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Unique music therapy interventions are discussed from a clinical educational and research perspective, demonstrating a current position on music therapy for people living with dementia and their carers. The position paper, adapted from the keynote lecture given at the workshop “Music Selves and Societies” at Cambridge University in 2018, outlines current research and practice across music and music therapy fields, focussing upon embedding music in daily life and care for people living with dementia. Worldwide, around 50m people have dementia; this is estimated to increase to 75.6m in 2030 and 135.5m in 2050. This results in increased demand for long-term care and a need for heightened awareness and capacity for home care in local settings. Distinctions between interventions delivered by music therapists (direct music therapy) and interventions delivered by musicians or carers arising from training from music therapists (indirect music therapy) are discussed. Political and strategic developments for music and dementia are summarized, highlighting the need for increased training in the field and access to music at all stages of dementia. Case study examples are presented to highlight emerging practices and research; for example, couples attending music therapy groups in a rural community setting (Together in Sound) improved relationships and attitudes for people living with dementia. An international trial investigating reading and music interventions for people living with dementia and their homebased family carers (Homeside) is introduced, alongside practice and research in care homes where music therapy had been found to reduce agitation and improve carers’ well-being. Research shows music therapy interventions address personalized needs linked to daily lived experiences. However, indirect music therapy is needed to reach all who can benefit from music and are living with dementia. It is concluded that high quality, accessible music interventions should be embedded in care, and further research is needed to ascertain best practice.

Patients suffering from locked-in syndrome or disorders of consciousness cannot answer questions or express their thoughts, and thus making the daily interactions very challenging. In such cases, systems that can express their desires/views and thoughts without requiring any movement hold promise. Brain-Computer Interface is physiological computing where brain signals are used to identify the intent of a user. This paper presents the idea of implementing a system using Brain-Computer Interface (BCI) that can aid people suffering from disorders of consciousness or locked-in syndrome to communicate their ideas and views.

Reading text from a screen has been shown to be less effective compared with reading text from paper. Various signals may provide both background information and navigational cues, and may promote the construction of cognitive maps during on-screen reading, thus improving reading performance. This study randomly divided 75 college students into a paper reading group and an on-screen reading group. Both groups were tested for navigation and reading comprehension in response to three different forms of signaling (plain text, physical signaling, and verbal signaling). The results showed that when plain text was presented, the navigation and comprehension scores of the paper reading group were significantly higher than those of the on-screen reading group. However, no significant difference was found between both groups under signaling conditions. The navigation and comprehension scores of both groups were significantly higher under signaling conditions than under plain text. Moreover, the comprehension score of the on-screen reading group under physical signaling was significantly higher than that under verbal signaling. This research suggested that signals help to construct cognitive maps and effectively improve reading performance. Besides, physical signaling, such as underlining and bold formatting, is more effective for on-screen reading. The present study provides a practical and effective approach for improving on-screen reading based on cognitive map theory.

The traditional view on the cerebellum is that it controls motor behavior. Although recent work has revealed that the cerebellum supports also nonmotor functions such as cognition and affect, only during the last 5 years it has become evident that the cerebellum also plays an important social role. This role is evident in social cognition based on interpreting goal-directed actions through the movements of individuals (social "mirroring") which is very close to its original role in motor learning, as well as in social understanding of other individuals' mental state, such as their intentions, beliefs, past behaviors, future aspirations, and personality traits (social "mentalizing"). Most of this mentalizing role is supported by the posterior cerebellum (e.g., Crus I and II). The most dominant hypothesis is that the cerebellum assists in learning and understanding social action sequences, and so facilitates social cognition by supporting optimal predictions about imminent or future social interaction and cooperation. This consensus paper brings together experts from different fields to discuss recent efforts in understanding the role of the cerebellum in social cognition, and the understanding of social behaviors and mental states by others, its effect on clinical impairments such as cerebellar ataxia and autism spectrum disorder, and how the cerebellum can become a potential target for noninvasive brain stimulation as a therapeutic intervention. We report on the most recent empirical findings and techniques for understanding and manipulating cerebellar circuits in humans. Cerebellar circuitry appears now as a key structure to elucidate social interactions. Frank Van Overwalle, Elien Heleven, Qianying Ma, and Min Pu were supported by an SRP57 grant from the Vrije Universiteit Brussel, and Elien Heleven was additionally supported by an FWO G002319N/AL907 grant from the Flemish government. Zaira Cattaneo was supported by a Bando Ricerca Finalizzata (GR2016-02363640) by the Italian Ministry of Health. Marco Michelutti and Arseny A. Sokolov were supported by aMille E Una Lode fellowship from the University of Padua to MM, and fellowships from the Leenaards Foundation and the Swiss National Science Foundation, and a grant from the Helmut Horten Foundation to AAS. Catherine Stoodley and Laura C. Rice were supported by an NIH R15MH106957 grant. Van Overwalle, F (corresponding author), Vrije Univ Brussel, Dept Psychol, Pl Laan 2, B-1050 Brussels, Belgium; Vrije Univ Brussel, Ctr Neurosci, Pl Laan 2, B-1050 Brussels, Belgium. Frank.VanOverwalle@vub.ac.be; mmanto@ulb.ac.be; zaira.cattaneo@unimib.it; silvia.clausi@uniroma1.it; chiara.ferrari@unipv.it; gabrieli@mit.edu; xguellparadis@mgh.harvard.edu; Elien.Heleven@vub.be; m.lupo@hsantalucia.it; Qianying.Ma@vub.be; michelutti.marco.m@gmail.com; g.olivito@hsantalucia.it; Min.Pu@vub.be; laura.blevins@student.american.edu; jschmahmann@mgh.harvard.edu; libera.siciliano@uniroma1.it; Arseny.Sokolov@chuv.ch; stoodley@american.edu; kim.vandun@uhasselt.be; LVandervert@aol.com; maria.leggio@uniroma1.it

OSF project of the data, scripts and materials required to reproduce the method and reports reported in the above paper, accepted for publication in Quarterly Journal of Experimental Psychology. Frozen following paper acceptance (08/09/201) and superseding all other versions.

School systems across the country are transitioning from paper-based testing (PBT) to computer-based testing (CBT). As this technological shift occurs, more research is necessary to understand the practical and performance implications of administering CBTs. Currently, there is a paucity of research using CBTs to examine working memory (WM) performance, even though CBTs may negatively influence performance. The present study compared a WM CBT and PBT and found enhanced WM performance on the PBT across several verbal and visuospatial WM tests. This pattern was evident even after age was controlled, indicating that test mode effects were persistent across ages (4-11 years). CBTs on WM performance may yield lower scores due to developmental WM differences, increased cognitive workload, test mode effects stemming from individual access to technology, and participant characteristics, such as developmental, biological, or gender differences. The presence of divergent WM in CBT and PBT indicates the need for additional options for children at risk of academic failure because of testing modality.

This project contains supplementary materials in the IA paper.

Image stimuli used by the IA paper.

Summary Practitioners in the field of voice are often faced with patients who are ‘dysphonic’, but who do not have identifiable abnormalities of the vocal tract structures or any neural or hormonal alteration affecting the phonatory function. For lack of better nomenclature describing the origin of the disorder, this group of patients has been labeled as having ‘non-organic’ or ‘functional’ dysphonia. ‘Non-organic’ only states what the dysphonia is not, and ‘functional’ does not have any etiological implication. Hence 'functional disorder’ as a determination of the origin is at best vague, imprecise and often misleading. In truth, the terms “functional” and ‘non-organic’ are by now so muddled and confused in everyday clinical usage and parlance that it is unclear what they mean in any given clinical setting or for any particular clinical case. Thus, the UEP Voice Committee (VC) has come to the conclusion that it is best to adopt a new term that is clearly defined, universally agreed to, and indicative of a different and more useful perspective. We have reviewed the literature relating to terminology of these phonatory disorders. We now propose replacement of the phrase ‘functional dysphonia’ with ‘malregulative dysphonia’, since the indication of faulty regulation represents an etiological connotation. We also propose a restructuring of the etiological terminology of phonation disorders. We believe this to be a biologically clearer framework for the labeling of 'non-organic' phonatory disorders, and hope that its routine use will allow for more clarity of presentation and discussion in the future.

We examine how symbols—specifically variables versus numbers—impact students’ problem-solving strategies, and use of these properties, within an online algebra notation system where students can dynamically transform and simplify expressions. Using log data within the system, we quantitatively and qualitatively examine how symbols and students’ mathematical knowledge influence their strategies and process in problem-solving.

Purpose This article provides an overview of five papers appearing together on the topic of “Advances in Specific Language Impairment Research and Intervention,” which was the 2019 program in an ongoing series of research symposia presented at the Annual Convention of the American Speech-Language-Hearing Association. Method The article provides a historical context for the set of papers, then a short summation of each paper's content, followed by the identification of overarching themes and working conclusions. Results Each paper provides summations of empirical results, and some papers provide new empirical evidence. Conclusion The papers collectively highlight six points: (a) Children with specific language impairment (SLI) are likely to be unidentified among their age peers. (b) There is great need for better identification of children with SLI across developmental levels. (c) Progress is evident toward a better understanding of causal pathways, as examined across different research designs involving comparison of children with typical language acquisition to children with SLI and other possibly co-occurring atypical conditions. (d) Measuring multiple dimensions of language brings enhanced informativeness, with differing outcomes for differing dimensions. (e) Replicated research findings require precision of methods in order to reduce unexplained error variance especially when defining groups. (f) Accurate identification of children with SLI is the first step toward a sound treatment plan for SLI and reading disorders as well. Presentation Video https://doi.org/10.23641/asha.13063721

Girls often outperform boys on measures of literacy achievement. This gender gap in literacy performance has been observed to be persistent over developmental time, consistent across multiple domains of literacy, and widely spread geographically. It is sometimes suggested that boys' achievement in the literacy domain might be improved by the availability of reading materials that are designed to engage boys' attention, such as electronic books with interactive features. We addressed the question of boys' versus girls' engagement with reading materials by observing 20 small groups of boys or girls interacting with an electronic book and then a paper book. The children's engagement with the book in each case was coded using Noldus software. Engagement was operationalized in terms of eye gaze (looking at book or reading partner vs. elsewhere), handling (i.e., touching or pointing at book or partner with engaging as opposed to prohibitive actions), and verbal behaviors (i.e., reading, paraphrasing, or talking about the book when compared to not talking or off-task talk). Total time and percent time spent engaged with each book was examined by gender. The results revealed greater nonverbal engagement with the ebook compared to the paper book but greater verbal engagement with the paper book compared to the ebook. No differences in engagement by gender were observed however.

BACKGROUND: There are multiple issues that arise when researchers focus on and only report “statistical significance” of study findings. An important element that is often not included in reports is a discussion of clinical relevance. OBJECTIVES: The authors address issues related to significance, the use of effect sizes, confidence or credible intervals, and the inclusion of clinical relevance in reports of research findings. METHODS: Measures of magnitude, precision, and relevance such as effect sizes, confidence intervals (CIs), and clinically relevant effects are described in detail. Additionally, recommendations for reporting and evaluating effect sizes and CIs are included. Example scenarios are presented to illustrate the interplay of statistical significance and clinical relevance. RESULTS: there are several issues that may arise when significance is the focus of clinical research reporting. One issue is the lack of attention to nonsignificant findings in published works even though findings demonstrate clinical relevance. Another issue is that significance is interpreted as clinical relevance. As well, clinically relevant results from small sample studies are often not considered for publication, and, thus, findings might not be available for meta-analysis. DISCUSSION: Findings in research reports should address effect sizes and clinical relevance and significance. Failure to publish clinically relevant effects and CIs may preclude the inclusion of clinically relevant studies in systematic reviews and meta-analyses thereby limiting the advancement of evidence-based practice. Several accessible resources for researchers to generate, report, and evaluate measures of magnitude, precision, and relevance are included in this article.

It remains to be determined how different inputs for memory-encoding, such as the use of paper notebooks or mobile devices, affect retrieval processes. We compared three groups of participants who read dialogues on personal schedules and wrote down the scheduled appointments on a calendar using a paper notebook (Note), an electronic tablet (Tablet), or a smartphone (Phone). After the retention period for an hour including an interference task, we tested recognition memory of those appointments with visually presented questions in a retrieval task, while scanned with functional magnetic resonance imaging. We obtained three major results. First, the duration of writing down schedules was significantly shorter for the Note group than the Tablet and Phone groups, and accuracy was much higher for the Note group in easier (i.e., more straightforward) questions. Because the input methods were equated as much as possible between the Note and Tablet groups, these results indicate that the cognitive processes for the Note group were deeper and more solid. Second, brain activations for all participants during the retrieval phase were localized in the bilateral hippocampus, precuneus, visual cortices, and language-related frontal regions, confirming the involvement of verbalized memory retrieval processes for appointments. Third, activations in these regions were significantly higher for the Note group than those for the Tablet and Phone groups. These enhanced activations for the Note group could not be explained by general cognitive loads or task difficulty, because overall task performances were similar among the groups. The significant superiority in both accuracy and activations for the Note group suggested that the use of a paper notebook promoted the acquisition of rich encoding information and/or spatial information of real papers and that this information could be utilized as effective retrieval clues, leading to higher activations in these specific regions.

Drawing-to-learn is a specific learning/reading strategy studied across many domains. In response to gaps in our knowledge about drawing-to-learn, we conducted a systematic meta-analysis of the literature published since the influential 2005 Van Meter and Garner literature review. We analyzed the benefits of directed learner-generated visual representations such as sketching, drawing, or computer-assisted creation of a full or partial static image. Forty-one peer-reviewed articles were screened in, together with 9 dissertations and 2 other documents; published from 2005 to 2018, these included 53 studies and 166 effects based on 8111 participants. The overall effect of drawing-to-learn across all dependent variable types (factual, inferential, and transfer) and both types of effects—comparing different types of drawing and comparing drawing to non-drawing conditions—was a significant g = 0.69. The overall effect was significant but differed across outcomes (g = 0.85 for factual, g = 0.44 for inferential, and g = 0.22 for transfer). Analyses across 6 moderators are presented. Not only does the literature continue to show that drawing-to-learn is better than the status quo, but directed drawing improves factual as well as inferential and transfer learning. Finally, researchers have found ways to improve drawing-to-learn instruction so that it can be even more effective than the simple directive to make a drawing.

Neuropsychological tests undergo periodic revision intended to improve psychometric properties, normative data, relevance of stimuli, and ease of administration. In addition, new tests are developed to evaluate psychological and neuropsychological constructs, often purporting to improve evaluation effectiveness. However, there is limited professional guidance to neuropsychologists concerning the decision to adopt a revised version of a test and/or replace an older test with a new test purporting to measure the same or overlapping constructs. This paper describes ethical and professional issues related to the selection and use of older versus newer psychological and neuropsychological tests, with the goal of promoting appropriate test selection and evidence-based decision making.Ethical and professional issues were reviewed and considered.The availability of a newer version of a test does not necessarily render obsolete prior versions of the test for purposes that are empirically supported, nor should continued empirically supported use of a prior version of a test be considered unethical practice. Until a revised or new test has published evidence of improved ability to help clinicians to make diagnostic determinations, facilitate treatment, and/or assess change over time, the choice to delay adoption of revised or new tests may be viewed as reasonable and appropriate. Recommendations are offered to facilitate decisions about the adoption of revised and new tests. Ultimately, it is the responsibility of individual neuropsychologists to determine which tests best meet their patients' needs, and to be able to support their decisions with empirical evidence and sound clinical judgment.

Abstract. Previous studies revealed that performance in paper-and-pencil tests of attention, such as the d2-R test, improves with practice, though the sources of these practice effects are yet unknown. Practice effects in psychometric tests are a serious problem because they impede the evaluation of test performance and constrain the utility of these tests. This study addresses the role of target-specific learning for practice in a d2-like paper-and-pencil test of attention. Two variants of a d2-like test, which exclusively differed in the set of target stimuli, were constructed. Participants were tested on two days separated by one week. Participants in the control condition searched for the same targets (among the same distractors) in each session, whereas participants in the test group searched for different targets (among the same distractors) in each session. Results showed practice benefits in both groups, but benefits were larger in the control group than in the test group. The results suggest that practice improves the processing of target features in paper-and-pencil tests of attention. Hence, using two versions with different sets of targets may effectively reduce practice effects in d2-like tests of attention. Further implications of the findings are discussed.

The study is a vital instance to merge the psychology and the computer science disciplines to provide benefits about the developments of the theory of mind (ToM) skills of and interaction with for the students with neurodevelopmental disorders (SWND). In this research, a traditional two-dimensional (2D) method (paper), a 2D display touch screen and the three-dimensional (3D) [augmented reality (AR)] visual displays based on the computer are constructed for the SWND to do the ToM test questions. In this work, The Little Prince story written by Antoine de Saint-Exupéry is adapted to the ToM test questions to measure the SWND's ToM abilities. In this novel approach, three environments: a traditional 2D method (paper), the 2D display touch screen, and the AR visual display environments are experienced by the SWND. The experimental results are compared according to SWND's ToM success ratios, their ToM perspective skills', their satisfaction on these different test environments. This research suggests the novel approach to measure the ToM abilities of the SWND with human-computer interaction aspect. This article displays the positive effects of the 2D display touch screen and the AR usage on the Tom Test for the SWND.

Contains fulltext : 201967.pdf (Publisher’s version ) (Open Access) Objective: In cognitive neuroscience, well-controlled and highly specific paradigms have been developed to measure cognitive processes over the last decades, often using computer-assisted presentation and response registration. This approach is in contrast with the traditional paper-and-pencil tests used in clinical neuropsychology, which typically assess cognitive function in a less specific manner, often even at the level of a cognitive domain. As a result, important aspects of cognitive (dys)function may be missed during a neuropsychological assessment. This paper focuses on the main challenges that need to be overcome in order to successfully integrate experimental paradigms from cognitive neuroscience into the clinical practice of neuropsychologists. Method: Six challenges are discussed: (i) experimental paradigms are often lengthy and may be overly specific; (ii) technical limitations even today hamper their application in clinics; (iii) the psychometric properties of methods used in cognitive neuroscience are under-examined or poor; (iv) many paradigms from cognitive neuroscience rely on reaction times rather than accuracy, limiting their use in the many brain-injured patients with processing speed deficits; (v) the predictive and ecological validity of these paradigms often unclear; (vi) technological progress (e.g. Moore's law) seriously affects the continuous availability of experimental computerized assessment methods. Conclusion: Both cognitive neuroscientists and clinical neuropsychologists should work together to develop and validate novel paradigms for use in clinical assessments that are platform-independent, reliable and valid, user friendly and easy to use in clinical practice. 12 p.

The present study examined whether there is a difference in comprehension when reading from computer-based text versus reading from paper-based text and whether there is any benefit from the ability to take notes and highlight text while reading. In two experiments, students’ reading times and comprehension scores were compared between electronic text and paper text excerpted from a popular psychology textbook. In the first experiment, students were only allowed to read, while the second experiment allowed the use of highlighting and note-taking. The results revealed no significant difference in reading times and comprehension scores across conditions. More important, there was no significant difference in highlighting and note-taking across text formats. Overall, comprehension was poor and this may reflect highlighting and note-taking as ineffective or rather the type of behavior when engaging in these types of reading aids should be reconsidered. Alternatively, poor comprehension may have been a result of low motivation from participants.

Several decades of research suggesting differences in test performance across paper-based and computer-based assessments have been largely ameliorated through attention to test presentation equivalence, though no studies to date have focused on graph comprehension items. Test items requiring graph comprehension are increasingly common but may be especially prone to format effects. A crossover experimental design was used to compare paper-based (PBT) with computer-based test (CBT) formats in a sample of 28 MBA students answering 6 items requiring comprehension of Venn diagrams, scatterplots, and divided bar charts. Data analysis using a 2x2x2x2 ANOVA revealed that participants’ better performance on CBT, η2 = .07, was not statistically significant, p = .23. While DIF analysis suggested no difference by gender in total score or individual items, interaction analysis between gender and format showed the overall format effect was due mainly to males performing better on CBT, p = .02, d = 0.91. Females performed about the same in both formats. For scatterplot questions, participants also performed better on CBT, p

In this paper, I explore the role for anticipated regret in major life decision-making, focusing on how it is employed by realistic decision-makers in a variety of realistic cases. I argue that the most obvious answers to how regret might matter in decision do not make these cases intelligible, but that we can make them intelligible through consideration of the significance of narrative in our own self-understanding.

Patients with acquired brain injury (ABI) often experience cognitive impairment, such as forgetfulness or difficulties concentrating. Cognitive impairment can be one of the most devastating consequences of a brain injury, as it may interfere with activities of daily living, relationships, leisure and work. Cognitive rehabilitation focuses on learning how to deal with cognitive impairment. Cognitive rehabilitation starts with a thorough neuropsychological assessment, which mostly consists of paper-and-pencil tests to assess cognitive function. One drawback is that paper-and-pencil tests do not relate to the dynamics and complexity of daily life. As a result, paper-and-pencil tests sometimes fail to capture mild cognitive impairment, and test results do not translate easily to daily life. We investigated the feasibility, user-experience and the added value of three novel instruments: an inventory to systematically assess cognitive complaints in daily life, a digital neuropsychological assessment (in collaboration with Philips Research) and virtual reality (in collaboration with Atoms2Bits). The Cognitive Complaints – Participation (CoCo-P) inventory was developed with clinicians, researchers and patients to assess cognitive complaints in daily life. A digital neuropsychological assessment allows neuropsychologists to assess cognitive disorders, that are not observed or captured with paper-and-pencil tests. Finally, virtual reality seemed highly feasible in patients with ABI. We additionally showed the added value of virtual reality to assess mild cognitive impairment in a simulated daily environment. This dissertation only describes the first steps, but we are moving forward in assessing, understanding and treating cognitive difficulties patients encounter in daily life.

In behavior analysis, research on stimulus equivalence has been an area of high activity for more than 45 years. Murray Sidman's contribution was crucial in the development of this field, and, thus, it seems informative to highlight the experiments that were necessary in the development of the descriptive model of equivalence relations and behavior. The purpose of this paper is to provide an overview of the significant work that gave the historical context for Sidman and colleagues' conceptualization of stimulus equivalence as it was presented in 1982. This article emphasizes the 31 papers and chapters written by Sidman and colleagues that focus on research questions within stimulus control. The chapters and papers are organized according to their dimensions in behavior analysis and according to whether they can be categorized as instruction programs or experimental studies. The issues discussed regarding these papers and chapters include types of stimuli, matching, discriminations, and others. Collectively, this early work influenced methods and considerations about stimulus control issues that have been important to the development of stimulus equivalence.

Based on a targeted literature review, this vision paper emphasizes the importance of dementia-sensitive built space. The article specifically focuses on supporting spatial orientation and wayfinding for people living with dementia. First, we discuss types of wayfinding challenges, underlying processes, and consequences of spatial disorientation in the context of dementia of the Alzheimer’s type. Second, we focus on current efforts aimed at planning and evaluating dementia-sensitive built space, i.e., environmental design principles, interventions, evaluation tools, strategies, and planning processes. Third, we use our findings as a starting point for developing an interdisciplinary research vision aimed at encouraging further debates and research about: (1) the perspective of a person with dementia, specifically in the context of wayfinding and spatial orientation, and (2) how this perspective supplements planning and design processes of dementia-sensitive built space. We conclude that more closely considering the perspective of people with dementia supports the development of demographically sustainable future cities and care institutions.