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Students with learning disabilities meet difficulties in cognitive abilities that are likely to affect their learning, especially online learning. Online learning usually lacks efficient face-to-face monitoring and leads to poor learning outcomes; in this case, students' self-regulated learning in an online environment matter. However, Self-Regulated Learning (SRL) status remains unclear for those with learning disabilities and how their working memory and processing speed affect self-regulated learning. A total of 147 undergraduate students were recruited from three public and four private universities in Taiwan to join this study, and they completed a self-reported questionnaire and several psychological measures. Our results revealed significant differences in SRL features between typically developing Chinese undergraduates and those with learning disabilities in an online environment. Compared to the students with learning disabilities, typically developing students outperformed in metacognitive skills, time management, environmental structuring, and persistence. Help-seeking was comparable between both groups. Working memory significantly contributed to SRL in all students, whereas processing speed only significantly influenced SRL in students with learning disabilities. The findings of this study have important implications for educators, researchers, and instructional designers aiming to optimize online learning experiences and support, especially from the perspective of SRL, for all students, particularly those with learning disabilities. • Cognitive deficits and online SRL of learning disabilities are unexplored in Chinese. • Students learning disabilities underperformed in all features of online SRL. • Working memory significantly contributed to SRL in two groups of students. • Processing speed significantly influenced SRL in students with learning disabilities. [ABSTRACT FROM AUTHOR]

[Display omitted] • Early brain infarction size on a NCCT can change Mask R-CNN's performance. • Mask R-CNN can well detect relatively big early infarctions on NCCT. • To well detect smaller early infarctions on NCCT is the future goal. Currently, convolutional neural network (CNN) methods for early non-contrast brain CT (NCCT) infarction detection have limited accuracy. We suspect this may be due to the significant scale variance of lesion size, which would result in small infarctions not being properly detected. Patients' early NCCT infarction signs were labeled and divided into training/validation and test datasets. The 1st Cascade Mask Region-Convolutional Neural Network (Cascade Mask R-CNN) model (1st model) was train/validated. The test dataset, with added normal controls, was used to evaluate the performances. We further divided the lesions into large and small ones by statistics. We filtered the test dataset's 'small' lesions and re-examined the 1st model. Finally, we filtered the 'small' lesions of the training/validation datasets to train/validate the 2nd Cascade Mask R-CNN (2nd model), and the performances were examined by the filtered test dataset. In total, 266 ischemic stroke patients (Male/Female 163/103, age 69.9 ± 14.1 years) were included, and the duration from last known well to NCCT was 28.5 ± 39.3 h. Two hundred twenty patients were placed in training/validation datasets and 46 were assigned to the test dataset. Twenty normal control cases (Male/Female 14/6, age 68.7 ± 10.8 years) were added into the test dataset. The results were Sensitivity: 74.0%; Specificity: 91.8%; Accuracy: 86.1%; Precision: 80.9%; and F1-score: 77.3%. Based on the histogram, large lesions were > 2,012 pixels (4.8 cm2), and small lesions were ≤ 2,012 pixels. The 1st model's performances by the filtered test dataset were Sensitivity: 96.9%; Specificity: 92.9%; Accuracy: 93.6%; Precision: 74.1%; and F1-score: 84.0%. The 2nd model's performances were Sensitivity: 97.1%; Specificity: 96.4%; Accuracy: 96.5%; Precision: 85.7%; and F1-score: 91.0%. The target objects in most benchmark databases do not have the property of significant scale variance, which means commonly developed AI models focus on the issue of translational variance. The conventional CNN-based AI models do have the property of translation equivariance. The impact of scale variance has rarely been explored in real applications. For patients with ischemic stroke, the lesion size may vary significantly. Experimental results showed that NCCT's early infarction size can influence commonly used conventional CNN-based object detection and image segmentation modes, such as Cascade Mask R-CNN's performance. [ABSTRACT FROM AUTHOR]

This study investigated the performance of prosodic sensitivity among Chinese students from nine to fifteen years as well as its contribution to reading comprehension. For this study, we recruited 181 Chinese children with typical development from 9 to 15 years in Taiwan. Fifty-five were 9–10 years, 53 were 11–12 years, and the other 62 were 13–15 years. They were tested for prosodic sensitivity, phonological processing, Chinese character reading, and reading comprehension. Our results indicated clear age differences in two prosodic sensitivities: – the youngest group performed significantly worse than the other two groups. Additionally, our results showed that prosodic sensitivity significantly contributed to reading comprehension for only the two older groups. Theoretically, our results shed light on the role of prosodic sensitivity, especially above the character level, in Chinese reading comprehension. Teachers and instructors should consider prosodic sensitivity when preparing interventions for reading comprehension. • Chinese students develop prosodic sensitivity from 9 to 10 years old. • There are bigger age differences in most phonological processing than in prosodic sensitivity. • Prosodic sensitivity was found to contribute to reading from 11 to 15 years old. [ABSTRACT FROM AUTHOR]

This present study focuses on classifying developmental dyslexia by combining two famous models, the dual-route model and the triangle model of Chinese reading, re-examining validity of the subtypes, and observing the error types of word recognition for each subtype. Sixty-sixth graders with dyslexia in Chinese and 45 sixth graders who were matched by age and IQ with the dyslexic group were involved in the present study. Twelve (20%) sixth graders from the dyslexic group were classified as having phonological dyslexia, 11 (18.3%) were classified as surface dyslexia, 12 (20%) were classified as deep dyslexia, and five (8.3%) of them were classified as displaying more than one kind of deficit. Besides, still more than half (31; 51.7%) of the dyslexic group did not belong to any subtypes here. These subtypes had a good validity based on comparison of their phonological awareness, orthography, and semantics. Finally, for their error types of word recognition, both children with multiple-deficit dyslexia and children with non-subtype dyslexia showed a proportional pattern of six kinds of errors. Children with phonological dyslexia showed more phonetic errors and analogy errors, children with surface dyslexia showed more visual errors and analogy errors, and children with deep dyslexia showed more semantic errors and selective errors. [ABSTRACT FROM AUTHOR]

Highlights: [•] Investigating the effect of interesting figures for normal, ADHD, and dyslexic students. [•] ADHD group performed the worst in sustained attention in recognizing geometric-figure. [•] ADHD group got less improvement from interesting-figure in selective attention than others. [•] Selective attention of dyslexic group got significant improvement from interesting-figure. [•] Sustained attention of ADHD group got significant improvement from interesting-figure. [Copyright &y& Elsevier]

This study presents an examination of learner-generated drawing for different reading comprehension subtypes of dyslexic students and control students. The participants were 22 phonological dyslexic students, 20 orthographic dyslexic students, 21 double-deficit dyslexic students, and 45 age-, gender-, and IQ-matched control students. The major evaluation tools included word recognition task, orthographic task, phonological awareness task, and scenery texts and questions. Comparisons of the four groups of students showed differences among phonological dyslexia, orthographic dyslexia, double-deficit dyslexia, and the chronological age control groups in pre- and posttest performance of scenery texts. Differences also existed in relevant questions and the effect of the learner-generated drawing method. The pretest performance showed problems in the dyslexic samples in reading the scenery texts and answering relevant questions. The posttest performance revealed certain differences among phonological dyslexia, orthographic dyslexia, double-deficit dyslexia, and the chronological age control group. Finally, all dyslexic groups obtained a great effect from using the learner-generated drawing, particularly orthographic dyslexia. These results suggest that the learner-generated drawing was also useful for dyslexic students, with the potential for use in the classroom for teaching text reading to dyslexic students. [Copyright &y& Elsevier]

The present study presents a comparison of the cognitive inhibition abilities of dyslexic, dyscalculic, and control students. The participants were 45 dyslexic students, 45 dyscalculic students, and 45 age-, gender-, and IQ-matched control students. The major evaluation tools included six cognitive inhibition tasks which were restructured during principal component analysis into three categories: graph inhibition, number inhibition, and word inhibition. Comparisons of the 3 groups of students revealed that in graph inhibition, dyscalculic students performed worst of the 3 groups, with dyslexic students also performing worse than control students in this category. For number inhibition, the control students’ performances were equal to those of dyslexic students, with both groups performing better than dyscalculic students. For word inhibition, control students’ performances were equal to those of dyscalculic students; both groups had shorter response times and lower incorrect rates than dyslexic students. These results suggest the complexity of the different cognitive inhibition abilities displayed by dyslexic, dyscalculic, and control students. However, some regular patterns occurred. [Copyright &y& Elsevier]

Abstract: This study focused on a comparison of the visuo-spatial abilities (correct rate and speed) between dyslexic and normal students in Taiwan and Hong Kong. There were a total of 120 10–12 year old students. Thirty students had been diagnosed as dyslexic in Taiwan (T.W. dyslexia) and thirty students had been diagnosed as dyslexic in Hong Kong (H.K. dyslexia). Overall, 30 of the Taiwanese participants (T.W. normal) and 30 of the Hong Kong participants (H.K. normal) had received no special education. Dyslexic individuals were diagnosed by the doctors’ clinical determination. The material was designed using Autodesk 3ds Max. The participants rotated 3D figures by themselves to find a ball. The results indicated that there was very little difference between dyslexic and normal students. However, the most significant difference between dyslexic and normal student was answering speed, especially in the combined data and the male data. An one-way ANOVA test indicated that in terms of rate and answering speed there was no difference between the H.K. and the T.W. dyslexics. Similar results were also found for the students with normal reading abilities in T.W. and H.K. The criterions for defining the visuo-spatial abilities of dyslexia students appear to be similar in Taiwan and Hong Kong. In addition, there is no difference between students’ visuo-spatial abilities even though Chinese literacy instructions differed in the two areas. [Copyright &y& Elsevier]

This paper investigates the importance of the phonological coding system (PCS) by examining the possible moderation effect of knowledge of the PCS on the predictiveness of auditory temporal processing (ATP) for Chinese character reading. Eighty typically developing Chinese children in the first and second grades in Taiwan were recruited, and various cognitive and literacy ability tasks were administered. The results revealed that knowledge of the PCS served as a significant moderator of the association between ATP and Chinese character reading, that is, the significant prediction from ATP to Chinese character reading was observed only in those with high knowledge of the PCS but not those with low knowledge of the PCS. Additionally, we further demonstrated diverse ability levels in phonological processing as it contributes to Chinese character reading among individuals with higher and lower knowledge of the PCS. Specifically, ATP as well as phonological awareness significantly predicted Chinese character reading for those with high knowledge of the PCS, while only verbal short-term memory served as a significant predictor of Chinese character reading for those with low knowledge of the PCS. Our results show that individuals with different levels of knowledge of the PCS may demonstrate different ability levels in phonological processing in their Chinese character reading, which suggests that the need for teaching approaches suited to students with diverse learning experiences should be acknowledged. • Auditory temporal processing can only conditionally contribute to Chinese reading • Knowledge of phonological coding system serves as the significant moderator. • Auditory temporal processing could predict Chinese character reading for higher group • Phonological awareness as well is a significant predictor for higher group • Only verbal short-term memory served as a significant predictor for lower group [ABSTRACT FROM AUTHOR]

Previous cross-sectional research suggested a link between parental corporal punishment, school violence, and cyberbullying among adolescents. However, their temporal relationships remain unclear. This study used longitudinal panel data to examine the temporal relationships between parental corporal punishment, adolescent school violence against peers and teachers, and cyberbullying perpetration. Seven hundred and two junior high school students from Taiwan participated. A probability sample and two waves of longitudinal panel data collected a nine-month apart were analyzed. A self-administered questionnaire was used to collect students' self-reported information about their experiences of parental corporal punishment, perpetration of school violence against peers and teachers, and cyberbullying. Parental corporal punishment at Time 1 predicted violence against school peers, violence against teachers, and cyberbullying perpetration at Time 2; however, these three behaviors at Time 1 did not predict parental corporal punishment at Time 2. These findings applied to both sex groups, although the effects of parental corporal punishment on violence against teachers were slightly stronger for boys than girls. Parental corporal punishment is a predictor rather than an outcome of adolescent school violence against peers and teachers and cyberbullying. Policies and interventions need to target parental corporal punishment to prevent adolescents from engaging in violence against peers and teachers and cyberbullying. [ABSTRACT FROM AUTHOR]

• Cyber deviance among adolescents is prevalent in Taiwan. • Substance use and school bullying perpetration are associated with the presence of each form of cyber deviance. • Male gender, being senior, offline delinquency, and poor life satisfaction are associated with the presence of internet pornography and illegal website visits. • Females are more likely to engage in online flaming. • School bullying victimization is associated with the presence of internet pornography. Using a nationally representative dataset from Taiwan, this paper reports the prevalence of cyber deviance among adolescents and examines its association with gender, age, parental monitoring, substance use, offline delinquent behavior, school bullying and victimization, and life satisfaction. 1,928 students from junior high (grades 7–9) and senior high (grades 10–12) schools participated in this study. Students were given an anonymous questionnaire including items regarding basic demographics and deviant behaviors in cyber space. The results showed that cyber deviance is prevalent among Taiwanese adolescents. Of all forms, digital/media piracy was the most common, followed by illegal website visits and online flaming, and lastly, by internet pornography. Logistic regression analyses showed that substance use and school bullying perpetration are associated with the presence of all forms of cyber deviance. In addition, females were more likely to engage in online flaming. Male adolescents and seniors and those with offline delinquency history and a low level of life satisfaction were more likely to engage in internet pornography and visiting illegal websites. School bullying victimization was associated with the presence of internet pornography. However, the association between parental monitoring and each form of cyber deviance was non-significant. These findings implied that policy and intervention programs need to tackle cyber deviance at a national level. The potential policy and programs should target senior students and aim to promote adolescent life satisfaction and reduce student's risk of being bullied in school. To maximize their effectiveness, such programs should focus on tackling adolescents' problematic offline behaviors, including substance use, school bullying, and delinquency. [ABSTRACT FROM AUTHOR]