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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.

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.

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.