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The COVID-19 pandemic led to a proliferation of remote-proctored (or "at-home") assessments. The lack of standardized setting, device, or in-person proctor during at-home testing makes it markedly distinct from testing at a test center. Comparability studies of at-home and test center scores are important in understanding whether these distinctions impact test scores. This study found no significant differences in at-home versus test center test scores on a large-scale admissions test using either a randomized controlled trial or an observational study after adjusting for differences in sample composition along baseline characteristics. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic has led to reduced physical activity and increased sedentary behaviors, negatively impacting mental and physical health. Engaging in physical activity at home during quarantine became essential to counteracting these adverse effects. To develop appropriate physical activity programs, assessing individuals' fitness levels and the impact of inactivity is crucial. This study aims to compare motor abilities—including flexibility, balance, reaction time, cardiovascular endurance, and lower and upper limb strength—assessed both in-person and remotely, to determine the accuracy and repeatability of self-administered tests. Methods: A total of 35 young subjects (age 24.2 ± 1.97 years, BMI 22.4 ± 2.61 kg/m2) participated in this study. Each participant underwent a battery of motor ability tests designed to assess various fitness components. The tests were administered twice for each subject: once in a laboratory setting and once remotely at home. The sequence of tests was randomly assigned to ensure unbiased results. Both the in-person and remote assessments were used to evaluate the accuracy and reliability of self-administered tests. Results: The comparison of test results between the laboratory and remote settings revealed percentage differences ranging from 5% to 10%. This variation is considered an acceptable margin of error, suggesting that the tests conducted remotely were relatively accurate when compared to those performed in a controlled laboratory environment. Conclusions: The findings indicate that remote fitness testing is a promising method for evaluating motor abilities. With an acceptable margin of error, remote assessments can be effectively used to personalize training programs based on individuals' physiological characteristics. This approach may be particularly beneficial during times of limited access to fitness facilities, such as during quarantine, or for individuals seeking more flexible fitness evaluation methods. [ABSTRACT FROM AUTHOR]

The use of remote testing to collect behavioral data has been on the rise, especially after the COVID-19 pandemic. Here we present psychometric functions for a commonly used speech corpus obtained in remote testing and laboratory testing conditions on young normal hearing listeners in the presence of different types of maskers. Headphone use for the remote testing group was checked by supplementing procedures from prior literature using a Huggins pitch task. Results revealed no significant differences in the measured thresholds using the remote testing and laboratory testing conditions for all the three masker types. Also, the thresholds measured obtained in these two conditions were strongly correlated for a different group of young normal hearing listeners. Based on the results, excellent outcomes on auditory threshold measurements where the stimuli are presented both at levels lower than and above an individual’s speech-recognition threshold can be obtained by remotely testing the listeners.

The use of remote testing to collect behavioral data has been on the rise, especially after the COVID-19 pandemic. Here we present psychometric functions for a commonly used speech corpus obtained in remote testing and laboratory testing conditions on young normal hearing listeners in the presence of different types of maskers. Headphone use for the remote testing group was checked by supplementing procedures from prior literature using a Huggins pitch task. Results revealed no significant differences in the measured thresholds using the remote testing and laboratory testing conditions for all the three masker types. Also, the thresholds measured obtained in these two conditions were strongly correlated for a different group of young normal hearing listeners. Based on the results, excellent outcomes on auditory threshold measurements where the stimuli are presented both at levels lower than and above an individual's speech-recognition threshold can be obtained by remotely testing the listeners. [ABSTRACT FROM AUTHOR]

Previous work has found that individuals with aphasia demonstrate impaired performance, relative to controls, on listening tasks where target speech is masked by other intelligible speech (Villard & Kidd, 2019). While this deficit may be due in part to impaired cognitive skills (e.g., attention, memory), the current study examined whether impaired linguistic-semantic processing could be a contributing factor as well. This study compared the effect of semantic relatedness between target and masker words on performance on a speech-on-speech masking task, in listeners with aphasia vs. age-matched controls. Additionally, the study compared performance on a remote vs. an in-lab version of the experiment, with the goal of establishing the validity of remote listening experiments in these populations. Eight persons with aphasia (PWA) and eight age-matched controls (AMC) participated in the remote version of the experiment; similarly, eight PWA and eight AMC participated in the in-lab version of the experiment. In both versions, participants listened to short target sentences while ignoring maskers. Maskers consisted of either intelligible speech from the same semantic category as the target (e.g., target and maskers were all fruits), intelligible speech from a distant semantic category from the target (e.g., target was a fruit; maskers were articles of clothing), or speech-shaped, speech envelope-modulated noise. Procedures and stimuli were kept as similar as possible between the remote and in-lab versions of the experiment. In-lab results revealed a significant effect of group, such that PWA performed more poorly than AMC, as well as a significant effect of masking condition, such that participants performed more poorly on speech masking vs. noise masking conditions. No significant differences between same-category and different-category maskers were observed. A comparison of remote vs. in-lab results revealed similar patterns of performance between the two settings but suggested that remote testing resulted in overall noisier data. These findings add to the existing body of knowledge about auditory masking in aphasia. Furthermore, they help lead to a clearer understanding of barriers to social engagement and community participation in PWA by characterizing challenges associated with communicating in noisy settings. The study also provided qualified support for the use of remote testing paradigms for listening experiments. [ABSTRACT FROM AUTHOR]

Objective: Listening effort (LE) varies as a function of listening demands, motivation and resource availability, among other things. Motivation is posited to have a greater influence on listening effort under high, compared to low, listening demands. Methods: To test this prediction, we manipulated the listening demands of a speech recognition task using tone vocoders to create moderate and high listening demand conditions. We manipulated motivation using evaluative threat, i.e., informing participants that they must reach a particular “score” for their results to be usable. Resource availability was assessed by means of working memory span and included as a fixed effects predictor. Outcome measures were indices of LE, including reaction times (RTs), self-rated work and self-rated tiredness, in addition to task performance (correct response rates). Given the recent popularity of online studies, we also wanted to examine the effect of experimental context (online vs. laboratory) on the efficacy of manipulations of listening demands and motivation. We carried out two highly similar experiments with two groups of 37 young adults, a laboratory experiment and an online experiment. To make listening demands comparable between the two studies, vocoder settings had to differ. All results were analysed using linear mixed models. Results: Results showed that under laboratory conditions, listening demands affected all outcomes, with significantly lower correct response rates, slower RTs and greater self-rated work with higher listening demands. In the online study, listening demands only affected RTs. In addition, motivation affected selfrated work. Resource availability was only a significant predictor for RTs in the online study. Discussion: These results show that the influence of motivation and listening demands on LE depends on the type of outcome measures used and the experimental context. It may also depend on the exact vocoder settings. A controlled laboratory settings and/or particular vocoder settings may be necessary to observe all expected effects of listening demands and motivation. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic has led to reduced physical activity and increased sedentary behaviors, negatively impacting mental and physical health. Engaging in physical activity at home during quarantine became essential to counteracting these adverse effects. To develop appropriate physical activity programs, assessing individuals’ fitness levels and the impact of inactivity is crucial. This study aims to compare motor abilities—including flexibility, balance, reaction time, cardiovascular endurance, and lower and upper limb strength—assessed both in-person and remotely, to determine the accuracy and repeatability of self-administered tests. Methods: A total of 35 young subjects (age 24.2 ± 1.97 years, BMI 22.4 ± 2.61 kg/m2) participated in this study. Each participant underwent a battery of motor ability tests designed to assess various fitness components. The tests were administered twice for each subject: once in a laboratory setting and once remotely at home. The sequence of tests was randomly assigned to ensure unbiased results. Both the in-person and remote assessments were used to evaluate the accuracy and reliability of self-administered tests. Results: The comparison of test results between the laboratory and remote settings revealed percentage differences ranging from 5% to 10%. This variation is considered an acceptable margin of error, suggesting that the tests conducted remotely were relatively accurate when compared to those performed in a controlled laboratory environment. Conclusions: The findings indicate that remote fitness testing is a promising method for evaluating motor abilities. With an acceptable margin of error, remote assessments can be effectively used to personalize training programs based on individuals’ physiological characteristics. This approach may be particularly beneficial during times of limited access to fitness facilities, such as during quarantine, or for individuals seeking more flexible fitness evaluation methods.

As universities moved to remotely taught courses during the COVID‐19 pandemic, the importance of maintaining academic integrity in online environments intensified. In response, this study explores instructors' perceptions about the role of online proctoring as a tool for their courses with the intent of enhancing the understanding of online proctoring's usefulness in ensuring academic integrity and the factors that may be swaying instructors' adoption decisions. An online survey was completed by 158 instructors at a variety of higher education institutions with 118 responding to an open‐ended question that allowed respondents to share any additional thoughts about or experiences with using online proctoring. A thematic review of the qualitative comments illustrates the multifaceted impact of online proctoring on instructors and students. Results identified instructors' perceived benefits and challenges of online proctoring to them, their students and the learning process. In addition, instructors voiced numerous legal, ethical and social concerns about the use of online proctoring, including concerns related to students' privacy. Despite these concerns, some instructors identified strong use cases for online proctoring while others provided alternative strategies for ensuring academic integrity in online courses. As institutions consider the role of online proctoring in ensuring academic integrity, a holistic approach that balances instructional design best practices, student‐friendly policies and proctoring tools is recommended to serve the complex needs and concerns of instructors, students and their institutions. Practitioner notesWhat is already known about this topicPrior research findings are mixed as to whether proctoring is valuable for ensuring academic integrity in online courses.Studies investigating grade performance in proctored versus unproctored exam settings have conflicting results; however, studies have found that students completing proctored formative exams perform better on summative exams than students completing non‐proctored formative exams.What this paper addsQualitative data were collected to provide an overview of instructors' perceptions about and experiences with online proctoring.Analysis suggests that online proctoring is beneficial to some instructors, students and the overall learning process. At the same time, its use is also concerning to other instructors and students. Among the issues raised by instructors are concerns for student privacy, increases in student test anxiety and discriminatory proctoring practices.Implications for practice and/or policyInstitutions must be proactive in ensuring that the use of online proctoring aligns with their institutional values and the changing legal landscape.Institutional policies should strive to find a balance between ensuring academic integrity and promoting a positive experience for students and instructors. Since there are strong use cases for online proctoring, these policies should include flexibility whenever possible. [ABSTRACT FROM AUTHOR]

Developed more than 2 decades ago, the MEZURE (Assessment Technologies, 1995–2020; https://www.mezure.com/) has received increased attention as a result of the COVID-19 pandemic. It is the first individualized test of cognitive ability created to use an online (local or remote) assessment modality. The MEZURE claims to be aligned both with the extended Gf–Gc theory and the Cattell–Horn–Carroll model of abilities. Whereas the test publisher claims it used exploratory factor analysis to investigate the instrument's factor structure, only the subtest factor loadings on the Gf–Gc factors were furnished. No other structural validity information was provided, suggesting that users of the instrument should interpret the scores produced by the MEZURE with caution. Accordingly, the present study used exploratory and confirmatory factor analysis to more fully investigate the structural validity of the MEZURE. The results revealed that the MEZURE contains a combined perceptual reasoning (i.e., [Gf/Gv]/working memory [Gwm]) group factor, a verbal ability group factor, and a relatively weak general factor that is dominated by perceptual reasoning. The finding of a paltry general factor that is weakly loaded by verbal subtests is inconsistent with the broader research on traditional cognitive ability assessment and could be related to the online administration format of the test. Future research is required to better understand this finding. Public Significance Statement: The MEZURE has received increased attention following the COVID-19 pandemic, and this study produced findings that psychologists should more fully understand (i.e., the general factor is reflective of nonverbal content, not verbal abilities, and is weak). The results defy historical precedent in cognitive assessment, could be related to the online/remote modality of the instrument, and suggest that the instrument be cautiously interpreted primarily as a measure of nonverbal abilities. [ABSTRACT FROM AUTHOR]

BackgroundA novel non-contact system for remote parameter testing and reprogramming offers an alternative method for assessing device parameters during cardiac implantable electronic devices (CIEDs) implantation without the need for physical contact with the manufacturer's clinical service technician. The safety and feasibility of using this system in CIEDs implantation procedures remains to be determined.ObjectiveEvaluate the safety and feasibility of remote parameter testing in CIEDs implantation procedures.MethodsA single center, randomized, open-label, non-inferiority trial (ChiCTR2200057587) was conducted to compare the two approaches for interrogating CIEDs during implantation procedures: routine interrogation performed by on-site technicians or remote interrogation performed by technicians using the 5G-Cloud Technology Platform. Patients aged ≥18 years and elected to receive CIEDs were eligible for inclusion. The primary endpoint was the completion rate of the parameter test. Safety and efficiency were evaluated in all randomly assigned participants.ResultsA total of 480 patients were finally enrolled and were randomly assigned to routine group (n = 240) or remote group (n = 240). The primary endpoint was achieved by 100% in both groups (P = 0.0060 for noninferiority). The parameters of sensing, threshold, and impedance regarding the right atrium, right ventricle, and left ventricle had no statistical significance between the two groups (P > 0.05). Procedure time, parameter testing time, and both duration and dose of x-ray irradiation were not significantly different between the two groups (P > 0.05). Shut-open door frequency was significantly higher in the routine group than the remote group [6.00 (4.00, 8.00) vs. 0, P

ObjectiveListening effort (LE) varies as a function of listening demands, motivation and resource availability, among other things. Motivation is posited to have a greater influence on listening effort under high, compared to low, listening demands.MethodsTo test this prediction, we manipulated the listening demands of a speech recognition task using tone vocoders to create moderate and high listening demand conditions. We manipulated motivation using evaluative threat, i.e., informing participants that they must reach a particular “score” for their results to be usable. Resource availability was assessed by means of working memory span and included as a fixed effects predictor. Outcome measures were indices of LE, including reaction times (RTs), self-rated work and self-rated tiredness, in addition to task performance (correct response rates). Given the recent popularity of online studies, we also wanted to examine the effect of experimental context (online vs. laboratory) on the efficacy of manipulations of listening demands and motivation. We carried out two highly similar experiments with two groups of 37 young adults, a laboratory experiment and an online experiment. To make listening demands comparable between the two studies, vocoder settings had to differ. All results were analysed using linear mixed models.ResultsResults showed that under laboratory conditions, listening demands affected all outcomes, with significantly lower correct response rates, slower RTs and greater self-rated work with higher listening demands. In the online study, listening demands only affected RTs. In addition, motivation affected self-rated work. Resource availability was only a significant predictor for RTs in the online study.DiscussionThese results show that the influence of motivation and listening demands on LE depends on the type of outcome measures used and the experimental context. It may also depend on the exact vocoder settings. A controlled laboratory settings and/or particular vocoder settings may be necessary to observe all expected effects of listening demands and motivation.

Abstract With the spread of the new Coronavirus, Higher Education Institutions (HEIs) needed to adapt to this reality. The implementation of Emergency Remote Teaching (ERT) in Brazil relied on the experiences of distance education (EaD). Also, there was a significant increase in the use of remote testing tools that rely on monitoring (e-proctoring). This context has generated several concerns regarding the protection of vulnerable data subjects. The main objective of this article is to assess the processing of adolescents’ personal data by HEIs in the context of teaching activities carried out by digital means and the use of remote testing that include the collection of sensitive data. For this purpose, we aim to analyze the protective regime for children and adolescents’ sensitive information in Brazil’s General Personal Data Protection Law (LGPD), the appropriate legal bases for their management, and the best practices to be adopted. As a result, we have concluded that specific consent is not the only legal basis applicable to processing data from minors. However, it represents an important possibility of data management by legal guardians and the protection of underage people. In any case, the principles of necessity and transparency must be part of this choice process.

Despite knowledge of COVID-19's expected impact on the 2020 and 2021 academic school years, policymakers, professional organizations, and test publishers have failed to offer consistent, well-defined or corresponding advice to educational evaluators on how to meet the unique challenges the pandemic has introduced. The directive vacuum that was produced led individuals and school districts to create their own policies and practices as a temporary stopgap. As a consequence, diagnosticians and evaluators across the country were left to interpret confusing legal requirements and competing professional recommendations concerning whether students could be evaluated remotely, whereby social distancing could be observed while continuing to address the ever-present academic needs of our youth. This essay calls for the development of clear testing standards for remote testing. [ABSTRACT FROM AUTHOR]

The present work examines the impact of code-switching (CS) on novel word learning in adult second language (L2) learners of Spanish. Participants completed two sessions (1–3 days apart). In the first session, they were taught 32 nonwords corresponding to novel creatures. Training occurred across 4 conditions: (1) a sentence in English only, (2) a sentence in Spanish only (the L2), (3) a sentence that contained CS from Spanish-to-English, (4) a sentence that contained CS from English-to-Spanish. Immediately after training, participants were tested on their ability to identify the newly trained words using a looking-while-listening paradigm in which videos of participants' looking patterns were collected remotely via Zoom. In the second session, re-testing of the trained words was completed. In the first session, training in the English-only condition led to better initial learning compared to the other conditions. In the second session, the English-only condition still had the highest accuracy, but performance in the two CS conditions was significantly better compared to the Spanish-only condition. These findings suggest that CS during vocabulary training may aid the retention of newly acquired word-object relations in the L2, compared to when training occurs entirely in the L2. This work has important implications for theories of L2 acquisition and can inform instruction practices in L2 classrooms. [ABSTRACT FROM AUTHOR]

Although teacher's personality is an essential component of successful classroom learning, most teacher education programs accept students solely on the basis of scholastic ability scores such as school grades, national test scores (SAT, GRE) or undergraduate college transcripts. To ensure suitability to teaching, a personality-evaluation system was developed in Israel for teacher education candidates. This evaluation system includes non-cognitive measures, such as group dynamic exercises, simulations, a teaching exercise, situational judgement tests, personality tests and an inter-personal interview, all performed face-to-face (FTF) at a testing center. The outbreak of COVID-19 in 2020 brought about lockdowns and social distancing, precluding the administration of this FTF evaluation system. Therefore, the development team adapted the system to online remote testing, using Zoom technology. The present study examined the effect of this transition to remote evaluation on the quality of selection for teaching, looking at suitability-to-teaching scores and the subjective views of applicants and evaluators. A comparison of the 2020 remote scores with the 2019 FTF scores revealed that scores on remote evaluation were slightly lower than FTF scores, and were more centralized. While the candidates found that remote evaluation provided fewer opportunities to express themselves, both candidates and evaluators were satisfied with the administration and convenience of the evaluation day. The Discussion chapter summarizes the unique affordances and constraints of remote evaluations and presents suggestions for changes which might be made when moving an assessment online that could take advantage of this new environment. [ABSTRACT FROM AUTHOR]

Experimental paradigms measuring key psychological constructs can enhance our understanding of mechanisms underlying human psychological well-being and mental health. Delivering such paradigms remotely affords opportunities to reach larger, more representative samples than is typically possible with in-person research. The efficiency gained from remote delivery makes it easier to test replication of previously established effects in well-powered samples. There are several challenges to the successful development and delivery of remote experimental paradigms, including use of an appropriate delivery platform, identifying feasible outcome measures, and metrics of participant compliance. In this paper, we present FLARe (Fear Learning and Anxiety Response), open-source software in the form of a smartphone app and web portal for the creation and delivery of remote fear conditioning experiments. We describe the benefits and challenges associated with the creation of a remote delivery platform for fear conditioning, before presenting in detail the resultant software suite, and one instance of deploying this using the FLARe Research infrastructure. We provide examples of the application of FLARe to several research questions which illustrate the benefits of the remote approach to experiment delivery. The FLARe smartphone app and web portal are available for use by other researchers and have been designed to be user-friendly and intuitive. We hope that FLARe will be a useful tool for those interested in conducting well-powered fear conditioning studies to inform our understanding of the development and treatment of anxiety disorders. [ABSTRACT FROM AUTHOR]

Improving the quality of education refers to the most significant issues of increasing the competitiveness of educational programs, and therefore to increase the attractiveness of educational organizations in the eyes of applicants. As measures for quality control in universities, diagnostic work in the form of online (remote) testing of students is carried out. Despite the existence of a large number of test issues and the experience of such measures, new tasks arise to verify the formation of competencies, requiring an interdisciplinary approach to the formation of funds of appraisal funds and tests. Due to the fact that several disciplines and practices can participate in the formation of one competence, and one discipline can participate in the formation of several competencies, it is required to direct efforts to the structure of the fund of appraisal tools that are most relevant to the solution of pedagogical problems (training, training, control, diagnosis and diagnostics etc.). The work provides the results of studying the possibility of applying existing resources of funds of appraisal funds for an internal independent assessment of the quality of educational activities and training university students, taking into account accreditation indicators during diagnostic work. The work considers the approach to the formation of test options for diagnostic control tasks. Some problems related to the testing procedure for funds of appraisal funds of external educational organizations and their own bank of test tasks were identified, and therefore, the task of forming students' skills to carry out test control during diagnostic work remains relevant. A number of recommendations have been made to further improve the learning achievement fund (tasks of diagnostic control of the minimum level, the task of diagnostic control of the average level of mastering the educational material, the task of diagnostic control of a high level of mastering the educational material), the learning criteria should be developed by a team of subject teachers. As a recommendation for the further development of the fund of assessment tools, the need for various forms of submission of test items was noted, which affects the differentiating ability of tests to identify strong and weak students in mathematical, programming and information disciplines.

Background: Sleep apnea (SA), a modifiable risk factor in - atrial fibrillation (AF), is associated with worse outcomes in AF. We aimed to assess the prevalence and severity of SA in patients with AF, and, subsequently, to assess the positive predictive value (PPV) of moderate to severe SA by a home-monitoring device in comparison to cardio-respiratory monitoring (CRM) in consecutive patients with AF. Methods: This cross-sectional study recruited unselected patients with AF without known SA from an out-patient clinic at Department of Cardiology, Herlev-Gentofte University Hospital. Participants underwent four consecutive nights of sleep-recording with the home-monitoring device NightOwl™ (NO). Moderate SA was defined as an Apnea-Hypopnea Index (AHI) of 15–29 and severe SA as ≥ 30 AHI. Participants with moderate to severe SA was offered CRM for validation of the diagnosis. Results: We included 126 patients with AF with a median age of 68 (interquartile range: 60–75) years, 42 (33 %) women, 70 (56 %) hypertension, 61 (48 %) hyperlipidemia and 49 (39 %) heart failure. NO detected severe SA in 36 (29 %) of patients with AF, moderate SA in 35 (28 %), mild SA in 45 (36 %) and no SA in 10 (8 %). Of 71 patients with moderate to severe SA by NO, 38 patients underwent CRM and the PPV of NO was 0.82 (31/38) to diagnose moderate SA and 0.92 (22/24) to diagnose severe SA by CRM. Conclusion: Moderate to severe SA by NO was highly prevalent in patients with AF without known SA. A home-monitoring device such as NO could be an easy and feasible SA screening tool in patients with AF.

IntroductionBiomarkers of mental effort may help to identify subtle cognitive impairments in the absence of task performance deficits. Here, we aim to detect mental effort on a verbal task, using automated voice analysis and machine learning.MethodsAudio data from the digit span backwards task were recorded and scored with automated speech recognition using the online platform NeuroVocalixTM, yielding usable data from 2,764 healthy adults (1,022 male, 1,742 female; mean age 31.4 years). Acoustic features were aggregated across each trial and normalized within each subject. Cognitive load was dichotomized for each trial by categorizing trials at >0.6 of each participants' maximum span as “high load.” Data were divided into training (60%), test (20%), and validate (20%) datasets, each containing different participants. Training and test data were used in model building and hyper-parameter tuning. Five classification models (Logistic Regression, Naive Bayes, Support Vector Machine, Random Forest, and Gradient Boosting) were trained to predict cognitive load (“high” vs. “low”) based on acoustic features. Analyses were limited to correct responses. The model was evaluated using the validation dataset, across all span lengths and within the subset of trials with a four-digit span. Classifier discriminant power was examined with Receiver Operating Curve (ROC) analysis.ResultsParticipants reached a mean span of 6.34 out of 8 items (SD = 1.38). The Gradient Boosting classifier provided the best performing model on test data (AUC = 0.98) and showed excellent discriminant power for cognitive load on the validation dataset, across all span lengths (AUC = 0.99), and for four-digit only utterances (AUC = 0.95).DiscussionA sensitive biomarker of mental effort can be derived from vocal acoustic features in remotely administered verbal cognitive tests. The use-case of this biomarker for improving sensitivity of cognitive tests to subtle pathology now needs to be examined.

Reliable remote cognitive testing could provide a safer assessment of cognitive impairment in multiple sclerosis (MS) during the COVID-19 pandemic and thereafter. Here we aimed to investigate the reliability and feasibility of administering Brief International Cognitive Assessment for MS (BICAMS) and the Trail-Making Test (TMT) to people with MS online. Between-group differences on BICAMS and the TMT were examined in a sample of 68 participants. Group 1 (N = 34) was tested in-person pre-pandemic. Group 2 was tested remotely. Within-group differences for in-person and virtual administrations were examined for Group 1. No significant differences between virtual and in-person administrations of the CVLT-II and SDMT were detected. BVMT-R scores were significantly higher for virtual administrations (M = 20.59, SD = 6.65) compared to in-person administrations (M = 16.35, SD = 6.05), possibly indicating inter-rater differences. Strong positive correlations were found for in-person and virtual scores within Group 1 on the CVLT-II (r =.84), SDMT (r =.85), TMT-A (r =.88), TMT-B (r =.76) and BVMT-R (r =.72). No significant differences between in-person and remote administrations of CVLT-II and SDMT in people living with MS were detected. Recommendations for future studies employing the TMT and BVMT-R online are provided. [ABSTRACT FROM AUTHOR]

In internet experiments on auditory perception, playback devices may be a confounding variable reducing internal validity. A procedure to remotely test multiple characteristics of playback devices does not currently exist. Thus, the main goals of this study were to (i) develop and (ii) evaluate a comprehensive, efficient, and easy-to-handle test procedure for the reliable control and identification of playback device characteristics in online experiments. Based on a counting task paradigm, the first part of the Headphone and Loudspeaker Test (HALT–Part I) was developed with which researchers can standardize sound level adjustments, detect stereo/mono playback, and assess lower frequency limits. In a laboratory study (N = 40), HALT–Part I was evaluated with four playback devices (circumaural and intra-aural headphones; external and laptop loudspeakers). Beforehand, the acoustical properties of all playback devices had been measured (e.g., sound pressure level, frequency response, total harmonic distortion). The analysis suggested that HALT–Part I has high test–retest reliability (rtt =.90 for level adjustment and rtt =.79 for stereo/mono detection) and is an efficient (3.5 minutes for completion) method to remotely test playback devices and listening conditions (sound level, stereo/mono playback). The procedure can help improve data quality in internet experiments. [ABSTRACT FROM AUTHOR]

Telegenetics has shifted some genetic testing performance to the patient's own home, with the patient collecting his/her own sample. Little is known regarding the rate of test completion of such home‐based genetic testing. This study compared the completion rate of home‐based genetic tests before and after a reminder system was implemented. In the pre‐reminder group, we reviewed medical records for patients who were seen via telegenetics and agreed to complete genetic testing using an at‐home test kit. In the reminder group, a prospective analysis of the genetic test completion rate was performed taking a clinical quality improvement approach where three reminders were provided for patients who had not submitted their at‐home genetic testing. Our study included 94 patients' records: 46 pre‐reminders and 48 reminders. The lab received 24 patient samples (52.2%) in the pre‐reminder group. In the reminder group, 30 patients returned their kits (62.5%). Despite a higher percentage of patients completing their test in the reminder group, there was no statistically significant difference between the pre‐reminder and reminder groups. The rate of test completion in our pilot test was statistically similar between the two groups, but the reminder group was trending toward a higher percent of completion which may be clinically meaningful. [ABSTRACT FROM AUTHOR]

Due to the difficulties in differentiating bilingual children with Developmental Language Disorder (DLD) from bilingual children with temporary language difficulties that may be caused by heterogeneous language input, language assessments of bilingual children are challenging for clinicians. Research demonstrates that assessments of bilingual children should be in all the languages a bilingual child speaks. This can be arduous for clinicians, but computerised screening approaches provide potential solutions. MuLiMi is a new web-based platform designed to automatise screening procedures for bilingual children at risk of DLD. To validate this procedure and investigate its reliability, 36 Spanish-speaking children, aged 4–6 years old, living in Italy, were tested remotely using the Italian–Spanish MuLiMi DLD screening. Sixteen of the participants were previously diagnosed with DLD. L2 (second or societal language) as well as L1 (first or family language) language abilities in static (nonword repetition, grammaticality judgement, and verb comprehension) as well as dynamic tasks (dynamic novel word learning) were assessed. Speed and accuracy of the children's responses were automatically recorded (except nonword repetition). Significant associations emerged between the results obtained in the screening tasks when comparing them to parental questionnaires and standardised tests. An exploratory analysis of the diagnostic accuracy indicates that the single screening scores as well as the overall total score significantly contribute to DLD (risk) identification. [ABSTRACT FROM AUTHOR]

In response to the closures of test centers worldwide due to the COVID-19 pandemic, several testing programs offered large-scale standardized assessments to examinees remotely. However, due to the varying quality of the performance of personal devices and internet connections, more at-home examinees likely suffered "disruptions" or an interruption in the connectivity to their testing session compared to typical test-center administrations. Disruptions have the potential to adversely affect examinees and lead to fairness or validity issues. The goal of this study was to investigate the extent to which disruptions impacted performance of at-home examinees using data from a large-scale admissions test. Specifically, the study involved comparing the average test scores of the disrupted examinees with those of the non-disrupted examinees after weighting the non-disrupted examinees to resemble the disrupted examinees along baseline characteristics. The results show that disruptions had a small negative impact on test scores on average. However, there was little difference in performance between the disrupted and non-disrupted examinees after removing records of the disrupted examinees who were unable to complete the test. [ABSTRACT FROM AUTHOR]

Recent studies have shown the efficacy of a home test for the self-evaluation of olfactory and gustatory functions in quarantined coronavirus disease-2019 (COVID-19) patients. However, testing was often limited to COVID-19 participants, and the accuracy of home test kits was rarely compared to standardized testing. This study aims at providing proof of concept for the validation of the new Chemosensory Perception Test (CPT) developed to remotely assess orthonasal olfactory, retronasal olfactory, and gustatory functions in various populations using common North American household items. In the 2 experiments, a total of 121 participants irrespective of having olfactory and/or gustatory complaints from various causes (COVID-19, sinunasal, post-viral, idiopathic) were tested first, with one or many of the following tests: (i) a brief chemosensory questionnaire, (ii) an olfactory test—Sniffin' Sticks Test (SST) or University of Pennsylvania Smell Identification Test (UPSIT), and/or (iii) a gustatory test—Brief Waterless Empirical Taste Test (B-WETT). We then applied the CPT which yielded 3 different subscores, namely orthonasal, retronasal, and gustatory CPT scores. The orthonasal CPT score was significantly correlated with SST (ρ = 0.837, P < 0.001) and UPSIT (ρ = 0.364, P < 0.001) scores, and exhibited an excellent accuracy to identify olfactory dysfunction (OD) as compared to SST (area under the curve [AUC]: 0.923 [95% confidence interval {CI}, 0.822–1.000], P < 0.001). The retronasal CPT score but not the gustatory CPT score allowed to distinguish between participants with or without subjective gustatory complaint (AUC: 0.818 [95% CI, 0.726–0.909], P < 0.001). The CPT has the ability to identify OD and to quantify subjective gustatory complaints. [ABSTRACT FROM AUTHOR]

Background: Neurodevelopmental disorders (NDD) cause individuals to have difficulty in learning facts, procedures, or social skills. NDD has been linked to several genes, and several animal models have been used to identify potential therapeutic candidates based on specific learning paradigms for long-term and associative memory. In individuals with NDD, however, such testing has not been used so far, resulting in a gap in translating preclinical results to clinical practice. Objective: We aim to assess if individuals with NDD could be tested for paired association learning and long-term memory deficit, as shown in previous animal models. Methods: We developed an image-based paired association task, which can be performed at different time points using remote web-based testing, and evaluated its feasibility in children with typical development (TD), as well as NDD. We included 2 tasks: object recognition as a simpler task and paired association. Learning was tested immediately after training and also the next day for long-term memory. Results: We found that children aged 5-14 years with TD (n=128) and with NDD of different types (n=57) could complete testing using the Memory Game. Children with NDD showed deficits in both recognition and paired association tasks on the first day of learning, in both 5-9-year old (P<.001 and P=.01, respectively) and 10-14-year old groups (P=.001 and P<.001, respectively). The reaction times to stimuli showed no significant difference between individuals with TD or NDD. Children with NDD exhibited a faster 24-hour memory decay for the recognition task than those with TD in the 5-9-year old group. This trend is reversed for the paired association task. Interestingly, we found that children with NDD had their retention for recognition improved and matched with typically developing individuals by 10-14 years of age. The NDD group also showed improved retention deficits in the paired association task at 10-14 years of age compared to the TD group. Conclusions: We showed that web-based learning testing using simple picture association is feasible for children with TD, as well as with NDD. We showed how web-based testing allows us to train children to learn the association between pictures, as shown in immediate test results and those completed 1 day after. This is important as many models for learning deficits in NDD target both short- and long-term memory for therapeutic intervention. We also demonstrated that despite potential confounding factors, such as self-reported diagnosis bias, technical issues, and varied participation, the Memory Game shows significant differences between typically developing children and those with NDD. Future experiments will leverage this potential of web-based testing for larger cohorts and cross-validation with other clinical or preclinical cognitive tasks. [ABSTRACT FROM AUTHOR]

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• This study tested engagement in the Cogstate Brief Battery (CBB) testing among a large cohort of people with focal epilepsy. • CBB testing was successful in collecting cognitive data for many participants. • Baseline participant characteristics were associated with either attempting or not attempting CBB testing. The Human Epilepsy Project (HEP) is a large multinational cohort study of people with newly diagnosed and treated focal epilepsy. HEP utilized the Cogstate Brief Battery (CBB) as a self-directed online assessment to examine cognitive outcomes in study participants. The CBB has previously been validated in healthy individuals and people with various brain disorders, but its use in adults participating in HEP has not been assessed. In this study, we describe how the CBB was used in the HEP cohort and assess factors associated with test completion among study participants. Enrollment data for HEP included 408 participants with comprehensive enrollment records, of whom 249 completed CBB assessments. HEP enrolled cognitively normal-range participants between the ages of 12 and 60 from June 29, 2012, to November 7, 2017, with newly diagnosed focal epilepsy and within 4 months of initial treatment. Baseline participant characteristics were analyzed, including demographics, pre-treatment seizure histories, MRI abnormalities, and the presence of any learning difficulties while in school, including formal learning disability diagnoses, repeated grades, and remediation. HEP participant characteristics for those who completed CBB testing were compared to those who did not using multiple logistic regression. The analysis of HEP participants who completed CBB testing showed that, after controlling for other factors, male participants were more likely to engage in testing (OR 2.14, 95 % CI 1.29 to 3.5, p < 0.01), Black subjects were less likely (OR 0.45, 95 % CI 0.22 to 0.9, p = 0.02), primary English speakers were more likely (OR 3.1, 95 % CI 1.21 to 7.96, p = 0.02), and those with a history of learning challenges were less likely (OR 0.69, 95 % CI 0.49 to 0.97, p = 0.03). There were no significant associations between completing CBB testing and age, employment (employed or student vs not), education (higher education vs not), diagnostic delay, pre-diagnostic seizure burden, or initial seizure semiology (motor vs non-motor). The findings from this study highlight factors associated with the application of remote and unsupervised assessments of cognition in a prospective cohort of adults with focal epilepsy. These factors can be considered when interpreting performance on the CBB in HEP, as well as assisting the design of future studies that use similar approaches. [ABSTRACT FROM AUTHOR]

To evaluate remote testing as a tool for measuring emotional responses to non-speech sounds. Participants self-reported their hearing status and rated valence and arousal in response to non-speech sounds on an Internet crowdsourcing platform. These ratings were compared to data obtained in a laboratory setting with participants who had confirmed normal or impaired hearing. Adults with normal and impaired hearing. In both settings, participants with hearing loss rated pleasant sounds as less pleasant than did their peers with normal hearing. The difference in valence ratings between groups was generally smaller when measured in the remote setting than in the laboratory setting. This difference was the result of participants with normal hearing rating sounds as less extreme (less pleasant, less unpleasant) in the remote setting than did their peers in the laboratory setting, whereas no such difference was noted for participants with hearing loss. Ratings of arousal were similar from participants with normal and impaired hearing; the similarity persisted in both settings. In both test settings, participants with hearing loss rated pleasant sounds as less pleasant than did their normal hearing counterparts. Future work is warranted to explain the ratings of participants with normal hearing. [ABSTRACT FROM AUTHOR]

This article shares how the Adult Tutoring Program at Literacy Center of West Michigan benefitted from a digital, virtual platform in both tutor training and instructional delivery during the pandemic. It weighs in on the pros and cons of the virtual education experiences and determines why virtual platforms are going to be a permanent feature in their programming. [ABSTRACT FROM AUTHOR]

Many educational summative and formative assessments have been transferred to a remote online setting because of the pandemic. Educational professionals and stakeholders have shown interest in learning how this change in the test mode influenced test takers; that is, whether test‐taking experiences in a remote test setting were different from those in a standard test center setting. We propose an innovative approach that makes use of log data collected from the digital platforms of a high‐stakes international test and applies data‐mining techniques to address the mode effect. In the study, the test‐taking behaviors were measured by where students spent their time during the test, extracted from log files collected from both remote test and test center modes. Results showed that four distinct clusters existed among students' test‐taking behaviors, regardless of the test modes and students' test scores. Within each cluster, statistically significant behavioral differences existed between the two mode groups; however, the magnitude of the mode effect was limited by where students spent their time during the test. [ABSTRACT FROM AUTHOR]

Spatial hearing is critical for communication in everyday sound-rich environments. It is important to gain an understanding of how well users of bilateral hearing devices function in these conditions. The purpose of this work was to evaluate a Virtual Acoustics (VA) version of the Spatial Speech in Noise (SSiN) test, the SSiN-VA. This implementation uses relatively inexpensive equipment and can be performed outside the clinic, allowing for regular monitoring of spatial-hearing performance. The SSiN-VA simultaneously assesses speech discrimination and relative localization with changing source locations in the presence of noise. The use of simultaneous tasks increases the cognitive load to better represent the difficulties faced by listeners in noisy real-world environments. Current clinical assessments may require costly equipment which has a large footprint. Consequently, spatial-hearing assessments may not be conducted at all. Additionally, as patients take greater control of their healthcare outcomes and a greater number of clinical appointments are conducted remotely, outcome measures that allow patients to carry out assessments at home are becoming more relevant. The SSiN-VA was implemented using the 3D Tune-In Toolkit, simulating seven loudspeaker locations spaced at 30° intervals with azimuths between −90° and +90°, and rendered for headphone playback using the binaural spatialization technique. Twelve normal-hearing participants were assessed to evaluate if SSiN-VA produced patterns of responses for relative localization and speech discrimination as a function of azimuth similar to those previously obtained using loudspeaker arrays. Additionally, the effect of the signal-to-noise ratio (SNR), the direction of the shift from target to reference, and the target phonetic contrast on performance were investigated. SSiN-VA led to similar patterns of performance as a function of spatial location compared to loudspeaker setups for both relative localization and speech discrimination. Performance for relative localization was significantly better at the highest SNR than at the lowest SNR tested, and a target shift to the right was associated with an increased likelihood of a correct response. For word discrimination, there was an interaction between SNR and word group. Overall, these outcomes support the use of virtual audio for speech discrimination and relative localization testing in noise. [ABSTRACT FROM AUTHOR]

Spatial hearing is critical for communication in everyday sound-rich environments. It is important to gain an understanding of how well users of bilateral hearing devices function in these conditions. The purpose of this work was to evaluate a Virtual Acoustics (VA) version of the Spatial Speech in Noise (SSiN) test, the SSiN-VA. This implementation uses relatively inexpensive equipment and can be performed outside the clinic, allowing for regular monitoring of spatial-hearing performance. The SSiN-VA simultaneously assesses speech discrimination and relative localization with changing source locations in the presence of noise. The use of simultaneous tasks increases the cognitive load to better represent the difficulties faced by listeners in noisy real-world environments. Current clinical assessments may require costly equipment which has a large footprint. Consequently, spatial-hearing assessments may not be conducted at all. Additionally, as patients take greater control of their healthcare outcomes and a greater number of clinical appointments are conducted remotely, outcome measures that allow patients to carry out assessments at home are becoming more relevant. The SSiN-VA was implemented using the 3D Tune-In Toolkit, simulating seven loudspeaker locations spaced at 30° intervals with azimuths between −90° and +90°, and rendered for headphone playback using the binaural spatialization technique. Twelve normal-hearing participants were assessed to evaluate if SSiN-VA produced patterns of responses for relative localization and speech discrimination as a function of azimuth similar to those previously obtained using loudspeaker arrays. Additionally, the effect of the signal-to-noise ratio (SNR), the direction of the shift from target to reference, and the target phonetic contrast on performance were investigated. SSiN-VA led to similar patterns of performance as a function of spatial location compared to loudspeaker setups for both relative localization and speech discrimination. Performance for relative localization was significantly better at the highest SNR than at the lowest SNR tested, and a target shift to the right was associated with an increased likelihood of a correct response. For word discrimination, there was an interaction between SNR and word group. Overall, these outcomes support the use of virtual audio for speech discrimination and relative localization testing in noise.

Variability is pervasive in spoken language, in particular if one is exposed to two varieties of the same language (e.g., the standard variety and a dialect). Unlike in bilingual settings, standard and dialectal forms are often phonologically related, increasing the variability in word forms (e.g., German Fuß "foot" is produced as [fu s] in Standard German and as [f s] in the Alemannic dialect). We investigate whether dialectal variability in children's input affects their ability to recognize words in Standard German, testing non-dialectal vs. dialectal children. Non-dialectal children, who typically grow up in urban areas, mostly hear Standard German forms, and hence encounter little segmental variability in their input. Dialectal children in turn, who typically grow up in rural areas, hear both Standard German and dialectal forms, and are hence exposed to a large amount of variability in their input. We employ the familiar word paradigm for German children aged 12–18 months. Since dialectal children from rural areas are hard to recruit for laboratory studies, we programmed an App that allows all parents to test their children at home. Looking times to familiar vs. non-familiar words were analyzed using a semi-automatic procedure based on neural networks. Our results replicate the familiarity preference for non-dialectal German 12–18-month-old children (longer looking times to familiar words than vs. non-familiar words). Non-dialectal children in the same age range, on the other hand, showed a novelty preference. One explanation for the novelty preference in dialectal children may be more mature linguistic processing, caused by more variability of word forms in the input. This linguistic maturation hypothesis is addressed in Experiment 2, in which we tested older children (18–24-month-olds). These children, who are not exposed to dialectal forms, also showed a novelty preference. Taken together, our findings show that both dialectal and non-dialectal German children recognized the familiar Standard German word forms, but their looking pattern differed as a function of the variability in the input. Frequent exposure to both dialectal and Standard German word forms may hence have affected the nature of (prelexical and/or) lexical representations, leading to more mature processing capacities. [ABSTRACT FROM AUTHOR]

This article explores the implementation of an online high-stakes language proficiency test during the COVID-19 pandemic through a narrative inquiry of a test-designer, Eda (pseudonym). Situated in the context of Turkish higher education, this study examines Eda's narrative accounts with regard to the development of test adaptation and implementation, technology use, and the emerging contradictions for future language testing practices. The data are analysed based on Clandinin and Connelly's (in Narrative inquiry: Experience and story in qualitative research, Jossey-Bass, 2000) three-dimensional space narrative structure: interaction, continuity, and situation. First, personal and social interaction are analysed to better understand test-designers' dispositions and views, and internal and existential conditions in testing practices in the pandemic. Second, continuity is dealt with in regard to their testing experiences, emerging needs, and implied roles and directions of stakeholders in online testing. Third, the situation is analysed to understand the new landscape where the online test implementation is bounded by pandemic rules and regulations. Third generation activity theory was used to interpret the results of analysis. The study concludes by recognizing how resolutions produce motives for high-stakes test implementation and how the dynamic relation between constructs of activity systems supports the continuity of online test beyond pandemic times. [ABSTRACT FROM AUTHOR]

Due to the difficulties in differentiating bilingual children with Developmental Language Disorder (DLD) from bilingual children with temporary language difficulties that may be caused by heterogeneous language input, language assessments of bilingual children are challenging for clinicians. Research demonstrates that assessments of bilingual children should be in all the languages a bilingual child speaks. This can be arduous for clinicians, but computerised screening approaches provide potential solutions. MuLiMi is a new web-based platform designed to automatise screening procedures for bilingual children at risk of DLD. To validate this procedure and investigate its reliability, 36 Spanish-speaking children, aged 4–6 years old, living in Italy, were tested remotely using the Italian–Spanish MuLiMi DLD screening. Sixteen of the participants were previously diagnosed with DLD. L2 (second or societal language) as well as L1 (first or family language) language abilities in static (nonword repetition, grammaticality judgement, and verb comprehension) as well as dynamic tasks (dynamic novel word learning) were assessed. Speed and accuracy of the children’s responses were automatically recorded (except nonword repetition). Significant associations emerged between the results obtained in the screening tasks when comparing them to parental questionnaires and standardised tests. An exploratory analysis of the diagnostic accuracy indicates that the single screening scores as well as the overall total score significantly contribute to DLD (risk) identification.

The article is based on the results of analysis of educational subjects for bachelors of the 1st, 2nd, and 3d years of education in the socio-adapted system of remote training for various management and economic specialization profiles. According to the conducted study, the course units have been determined for which remote training and controlled assessment are justified, the results of electronic testing of students have been summarized, the dynamics of the results has been revealed, the directions of enhancement of testing and testing material development technologies have been shown, the socio-adapted types of test questions have been highlighted, and examples of typical test questions have been provided, recommendations on the method of presentation of educational material have been formulated.

Variability is pervasive in spoken language, in particular if one is exposed to two varieties of the same language (e.g., the standard variety and a dialect). Unlike in bilingual settings, standard and dialectal forms are often phonologically related, increasing the variability in word forms (e.g., German Fuß “foot” is produced as [fus] in Standard German and as [fs] in the Alemannic dialect). We investigate whether dialectal variability in children’s input affects their ability to recognize words in Standard German, testing non-dialectal vs. dialectal children. Non-dialectal children, who typically grow up in urban areas, mostly hear Standard German forms, and hence encounter little segmental variability in their input. Dialectal children in turn, who typically grow up in rural areas, hear both Standard German and dialectal forms, and are hence exposed to a large amount of variability in their input. We employ the familiar word paradigm for German children aged 12–18 months. Since dialectal children from rural areas are hard to recruit for laboratory studies, we programmed an App that allows all parents to test their children at home. Looking times to familiar vs. non-familiar words were analyzed using a semi-automatic procedure based on neural networks. Our results replicate the familiarity preference for non-dialectal German 12–18-month-old children (longer looking times to familiar words than vs. non-familiar words). Non-dialectal children in the same age range, on the other hand, showed a novelty preference. One explanation for the novelty preference in dialectal children may be more mature linguistic processing, caused by more variability of word forms in the input. This linguistic maturation hypothesis is addressed in Experiment 2, in which we tested older children (18–24-month-olds). These children, who are not exposed to dialectal forms, also showed a novelty preference. Taken together, our findings show that both dialectal and non-dialectal German children recognized the familiar Standard German word forms, but their looking pattern differed as a function of the variability in the input. Frequent exposure to both dialectal and Standard German word forms may hence have affected the nature of (prelexical and/or) lexical representations, leading to more mature processing capacities.