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The lack of research exploring the influence of dynamic visual narratives on inference skills prompted the present study with an aim to profile the inference skills in school children between the ages of 6 years and 9 years 11 months using dynamic visual narratives. A total of 80 participants were considered for the study. An animated story was designed as the dynamic visual narrative stimuli based on which an "inference task" was formulated, which included forced-choice questions and free-response questions. The responses of the forced-choice questions were analyzed quantitatively using one-way analysis of variance (ANOVA), while the responses from the free-response questions were analyzed qualitatively. The results revealed an increase in inference skills with age, with children using less seductive details, beginning to display inductive inference, and providing multiple inferences. The inference profiles obtained from the study can serve as evidence for the development of bridging inference skills from dynamic visual narratives in children.

Little is explored regarding the modality-specific differences in recall abilities of preschool children. Understanding modality-specific differences in the recall at an early age might give an insight into age-linked trends, which can lay a foundation for later development. The current study used a cross-sectional design to investigate the modality-specific differences in recall abilities of preschool children using a story and story stimulus. A total of 20 typically developing children between the ages of 3.6 to 5.5 years were presented with a story followed by a story recall task across auditory, visual, and auditory-visual modalities to determine modality-specific recall abilities. The results were analyzed using mixed ANOVA, which revealed higher recall ability in the auditory-visual modality than in other modalities. The findings are explained based on Dual coding theory, Multimedia effect, Mental imagery skills, Visual superiority effect, Attentional behavior, and Comprehension skill. The study implies the importance of Auditory-Visual modality in facilitating better recall in story-based tasks among preschool children.

Educators worldwide are seeking innovative teaching strategies for engaging remote learners. This study explores the impact of an online role-play on students' perceptions regarding Interprofessional education (IPE) and the usage of online role-play as a pedagogic approach. An online role-play for introducing fundamentals of IPE was organised as an activity during the monthly discussion forum of Foundation for Advancement of International Medical Education and Research (FAIMER) fellowship at one of the regional centres in India. After the role-play, the six role-players provided a written semi-structured reflective feedback while 22 observers responded to an open-ended questionnaire. The obtained data were qualitatively analysed using an inductive approach. The role-player's reflections highlighted pre-requisites, strengths and challenges of an online role-play, whereas the observers reported an appreciation of the value of online role-play in learning interprofessional competencies. This study highlights online role-play as an innovative approach to remotely introduce the tenets of IPE. [ABSTRACT FROM AUTHOR]

The lack of research exploring the influence of dynamic visual narratives on inference skills prompted the present study with an aim to profile the inference skills in school children between the ages of 6 years and 9 years 11 months using dynamic visual narratives. A total of 80 participants were considered for the study. An animated story was designed as the dynamic visual narrative stimuli based on which an "inference task" was formulated, which included forced-choice questions and free-response questions. The responses of the forced-choice questions were analyzed quantitatively using one-way analysis of variance (ANOVA), while the responses from the free-response questions were analyzed qualitatively. The results revealed an increase in inference skills with age, with children using less seductive details, beginning to display inductive inference, and providing multiple inferences. The inference profiles obtained from the study can serve as evidence for the development of bridging inference skills from dynamic visual narratives in children. [ABSTRACT FROM AUTHOR]

Introduction: India lacks workforce in the field of speech and hearing leading to the hire of speech and hearing technicians at many work setups. They are allowed to work independently which affects the efficacy of rehabilitation to a greater extent. This alarm necessitates the investigation of reasons for brain drain which will, in turn, help in improvising the speech and hearing services in India. Methods: An e-survey was conducted by circulating a questionnaire which included 10 questions seeking information on the type of job placement, number of shifts in job, the reasons for shifting jobs, satisfaction level at workplace, and percentage of professionals preferring India and/or abroad for job placement. The questionnaire was sent to 3700 professionals, out of whom 360 professionals responded. Results: Lower income, poor professional growth, and unsatisfied job profile were found to be the major reasons for brain drain in India. Conclusion: A regular detailed investigation of reasons for frequent brain drain is required by the concerned bodies in India. In addition, steps should also be taken to rectify the same. Such careful actions may increase the potential employment opportunities for efficient fully trained speech and hearing professionals in India. This will, in turn, raise good quality speech and hearing services in India. [ABSTRACT FROM AUTHOR]

Introduction: Changes in metacognitive abilities due to aging, like self-efficacy, have received less attention in cognitive research. Short-term memory (STM) declines among aging adults are well known but the age-related trends of self-efficacy linked to the same have received less attention. The present research aimed at studying age-related trends in self-efficacy linked to STM among the young-aged, middle-aged, and old-aged adults. Materials and Methods: Participants performed face recall, name recall, object recall, face-name association, first-second name association, and face-object association tasks. The self-efficacy linked to these STM tasks was measured through a pre-task prediction question and a post-task judgment question. Descriptive statistics and two-way mixed model ANOVA with post hoc Bonferroni analysis were performed to assess age related changes in self-efficacy measures. Results: The findings revealed significant overestimation of performance, during pretask prediction, by old-aged adults and middle-aged adults. While the posttask judgment was recalibrated closer to the actual performance by participants of all age groups. Conclusion: The current research findings indicate that self-efficacy for STM follows an age related decline. Therefore, inclusion of self-efficacy measures in the assessment of STM would provide a valuable insight as it describes an individual's own awareness about their STM abilities, provides realistic feedback about one's STM performance and also aids clinicians in understanding the perception-performance dynamics among the aging adults. [ABSTRACT FROM AUTHOR]