3 results
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2. Informatics meets foreign languages COOL ideas for a cross-curricular cooperation
- Author
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Sabitzer, Barbara
- Subjects
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COMPUTER science education , *SECONDARY education , *MIDDLE school student attitudes , *INTERDISCIPLINARY education , *EDUCATION , *FOREIGN language education , *INFORMATION & communication technologies , *COMPUTER assisted instruction , *COGNITIVE psychology , *COMPUTER science , *CURRICULUM , *INFORMATION science , *LEARNING strategies , *RESEARCH , *SCHOOL environment , *TEACHING methods - Abstract
Informatics or computer science (the terms informatics and computer science are used as synonyms in this paper) in Austrian secondary schools is often considered “difficult” and “not interesting” because of mainly mathematical and economical contents. But informatics is much more; it is used in almost every part of the working life and can also cooperate with every subject at school. It offers a wide range of possibilities for COOL (COoperative Open Learning), an Austrian teaching model based on the Dalton Plan that provides also cooperation between different subject matters. Besides the COOL concept this paper describes some ideas for cooperation between informatics and foreign languages at secondary schools and at University level besides just ICT (Information and Communication Technology) or computer-assisted language learning. The presented tasks are part of the project “COOL Informatics” (according to COoperative Open Learning) that aims at developing COOL teaching material based on neurodidactical (Neurodidactics is a relatively young research field that combines the findings of brain research, pedagogy, cognitive psychology and other related fields.) principles for informatics and cross-curricular cooperation from primary school up to University. On the basis of the developed material the following main research questions of the project shall be examined in the course of the next school year: (1) Can COoperative Open Learning methods help to enhance learning? (2) Can learning be enhanced by considering neurodidactical principles in the design of teaching material and in the classroom? As the first test phase of the developed material is still in progress the evaluation is not available at the moment. But the first informal feedback of a vocational school and a programming course at the University shows that it is worth fostering COoperative Open Learning and cross-curricular cooperation. [Copyright &y& Elsevier]
- Published
- 2013
- Full Text
- View/download PDF
3. Cross-national cognitive assessment in schizophrenia clinical trials: a feasibility study
- Author
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Harvey, Philip D., Artiola i Fortuny, Lidia, Vester-Blockland, Estelle, and De Smedt, Goedele
- Subjects
- *
COGNITIVE psychology , *SCHIZOPHRENIA , *CLINICAL trials , *COGNITION disorders diagnosis , *RISPERIDONE , *ANTIPSYCHOTIC agents , *HALOPERIDOL , *COGNITION disorders , *COMPARATIVE studies , *NEUROPSYCHOLOGICAL tests , *RESEARCH methodology , *MEDICAL cooperation , *RESEARCH , *ETHNOLOGY research , *PILOT projects , *EVALUATION research , *RANDOMIZED controlled trials , *THERAPEUTICS ,DRUG therapy for schizophrenia - Abstract
Clinical trials for the treatment of schizophrenia now often include cognitive assessments in addition to clinical ratings of symptoms. Recently, these trials have included cross-national assessments. It is not clear if translated psychological tests produce consistent results across different languages. This paper presents the results of a study of the comparability of the results of cognitive assessments in different English-speaking countries and a number of countries where tests were translated into other languages. Performance on tests of executive functioning, verbal and visuo-spatial learning and memory, language skills, psychomotor speed, and vigilance was compared across the first episode patients with schizophrenia (n=301) assessed in six different languages (English, French, Finnish, German, Hebrew, and Afrikaans), including two different countries where patients were assessed in English and other languages: Canada (French) and South Africa (Afrikaans). The variance in performance across the sites tested in English was as large as the variance between English and non-English speakers when all tests were considered. Performance differences across English and other languages were found only for executive functions, vigilance, and psychomotor speed, with executive functioning differences nonsignificant when education was considered. No differences were found between English and non-English speakers in Canada. These results suggest that the translation of tests of memory and verbal skills can lead to consistent results across translated versions of the tests. Differences between countries were greater than differences between languages, suggesting the need to consider representativeness of patient samples in terms of local educational attainment. In general, these data support the validity of cross-national neuropsychological assessments. [Copyright &y& Elsevier]
- Published
- 2003
- Full Text
- View/download PDF
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