Your search found 19 results.

Descriptors:
Social Cognition; Neurological Impairments; Neurological Organization; Brain; Patients; Theory of Mind; Executive Function

Abstract:
A role for rostral prefrontal cortex (BA10) has been proposed in multitasking, in particular, the selection and maintenance of higher order internal goals while other sub-goals are being performed. BA10 has also been implicated in the ability to infer someone else's feelings and thoughts, often referred to as theory of mind. While most of the data to support these views come from functional neuroimaging studies, lesion studies are scant. In the present study, we compared the performance of a group of frontal patients whose lesions involved BA10, a group of frontal patients whose lesions did not affect this area (nonBA10), and a group of healthy controls on tests requiring multitasking and complex theory of mind judgments. Only the group with lesions involving BA10 showed deficits on multitasking and theory of mind tasks when compared with control subjects. NonBA10 patients performed more poorly than controls on an executive function screening tool, particularly on measures of response inhibition and abstract reasoning, suggesting that theory of mind and multitasking deficits following lesions to BA10 cannot be explained by a general worsening of executive function. In addition, we searched for correlations between performance and volume of damage within different subregions of BA10. Significant correlations were found between multitasking performance and volume of damage in right lateral BA10, and between theory of mind and total BA10 lesion volume. These findings stress the potential pivotal role of BA10 in higher order cognitive functions. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Epilepsy; Surgery; Patients; Brain Hemisphere Functions; Language Fluency; Neurological Organization; Longitudinal Studies; Diagnostic Tests; Correlation; Verbal Ability; Injuries; Rehabilitation

Abstract:
Anterior temporal lobe resection is an effective treatment for refractory temporal lobe epilepsy. The structural consequences of such surgery in the white matter, and how these relate to language function after surgery remain unknown. We carried out a longitudinal study with diffusion tensor imaging in 26 left and 20 right temporal lobe epilepsy patients before and a mean of 4.5 months after anterior temporal lobe resection. The whole-brain analysis technique tract-based spatial statistics was used to compare pre- and postoperative data in the left and right temporal lobe epilepsy groups separately. We observed widespread, significant, mean 7%, decreases in fractional anisotropy in white matter networks connected to the area of resection, following both left and right temporal lobe resections. However, we also observed a widespread, mean 8%, increase in fractional anisotropy after left anterior temporal lobe resection in the ipsilateral external capsule and posterior limb of the internal capsule, and corona radiata. These findings were confirmed on analysis of the native clusters and hand drawn regions of interest. Postoperative tractography seeded from this area suggests that this cluster is part of the ventro-medial language network. The mean pre- and postoperative fractional anisotropy and parallel diffusivity in this cluster were significantly correlated with postoperative verbal fluency and naming test scores. In addition, the percentage change in parallel diffusivity in this cluster was correlated with the percentage change in verbal fluency after anterior temporal lobe resection, such that the bigger the increase in parallel diffusivity, the smaller the fall in language proficiency after surgery. We suggest that the findings of increased fractional anisotropy in this ventro-medial language network represent structural reorganization in response to the anterior temporal lobe resection, which may damage the more susceptible dorso-lateral language pathway. These findings have important implications for our understanding of brain injury and rehabilitation, and may also prove useful in the prediction and minimization of postoperative language deficits. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Noncredit Courses; Community Colleges; Distance Education; Vocational Education; Computer Uses in Education; Postsecondary Education; Trend Analysis; Online Courses; College Credits; Questionnaires; Participation; Enrollment Trends; Institutional Characteristics

Abstract:
This article presents the results of a national study of distance learning in postsecondary career and technical education (CTE). The main purpose of this study was to identify the current status and future trends associated with distance learning in postsecondary CTE. The results show that community colleges are (a) actively involved in the delivery of CTE via distance learning for the purpose of meeting the needs of their diverse student body, (b) more likely to provide credit courses via distance than noncredit courses, and (c) offering few CTE programs fully at a distance. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cognitive Processes; Correlation; Attention; Models; Hypothesis Testing

Abstract:
In goal neglect, a person ignores some task requirement though being able to describe it. Goal neglect is closely related to general intelligence or C. Spearman's (1904) "g" (J. Duncan, H. Emslie, P. Williams, R. Johnson, & C. Freer, 1996). The authors tested the role of task complexity in neglect and the hypothesis that different task components in some sense compete for attention. In contrast to many kinds of attentional limits, increasing the real-time demands of one task component does not promote neglect of another. Neither does neglect depend on preparation for different possible events in a block of trials. Instead, the key factor is complexity in the whole body of knowledge specified in task instructions. The authors suggest that as novel activity is constructed, relevant facts, rules, and requirements must be organized into a "task model." As this model increases in complexity, different task components compete for representation, and vulnerable components may be lost. Construction of effective task models is closely linked to "g." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technical Education; Community Colleges; Vocational Education; Web Based Instruction; Distance Education; Two Year Colleges; Higher Education; Outcomes of Education; College Students; School Surveys; Enrollment; Lifelong Learning; Academic Achievement; Pretests Posttests; Motivation; Learning Strategies; Test Anxiety; Online Courses

Abstract:
A study funded by the National Research Center for Career and Technical Education (Benson, Johnson, Taylor, Treat, Shinkareva, & Duncan, 2004) investigated the course structures and environments used for online career and technical education (CTE) courses and compared their effectiveness to equivalent campus-based courses in terms of the extent to which the students demonstrated the desired learning outcomes. The study encompassed five courses from three CTE degree programs at three different community colleges with a total of 112 campus students and 81 online students. Findings of the study are highlighted here along with recommendations for community colleges interested in providing online CTE courses. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technical Education; Learning Strategies; Community Colleges; Distance Education; Instructional Effectiveness; Career Education; Comparative Analysis; Student Motivation

Abstract:
Community colleges are actively involved in distance-learning programs in Career and Technical Education (CTE). Over 76% of community colleges offer some form of distance learning in CTE. Over the years, only a few isolated studies have compared the effectiveness of distance CTE courses to traditional face-to-face courses. Typically, the findings of previous studies indicate no significant differences between the two methods. This study was designed to address the lack of systematic studies of this question. It also examines how student motivation and learning strategies differ for campus-based and online students. Finally, it investigates how online and campus-based courses differ in terms of course interaction, content organization, student support, and transactional distance (i.e., feelings of closeness to the instructor and the program). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Persistence; Engineering; Technology Education; Education Work Relationship; Engineering Education; Performance Factors; Womens Education; Womens Studies; Disproportionate Representation; Achievement Need; Barriers; Academic Persistence; Career Choice; Individual Differences; Semi Structured Interviews; Graduate Surveys; Student Surveys

Abstract:
Limited information is available regarding the factors that promote persistence by women in engineering programs. Stated simply, the problem is that the number of women engineers continues to fall short in comparison to the gender ratio of women to men in the population in the U.S. (BEST, 2002) and worldwide (Hersh, 2000). More women engineers are needed in general and in proportion to male engineers. This study addressed two questions. (1) What are the factors that support women in engineering? and (2) What are the factors that attract women to and help them to persist in a career in engineering? The methods consisted of a search of related research to identify probably factors followed by qualitative interviews with program persisters and switchers. The most frequently cited factors were selected for inclusion in the interview protocol for the qualitative portion of this study. They were: (a) faculty support, (b) class environment, (c) department environment, (d) attraction to another discipline, (e) parental encouragement, and (f) self-confidence. The result was an evaluation of the relative merits of the factors for persisters and switchers. Additionally a new metaphor relating to force field analysis is proposed. This metaphor was supported by the findings of the study whereby persisters reported fewer restraining forces while switchers reported fewer driving forces. The two driving forces that are common among persisters and switchers are formal support programs and peer support programs. Strengthening these two programs would increase the driving forces for all students. These findings will assist faculty, advisers, and program planners to better meet the needs of women in engineering programs and likely help to reduce the attrition rates of women in engineering. Interview Questions for Persisters are appended. (Contains 3 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technical Education; Assignments; Distance Education; Career Education; National Surveys

Abstract:
This study builds on a recent national survey that determined the current status and future trends associated with distance learning in postsecondary career and technical education (Johnson, et al., 2003). The primary goal of this study was to explore, in detail, the effectiveness of distance learning via the Internet as a strategy for providing skill-based education and training to students enrolled in postsecondary career and technical education (CTE). Emphasis in this study was placed on (a) examining the differences between online and campus-based delivery models in terms of student achievement (i.e., assessment of content knowledge gain and the quality of student assignments and projects) and (b) describing the course structure and environment created to help students gain CTE skills. The study also compared variables such as interaction within the course, course structure, and student support across the two different course delivery formats. To accomplish the research goals, a series of quasi-experimental studies were designed using equivalent online and campus-based CTE courses that varied only in their delivery format. The combination of the earlier national survey of distance learning in postsecondary CTE programs and these experimental comparison studies help to establish a baseline for distance and online technology use and practice in postsecondary career and technical education. These studies enable researchers, practitioners, and policy makers to make informed decisions about future trends and uses of distance learning in postsecondary CTE. (Contains 17 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Noncredit Courses; Community Colleges; Industry; Distance Education; Teaching Skills; Tech Prep; Skill Development; Role; High Schools; Federal Legislation; Job Training; Technical Education

Abstract:
Community colleges have played a key role in connecting high school tech prep, industry training, and baccalaureate education. As an institution of higher education known for its adaptability and willingness to provide customized training, the community college has been influenced by industry and federal policy (e.g., Workforce Investment Act (WIA) and the Carl D. Perkins Vocational and Technical Education Act). Federal policy has generally acted to increase the role community colleges play in workforce preparation. Community colleges are employing distance technologies to deliver a range of skill-based career and technical education (CTE) through credit and noncredit courses and programs. A significant majority of the distance CTE courses address hands-on skill development. At first glance, distance learning would seem to be antithetical to skill training. However, with businesses demanding increasing flexibility and a desire to re-skill their employees, the need for just-in-time skill training continues to increase. Because of the hands-on nature of skill-based learning, the delivery of distance instruction can impose barriers that must be overcome by the institution. Colleges are overcoming this barrier by blending distance learning with more traditional approaches to provide the hands-on experience needed to develop technical skills. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technical Education; Community Colleges; Distance Education; Postsecondary Education; Internet; Web Based Instruction; Online Courses; Career Education; Educational Technology

Abstract:
This article presents the results of a national study of distance learning in postsecondary career and technical education (CTE). The main purpose of this study was to identify the current status and future trends associated with distance learning in postsecondary CTE. The results show that community colleges are actively involved in the delivery of CTE via distance learning. Internet-based courses are the most prominent form of distance learning in community college CTE programs, especially for credit courses. While some colleges are creating their own online programs, many are partnering with external providers (e.g., commercial vendors) and other colleges and universities to make credit and noncredit CTE courses available to students. It was noted that the community colleges are relying heavily on low-bandwidth technologies, although significant growth in all forms of Internet-based CTE courses and technologies is expected within the next three years. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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