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The ability to read is fundamental in determining an individual's academic success and social integration, and it is also known to have an impact on other cognitive abilities. A lack of foundational pre-reading skills can accumulate later, causing reading and learning problems. Early diagnosis and development of these skills are therefore essential. Although the importance of early reading development has always been stressed, recent years have drawn increasing attention to the need for targeted improvement. We have addressed this need by developing a computer-based training program in pre-reading skills for first graders; the present paper presents the results of an intervention using this program. Participants in the quasi-experimental study were 336 first graders. To increase the validity of the results, propensity score matching was utilized to analyze the impact of the pre-reading skills program. As a result of the program, students' development in the intervention group significantly accelerated (Cohen's d =.59). An immense effect of the intervention was indicated among students in the lower third skill group (Cohen's d = 2.83).Latent-change analyses supported the relevance and importance of the development of phonological awareness at the ages of 6–8 and the generalizability of the results (χ2 = 14.9; df = 10; p <.05; CFI =.991; TLI =.989; RMSEA =.58 (CI:.000,.114). This research demonstrates that an effective computer-based program can effectively bridge the learning gap in pre-reading skills during early stages of education, even in challenging times without the direct involvement of a teacher. [ABSTRACT FROM AUTHOR]

Machine learning-based controllers of prostheses using electromyographic signals have become very popular in the last decade. The regression approach allows a simultaneous and proportional control of the intended movement in a more natural way than the classification approach, where the number of movements is discrete by definition. However, it is not common to find regression-based controllers working for more than two degrees of freedom at the same time. In this paper, we present the application of the adaptive linear regressor in a relatively low-dimensional feature space with only eight sensors to the problem of a simultaneous and proportional control of three degrees of freedom (left–right, up–down and open–close hand movements). We show that a key element usually overlooked in the learning process of the regressor is the training paradigm. We propose a closed-loop procedure, where the human learns how to improve the quality of the generated EMG signals, helping also to obtain a better controller. We apply it to 10 healthy and 3 limb-deficient subjects. Results show that the combination of the multidimensional targets and the open-loop training protocol significantly improve the performance, increasing the average completion rate from 53% to 65% for the most complicated case of simultaneously controlling the three degrees of freedom. [ABSTRACT FROM AUTHOR]

The purpose of this research was to investigate the effects of short virtual reality (VR) exercises on knowledge retention for adult learners at a contractor safety training organisation supporting the energy industry who took computer-based training (CBT) courses. The intent was to simulate a delay period similar to that experienced by contractors who support work in the energy industry to determine if traditional CBT can be made more effective for stimulating greater transfer of learning with the addition of VR exercises. The experimental group was exposed to CBTs augmented by VR exercises that reinforced the CBT course learning objectives. The control group for this research took the same CBT course without short VR exercises. A quantitative analysis was performed on data collected from a course exam provided immediately after the course delivery and from a separate follow-up quiz delivered 3 days after the course(s) completion. Data from these testing instruments were analysed to determine the participant’s likelihood of remembering content from the CBT courses and if there was greater knowledge retention of the course learning objectives and procedures within the experimental group than within the control group. The results found a non-statistically significant relationship between the two groups; however, trends between the groups show that there are benefits for transfer of learning when using short VR exercises compared to those groups without short VR exercises.

Employee training is an obvious need for business and industry. Although training has long been studied by behavioral scientists, important considerations have sometimes been neglected from the perspective of instructional design if one wants training to be both efficient and effective. The most critical outcome for the design of any training system is to efficiently ensure that the graduates from a training sequence can perform to the standards of behavior expected of an expert while facing conditions that an expert would likely encounter. As such, behavior-based instructional design places a strong focus on establishing various behavioral relations and the conditions necessary to assess trainee repertoires, which will be examined in detail. Furthermore, special consideration is necessary for design considerations with multimedia instruction, particularly within the context of computer-based training. Specializations and skills necessary for the success of a behavioral scientist working in instructional design will also be considered. [ABSTRACT FROM AUTHOR]

When subjects are repeatedly tested in cognitive assessments, systematic score gains occur. Such retest effects become even greater when test preparation is provided between assessments. In the context of personnel selection, retest gains are often increased by commercial test training, which threatens the fairness of psychological testing because not all candidates can afford such offers. In the present study, computer-based training was freely offered to all candidates as part of the personnel selection procedure. We examined the relationship between repeated cognitive ability measurements in high-stakes settings and the amount of computer-based training before each measurement. Analyses of 212 candidates showed that cognitive ability scores and the amount of prior training were only related on the first assessment but not on the second. There were still retest effects, but the magnitude of score gains was negatively correlated with the amount of initial training and was unrelated to training between assessments. Only the change in training amount was positively correlated with retest effects. We conclude that providing all candidates with preparatory training already before the first assessment substantially increases assessment fairness in the personnel selection process. [ABSTRACT FROM AUTHOR]

Background: Children with developmental language disorder (DLD) demonstrate deficits in vocabulary development and novel word learning processes, which have been proposed to stem from their speech perception deficits. Aims: This study had two aims. The first was to evaluate the efficacy of an intervention incorporating a computer-based phonetic training programme with rich and explicit vocabulary instruction. The second aim was to investigate the adjuvant treatment effect of phonetic training on word learning performance. Methods and procedures: The experimental group comprised 34 children with DLD aged 5–7 years, and the control group comprised another 15 children with DLD. All participants in the experimental group attended 1-h direct vocabulary instruction classes weekly for 9 weeks. They were also asked to play computer-based phonetic training games individually at home or school. Pre-post differences between groups in word definition and speech perception tasks were examined. The relationship between the experimental group's vocabulary learning performance and scores on the phonetic training games was examined using correlation analysis. Results: Between-group comparisons revealed that children in the experimental group exhibited significantly greater pre-post gains in word definition task than did the control group. Children in the experimental group performed better in the lexical tone posttest No improvement in the speech discrimination tasks was detected in the control group. Finally, correlation analyses indicated a positive relationship between the total number of phonetic games played and the pre-post gain in the word definition production task. The children's response accuracy in the lexical tone discrimination games was significantly correlated with the performance of the posttest tone discrimination task and the pre-post gain in the word definition task. Conclusions: The results of this study suggest that vocabulary intervention programmes incorporating speech perception training promote children's vocabulary and speech perception abilities. These findings can serve as evidence to support future school-based studies. [ABSTRACT FROM AUTHOR]

This article examines how a virtual case that prepares students for practical scenario training affects police students' performance in a practical scenario training. This study included 69 Swedish police students at the Basic Training Programme for Police Officers – 35 assigned to a virtual police case (VCASE) and 34 assigned to a conventional teacher-led (CON) lesson. A questionnaire captured how students experience training conditions and a blind assessment by police officers evaluated the students' performance in the practical scenario training. The results show that both the VCASE and CON participants thought that the training they received before the practical training was meaningful and motivating. However, to a significantly higher degree than the CON students, the VCASE students thought that their preparation helped them during the practical training. The expert assessment of one practical scenario (stopping a suspected stolen car) showed that the VCASE participants performed better than the CON participants in three out of five criteria. In conclusion, the VCASE and the CON training had different effects on the students' performance in the practical scenario: compared to the CON training, the VCASE training seemed to more effectively help the police students solve the situations presented in the practical scenario training. [ABSTRACT FROM AUTHOR]

In terms of critical skills for academic achievement, the literature has revealed that the development of executive functions (EF) plays a key role. Although numerous researchers have aimed to improve EF through computerized cognitive training interventions, the evidence of the effect derived from these interventions remains ambiguous. The purpose of this study is to investigate the effects of a computerized game-based training program on EF and its impact on academic performance in 713 Spanish Primary School students (M = 10.2 years old, 51.3% girls). The EF training was carried out in 8 weeks, 3 sessions of 15–20 minutes each week, measuring students' EF and obtaining information on academic performance. The results showed an improvement within the training group in the questionnaires exploring inhibition and working memory, as well as in academic performance, compared to the control group. In contrast, no significant intergroup differences were observed in the inhibition tasks. [ABSTRACT FROM AUTHOR]

Abstract We assessed the Swiss-German version of GraphoLearn, a computer game designed to support reading by training grapheme-phoneme correspondences. A group of 34 children at risk for dyslexia trained three times a week during 14 weeks, on top of their standard school instruction. The sample was divided into two groups of 18 and 16 children, who started training at either the middle or the end of first grade. We found beneficial training effects in pseudoword reading in both training groups and for rapid automatized naming skills in the group that trained earlier. Our results suggest that both the efficiency in phonological decoding and rapid access to verbal representations are susceptible to facilitation by GraphoLearn. These findings confirm the utility of the training software as a tool to support school instruction and reading-related abilities in beginning readers. We discuss ideas to improve the content and outcomes of future versions of the training software.

The use of modern technologies as instructional tools is becoming increasingly prevalent in both general and special education. This systematic review examines the effects of computer-assisted and digital training on competency enhancement for adults with intellectual disabilities. As opposed to mere knowledge, “competency” was defined as the ability to apply and employ acquired knowledge to carry out tasks and solve problems in professional, social, and personal life domains. The PRISMA procedure was used to search for records dealing with competency enhancement using computerized training for intellectually disabled adults. Twenty-two articles met the inclusion criteria, showing that contemporary technology, computer-based tools, and digital instruments can positively affect the quality of life of adults with intellectual disabilities, and enhance their personal, professional, and social competencies. Ultimately, fostering computer-based technology to enhance competencies in adults with intellectual disabilities appears to be very promising, in that it allows these individuals to better integrate into society and live more independently, autonomously, and effectively.

The growing aged and dying incarcerated population increases demands on corrections health care. People who are incarcerated can assist in care delivery; however, currently, their training is typically face-to-face, home grown, and variable in content and duration. Six focus groups conducted with peer caregivers (PCs) (n = 12) and staff (n = 15) identified priority training topics. Three prototype modules (Standard Precautions; Loss and Grief; and Role of the Inmate Caregiver in the Final Hours) were developed in consultation with an advisory board. Face-to-face usability testing with (n = 20) PCs and staff confirmed contextual relevance and feasibility of the Inmates Care training. The mean system usability score for all participant segments was 86.5. Inmates Care holds promise to complement nurse-led training with a standardized e-training package. [ABSTRACT FROM AUTHOR]

Adaptive Training (AT) has been shown to be an effective technique for training tasks in multiple domains. Despite the promise AT has shown as a training technique, researchers remain unsure of the specific qualities that improve learning. In this experiment, we examined how adaptation schedule affects the efficacy and efficiency of difficulty adaptation in computer-based training. We used Cognitive Load Theory to guide our predictions about performance gains. In the reported study, we hypothesized that an adaptation schedule that adapts more frequently would lead to superior performance. To test this, we examined two types of difficulty adaptation (i.e., Within-Adaptive & Between-Adaptive) schedules using an audio-visual change detection task over five 10-minute scenarios. The Within-Adaptive condition adapted difficulty throughout the scenario based on trainee performance in real time. The Between-Adaptive condition adapted difficulty of subsequent scenarios based on previous scenario performance. We compared these two conditions to a Control condition, which maintained a constant difficulty throughout the experiment. We identified performance benefits for the Within-Adaptive condition, particularly for individuals whose performance was initially poor. A closer examination of the results suggested that average difficulty was the driving factor for performance gains in the Between-Adaptive condition. The data support that a within-scenario adaptation schedule effectively manages cognitive load to facilitate learning gains. [ABSTRACT FROM AUTHOR]

Accurate analysis of data is vital to the validation of interventions. As such, there has been a recent increase in studies evaluating visual analysis training procedures. However, past investigations have not evaluated direct and indirect visual analysis training methods with matched instructional content that was systematically designed. Furthermore, training has rarely included assessment of generalization and maintenance of visual analysis skills. The purpose of the current dissertation study was to compare the effectiveness and efficiency of (a) computer‐based training, (b) lecture formats with and (c) without the opportunity to pause, and (d) a no‐training group to teach visual analysis of AB graphs to university students. To make these formats directly comparable, the instructional content was equated by ensuring information and examples were identical across the three training procedures. Eighty‐three students were randomly assigned to one of the four groups. Results showed that all three training formats produced increases in accurate responding compared to the no‐training group. Visual analysis skills generalized to novel graphs and maintained approximately 2 weeks following all trainings. These results suggest that structured approaches that are carefully designed to train visual analysis are effective and lead to gains that generalize and maintain in the absence of training. [ABSTRACT FROM AUTHOR]

The purpose of this mini-review is to investigate if there are any cognitive benefits of computer-based foreign language training for healthy older individuals aged 55+ years. The author conducted a literature search of peer-reviewed English written research articles found in Pub Med, Web of Science and Scopus. The findings of this mini-review reveal that the research on the cognitive benefits of computer-based foreign language training for healthy older individuals is small-scale. The limited research findings of only three relevant studies indicate that these computer-based foreign language training programs may bring cognitive benefits for healthy elderly people, especially as far as the enhancement of their cognitive functions such as working memory are concerned. In addition, the authors of these studies suggest that foreign language learning is a useful activity for healthy older adults since it has the benefits of being meaningful (an advantage over other cognitive training approaches) and provides the chance for acquiring important skills that can benefit other aspects of life, such as travel or communication. In conclusion, the author of this mini-review also provides several implications for practice and future research.

The current study evaluated whether a computer‐based training program could improve observers' accuracy in scoring discrete instances of problem behavior at 5x normal speed using a multiple‐baseline design across subjects. During pretraining and posttraining, observers attempted to score multiple examples of problem behavior at 5.0x without feedback. During training, participants scored multiple examples of problem behavior at 5.0x with automated feedback. Researchers measured omission (missing problem behavior) and commission (scoring other behavior as problem behavior) errors and the total duration of scoring time to determine the observers' accuracy and efficiency, respectively. After training, all participants scored instances of problem behavior with less than 11% error using 5.0x. The time required to score the videos across 90‐min observations was reduced by 66%. Results extend previous evaluations of fast forwarding by demonstrating that the training program could be used to teach observers to accurately score problem behavior using a speed faster than 3.5x. [ABSTRACT FROM AUTHOR]

Many individuals with autism spectrum disorder (ASD) have deficits in conversation skills that can interfere with the development of personal and professional relationships. Further research is needed on efficient interventions for targeting conversation skills in adults with ASD and for evaluating the social validity of the outcomes. In this study, 2 practitioners implemented a 4‐week training program for 5 adults with ASD that combined individualized computer‐based instruction (CBI) and practice with peers to promote the acquisition, maintenance, and generalization of conversation skills. Training was associated with improvements in 12 of 13 skills across participants. These findings, along with peer ratings of the participants' conversation skills, suggest that this model is a promising, socially valid approach for improving conversation skills in adults with ASD. [ABSTRACT FROM AUTHOR]

This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions à 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances.

Introduction: Primary stroke center educational requirements necessitate education of those healthcare professionals coming in contact with patients who have suffered a stroke. Clinical partners (CPs) are integral team members who often assist these patients with activities of daily living. A potential method of education is computer-based training (CBT). The purpose of this study was to measure the efficacy of CBT and clinical partners’ satisfaction with CBT as an educational tool. Methods: CBT was implemented as a cost-effective and efficient method of providing CPs with the education necessary to care for patients suffering a stroke. Additionally, an evaluation research approach was used with a single group using a pre-post quasi-experimental design. Also, a survey assessing CPs satisfaction of the education tool was conducted. Results: Twenty-six CPs completed the CBT training along with the pre- and post-knowledge tests. Data analysis, using a paired t-test, revealed the mean test score increased, from 77.6 + 9.56 pre-test to 89.3 + 7.09 post-test (t = 2.10, df = 18, p = .00013). For the secondary objective, 11 CPs completed the satisfaction survey which showed that only 3(27%) would have preferred a live session. Conclusion: The study results suggest that CBT is an effective tool in the education of clinical partners on the care of the patient suffering a stroke. In addition, it was favored over a live session, suggesting that innovative tools such as e-learning should be considered when education is required in a busy clinical setting.

This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions à 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances. [ABSTRACT FROM AUTHOR]

Copyright of OPUS - International Journal of Society Researches is the property of OPUS - International Journal of Society Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Fundamental research has indicated that (a) difficulties in reading are linked to a deficit in phonemic awareness and word reading and (b) in French, decoding and word reading are based on the syllable as a functional unit. A software program involving two tasks, namely, phonemic discrimination and grapho-syllabic segmentation, was proposed to poor readers aged from 7 to 12 years in order to stimulate their reading skills. Two experiments were set up during which the children were trained for a total of 10 hours. In Experiment 1, conducted at home, we observed meaningful progress in phonemic awareness and decoding after training only in the poorest readers. In Experiment 2, which was conducted at school, we observed significant short- and medium-term effects on phonemic awareness, decoding, and word reading. These encouraging results support the use of evidence-based practices based on tools validated by means of experimental research in ecological situations. [ABSTRACT FROM AUTHOR]

Purpose: Scattered radiation, which occurs when using a C-arm for intraoperative radiography, can be better understood through interactive visualization. We developed a virtual reality (VR) approach for the simulation of scattered radiation (SSR) as part of a C-arm training system. In VR, it is important to avoid cyber sickness, which is often caused by increased latency between head motion and image presentation inside the head-mounted display. As the latency requirement interferes with the computational complexity of the SSR, the goal has been to maintain a low latency during the simultaneous computation of the SSR on moderate-cost consumer hardware. Methods: For use with a VR C-arm simulator, a CUDA-based Monte Carlo SSR has been improved to utilize GPU resources unused by the VR image generation. Resulting SSR data are visualized through volume rendering with pseudo-colored scattered radiation superimposed onto the virtual operating room. The resulting interactive VR–SSR environment was evaluated with operating room personnel (ORP) and surgeons using questionnaires. Results: Depending on the imaged body part and computation parameters, the required computation time to complete one SSR run was between 1.6 and 4.2 s (ankle) and between 7.9 and 14.9 s (thigh), and VR frame times from 11 to 12 ms (95th percentile). The system was evaluated with ORP (n = 46) and surgeons (n = 25). The median of professional C-arm experience was 5 (range 1 to 34) years (ORP) and 12.5 (range 2 to 48) years (surgeons), respectively. The demonstrated prototype was found useful by 78% of ORP and 88% of the surgeons. On a Likert scale, more than 90% of both groups "agreed fully" that the presented way of visualizing SSR in VR helps understanding intraoperative exposure to scattered radiation. Conclusions: Leveraging off-the-shelf computer equipment, the feasibility of SSR and VR for interactive training has been demonstrated. Evaluation participants showed a high interest for the presented approach. Feedback suggests that the visualization experienced by the users helps understanding radiation hazards in the operating room. [ABSTRACT FROM AUTHOR]

We assessed the Swiss-German version of GraphoLearn, a computer game designed to support reading by training grapheme-phoneme correspondences. A group of 34 children at risk for dyslexia trained three times a week during 14 weeks, on top of their standard school instruction. The sample was divided into two groups of 18 and 16 children, who started training at either the middle or the end of first grade. We found beneficial training effects in pseudoword reading in both training groups and for rapid automatized naming skills in the group that trained earlier. Our results suggest that both the efficiency in phonological decoding and rapid access to verbal representations are susceptible to facilitation by GraphoLearn. These findings confirm the utility of the training software as a tool to support school instruction and reading-related abilities in beginning readers. We discuss ideas to improve the content and outcomes of future versions of the training software. [ABSTRACT FROM AUTHOR]

Research objective To test the relative efficacy of adaptive and fixed simulator training vs. adaptive and fixed computer-based training (CBT) vs. traditional lecture. Methods Ninety-two board certified Family Physicians were given a pretest, followed by training under one of five randomly assigned training conditions: (i) adaptive CBT; (ii) non-adaptive CBT; (iii) adaptive simulator; (iv) non-adaptive simulator; and (v) lecture. Subjects were given a post-test immediately after training and again in 6 weeks. In the adaptive groups, the content presented to subjects was a function of the subjects' knowledge and performance, under control of a MOODLE LMS. In the lecture component, a physician projected images identical to the images in the CBT component of the study. Results No significant differences (p = 0.89 for ANOVA) in baseline knowledge between the five groups, based on pretest scores; In each of the five groups, our intervention resulted in immediate changes in knowledge (95% CI), based on analysis of pretest and PostTest1 scores; and, with the exception of subjects with non-adaptive, simulator intervention, all groups had significant decay in knowledge between the first and second post-tests (95% CI). Conclusion Periodic simulator intervention could result in significant knowledge retention over extended periods of time. [ABSTRACT FROM AUTHOR]

Crises demand swift and effective decision-making; yet there are many problems in training personnel on the skills necessary to achieve the goals of crisis management. This paper has three objectives concerning training for crisis management. First we integrate diverse literatures and present a framework for an understanding of the unique challenges in crisis management training, and the role of training systems with capabilities for simulation, immersion, and critiquing. Second, we describe an example of a trainer for ship damage control, called DC-Train, which addresses these challenges. This system consists of a first-principles simulator that generates large numbers of realistic scenarios, an immersive multimedia interface that helps elicit psychological processes involved in actual crisis management, and a critiquing expert system that provides real-time and post-session feedback on human decision-making performance. Finally, we present an empirical method for evaluating the effectiveness of such a system for crisis management training. Results of evaluation experiments with participants in a ship damage control training program indicate that the described computer-based trainer has psychological realism and improves decision-making performance. [ABSTRACT FROM AUTHOR]

We have shown that a computer-based program that trains schoolchildren in cognitive tasks that mainly tap working memory (WM), implemented by teachers and integrated into school routine, improved cognitive and academic skills compared with an active control group. Concretely, improvements were observed in inhibition skills, non-verbal IQ, mathematics and reading skills. Here, we focus on a subsample from the overarching study who volunteered to be scanned using a resting state fMRI protocol before and 6-month after training. This sample reproduced the aforementioned behavioral effects, and brain functional connectivity changes were observed within the attentional networks (ATN), linked to improvements in inhibitory control. Findings showed stronger relationships between inhibitory control scores and functional connectivity in a right middle frontal gyrus (MFG) cluster in trained children compared to children from the control group. Seed-based analyses revealed that connectivity between the r-MFG and homolateral parietal and superior temporal areas were more strongly related to inhibitory control in trained children compared to the control group. These findings highlight the relevance of computer-based cognitive training, integrated in real-life school environments, in boosting cognitive/academic performance and brain functional connectivity.

We have shown that a computer-based program that trains schoolchildren in cognitive tasks that mainly tap working memory (WM), implemented by teachers and integrated into school routine, improved cognitive and academic skills compared with an active control group. Concretely, improvements were observed in inhibition skills, non-verbal IQ, mathematics and reading skills. Here, we focus on a subsample from the overarching study who volunteered to be scanned using a resting state fMRI protocol before and 6-month after training. This sample reproduced the aforementioned behavioral effects, and brain functional connectivity changes were observed within the attentional networks (ATN), linked to improvements in inhibitory control. Findings showed stronger relationships between inhibitory control scores and functional connectivity in a right middle frontal gyrus (MFG) cluster in trained children compared to children from the control group. Seed-based analyses revealed that connectivity between the r-MFG and homolateral parietal and superior temporal areas were more strongly related to inhibitory control in trained children compared to the control group. These findings highlight the relevance of computer-based cognitive training, integrated in real-life school environments, in boosting cognitive/academic performance and brain functional connectivity. [ABSTRACT FROM AUTHOR]

Abstract Ability tests are core elements in performance research as well as in applied contexts and are increasingly carried out using computer-based versions. In the last few decades a whole training and coaching industry has developed to prepare individuals for computer-based assessments. Evidence suggests that such commercial training programs can result in score gains in ability tests, thereby creating an advantage for those who can afford it and challenging the fairness of ability assessment. As a consequence, several authors recommended freely offering training software to all participants to increase measurement fairness. However, it is still an open question whether the unsupervised use of training software could have an impact on the measurement properties of ability tests. The goal of the present study is to fill this gap by examining the subjects' ability scores for measurement and structural invariance across different amounts of computer-based training. Structural equation modeling was employed in a sample of 15,752 applicants who participated in high-stakes assessments with computer-based ability tests. Across different training amounts, our analyses supported measurement and structural invariance of ability scores. In conclusion, free training software is a means that provides fair preparation opportunities without changing the measurement properties of the tests. Highlights • The link between computer-based training and high-stakes assessments was investigated. • Training and selection test data of 15,752 pilot trainee applicants was analyzed. • The amount of training predicted test performance in curvilinear fashion as expected. • The ability test scores' structure was invariant across different amounts of training. • Free training was not linked to the psychometric structure of the high-stakes tests. [ABSTRACT FROM AUTHOR]

Copyright of Basic Education College Magazine For Educational & Humanities Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

External randomness exists in all sports but is perhaps most obvious in golf putting where robotic putters sink only 80% of 5 m putts due to unpredictable ball-green dynamics. The purpose of this study was to test whether physical randomness training can improve putting performance in novices. A virtual random-physics golf-putting game was developed based on controlled ball-roll data. Thirty-two subjects were assigned a unique randomness gain (RG) ranging from 0.1 to 2.0-times real-world randomness. Putter face kinematics were measured in 5 m laboratory putts before and after five days of virtual training. Performance was quantified using putt success rate and “miss-adjustment correlation” (MAC), the correlation between left-right miss magnitude and subsequent right-left kinematic adjustments. Results showed no RG-success correlation (r = −0.066, p = 0.719) but mildly stronger correlations with MAC for face angle (r = −0.168, p = 0.358) and clubhead path (r = −0.302, p = 0.093). The strongest RG-MAC correlation was observed during virtual training (r = −0.692, p < 0.001). These results suggest that subjects quickly adapt to physical randomness in virtual training, and also that this learning may weakly transfer to real golf putting kinematics. Adaptation to external physical randomness during virtual training may therefore help golfers adapt to external randomness in real-world environments. [ABSTRACT FROM AUTHOR]

Objective: The objective of this study was to determine the effect of the computer-based educational package on men's QoL and the severity of their hypogonadism symptoms.Methods: A quasi-experimental study was conducted on 80 male employees. The data collection tool included the 'Aging Male Symptoms' (AMS) and 'Short Form-36' (SF36) questionnaires. Four sessions were held for the intervention group over a period of 4 weeks. Two months after training, QoL and the severity of hypogonadism symptoms were measured in both the intervention and control groups. The data were analyzed with SPSS 22 software and statistical tests, such as χ2, independent t-test, Fisher's exact test, and paired t-tests.Results: Significant statistical changes were observed in the intervention group before and 2 months after the training in the QoL score in the overall dimensions of physical-psychological health and all its domains except for three domains of emotional role, social function, and pain. Furthermore, the paired t-tests showed significant differences between 2 months before and after the training in all the domains and the overall hypogonadism score in the intervention group.Conclusions: Based on our findings, the computer-based educational package has a positive effect on QoL and reduction of hypogonadism symptoms. [ABSTRACT FROM AUTHOR]

Aim: Accord ing to literature sources, cognitive dysfunction is one of the most com mon strokeinduced disorders. Despite the high number of cases of cognitive disorders after stroke, treatment options are still rather limited. The aim of this study was to as sess the effi ciency of cognitive train ing in individuals after stroke, in particular computer-based cognitive rehabilitation (CBCR) program mes. Methods: The analysis included studies where intervention of a CBCR program me was applied to subjects after stroke. We searched PubMed (Medline), Cochrane Database, and EBSCO for publications between January 2007 and July 2016. All the included studies were published in English. Results: Ten studies met the inclusion criteria. The included studies consisted of nine randomised control led trials and one randomised pilot study. All the studies targeted general or domain-specifi c cognitive functions. The majority of the included studies resulted in the improvement of the as ses sed functional outcome measures. Conclusion: The overview conducted by the authors of this article al lows us to claim that CBCR program mes may help to improve cognitive functions in subjects after stroke. [ABSTRACT FROM AUTHOR]

An interactive tutorial on using a mouse for first-time computer users was developed as part of a training CD-ROM tailored for Latino immigrant workers in trenching and excavation. It was designed for Spanish-speaking users with varying levels of formal education. The tutorial was tested in focus groups with workers who had little or no previous experience using a computer. Findings revealed that while users with less than a fourth-grade education and/or low proficiency in Spanish had some difficulties with the tutorial, they still scored above 67 percent on the performance evaluation; participants with at least a fourth-grade education (the majority) completed it with minimal assistance and scored 80%–100% on the performance evaluation. Feedback from participant focus groups following the computer sessions supported these findings. The results of this study suggest that computer-based training may be able to be made accessible for low computer literacy Latino immigrant workers, if it is tailored to their needs. [ABSTRACT FROM AUTHOR]

Introduction: Primary stroke center educational requirements necessitate education of those healthcare professionals coming in contact with patients who have suffered a stroke. Clinical partners (CPs) are integral team members who often assist these patients with activities of daily living. A potential method of education is computer-based training (CBT). The purpose of this study was to measure the efficacy of CBT and clinical partners' satisfaction with CBT as an educational tool. Methods: CBT was implemented as a cost-effective and efficient method of providing CPs with the education necessary to care for patients suffering a stroke. Additionally, an evaluation research approach was used with a single group using a pre-post quasi-experimental design. Also, a survey assessing CPs satisfaction of the education tool was conducted. Results: Twenty-six CPs completed the CBT training along with the pre- and post-knowledge tests. Data analysis, using a paired t-test, revealed the mean test score increased, from 77.6 + 9.56 pre-test to 89.3 + 7.09 post-test (t = 2.10, df = 18, p = .00013). For the secondary objective, 11 CPs completed the satisfaction survey which showed that only 3(27%) would have preferred a live session. Conclusion: The study results suggest that CBT is an effective tool in the education of clinical partners on the care of the patient suffering a stroke. In addition, it was favored over a live session, suggesting that innovative tools such as e-learning should be considered when education is required in a busy clinical setting. [ABSTRACT FROM AUTHOR]

Background: First responders are a prime example of professionals that are at a high risk of being exposed to traumatic experiences. Reappraisal as a coping strategy might help first responders to better cope with their emotional responses to traumatic events. Objective: This study investigated the effects of repeated sessions of a digital reappraisal training among seven firefighters. The training consisted of four sessions supported by a virtual agent, conducted at home or at work, over a two-week period in a single case series. Method: Sixteen data points were collected from each participant in the eight days pre- and post-training. Results: Significantly more themes were used at post-training than at pre-training, implying more flexibility and confirming the main hypothesis of the study. Negative side effects were not reported during or in the week after the training. Conclusions: More controlled studies into the short- and long-term effects of a training of this nature are needed. Furthermore, it provides a reference for developers in this field.

Although anomia treatments have often focused on training small sets of words in the hopes of promoting generalization to untrained items, an alternative is to directly train a larger set of words more efficiently. The current case report study reports on a novel treatment for a patient with semantic variant Primary Progressive Aphasia (svPPA), in which the patient was taught to make and practice flashcards for personally-relevant words using an open-source computer program (Anki). Results show that the patient was able to relearn and retain a large subset of her studied words over a 20-month period. At the end of treatment, she showed good retention for 139 studied words, far more than the number typically treated in svPPA studies. Furthermore, she showed evidence of stimulus generalization to confrontation-naming tasks for studied items, and of relearning forgotten items with additional practice. This case represents a successful example of patient-centered computer-based asynchronous telepractice. It also illustrates how data captured from computer-based treatments can provide powerful practice-based evidence, obtained during routine clinical care.