The Enhancing of Numeracy Skills Through Pencil-and-Paper or Computerized Training for Kindergarteners

Author(s):  
Maria Lidia Mascia ◽  
Mirian Agus ◽  
Maria Chiara Fastame ◽  
Maria Pietronilla Penna
1984 ◽  
Vol 15 (2) ◽  
pp. 66-69 ◽  
Author(s):  
James L. Fitch ◽  
Linda Allen Davis ◽  
W. Bryce Evans ◽  
Daniel E. Sellers

Fifty children were administered a screening test for communication disorders under two conditions. Under one condition graduate clinicians administered the test in the traditional pencil and paper format. Under the second condition nonprofessionals administered a computer-managed version of the same test. It was found that the computer-managed screening test yielded satisfactory agreement for the language sections. The results of the articulation section of the screening test were ambiguous.


2003 ◽  
Vol 14 (4) ◽  
pp. 283-292 ◽  
Author(s):  
W. Sturm ◽  
B. Fimm ◽  
A. Cantagallo ◽  
N. Cremel ◽  
P. North ◽  
...  

Abstract: In a multicenter European approach, the efficacy of the AIXTENT computerized training programs for intensity aspects (alertness and vigilance) and selectivity aspects (selective and divided attention) of attention was studied in 33 patients with brain damage of vascular and traumatic etiology. Each patient received training in one of two most impaired of the four attention domains. Control tests were performed by means of a standardized computerized attention test battery (TAP) comprising tests for the four attention functions. Assessment was carried out at the beginning and at the end of a four week baseline period and after the training period of 14 one-hour sessions. At the end of the baseline phase, there was only slight but significant improvement for the most complex attention function, divided attention (number of omissions). After the training, there were significant specific training effects for both intensity aspects (alertness and vigilance) and also for the number of omissions in the divided attention task. The application of inferential single case procedures revealed a high number of significant improvements in individual cases after specific training of alertness and vigilance problems. On the other hand, a non specific training addressing selectivity aspects of attention lead either to improvement or deterioration of alertness and vigilance performance. The results corroborate the findings of former studies with the same training instrument but in patients with different lesion etiologies.


Assessment ◽  
2021 ◽  
pp. 107319112110039
Author(s):  
Kesha N. Hudson ◽  
Michael T. Willoughby

The Canadian Little Developmental Coordination Disorder Questionnaire (Little DCDQ-CA) is a parent-report screening instrument that identifies 3- to 4-year-old children who may be at risk for Developmental Coordination Disorder (DCD). We tested the factor structure and criterion validity of the Little DCDQ-CA in a sample of preschool-aged children in the United States ( N = 233). Factor analysis indicated that the DCDQ-CA was best represented by one factor. Using cutoff scores that were proposed by the developer, 45% of the sample was identified as at-risk for DCD. Although a much larger percentage of children was identified as at-risk than would be expected based on the prevalence of formal DCD diagnoses in the population, the Little DCDQ-CA demonstrated good criterion validity. Specifically, compared with their peers, children who exceeded the at-risk criterion demonstrated worse motor competence, executive functioning skills, and early numeracy skills and were rated as having greater ADHD behaviors by their teachers, all consistent with expectations for children who are at risk for DCD. Results are discussed as they relate to future use of the Little DCDQ-CA.


Ergonomics ◽  
1997 ◽  
Vol 40 (6) ◽  
pp. 613-630 ◽  
Author(s):  
MARIA CASAGRANDE ◽  
CRISTIANO VIOLANI ◽  
GIUSEPPE CURCIO ◽  
MARIO BERTINI

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