Predictors of Handwriting in Adolescents and Adults with Down Syndrome

Handwriting is a skill that is constantly used in schools and in the workplace – two environments that are targeted in French legislation passed in 2005 on the integration of people with disabilities. The aim of the present study was to determine the predictive factors for handwriting speed and quality in adolescents and adults with Down syndrome (DS), looking at chronological and developmental age, pen grasp and perceptual-motor processing, which are known to contribute to both the speed and quality of handwriting. Results yielded by simple linear and curvilinear analyses revealed that handwriting speed and quality are related to chronological age, developmental age and perceptual-motor processing. Moreover, multiple linear regressions showed that handwriting quality can be predicted by fine motor coordination. We discuss the influence of different factors on handwriting acquisition in individuals with DS, and the implications in terms of intervention programmes.     

Social Skills Training with Children and Adolescents: a review of the evidence on effectiveness

Interest has increased recently in the use of social skills training with children and adolescents. A review of the literature shows, however, that the evidence on effectiveness has been mixed. The theoretical and methodological issues involved are discussed in an attempt to identify the features associated with good research and practice. The conclusion reached is that while social skills training may be a necessary component in bringing about real life changes for children lacking in social competence, it may not always be sufficient. Any attempts to improve an individual's social functioning must also take account of contextual factors and a restructuring of the child's social environment may also be required in order to bring about any lasting change.     

Facilitating learning with web conferencing recommendations based on learners’ experiences

This paper reports some of the findings from a study undertaken to obtain an insight into the experiences of learners engaging with web conferencing. A small group of work-based adult learners with substantial experience of learning in a virtual classroom provided accounts of and reflections on their experiences using a blog and group interview. Qualitative analysis of data led to findings which support some existing best practice guidelines for facilitators and also provide additional insight into issues that impact on learners’ experiences. This paper presents recommendations for facilitators and explores some of the issues raised by learners which are not commonly addressed in other guidelines, including the effective use of breakout rooms, the management of minimalist learners and the need to respect learners’ privacy. A facilitation approach which allows learners to develop autonomy and exert control in the virtual classroom and which acknowledges diversity of learning preferences is suggested. Whilst the recommendations made may not be appropriate in all learning contexts, they are presented as a starting point to help other facilitators review and develop their own practice.     

EndNote and Reference Manager Citation formats compared to "instructions to authors" in top medical journals

The study compared citation format in EndNote version 7 and Reference Manager version 11 with the citation format for references found in the instructions to authors from the most significant medical literature. The resulting information should be very useful to those who depend on citation management software to format and organize their references for publication in medicine, and librarians and others who teach the use of citation management software.     

Weak information work in scientific discovery

Scientists continually work with information to move their research projects forward, but the activities involved in finding and using information and their impact on discovery are poorly understood. In the Information and Discovery in Neuroscience (IDN) project we investigated the information work involved as researchers make progress and confront problems in the practice of brain research. Through case studies of recent neuroscience projects, we found that the most difficult and time-consuming information activities had parallels with Simon’s explication of weak methods in scientific problem solving. But, while Simon’s weak/strong distinction is an effective device for interpreting information work, his general conception of how discovery takes place is artificially constrained. We present cross-case and case-based results from the IDN project to illustrate how the conditions of problem solving Simon associated with weak methods relate to information work and to identify additional weak aspects of the research process not considered by Simon. Our analysis both extends Simon’s framework of what constitutes the discovery process and further elaborates how weak approaches influence the conduct of research.     

Effects of novelty-reducing preparation on exploratory behavior and cognitive learning in a science museum setting

The purpose of this study was to examine the relationships between (a) novelty and exploratory behavior, (b) novelty and cognitive learning, and (c) exploratory behavior and cognitive learning in science museums. Sixty-four sixth-grade public school students participated in a posttest-only control group design. The control group received a treatment designed to decrease the novelty of a field trip setting through a vicarious exposure while the placebo group received an informative but not novelty-reducing treatment. Both groups then visited the field site where they were videotaped. Statistical analyses were conducted on both dependent variables with socioeconomic status and academic achievement as covariates, novelty-reducing preparation as the independent variable, and gender as moderator variable. Exploratory behavior was shown to be positively correlated with cognitive learning. Significant differences were detected for exploratory behavior. For both dependent variables, gender by treatment group interaction was significant with novelty-reducing preparation shown to be highly effective on boys but having no effect on girls.