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3. Self-Processes of Acceptance, Compassion, and Regulation of Learning in University Students with Learning Disabilities and/or ADHD

Author

Willoughby, David and Evans, Mary Ann

Abstract

University students with a learning disability (LD) represent a growing fraction of the student population within North America. Although past research has focused on cognitive aspects of living with an LD and/or attention-deficit/hyperactivity disorder (ADHD), social-emotional factors have received less attention. Such factors may play an important role in self-regulation of learning. This study investigated the relations among self-compassion, self-acceptance of an LD, and self-regulated learning in university students with an LD and/or ADHD. Participants were 78 university students who self-identified as possessing an LD and/or ADHD. Variables were measured using an online questionnaire. These students had lower self-compassion scores than found by researchers in other studies. Correlational analyses revealed significant associations among self-acceptance of an LD, self-compassion, and self-regulated learning.

Published
2019
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6. Sex Differences in Emergent Literacy and Reading Behaviour in Junior Kindergarten

Author

Deasley, Shanna, Evans, Mary Ann, Nowak, Sarah, and Willoughby, David

Abstract

In a sample of 128 Canadian junior kindergarten children (66 boys), we examined sex differences in emergent literacy and behaviour when listening to and interacting with books of four types: alphabet books with simple text and illustrations, traditional alphabet books with complex text and illustrations, alphabet eBooks, and illustrated storybooks. Girls outperformed boys on tests of emergent literacy. Engagement while listening to books being read was highest for storybooks but there was a sex by condition effect: Boys were less engaged with complex alphabet books than the other book types, whereas girls were less engaged with simple alphabet books than storybooks. During independent reading, both sexes spent significantly more time on-task in the eBook condition but less of their activity involved letter-related behaviours (e.g., saying letter names). Boys spent less time involved in letter-related behaviour than girls. This research contributes to identifying and promoting factors related to early academic success.

Published
2018
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7. A cabled ocean acoustic array to be installed in the Gulf of Maine

Author

Miksis-Olds, Jennifer, primary, Brask, Debra, additional, Buck, David, additional, Cole, Art, additional, Hashem, Leon, additional, Hennessey, Jack, additional, Lyons, Anthony P., additional, Martin, Bruce S., additional, Ridgeway, Theresa, additional, Rogers, Richard, additional, and Willoughby, David, additional

Published
2023
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24. Striatal microRNA controls cocaine intake through CREB signalling

Author

Hollander, Jonathan A., Im, Heh-In, Amelio, Antonio L., Kocerha, Jannet, Bali, Purva, Lu, Qun, Willoughby, David, Wahlestedt, Claes, Conkright, Michael D., and Kenny, Paul J.

Subjects
MicroRNA -- Psychological aspects -- Physiological aspects -- Genetic aspects, Cocaine abuse -- Physiological aspects -- Genetic aspects, Corpus striatum -- Properties -- Physiological aspects -- Psychological aspects -- Genetic aspects
Abstract

Cocaine addiction is characterized by a gradual loss of control over drug use, but the molecular mechanisms regulating vulnerability to this process remain unclear. Here we report that microRNA-212 (miR-212) is upregulated in the dorsal striatum of rats with a history of extended access to cocaine. Striatal miR-212 decreases responsiveness to the motivational properties of cocaine by markedly amplifying the stimulatory effects of the drug on cAMP response element binding protein (CREB) signalling. This action occurs through miR-212-enhanced Raf1 activity, resulting in adenylyl cyclase sensitization and increased expression of the essential CREB co-activator TORC (transducer of regulated CREB; also known as CRTC). Our findings indicate that striatal miR-212 signalling has a key role in determining vulnerability to cocaine addiction, reveal new molecular regulators that control the complex actions of cocaine in brain reward circuitries and provide an entirely new direction for the development of anti-addiction therapeutics based on the modulation of noncoding RNAs., Cocaine triggers cellular and molecular alterations in brain reward systems, and cocaine addiction is commonly considered to be a disorder of neuroplasticity (1,2). Such long-lasting structural and functional modifications are [...]

Published
2010
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28. Compassion, Acceptance and Narrative Identity in the Self-Regulation of Learning Among University Students with Learning Disabilities

Author

Willoughby, David and Evans, MaryAnn

Subjects
learning disability, narrative identity, Self compassion, self acceptance, learning disabilities, self regulated learning
Abstract

University students with learning disabilities (LDs) represent a growing fraction of the total student population within North America. While past research has focused on cognitive aspects of living with an LD, social-emotional factors associated with the condition have received less attention. Social-emotional factors may play an important role in students’ ability to regulate their learning and effectively cope with LDs. This study investigates the relations between self-compassion, self-acceptance of an LD, narrative identity, self-regulated learning, and self-reported GPA in university students with LDs. Participants were 78 university students who self-reported as possessing an LD. All participants completed an online questionnaire and 20 completed an interview which was subsequently coded for themes of disability acceptance, agency, and meaning-making. Correlational analyses revealed significant associations between self-acceptance of an LD, self-compassion, self-regulated learning and GPA. No significant correlations between life story themes and self-regulated learning were found. However, themes of disability acceptance were significantly related to self-compassion and agency themes.

Published
2017

29. Comprehensive Musicianship and Undergraduate Music Curricula.

Author

Music Educators National Conference, Washington, DC. Contemporary Music Project. and Willoughby, David

Abstract

Comprehensive musicianship is a concept about teaching and learning music. It is an approach that suggests that the source of all musical study is the "literature" of music, and promotes the integration of all aspects of music study. This volume presents a synthesis of the philosophy and practice of 32 experimental programs based on the concept of comprehensive musicanship and designed to improve instruction in basic musicianship at the undergraduate level. These programs, organized nationally in various colleges and universities and grouped into six regional Institutes for Music in Contemporary Education (IMCE), were administered by the Contemporary Music Project. This particular publication centers on curricular implications of comprehensive musicianship. Part I presents certain related educational ideas. Their consideration can contribute to a fuller realization of the changes in the processes of teaching and learning music motivated by the implementation of comprehensive musicianship. Part II summarizes curricular practices of IMCE; it is a synthesis of both descriptive information and subjective reactions by those involved as teachers and by observers of these experimental programs. Part III summarizes the findings of this study and represents a more concise description of the essence of the concept of comprehensive musicianship. (Author)

Published
1971

34. Tests of the broadband borehole seismic system (B³S²) at Scripps IGPP and the Pinon Flat Observatory : October 1994 to June 1995

Author

Stephen, Ralph A., Orcutt, John, Peal, Kenneth R., Vernon, Frank L., Austin, Gary, Bolmer, S. Thompson, Gould, Matthew R., Koelsch, Donald E., Hollinshead, C. B., Offield, Glen, Willoughby, David F., Stephen, Ralph A., Orcutt, John, Peal, Kenneth R., Vernon, Frank L., Austin, Gary, Bolmer, S. Thompson, Gould, Matthew R., Koelsch, Donald E., Hollinshead, C. B., Offield, Glen, and Willoughby, David F.

Abstract

The broadband borehole seismic system (B3S2) is being developed as one component of the Ocean Seismic Network (OSN) Pilot Experiment which will be carried out at the OSN-1 Site off Hawaii in Winter 1998. The other major instruments being developed for the experiment are a Broadband Ocean Bottom Seismometer and a Shallow Buried Broadband Ocean Bottom Seismometer. B3S2 consists of four major components: 1) a borehole sonde with a re-entry guide, Teledyne 54000 broadband seismometer, and REFTEK digitizing system, 2) a seafloor acquisition and recording system (SEABASS), 3) a control vehicle for deploying the sonde in a borehole, and 4) shipboard command and control electronics. The deployment system is very similar to the SEABASS configuration used on LFASE (Stephen eta!, 1994). The purposes of the tests at Pinon Flat were: 1) to integrate the borehole sonde and seafloor and shipboard electronics which had been constructed by different groups: WHOI and SIO/IGPP; 2) test the combined subsystem in a wet borehole environment using actual cables and simulating seafloor conditions; and 3) acquire seismic ambient noise and earthquake data over approximately a three month period for comparison with known stations at the Pinon Flat Observatory., This work was carried out under NSF Grants No. OCE-91-18943 and OCE No. OCE-95-05730: "A Broadband Borehole Seismometer for the Deep Ocean - Development and Land Testing"

Published
2016

35. Progress report on the development of the seafloor borehole array seismic system (phase II) : July 14, 1992 to January 31, 1996

Author

Stephen, Ralph A., Peal, Kenneth R., Bolmer, S. Thompson, Gould, Matthew R., Koelsch, Donald E., Orcutt, John A., Vernon, Frank L., Offield, G., Willoughby, David F., Hollinshead, C. B., Spiess, Fred N., Hildebrand, John A., Zimmerman, Richard, Austin, Gary, Stephen, Ralph A., Peal, Kenneth R., Bolmer, S. Thompson, Gould, Matthew R., Koelsch, Donald E., Orcutt, John A., Vernon, Frank L., Offield, G., Willoughby, David F., Hollinshead, C. B., Spiess, Fred N., Hildebrand, John A., Zimmerman, Richard, and Austin, Gary

Abstract

The Seafloor Borehole Array Seismic System (SEABASS) was originally developed to record autonomously on the seafloor the signals received on a four-sonde three-component borehole geophone array in the VLF band (2-50Hz)(Stephen eta!., 1994). The system is designed to use the wireline re-entry capability (Spiess, 1993; Spiess eta!., 1992) to install and retrieve the seafloor instrumentation (Figures 1 and 2). Following the successful demonstration of this technology on the LFASE (Low Frequency Acoustic-Seismic Experiment) project in September 1989, it was decided to extend the capability to broadband (1000sec-5Hz) borehole seismometers which could be used for permanent seafloor seismic observatories in the Ocean Seismic Network (Orcutt and Stephen, 1993; Purdy and Dziewonski, 1988; Purdy and Orcutt, 1995; Stephen, 1995; Sutton and Barstow, 1990; Sutton eta!., 1988; Sutton eta!., 1965). The Broadband Borehole Seismic System (B3S2) is the prototype system for permanent broadband borehole seismic observatories on the seafloor. It has three major components: i) a broadband borehole seismometer, the Teledyne 54000, modified for seafloor operations by Scripps-IGPP; ii) the re-entry system provided by Scripps-MPL; and iii) the seafloor recording system developed by WHO I. Because of the similarity of the seafloor recording system to SEABASS we have named this new system SEABASS-ll. This report discusses the development of SEABASS-Il at WHOI in the period from July 14, 1992 to January 31, 1996. The motivation for the project and a work statement are contained in WHOI proposals 7016 and 7016.1. This report is a collection of documentation prepared while the work was being carried out. Some of the issues discussed in early memos were subsequently changed. Modifications and further testing of SEABASS-ll, as well as final system integration tests with the borehole andreentry systems (both of which are also still being modified and tested) have still to be carried out in preparati

Published
2016

36. Broadband borehole seismic system integration tests : report of the system integration tests at MPL/SIO

Author

Goldsborough, Robert G., Austin, Gary, Bolmer, S. Thompson, Jabson, David M., Jonke, Patrick, Gould, Matthew R., Hildebrand, John A., Hollinshead, C. B., Offield, Glen, Orcutt, John, Peal, Kenneth R., Spiess, Fred N., Stephen, Ralph A., Vernon, Frank L., Willoughby, David F., Zimmerman, Richard, Goldsborough, Robert G., Austin, Gary, Bolmer, S. Thompson, Jabson, David M., Jonke, Patrick, Gould, Matthew R., Hildebrand, John A., Hollinshead, C. B., Offield, Glen, Orcutt, John, Peal, Kenneth R., Spiess, Fred N., Stephen, Ralph A., Vernon, Frank L., Willoughby, David F., and Zimmerman, Richard

Abstract

This report describes a series of tests performed at SIO/MPL, Point Lorna the week of 17 November 1997 designed to achieve integration of the Broadband Borehole Seismic System (BBBSS) in preparation for the OSN Pilot Experiment cruise on RN Thompson during January 1997. Representatives from all groups were present (see appendix A), with their respective parts of the system and support equipment. It was anticipated that these tests would result in the complete integration of the various components of the borehole seismometer system in preparation for the January cruise. The system would be assembled and tested following a plan (see appendix C) that would culminate in the fully integrated borehole seismometer being wet tested off the MPL pier., This work is sponsored by the National Science Foundation Grant Nos. OCE 9522114and OCE 9523541 with additional support from Scripps Institute of Oceanography and Woods Hole Oceanographic Institution

Published
2016

39. From Paper to Tablets: The Effect of Alphabet E-Books on Emergent Literacy

Author

Willoughby, David and Evans, MaryAnn

Subjects
Early reading, Alphabet knowledge, Literacy, Reading, Emergent literacy, education, Alphabet, Alphabet books, E-books, humanities, Alphabetic knowledge
Abstract

Alphabet books are an important instructional text used in early education. Advances in mobile technology have led to a new format of alphabet books –those in an electronic format with accompanying sound, animations, and interactive hot spots. This study investigates the differential effectiveness of printed and electronic alphabet books in training alphabetic knowledge in 4 year olds. Three groups of approximately 30 children were assigned to one of three conditions: Printed ABC book, electronic ABC book, or storybook control. Training sessions composed of three to four children were run twice a week over eight weeks, with child-book behaviours coded at each session. Measures of early reading ability were collected pre and post-intervention and analyzed. No significant differences in emergent literacy outcomes between conditions were found. Significant differences in child-book interactions were found for time spent oriented to the books and saying letter names. Social Sciences and Humanities Research Council

Published
2013

40. Sex Differences in Emergent Literacy and Reading Behaviour in Junior Kindergarten.

Author

Deasley, Shanna, Evans, Mary Ann, Nowak, Sarah, and Willoughby, David

Subjects
GENDER differences in education, EARLY childhood education, SCHOOL children, ELECTRONIC books, ALPHABET books, ATTITUDE (Psychology)
Abstract

In a sample of 128 Canadian junior kindergarten children (66 boys), we examined sex differences in emergent literacy and behaviour when listening to and interacting with books of four types: alphabet books with simple text and illustrations, traditional alphabet books with complex text and illustrations, alphabet eBooks, and illustrated storybooks. Girls outperformed boys on tests of emergent literacy. Engagement while listening to books being read was highest for storybooks but there was a sex by condition effect: Boys were less engaged with complex alphabet books than the other book types, whereas girls were less engaged with simple alphabet books than storybooks. During independent reading, both sexes spent significantly more time on-task in the eBook condition but less of their activity involved letter-related behaviours (e.g., saying letter names). Boys spent less time involved in letter-related behaviour than girls. This research contributes to identifying and promoting factors related to early academic success. [ABSTRACT FROM AUTHOR]

Published
2018
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45. Longitudinal transcriptomic dysregulation in the peripheral blood of transgenic Huntington’s disease monkeys

Author

Kocerha, Jannet, primary, Liu, Yuhong, additional, Willoughby, David, additional, Chidamparam, Kumaravel, additional, Benito, Joseph, additional, Nelson, Kate, additional, Xu, Yan, additional, Chi, Tim, additional, Engelhardt, Heidi, additional, Moran, Sean, additional, Yang, Shang-Hsun, additional, Li, Shi-Hua, additional, Li, Xiao-Jiang, additional, Larkin, Katherine, additional, Neumann, Adam, additional, Banta, Heather, additional, Yang, Jin Jing, additional, and Chan, Anthony WS, additional

Published
2013
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50. Corrigendum: Genome sequencing in microfabricated high-density picolitre reactors

Author

Margulies, Marcel, Egholm, Michael, Altman, William E., Attiya, Said, Bader, Joel S., Bemben, Lisa A., Berka, Jan, Braverman, Michael S., Chen, Yi-Ju, Chen, Zhoutao, Dewell, Scott B., de Winter, Alex, Drake, James, Du, Lei, Fierro, Joseph M., Forte, Robin, Gomes, Xavier V., Godwin, Brian C., He, Wen, Helgesen, Scott, Ho, Chun Heen, Hutchison, Stephen K., Irzyk, Gerard P., Jando, Szilveszter C., Alenquer, Maria L. I., Jarvie, Thomas P., Jirage, Kshama B., Kim, Jong-Bum, Knight, James R., Lanza, Janna R., Leamon, John H., Lee, William L., Lefkowitz, Steven M., Lei, Ming, Li, Jing, Lohman, Kenton L., Lu, Hong, Makhijani, Vinod B., McDade, Keith E., McKenna, Michael P., Myers, Eugene W., Nickerson, Elizabeth, Nobile, John R., Plant, Ramona, Puc, Bernard P., Reifler, Michael, Ronan, Michael T., Roth, George T., Sarkis, Gary J., Simons, Jan Fredrik, Simpson, John W., Srinivasan, Maithreyan, Tartaro, Karrie R., Tomasz, Alexander, Vogt, Kari A., Volkmer, Greg A., Wang, Shally H., Wang, Yong, Weiner, Michael P., Willoughby, David A., Yu, Pengguang, Begley, Richard F., and Rothberg, Jonathan M.

Subjects
Environmental issues, Science and technology, Zoology and wildlife conservation
Abstract

Author(s): Marcel Margulies; Michael Egholm; William E. Altman; Said Attiya; Joel S. Bader; Lisa A. Bemben; Jan Berka; Michael S. Braverman; Yi-Ju Chen; Zhoutao Chen; Scott B. Dewell; Alex de [...]

Published
2006
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