Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia

The present study sought to identify cognitive abilities that might distinguish Hong Kong Chinese adolescents with dyslexia and to assess how these abilities were associated with Chinese word reading, word dictation, and reading comprehension. The cognitive skills of interest were morphological awareness, visual-orthographic knowledge, rapid naming, and verbal working memory. A total of 90 junior secondary school students, 30 dyslexic, 30 chronological age controls, and 30 reading level controls was tested on a range of cognitive and literacy tasks. Dyslexic students were less competent than the control students in all cognitive and literacy measures. The regression analyses also showed that verbal working memory, rapid naming, morphological awareness, and visual-orthographic knowledge were significantly associated with literacy performance. Findings underscore the importance of these cognitive skills for Chinese literacy acquisition. Overall, this study highlights the persistent difficulties of Chinese dyslexic adolescents who seem to have multiple causes for reading and spelling difficulties.     

What makes an orienteer an expert? A case study of a highly elite orienteer's concerns in the course of competition

This article reports a highly elite orienteer's cognitive activity over the course of two international competitions. We characterize the orienteer's concerns in relation to the problems raised during the competitions. The participant wore a head-mounted video camera throughout the competitions to enable the capture of an events record from the participant's perspective. During a post-performance self-confrontation interview, the participant was played the video and asked to describe his activity in relation to the events observed. The interview data were then used to identify the orienteer's concerns at each instant during the races. These "local" concerns were then compared and subsequently classified to characterize the typical concerns of the participant. Results showed three typical concerns: (a) find the controls faster than the opponents; (b) optimize running pace throughout the race; and (c) reflect on actions undertaken during performance. Results suggest the performer used a range of knowledge-driven strategies that enhanced the efficiency of task performance, and flexibly switched between strategies and decision-options in the face of presented changes in the task status. He also engaged in various reflective processes concurrent with performance that augmented the use of these strategies. In conclusion, this study provides insight into the cognitive processes underlying expert performance in sports characterized by decision-making under complexity, uncertainty, and time pressure.     

The use of heuristics during route planning by expert and novice orienteers

Expert orienteers have reported using two heuristics when planning routes to points in the environment that must be located, known as 'controls'. These heuristics constitute attending to the start first and subsequently planning forward to a given control, and attending to the control first and planning backwards to the start. The aim of this study was to establish which heuristic experts use predominantly and whether novices' use of these heuristics differs from that of experts. Two methods for tracing attention were used while 20 expert and 20 novice orienteers planned routes in the laboratory. The results were used to infer the use of heuristics. The orienteers were also interviewed about planning. We found that, when planning, experts generally attend to the control first and novices to the start first. There was also some evidence that novices work forwards from the start to the control and that experts work backwards from the control to the start. From the interviews, it would appear that experts regard the location of the control as the crux of the problem and prioritize this area during planning. These results have implications for an understanding of expertise and problem-solving in sport.     

Deaf persons and computer use

Deaf person's computer use was studied (N = 227). Respondents self-administered a survey in their preferred language (voice, American Sign Language, captions, or printed English). A small nonparticipant sample was also recruited. Demographics were consistent with those in other studies of deaf people: 63% of respondents reported computer use, mostly at home; 50% of nonparticipants reported computer use. Subjects with hearing loss due to meningitis were less likely to use computers (p = .0004). Computer use was associated with English usage at home (p = .008), with hearing persons (p = .002), and with physicians and nurses (p = .00001). It was also associated with the use of Signed English as a child to communicate (p = .02), teacher use of Signed English (p = .04), and teacher use of ASL (p = .03). Two thirds of respondents reported using computers, though nonresponder data suggested less use among all deaf persons. Computer use was associated with English use and inversely associated with hearing loss due to meningitis.