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Rapid Automatic Naming (RAN) has been widely recognized as a reliable predictor of reading proficiency. Although RAN represents the speed of cognitive processing, there are few studies that have addressed RAN as a cognitive process in its own right Furthermore, RAN performance of ELL (English Language Learners) has been less frequently investigated. We have two parts to this study. First, we examine the factor structure of an enlarged composite measure of speed measure by adding four additional tests comprising color naming, and two number naming tasks to the traditional RAN of digit and letter naming. In the second part, we determine the association of Speed with broad cognitive processes comprising Executive Functions, and Information processing. Participants were students in English medium schools in India. They were divided into two age groups (8-14 and 15-20) for statistical analyses of six Speed measures Results show a strong unitary speed factor in the 8 to 14 age group. In contrast, in the 15 to 20 group RAN tests comprising digits and letters showed a very small loading on the same factor. Addressing the second objective, which is the impact of speed on various cognitive tasks, the results show that response speed has a minimal influence on Nonverbal Configurations (simultaneous) tasks, and tasks of executive functions comprising Working Memory, and Visual-Spatial Processing. These tests will enable us to isolate specific cognitive deficiencies from response speed. In a re-examination of the relation between Reading & RAN-type tests, we could suggest that serial articulation is the common and essential feature that binds rapid naming tasks and reading fluency.

The stated goal of the research is to investigate the surface water quality of the Baitarani River in Odisha to ascertain its compatibility for various uses. Large, complex datasets generated during the one-year (2021-2022) monitoring program were collected from 13 locations and encompassed 22 parameters. To examine temporal and spatial fluctuations in and to interpret these datasets, MCDMs like TOPSIS and the Entropy-based Water Quality Index (EWQI) were utilized. The physical and chemical outcomes of the current experiment were compared to WHO standards. According to the analysis’s results, turbidity and total coliform (TC) are indicators that have a greater impact on water quality in all locations during both seasons and are directly linked to home and agricultural non-point source pollution. As per EWQI interpretation, 30.77 % of the observations in PRM and POM fall under the poor category. The findings showed how anthropogenic activities have harmed St. 8, 11, 12, and 13 and require effective management. A quantifiable approach was also carried out to decide the efficacy of TOPSIS. Farming attributes, including SAR, % Na, RSC, MR, KI, and PI, were estimated to delineate the agriculturally practicable zones. This work can offer a reference database for the betterment of water quality.

Although several studies have shown that planning, attention, simultaneous, and successive (PASS) cognitive processes--operationalized with the cognitive assessment system (CAS; Naglieri & Das, 1997)--are significant predictors of academic performance in the general population, little is known about their role among children with superior academic skills. Thus, the purpose of this study was to examine whether PASS processes can predict superior performance in reading and mathematics. We used the standardization sample of CAS (n = 1210) and further identified children with superior reading (n = 62) and mathematics (n = 73) performance on Woodcock-Johnson Tests of Achievement--Revised (Woodcock & Johnson, 1989). Results of the initial regression analyses showed that the PASS processes were significant predictors of superior reading and mathematics performance. Next, a classification and regression tree approach showed that the PASS scores could classify superior or not-superior readers and mathematicians with 89% and 82% accuracy, respectively. Theoretical and practical implications of our results are discussed.

The purpose of this study was to examine which of the components of executive functions (EF)--inhibition, shifting, and working memory--predict reading and mathematics achievement and if the effects of these components are the same across two cultures (Western and East Asian). One hundred twenty English-speaking Canadian (65 females, 55 males; M[subscript age] = 82.12 months) and 181 Mandarin-speaking Chinese (82 females, 99 males; M[subscript age] = 85.85 months) children were assessed on nonverbal IQ, speed of processing, rapid naming, inhibition (Color-Word Stroop), shifting (Planned Connections), working memory (Digit Span Forward and Backward), reading (word identification and reading comprehension), and mathematics (numerical operations and math reasoning). The results of structural equation modeling indicated first that among the EF components only working memory predicted reading and mathematics in the Canadian sample, while inhibition and working memory predicted reading and mathematics in the Chinese sample. The results also showed that inhibition was a stronger predictor of reading and mathematics in the Chinese sample. Taken together, these findings suggest that not all EF components are equally important for reading/mathematics and that culture may influence the relations between specific EF components and academic achievement.

The purpose of this study was to examine whether components of the Planning, Attention, Simultaneous, and Successive (PASS) processing theory of intelligence predict reading and mathematics proficiency in a group of intellectually gifted children. One hundred forty-two intellectually gifted children (70 females, 72 males; M[subscript age] = 127.41 months, SD = 10.76) were assessed on PASS processes as well as on reading and mathematics. Results of regression analyses showed that planning was a significant predictor of both reading and mathematics. In addition, simultaneous processing predicted mathematics and successive processing predicted reading. These findings suggest that when intelligence is operationalized on the basis of neurocognitive processes it can explain individual differences in academic achievement even among a restricted range of high ability students.

Due to its high versatility and scalability, manual grinding is an important and widely used technology in production for rework, repair, deburring, and finishing of large or unique parts. To make the process more interactive and reliable, manual grinding needs to incorporate "skill-based design," which models a person-based system and can go significantly beyond the considerations of traditional human factors and ergonomics to encompass both processing parameters (e.g., feed rate, tool path, applied forces, material removal rate (MRR)), and machined surface quality (e.g., surface roughness). This study quantitatively analyzes the characteristics of complex techniques involved in manual operations. A series of experiments have been conducted using subjects of different levels of skill, while analyzing their visual gaze, cutting force, tool path, and workpiece quality. Analysis of variance (ANOVA) and multivariate regression analysis were performed and showed that the unique behavior of the operator affects the process performance measures of specific energy consumption and MRR. In the future, these findings can be used to predict product quality and instruct new practitioners.

This paper presents new techniques to analyze and understand the sensorimotor characteristics of manual operations such as grinding, and links their influence on process performance. A grinding task, though simple, requires the practitioner to combine elements from the large repertoire of his or her skillset. Based on the joint gaze, force, and velocity data collected from a series of manual grinding experiments, we have compared operators with different levels of experience and quantitatively described characteristics of human manual skill and their effects on manufacturing process parameters such as cutting energy, surface finish, and material removal rate (MRR). For instance, we find that an experienced subject performs the task in a precise manner by moving the tool in complex paths, with lower applied forces and velocities, and short fixations compared to a novice. A detailed understanding of gaze-motor behavior broadens our knowledge of how a manual task is executed. Our results help to provide this extra insight, and impact future efforts in workforce training as well as the digitalization of manual expertise, thereby facilitating the transformation of raw data into product-specific knowledge.

The evaluation of multi-scale surface roughness parameters (SRPs) is important to solve many engineering problems (e.g. contact stress, sealing, friction) and is closely related to further fundamental problems (e.g. microbial contamination). Traditionally, surface roughness has been used as a standard for indicating process performance, such as tool wear, tool vibration etc. This paper also aims to find appropriate surface roughness parameters (SRPs) that can be used as process monitoring indices. Grade 304 stainless steel surfaces, generated by extrusion and grinding processes, were used in this study. The evaluation of different SRPs and their topography properties (such as fractal dimension) is discussed for extruded and ground surfaces. One problem with existing surface metrology is the availability of a multitude of disconnected roughness parameters. A statistical approach is presented in this paper that allows the most appropriate roughness parameters to monitor whether the intended surface quality converges to be found.

This paper reports our progress in developing techniques for “parsing” raw gaze and force data from manual grinding tasks into a principled model. A grinding task, though simple, requires the practitioner to combine elements from the large repertoire of her skillset. Based on the joint, gaze, and force data collected from a series of experiments, and by extending existing scanpath methods, we develop a visualization method called Gaze-Motor Space-Time Cube (GMSTC), which can help us gain insight into the joint gaze-motor routine existing in complex manual tasks. For instance, there exists a strong correlation between the spectra of a subject's fixation and force distributions. Such insight might be hard to extract through an examination of either the gaze or the force data separately. Furthermore, by comparing data obtained from operators with different levels of skill, we are able to quantitatively describe characteristics of human manual skill. For instance, we find that an experienced subject exhibits longer fixation durations and smaller fixation variations than an intermediate one. A detailed understanding of gaze-motor behavior broadens our knowledge of how a manual task is executed. Our results help to provide this extra insight, and have implications in the way in which knowledge and manual expertise is transferred from one generation of practitioners to the next.

BackgroundWhile Indian studies have assessed care providers' knowledge and practices, there is no systematic review on the quality of tuberculosis (TB) care.MethodsWe searched multiple sources to identify studies (2000-2014) on providers' knowledge and practices. We used the International Standards for TB Care to benchmark quality of care.ResultsOf the 47 studies included, 35 were questionnaire surveys and 12 used chart abstraction. None assessed actual practice using standardised patients. Heterogeneity in the findings precluded meta-analysis. Of 22 studies evaluating provider knowledge about using sputum smears for diagnosis, 10 found that less than half of providers had correct knowledge; 3 of 4 studies assessing self-reported practices by providers found that less than a quarter reported ordering smears for patients with chest symptoms. In 11 of 14 studies that assessed treatment, less than one third of providers knew the standard regimen for drug-susceptible TB. Adherence to standards in practice was generally lower than correct knowledge of those standards. Eleven studies with both public and private providers found higher levels of appropriate knowledge/practice in the public sector.ConclusionsAvailable evidence suggests suboptimal quality of TB care, particularly in the private sector. Improvement of quality of care should be a priority for India.

The purpose of this study was to examine what components of executive function (EF)--inhibition, shifting and updating/working memory--predict reading comprehension in young adults. Ninety university students (65 females, 25 males; mean age = 21.82 years) were assessed on shifting (Planned Connections and Colour/Shape Shifting), inhibition (Colour-Word Stroop and Number Stroop), updating/working memory (Digit Memory and Listening Span), reading fluency (Word Reading Efficiency), vocabulary (Peabody Picture Vocabulary Test), and reading comprehension (Nelson-Denny Reading Test). The results of path analysis indicated that only shifting predicted directly reading comprehension. These findings extend those of previous studies showing that different EF components predict different reading outcomes and suggest that EF has a place in reading comprehension models over and above traditional predictors of reading comprehension such as reading fluency and vocabulary.

Although the role of cognitive processes, such as planning, attention, simultaneous, and successive (PASS) processing in reading ability has been examined in samples of typically developing children and children with reading difficulties, it remains unclear if these processes also contribute to superior reading performance. Thus, in this study we examined (a) which PASS processes differentiate superior readers from average readers and (b) what is the individual profile of the superior readers. Thirty-six children with superior reading performance (standard score in Broad Reading equal to or higher than 130) and 43 average readers (standard score in Broad Reading between 85 and 115) were assessed on measures of general intelligence, planning, attention, simultaneous, and successive processing. The results of multivariate analyses indicated that the superior readers performed significantly better than the average readers only in simultaneous and successive processing. However, the superior readers exhibited diverse individual profiles of cognitive assets. The psychoeducational implications of these findings are discussed.

In this article, the author reminisces about his 40 years with the J.P. Das Developmental Disabilities Centre. He begins by recalling his early years with the Centre. He follows it up with his middle years, as well as his later years with the Centre. The author ends his flashback by "bragging" about some of the extraordinary scholars who have visited the Centre.

Math difficulties share many common features with reading difficulties. In as much as they do so, the general approach to reading disability overlaps with math disability. Both math and learning to read share several domain-general features such as long-term and short- term memory, successive and simultaneous processing, flexibility in strategies, attention to details and knowledge-base. The paper reviews the foundational concepts for learning math--magnitude, value, procedure, and estimation. Math disability, therefore, can be identified in terms of the domain-general cognitive processes as well as difficulties in mathematical operations involving Magnitude, Value, Procedure, and Estimation. The review, in its final section, presents some empirical studies of math learning and cognitive intervention from contemporary literature. The authors conclude that there are many different kinds of learning difficulties, and many varieties of math learning disabilities. It should be recognized that many areas of the brain contribute to the successful learning and application of math skills.