Media Selection Analysis: Implications for Training Design

1991 ◽  
Author(s):  
H. Barbara Sorensen
2020 ◽  
Vol 63 (4) ◽  
pp. 1270-1281
Author(s):  
Leah Fostick ◽  
Riki Taitelbaum-Swead ◽  
Shulamith Kreitler ◽  
Shelly Zokraut ◽  
Miriam Billig

Purpose Difficulty in understanding spoken speech is a common complaint among aging adults, even when hearing impairment is absent. Correlational studies point to a relationship between age, auditory temporal processing (ATP), and speech perception but cannot demonstrate causality unlike training studies. In the current study, we test (a) the causal relationship between a spatial–temporal ATP task (temporal order judgment [TOJ]) and speech perception among aging adults using a training design and (b) whether improvement in aging adult speech perception is accompanied by improved self-efficacy. Method Eighty-two participants aged 60–83 years were randomly assigned to a group receiving (a) ATP training (TOJ) over 14 days, (b) non-ATP training (intensity discrimination) over 14 days, or (c) no training. Results The data showed that TOJ training elicited improvement in all speech perception tests, which was accompanied by increased self-efficacy. Neither improvement in speech perception nor self-efficacy was evident following non-ATP training or no training. Conclusions There was no generalization of the improvement resulting from TOJ training to intensity discrimination or generalization of improvement resulting from intensity discrimination training to speech perception. These findings imply that the effect of TOJ training on speech perception is specific and such improvement is not simply the product of generally improved auditory perception. It provides support for the idea that temporal properties of speech are indeed crucial for speech perception. Clinically, the findings suggest that aging adults can be trained to improve their speech perception, specifically through computer-based auditory training, and this may improve perceived self-efficacy.


1983 ◽  
Author(s):  
H. D. Kribs ◽  
A. C. Simpson ◽  
L. J. Mark

2008 ◽  
Author(s):  
Ethan Waples ◽  
Lauren McEntire ◽  
Vykinta Kligyte

1972 ◽  
Vol 11 (03) ◽  
pp. 265-269
Author(s):  
P. Strohal ◽  
D. Huljev ◽  
K. Filjak ◽  
D. Cvrtila ◽  
Š. Spaventi

La possibilité d’obtenir „Biligraphine“ marquée par 131I d’une activité hautement spécifique a été examinée en vue d’obtenir une préparation convenable pour le diagnostic scintigraphique du tract hépato-biliaire avec l’emploi d’un volume réduit du moyen de contraste.Les résultats ont montré que la meilleure contribution de la réaction est obtenue quand le matériel est traité pendant 11 heures à une température de 150—180° C. Après cette période environ 90% de 131I est entré dans le Biligraphine. Le reste de l’iodide radioactif libre s’élimine por un échangeur d’ions.Nous pouvons conclure que la méthode de l’échange homogène offre de bonnes possibilités pour le marquage des moyens de contraste et qu’elle est réalisable par un procédé relativement simple.


HPB ◽  
2021 ◽  
Vol 23 ◽  
pp. S75
Author(s):  
S. Dokmak ◽  
B. Aussilhou ◽  
F.S. Ftériche ◽  
O. Soubrane ◽  
A. Sauvanet

2021 ◽  
pp. 1-23
Author(s):  
Marco Gui ◽  
James Shanahan ◽  
Mina Tsay-Vogel

2021 ◽  
Vol 13 (14) ◽  
pp. 7916
Author(s):  
Martin Krajčovič ◽  
Gabriela Gabajová ◽  
Marián Matys ◽  
Patrik Grznár ◽  
Ľuboslav Dulina ◽  
...  

The article deals with the design of virtual reality (VR) interactive training as a teaching method and its effect on knowledge transfer and retention of students. The first part presents the methodology of the VR interactive training design. The second part utilizes the created interactive training for a case study to evaluate its effect on the teaching process and to examine the potential of VR interactive training as a sustainable teaching method. The study took place at the Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina. Volunteers were divided into two groups. The first group used VR interactive training as a teaching method, while the second group used the conventional method. Both groups then underwent tests. The main goal was to evaluate the effect of the VR interactive training on the teaching process in comparison to the conventional method while trying to identify the key elements of the VR interactive training design and its influence on knowledge transfer and retention in a sustainable learning environment. At the start of the case study, four hypotheses were formed, questioning the effect of interactive training on knowledge transfer and retention in the long and short term, and its overall influence on the teaching process. Obtained data were then used to evaluate these hypotheses.


2021 ◽  
Vol 195 ◽  
pp. 107745
Author(s):  
Xinjiao Tian ◽  
Qisheng Ou ◽  
Chenxing Pei ◽  
Zhenming Li ◽  
Jingxian Liu ◽  
...  

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