To explore the feasibility and challenges of mapping between SNOMED CT and the ICD-11 Foundation in both directions, SNOMED International and the World Health...
OBJECTIVE
To explore the feasibility and challenges of mapping between SNOMED CT and the ICD-11 Foundation in both directions, SNOMED International and the World Health Organization conducted a pilot mapping project between September 2021 and August 2022.
MATERIALS AND METHODS
Phase 1 mapped ICD-11 Foundation entities from the endocrine diseases chapter, excluding malignant neoplasms, to SNOMED CT. In phase 2, SNOMED CT concepts equivalent to those covered by the ICD-11 entities in phase 1 were mapped to the ICD-11 Foundation. The goal was to identify equivalence between an ICD-11 Foundation entity and a SNOMED CT concept. Postcoordination was used for mapping to ICD-11. Each map was done twice independently, the results were compared, and discrepancies were reconciled.
RESULTS
In phase 1, 59% of 637 ICD-11 Foundation entities had an exact match in SNOMED CT. In phase 2, 32% of 1893 SNOMED CT concepts had an exact match in the ICD-11 Foundation, and postcoordination added 15% of exact match. Challenges encountered included non-synonymous synonyms, mismatch in granularity, composite conditions, and residual categories.
CONCLUSION
This pilot project shed light on the tremendous amount of effort required to create a map between the 2 coding systems and uncovered some common challenges. Future collaborative work between SNOMED International and WHO will likely benefit from its findings. It is recommended that the 2 organizations should clarify goals and use cases of mapping, provide adequate resources, set up a road map, and reconsider their original proposal of incorporating SNOMED CT into the ICD-11 Foundation ontology.
PubMed: 38867279
DOI: 10.1093/jamia/ocae143 -
Urologic Oncology Jun 2024This review examines the impact of masculinity stigma on the diagnosis and treatment of metastatic prostate cancer, particularly in Latin America. It aims to provide... (Review)
Review
BACKGROUND
This review examines the impact of masculinity stigma on the diagnosis and treatment of metastatic prostate cancer, particularly in Latin America. It aims to provide insights into the influence of masculinity stigma on patient outcomes and inform strategies to address this issue.
METHODS
A comprehensive search was conducted in electronic databases (PubMed, PsycINFO, CINAHL and LILACS) using relevant keywords and controlled vocabulary related to metastatic prostate cancer, masculinity, stigma, diagnosis, and treatment up to April 2023. The search strategy was developed in consultation with a medical librarian to ensure its comprehensiveness. Thirty-three studies that investigate the role of masculinity stigma in the diagnosis and treatment of metastatic prostate cancer were included.
RESULTS
Our findings highlight the unique sociocultural influences in Latin America that shape prostate cancer stigma. It emphasizes the impact of cultural beliefs, gender norms, and social expectations on stigma. Notions of masculinity, such as strength and invulnerability, contribute to the stigmatization of prostate cancer. Machismo culture and religious/spiritual beliefs further compound the challenges and hinder open communication about the disease. Cultural taboos, limited awareness, and misconceptions perpetuate the stigma.
CONCLUSIONS
These sociocultural factors shape the experiences and challenges faced by individuals with and at risk of prostate cancer in Latin America.
PubMed: 38866641
DOI: 10.1016/j.urolonc.2024.05.001 -
Public Understanding of Science... Jun 2024Today, the dominant climate change discourses affirm its anthropogenic nature and the urgency for policies. However, minority discourses remain active in the worldwide...
Today, the dominant climate change discourses affirm its anthropogenic nature and the urgency for policies. However, minority discourses remain active in the worldwide debate, refining arguments beyond simple denial-as shown regarding formal/official discourses of the United States and European far-right parties. This makes it necessary to examine the public understanding of climate change in everyday, informal minority discourses, looking at how they work for broadening societal space for "quarantining" the transformative potential of climate change meanings/policies. For this, we analyze readers' comments on climate change articles from two Portuguese newspapers, drawing from the frameworks of neutralization techniques and meaning barriers. Findings show that although denial of anthropogenic climate change remains, discursive efforts concentrate on person-stigmatizing depictions of climate change actors, delegitimized as "elites" in populist vocabularies, reflecting a consistent alignment between everyday discourses and those of the United States and European official far-right. We discuss the functions this pattern may have for the growth of climate change minority positions.
PubMed: 38863437
DOI: 10.1177/09636625241254505 -
American Journal of Speech-language... Jun 2024Few studies have explored the feasibility of online language interventions for young children with Down syndrome. Additionally, none have manipulated dose frequency or...
BACKGROUND
Few studies have explored the feasibility of online language interventions for young children with Down syndrome. Additionally, none have manipulated dose frequency or reported on the use of music as a medium through which language and sign can be learned.
PURPOSE
The purpose of this study was to (a) examine the feasibility and acceptability of an online language through music intervention for young children (1-3;6 years) with Down syndrome and (b) compare effectiveness at two intervention dose frequencies.
METHOD
The study was carried out in two phases using a mixed-methods design. Qualitative data were gathered from parents to examine feasibility when implementing a video-based language intervention. Seventy-six families participated in an online language intervention at home. Effectiveness was examined comparing two groups, randomly assigned to a high and low dose frequency. The Down Syndrome Education (DSE) checklists (combined) were the primary outcome measure. Process data were gathered to determine intervention acceptability in practice and to identify factors that would improve successful future implementation. Acceptability data were analyzed with reference to the theoretical framework of acceptability (Version 2).
RESULTS
Forty-three parents completed the Phase 1 scoping questionnaire, five of whom took part in focus groups. Once weekly morning sessions were indicated as the preferred scheduling choice. Phase 2 quantitative data were analyzed using beta regression adjusted for baseline scores and indicated no additional benefit to receiving the higher dose. However, exploratory interaction models suggested that the efficacy of the high-dose intervention was higher (than low-dose intervention) in participants with higher baseline DSE performance. Parents perceived the intervention to be effective and positive for the family.
CONCLUSION
The results add to our knowledge of real-world effective online interventions and suggest that a critical minimum language level is required for children with Down syndrome to benefit optimally from a higher intervention dose frequency.
SUPPLEMENTAL MATERIAL
https://doi.org/10.23641/asha.25979704.
PubMed: 38861452
DOI: 10.1044/2024_AJSLP-23-00375