Genome-Wide Polygenic Scores Predict Reading Performance Throughout the School Years

It is now possible to create individual-specific genetic scores, called genome-wide polygenic scores (GPS). We used a GPS for years of education (EduYears) to predict reading performance assessed at UK National Curriculum Key Stages 1 (age 7), 2 (age 12) and 3 (age 14) and on reading tests administered at ages 7 and 12 in a UK sample of 5,825 unrelated individuals. EduYears GPS accounts for up to 5% of the variance in reading performance at age 14. GPS predictions remained significant after accounting for general cognitive ability and family socioeconomic status. Reading performance of children in the lowest and highest 12.5% of the EduYears GPS distribution differed by a mean growth in reading ability of approximately two school years. It seems certain that polygenic scores will be used to predict strengths and weaknesses in education.     

Facial Similarity Mitigates the Persuasive Effects of Source Bias: An Evolutionary Explanation for Kinship and Susceptibility to Influence

This research examined how the interaction between a source's facial similarity to message targets and communicated bias affects audience persuadability. We used an evolutionary explanation to hypothesize that biased sources would elicit less favorable attitudes than unbiased sources for dissimilar sources, but that this difference would be absent for similar sources. Predictions were supported by results from a 2 (facial similarity) × 2 (source bias) experiment, in which an unrecognizable percentage of participants' photographs (n = 94) was digitally morphed with a source's face to act as a kinship cue. Further, structural equation modeling demonstrated a direct effect of facial similarity on attitude independent of mediation by source liking and appraisals, providing further evidence that susceptibility to influence from facially similar sources may have evolutionary origins.     

The effects of simultaneous communication on production and perception of speech

This article reviews experiments completed over the past decade at the National Technical Institute for the Deaf and the State University of New York at Geneseo concerning speech produced during simultaneous communication (SC) and synthesizes the empirical evidence concerning the acoustical and perceptual characteristics of speech in SC. Comparisons are drawn between SC and other modes of rate-altered speech that have been used successfully to enhance communication effectiveness. Of particular importance are conclusions regarding the appropriateness of speech produced during SC for communication between hearing and hearing-impaired speakers and listeners and the appropriateness of SC use by parents and teachers for speech development of children with hearing impairment. This program of systematic basic research adds value to the discussion about the use of SC by focusing on the specific implications of empirical results regarding speech production and perception.     

A Pilot Study of a Physical Therapy Cadaveric Anatomy Course: Assessing the Impact of Examination Format on the Learning Environment

Anatomy education continues to evolve in health professional programs as curricula shift to competency-based models and contact hours decrease. These changes in curricula may significantly alter the learning environment for students. Importantly, changes in learning environment have been shown to impact student learning strategies and well-being. It follows, then, that an investigation of students' perceptions of the learning environment is key to understand the impact of modern anatomy curriculum alterations. The current pilot study evaluated the impact of modifying examination format on the learning environment of physical therapy students participating in a human cadaveric anatomy course. Two study cohorts of first year (entry-level) physical therapy students were invited to complete a preliminary learning environment questionnaire with 13 visual analog scale items and four short answer items. One study cohort was tested with a viva (oral) practical examination, and the other, with a bell-ringer practical examination. Analysis of quantitative items revealed two significant findings: physical therapy students in the bell-ringer cohort found it was more difficult to prepare for their examination, and that they had inadequate time to respond to questions compared to the viva cohort. Analysis of qualitative items revealed distinct themes that concerned physical therapy student learning environment specific to cadaveric anatomy. These results demonstrate that examination format can influence the learning environment of physical therapy students studying cadaveric anatomy. As a result, care needs to be taken to ensure that modernized curricula align the examination format to the method of instruction and the future application of students' knowledge in clinical practice.