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Descriptors:
Brain Hemisphere Functions; Attention Deficit Hyperactivity Disorder; Child Behavior; Brain; Neurology; Inhibition; Executive Function; Infants; Check Lists; Short Term Memory; Diagnostic Tests; Correlation; Young Children; Cognitive Processes; Emotional Response; Planning; Age Differences; Predictor Variables; Foreign Countries

Abstract:
Background: Neuroimaging findings have provided evidence for a relation between variations in brain structures and Attention Deficit/Hyperactivity Disorder (ADHD). However, longitudinal neuroimaging studies are typically confined to children who have already been diagnosed with ADHD. In a population-based study, we aimed to characterize the prospective association between brain structures measured during infancy and executive function and attention deficit/hyperactivity problems assessed at preschool age. Methods: In the Generation R Study, the corpus callosum length, the gangliothalamic ovoid diameter (encompassing the basal ganglia and thalamus), and the ventricular volume were measured in 784 6-week-old children using cranial postnatal ultrasounds. Parents rated executive functioning at 4 years using the Behavior Rating Inventory of Executive Function-Preschool Version in five dimensions: inhibition, shifting, emotional control, working memory, and planning/organizing. Attention Deficit/Hyperactivity Problems were assessed at ages 3 and 5 years using the Child Behavior Checklist. Results: A smaller corpus callosum length during infancy was associated with greater deficits in executive functioning at 4 years. This was accounted for by higher problem scores on inhibition and emotional control. The corpus callosum length during infancy did not predict Attention Deficit/Hyperactivity Problem at 3 and 5 years, when controlling for the confounders. We did not find any relation between gangliothalamic ovoid diameter and executive function or Attention Deficit/Hyperactivity Problem. Conclusions: Variations in brain structures detectible in infants predicted subtle impairments in inhibition and emotional control. However, in this population-based study, we could not demonstrate that early structural brain variations precede symptoms of ADHD. (Contains 3 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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Injuries; Specialists; Neurological Impairments; Brain; Neurology; Psychologists; Educational Psychology; Counselor Role; Interviews; Rehabilitation; Pediatrics; Hospitals; Educational Environment; Severity (of Disability); Foreign Countries

Abstract:
This study explores the process of reintegration into school for children with an acquired brain injury (ABI) and considers the role of the educational psychologist (EP) in supporting these children. Interviews were conducted with a range of professionals in two specialist settings: a specialist rehabilitation centre and a children's hospital with a specialism in paediatric neurology. The findings highlight a number of potential areas where EPs could contribute to the support of children with ABI including facilitating communication between professionals and providing training for school staff. The training implications for EPs are also considered. 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:
Workplace Learning; Research Methodology; Expertise; Educational Practices; Eye Movements; Literature Reviews; Measurement Techniques; Evaluation Methods; Medicine; Brain; Medical Education; Competence; Learning Processes; Visual Perception; Visualization

Abstract:
Understanding how best to assess expertise, the situational variations of expertise, and distinctive qualities of expertise that arises from particular workplace experiences, presents an important challenge. Certainly, at this time, there is much interest in identifying standard occupational measures and competences, which are not well aligned with such variations and distinctiveness in performance. Therefore, this paper addresses the methodological issues posed by such a challenge through reviewing the expertise literature to identify ways forward. Based on the example of one target domain, medicine, and one criterion task, the comprehension of visualizations, the study identifies, elaborates, and evaluates assessments used to study qualitative changes in professional vision that occur as a result of extended periods of workplace learning experiences. It identifies the kinds of sample, materials, measures, and analysis methods used to assess the quality of expertise differences, as well as what elements of and differences in visual expertise are revealed in particular assessment processes. In doing this, the study seeks to illuminate how assessing the quality of expertise differences matured over the past 20 years, noting that strategies of scanning brain activity and tracking eye movements are now being used in ways that augment traditional approaches such as using verbal reports and observing representational practices. The findings demonstrate how the assessment of visual expertise has become more multidisciplinary over the past two decades. Implications for educational practice and future research directions on the development of professional vision are discussed. 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:
Language Processing; Suprasegmentals; Brain; Cognitive Measurement; Perception; Bias; Theories; Sentences; Undergraduate Students

Abstract:
Previous research using picture/word matching tasks has demonstrated a tendency to incorrectly interpret phrasally stressed strings as compounds. Using event-related potentials, we sought to determine whether this pattern stems from poor perceptual sensitivity to the compound/phrasal stress distinction, or from a post-perceptual bias in behavioral response selection. A secondary aim was to gain insight into the role played by contrastive stress patterns in online sentence comprehension. The behavioral results replicated previous findings of a preference for compounds, but the electrophysiological data suggested a robust sensitivity to both stress patterns. When incongruent with the context, both compound and phrasal stress elicited a sustained left-lateralized negativity. Moreover, incongruent compound stress elicited a centro-parietal negativity (N400), while incongruent phrasal stress elicited a late posterior positivity (P600). We conclude that the previous findings of a preference for compounds are due to response selection bias, and not a lack of perceptual sensitivity. The present results complement previous evidence for the immediate use of meter in semantic processing, as well as evidence for late interactions between prosodic and syntactic information. (Contains 5 figures and 5 notes.) 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:
Neurological Impairments; Head Injuries; Chronic Illness; Brain; Males; Athletes; Veterans; Self Destructive Behavior; Symptoms (Individual Disorders); Comorbidity; Alzheimers Disease; Dementia; Depression (Psychology); Attention; Executive Function; Short Term Memory; Language Impairments; Aggression

Abstract:
Chronic traumatic encephalopathy is a progressive tauopathy that occurs as a consequence of repetitive mild traumatic brain injury. We analysed post-mortem brains obtained from a cohort of 85 subjects with histories of repetitive mild traumatic brain injury and found evidence of chronic traumatic encephalopathy in 68 subjects: all males, ranging in age from 17 to 98 years (mean 59.5 years), including 64 athletes, 21 military veterans (86% of whom were also athletes) and one individual who engaged in self-injurious head banging behaviour. Eighteen age- and gender-matched individuals without a history of repetitive mild traumatic brain injury served as control subjects. In chronic traumatic encephalopathy, the spectrum of hyperphosphorylated tau pathology ranged in severity from focal perivascular epicentres of neurofibrillary tangles in the frontal neocortex to severe tauopathy affecting widespread brain regions, including the medial temporal lobe, thereby allowing a progressive staging of pathology from stages I-IV. Multifocal axonal varicosities and axonal loss were found in deep cortex and subcortical white matter at all stages of chronic traumatic encephalopathy. TAR DNA-binding protein 43 immunoreactive inclusions and neurites were also found in 85% of cases, ranging from focal pathology in stages I-III to widespread inclusions and neurites in stage IV. Symptoms in stage I chronic traumatic encephalopathy included headache and loss of attention and concentration. Additional symptoms in stage II included depression, explosivity and short-term memory loss. In stage III, executive dysfunction and cognitive impairment were found, and in stage IV, dementia, word-finding difficulty and aggression were characteristic. Data on athletic exposure were available for 34 American football players; the stage of chronic traumatic encephalopathy correlated with increased duration of football play, survival after football and age at death. Chronic traumatic encephalopathy was the sole diagnosis in 43 cases (63%); eight were also diagnosed with motor neuron disease (12%), seven with Alzheimer's disease (11%), 11 with Lewy body disease (16%) and four with frontotemporal lobar degeneration (6%). There is an ordered and predictable progression of hyperphosphorylated tau abnormalities through the nervous system in chronic traumatic encephalopathy that occurs in conjunction with widespread axonal disruption and loss. The frequent association of chronic traumatic encephalopathy with other neurodegenerative disorders suggests that repetitive brain trauma and hyperphosphorylated tau protein deposition promote the accumulation of other abnormally aggregated proteins including TAR DNA-binding protein 43, amyloid beta protein and alpha-synuclein. (Contains 4 tables and 6 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:
Attention Deficit Hyperactivity Disorder; Brain; Elementary School Students; Secondary School Students; Learner Engagement; Games; Neurological Impairments; Behavior Problems; Outcomes of Treatment; Cognitive Processes; Effect Size

Abstract:
Attention deficit hyperactivity disorder (ADHD) is the most commonly diagnosed childhood neurobehavioral disorder, affecting approximately 5.5 million children, of which approximately 66% take ADHD medication daily. This study investigated a potential nonpharmaceutical alternative to address the academic engagement of 5th through 11th grade students (n = 10) diagnosed with ADHD. Participants were asked to play "brain games" for a minimum of 20 minutes each morning before school for 5 weeks. Engagement was measured at three points in time using electroencephalogram, parent and teacher reports, researcher observations, and participant self-reports. An analysis of the data supports the hypothesis that daily use of brain games can help strengthen focusing ability and executive functioning in adolescents with ADHD. The results provide hope for those searching for an alternative or supplement to medication as a means of helping students with ADHD engage in the classroom. (Contains 5 tables and 6 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:
Logical Thinking; Syntax; Brain; Learning Strategies; Language Acquisition; Computational Linguistics; Grammar; Language Universals; Linguistic Theory; Children; Child Language; Linguistic Input; Language Research; Language Processing

Abstract:
The induction problems facing language learners have played a central role in debates about the types of learning biases that exist in the human brain. Many linguists have argued that some of the learning biases necessary to solve these language induction problems must be both innate and language-specific (i.e., the Universal Grammar (UG) hypothesis). Though there have been several recent high-profile investigations of the necessary learning bias types for different linguistic phenomena, the UG hypothesis is still the dominant assumption for a large segment of linguists due to the lack of studies addressing central phenomena in generative linguistics. To address this, we focus on how to learn constraints on long-distance dependencies, also known as syntactic island constraints. We use formal acceptability judgment data to identify the target state of learning for syntactic island constraints and conduct a corpus analysis of child-directed data to affirm that there does appear to be an induction problem when learning these constraints. We then create a computational learning model that implements a learning strategy capable of successfully learning the pattern of acceptability judgments observed in formal experiments, based on realistic input. Importantly, this model does not explicitly encode syntactic constraints. We discuss learning biases required by this model in detail as they highlight the potential problems posed by syntactic island effects for any theory of syntactic acquisition. We find that, although the proposed learning strategy requires fewer complex and domain-specific components than previous theories of syntactic island learning, it still raises difficult questions about how the specific biases required by syntactic islands arise in the learner. We discuss the consequences of these results for theories of acquisition and theories of syntax. (Contains 5 tables, 6 figures, and 14 footnotes.) 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:
Reading Instruction; Brain; Reading Comprehension; Imagery; Vocabulary Development; Fiction; Nonfiction; Reading Material Selection; Teaching Methods; Interpersonal Communication; Teacher Role; Communication Skills; Language Skills; Prompting; Feedback (Response); Reading Aloud to Others

Abstract:
Explicit instruction on the skill of creating mental imagery from text supports reading comprehension and recall. This article shares a strategy for teaching students how to process what they read by comparing mental imagery to "brain movies." It emphasizes choosing appropriate fiction and nonfiction texts to encourage readers to build the skill of creating mental imagery, and offers examples from two classrooms on how students use brain movies to make meaning from what they read. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Young Children; Child Development; Brain; School Readiness; State Programs; Educational Finance; Counties; Smoking; Tax Allocation; Health Programs; Health Promotion; Parent Education; Trusts (Financial); Accountability; Social Networks; Integrated Services; Geographic Location; Advisory Committees

Abstract:
Scientific discoveries repeatedly confirmed the importance of brain growth during the first 5 years of child life. To support early childhood development, California voters passed Proposition 10 in 1998 to collect a 50 cent per pack tax on cigarettes and other tobacco products. Kern County Children and Families Commission (First 5 Kern) was established by Proposition 10 to administer the Children and Families First Trust Fund in Kern County. Serving a county across a region as large as the state of New Jersey, First 5 Kern distributed the state annual funding of over $10 million to support 40 programs in early childcare and education. Following the results-based accountability model, this report summarizes innovative outcomes in four focus areas: Health and Wellness, Parent Education and Support Services, Early Childcare and Education, and Integration of Services. GIS [geographic information systems] mapping has been incorporated to describe the service delivery across the mountain, valley, and desert communities across a land of more than 8,000 square miles. Value-added assessments have been conducted to evaluate improvement of child development and parent education in the first three focus areas. The fourth focus area was examined through social network analyses to enhance the capacity of sustainable system care. The entire report not only provides clear, convincing, and sufficient evidences to justify the return on government funding, but demonstrates innovative approaches in articulating comprehensive evaluation efforts under a well-established CIPP [Context, Input, Process, and Product] model. Three appendices are included: (1) Program Classification Across State and Local Focus Areas; (2) Technical Advisory Committee; and (3) Program Index. (Contains 56 tables, 39 figures, 2 exhibits, and 8 footnotes.) [For "First 5 Kern Annual Report, Fiscal Year 2010-2011," see ED538687.] 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:
Stress Variables; Stress Management; Psychoeducational Methods; College Freshmen; Resilience (Psychology); Executive Function; Workshops; Lesson Plans; Skill Development; Brain; Academic Achievement; Student Adjustment; Academic Persistence; First Generation College Students; Minority Group Students; Research Methodology

Abstract:
The intent of the following project is to highlight information about the stress response, resilience, and executive function development and to apply it to first-year postsecondary student populations in a workshop format. The first part of the project presents three comprehensive literature reviews of academic research available on these subjects. The second part offers a workshop guide broken down into four detailed lesson plans for potential facilitators to carry out four 50-minute workshops. These workshops are intended to be psychoeducational and address the information presented in the report. The workshops may be presented individually or as a series to enable appropriate application to students. The focus of this project is to address the significance of the unique stressors experienced by first-year students with the aim of promoting resilience by developing executive function abilities. The proposed workshop may be instrumental in assisting students to develop these abilities, which may reduce student attrition rates and assist students in accomplishing goals and responding resiliently to stress during their postsecondary education and throughout their lives. The following are appended: (1) Surviving the First Year of Postsecondary Education: Four Workshop Session Plans; and (2) Workshop Evaluation Form. (Contains 1 table, 1 figure, and 7 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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