General auditory processing,speech perception and phonological awareness skills in Chinese–English biliteracy

This study focused on the associations of general auditory processing, speech perception, phonological awareness and word reading in Cantonese‐speaking children from Hong Kong learning to read both Chinese (first language [L1]) and English (second language [L2]). Children in Grades 2–4 (N=133) participated and were administered measures of IQ, word reading, phonological awareness, speech perception and auditory processing in both L1 and L2. Auditory processing uniquely explained both L1 and L2 word reading. While L1 speech perception accounted for unique variance in L1 word reading, L2 phonological awareness explained unique variance in L2 word reading. In cross‐language comparisons, L1 phonological awareness and speech perception were uniquely associated with L2 word reading, suggesting cross‐language transfer from L1 to L2 only. Results underscore the importance of auditory processing for reading across variable learning contexts.     

Confirmatory tetrad analysis in SAS

Bollen and Ting (1993) proposed confirmatory tetrad analysis (CTA) as a method for testing structural equation models. CTA holds promise as a complementary method to the conventional model testing methodology. It applies to some underidentified models and nonnested models that cannot be tested in the conventional approach, and it is a noniterative estimator that does not have nonconvergence problems. This article illustrates an SAS macro, named CTA‐SAS, that implements the CTA testing methodology. Essential elements of the test and the syntax of the program are discussed, and an example is used to illustrate the application of the program.     

Constructing Approximate Confidence Intervals for Parameters With Structural Equation Models

Confidence intervals (CIs) for parameters are usually constructed based on the estimated standard errors. These are known as Wald CIs. This article argues that likelihood-based CIs (CIs based on likelihood ratio statistics) are often preferred to Wald CIs. It shows how the likelihood-based CIs and the Wald CIs for many statistics and psychometric indexes can be constructed with the use of phantom variables (Rindskopf, 1984 Rindskopf, D. 1984. Using phantom and imaginary latent variables to parameterize constraints in linear structural models. Psychometrika, 49: 37–47. [Crossref], [Web of Science ®] , [Google Scholar]) in some of the current structural equation modeling (SEM) packages. The procedures to form CIs for the differences in correlation coefficients, squared multiple correlations, indirect effects, coefficient alphas, and reliability estimates are illustrated. A simulation study on the Pearson correlation is used to demonstrate the advantages of the likelihood-based CI over the Wald CI. Issues arising from this SEM approach and extensions of this approach are discussed.     

Perceived critical mass and collective intention in social media-supported small group communication

The increasing popularity of Web 2.0 has dramatically changed the way in which people communicate with others in their daily life or work. However, the use of social media is fundamentally different from that of traditional information technologies. Specifically, it requires collective efforts and interdependence between two or more people, and thus the usage behavior is no longer an individual's own decision or plan. Built on critical mass theory and social influence processes, this study tries to make an attempt to understand the determinants of collective intention (we-intention), which represents one's perception of a group of people acting as a unit. Instant messaging, one of the most popular social media platforms, has been chosen for investigation, and findings from a survey showed that perceived critical mass influenced we-intention both directly and indirectly through group norm and social identity. Recognizing the importance and relevance of collective intention will advance current understanding beyond individual intention-based models which are widely adopted in prior IS research. This study may be limited by having not included other alternative social technologies, but we leave this work for future research.     

The influence of upper-body pre-cooling on repeated sprint performance in moderate ambient temperatures

In this study, we examined the effects of upper-body pre-cooling before intermittent sprinting exercise in a moderate environment. Seven male and three female trained cyclists (age 26.8±5.5 years, body mass 68.5±9.5?kg, height 1.76±0.13?m, [Vdot]O_2peak 59.0±11.4?mL?·?kg^?1?·?min^?1; mean±s) performed 30?min of cycling at 50% [Vdot]O_2peak interspersed with a 10-s Wingate cycling sprint test at 5?min intervals. The exercise was performed in a room controlled at 22^oC and 40% relative humidity. In the control session, the participants rested for 30?min before exercise. In the pre-cooling session, the participants wore the upper segment of a liquid conditioning garment circulating 5^oC coolant until rectal temperature decreased by 0.5^oC. Rectal temperature at the start of exercise was significantly lower in the pre-cooling (36.5±0.3^oC) than in the control condition (37.0±0.5^oC), but this difference was reduced to a non-significant 0.4^oC throughout exercise. Mean skin temperature was significantly lower in the pre-cooling (30.7±2.3^oC) than in the control condition (32.5±1.6^oC) throughout exercise. Heart rate during submaximal exercise was similar between the two conditions, although peak heart rate after the Wingate sprints was significantly lower in the pre-cooling condition. With pre-cooling, mean peak power (909±161?W) and mean overall power output (797±154?W) were similar to those in the control condition (peak 921±163?W, mean 806±156?W), with no differences in the subjective ratings of perceived exertion. These results suggest that upper-body pre-cooling does not provide any benefit to intermittent sprinting exercise in a moderate environment.     

Cultivating better learning attitudes: a preliminary longitudinal study

Abstract

The use of flipped classrooms, blended learning environments and the application of technology has been extensively studied and reported in the literature, but the impact of learning activity design on cultivating better learning attitudes has rarely been explored. A rapid adoption of ‘e-schoolbag’ in basic education in China has been observed in recent years. Its impact on academic performance varies from different ways of e-schoolbag adoption. We conducted a two-year longitudinal study to review the relationship between learning behaviours and academic performance in a primary school with a blended learning environment, and investigated how interventions through learning activity redesign could improve the academic performance by cultivating better learning attitudes. The results show that learning attitudes are positively related to academic performance with proper learning activity design. It is therefore suggested that teachers’ interventions through learning activity redesign can cultivate better learning attitudes and thus improve academic performance for learners.     

Integrating teaching practice with developmental norms: the case of phonological teaching in L2

This paper highlights the crucial role of phonological instruction in early second language English learning. Although older learners can acquire grammar and vocabulary efficiently, younger learners appear to have a greater facility with the learning of sounds. Thus, it makes good sense to focus on articulatory skills for these early learners. By comparing the developmental norms in phonology between an L1 (Cantonese in this study) and an L2, detailed predictions can be provided to guide the process of early phonological instruction. It is important that the teaching of articulation should not be reduced to non‐engaging lessons that can be characterised as ‘drill and kill’. Instead, a framework for improving the articulation of children learning English as a second language is proposed. What is unique about this proposal is that it represents the first attempt in Hong Kong to specify and integrate research findings concerning developmental speech norms with existing teaching practice.     

An Outlier Study of Multilevel Self-Management and School Performance

The assumption that increased autonomy and responsibility at the school site-level will result in enhanced performance of schools is often problematic. Cheung and Cheng (1996) suggested that in order to ensure school effectiveness, self-management practices at the individual teacher, group, and school levels are necessary. This article reports the findings of a case study of multilevel self-management in 3 Hong Kong primary schools. It revealed that the practices of multilevel self-management were associated with enhanced school performance at multilevels. Further, teachers' self-management practices determined largely the success of the school's self-management and demonstrated significant influence on the practices of work groups and the school.     

HKUST’s Experience with CONSER: A Two Decade Partnership

Abstract

The Library of the Hong Kong University of Science and Technology (HKUST), as the only CONSER full member outside North America, has entered into its twentieth year of CONSER membership. This article provides a historical overview of the Library’s participation in the program, its considerations and concerns when it first joined CONSER, and challenges and benefits it experienced over the years. The PCC-related activities that the Library has participated in have increased its growth in the field. The article concludes with future challenges the Library and its community will face.