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141.
Jonathan?PughEmail author Laurie?Pycroft Anders?Sandberg Tipu?Aziz Julian?Savulescu 《Ethics and Information Technology》2018,20(3):219-232
'Brainjacking’ refers to the exercise of unauthorized control of another’s electronic brain implant. Whilst the possibility of hacking a Brain–Computer Interface (BCI) has already been proven in both experimental and real-life settings, there is reason to believe that it will soon be possible to interfere with the software settings of the Implanted Pulse Generators (IPGs) that play a central role in Deep Brain Stimulation (DBS) systems. Whilst brainjacking raises ethical concerns pertaining to privacy and physical or psychological harm, we claim that the possibility of brainjacking DBS raises particularly profound concerns about individual autonomy, since the possibility of hacking such devices raises the prospect of third parties exerting influence over the neural circuits underpinning the subject’s cognitive, emotional and motivational states. However, although it seems natural to assume that brainjacking represents a profound threat to individual autonomy, we suggest that the implications of brainjacking for individual autonomy are complicated by the fact that technologies targeted by brainjacking often serve to enhance certain aspects of the user’s autonomy. The difficulty of ascertaining the implications of brainjacking DBS for individual autonomy is exacerbated by the varied understandings of autonomy in the neuroethical and philosophical literature. In this paper, we seek to bring some conceptual clarity to this area by mapping out some of the prominent views concerning the different dimension of autonomous agency, and the implications of brainjacking DBS for each dimension. Drawing on three hypothetical case studies, we show that there could plausibly be some circumstances in which brainjacking could potentially be carried out in ways that could serve to enhance certain dimensions of the target’s autonomy. Our analysis raises further questions about the power, scope, and necessity of obtaining prior consent in seeking to protect patient autonomy when directly interfering with their neural states, in particular in the context of self-regulating closed-loop stimulation devices. 相似文献
142.
Learning Choices,Older Australians and Active Ageing 总被引:1,自引:1,他引:0
This paper reports on the findings of qualitative, semistructured interviews conducted with 40 older Australian participants who either did or did not engage in organized learning. Phenomenology was used to guide the interviews and analysis to explore the lived learning experiences and perspectives of these older people. Their experiences of learning can be described in two main categories of pleasure and leisure or purpose and relevance. Almost all the activities described in these categories have the potential to support health and wellbeing. Organizers of activities should take these reasons into account. 相似文献
143.
144.
In this review, the origins and history of a test of rapid automatized naming (RAN) are traced from nineteenth-century classical
brain-behavior analyses of cases of acquired “alexia without agraphia” through adaptations to studies of normal and reading
disabled children. The element of speed (of responding verbally to a visual stimulus) was derived from a test of color naming
developed over 50 years ago as a bedside measure of recovery from brain injuries. Merging the “visual-verbal” connection essential
to reading (specific) with the response time element (general), RAN turned out to be a useful correlate and predictor of reading
competence, accounting even for variance beyond that accounted for by timed tests of discrete naming. As one of the two deficits
highlighted in the Double Deficit hypothesis with phonological awareness, RAN has emerged as something more than a particularly
difficult challenge to a unitary phonological retrieval deficit, and has itself been subjected to further dissection. Coming
full circle to its origins, recent research suggests that RAN taps both visual-verbal (language domain) and processing speed
(executive domain) contributions to reading. 相似文献
145.
Christopher DeLuca Angela Pyle Heather Braund Laurie Faith 《Assessment in Education: Principles, Policy & Practice》2020,27(4):394-415
ABSTRACT Currently, kindergarten education is shaped by two priorities: (1) the recognition that early learning must maintain a developmental orientation and support socio-personal growth; and (2) a growing emphasis on standards-based curriculum and the use of assessment to support children’s learning. While some researchers have argued these two priorities are counter-related, research demonstrates the potential to embed these goals through play-based pedagogies. The purpose of this paper is to explore how kindergarten teachers leverage assessment practices, particularly Assessment as Learning (AaL), to support children learning within play-based classrooms. Centrally, we argue that a focus on AaL and self-regulation might be the fulcrum that hinges play-pedagogies with standards-based education and assessment mandates, helping to diminish the divide between these two priorities. Data are drawn from 20 kindergarten classrooms via initial interviews, observations and video-elicitation teacher interviews. Findings identify how kindergarten teachers are productively using assessment to promote learner independence within play-based classrooms. 相似文献
146.
This study examined the mechanisms underlying verbal learning in children with and without attention-deficit/hyperactivity disorder (ADHD), none of whom had reading disabilities. Children with ADHD were compared to typically developing children on both process and product scores from the California Verbal Learning Test for Children. The findings indicated that children with ADHD initially learned the same number of words as controls but showed weaknesses recalling the words after delays, suggesting that children with ADHD are less efficient learners. Regardless of ADHD status, boys and girls performed differently. Boys used semantic clustering less frequently and recalled fewer words from the middle region of the list than girls; girls also outperformed boys in terms of overall performance, despite lower verbal IQ scores. These findings show that children with ADHD can exhibit unexpected weaknesses in learning even without a formal learning disability. Gender differences in verbal learning are also illustrated. 相似文献
147.
Lynette S. Ayich Debby Cryer Donald B. Bailey Jr Laurie Selz 《Early education and development》1999,10(1):7-23
Historically, child care quality research has focused primarily on typically developing children cared for in center-based programs. Findings from this research suggests that variations in quality of care have an effect on children's well-being and developmental outcomes. In this paper, we draw on child care quality research to inform our understanding of quality in early intervention services for infants and toddlers with disabilities and their families. Conceptual issues in defining quality and methodological challenges for assessing quality of early intervention services are presented. In the final sections of this paper, we discuss our efforts to design a measure of quality for early intervention programs and present some of the unresolved issues related to the assessment of quality in early intervention programs. 相似文献
148.
149.
Turner syndrome is a common genetic disorder associated with select deficits in executive functions, working memory and mathematics. In Study 1, we examined growth trajectories of skills in these areas, from grades 1 to 6, among girls with or without Turner syndrome. Rates of growth and performance levels at 6th grade, on an untimed math achievement test, did not suggest that girls with Turner syndrome have math learning difficulty (MLD). However, analyses did reveal lower efficiency on timed executive function tasks, among girls with Turner syndrome, who traded accuracy for speed under mild to moderate working memory demands. In Study 2 we compared numerical processing skills of 6th graders who had either Turner syndrome, MLD, low math achievement, or typical achievement in math. A numerical decomposition task revealed numerical processing deficits for the Turner syndrome and MLD groups, relative to typically achieving students. The relative difficulties in how numerical processing vs. working memory demands affected performance accuracy differed among groups, with the former demands leading to more performance difficulties in the Turner syndrome group. Our findings support the notion that girls with Turner syndrome recruit different strategies than their peers during allegedly basic numerical processing, that numerical processing deficits vs. executive function deficits underlie their difficulties with mathematics, and that math difficulties among these girls may not be apparent on untimed tests. These finding have implications for a possible manifestation of MLD. 相似文献
150.
Effect of team rank and player classification on activity profiles of elite wheelchair rugby players
The aim of the current study was to establish which indicators of mobility are associated with successful wheelchair rugby performance and determine whether these indicators differed across classification. Data were collected from 11 international teams during 30 matches (353 match observations) using a radio-frequency-based, indoor tracking system across two tournaments. Players (n = 111) were first grouped by team rank as determined by their International Wheelchair Rugby Federation (IWRF) world ranking (LOW, MID, HIGH) and then into one of four groups based on their IWRF classification: Group I (0.5), Group II (1.0–1.5), Group III (2.0–2.5) and Group IV (3.0–3.5). The volume of activity (relative distance and mean speed), peak speed and time spent within classification-specific arbitrary speed zones were calculated for each individual. Although no differences were identified in the volume of activity, playing time was significantly reduced in LOW (34:51 ± 8:35) compared to MID (48:54 ± 0:51) and HIGH (45:38 ± 9:53), which was further supported by the greater number of substitutions performed by LOW. HIGH achieved greater peak speeds (3.55 ± 0.40 m · sˉ1) than LOW (3.27 ± 0.42 m · sˉ1) and MID (3.45 ± 0.41 m · sˉ1). Peak speed was further shown to be classification-dependent (P ≤ 0.005), whereby HIGH Groups III and IV players achieved greater peak speeds than LOW and MID. The time spent performing high-intensity activities was also greater in HIGH compared to LOW and MID, whilst further influenced by classification (P ≤ 0.0005). To conclude, peak speed and the ability to perform a greater number of high-intensity activities were associated with successful performance in wheelchair rugby. 相似文献