Cultural factors weaken but do not reverse left-to-right spatial biases in numerosity processing: Data from Arabic and English monoliterates and Arabic-English biliterates

Directional response biases due to a conceptual link between space and number, such as a left-to-right hand bias for increasing numerical magnitude, are known as the SNARC (Spatial-Numerical Association of Response Codes) effect. We investigated how the SNARC effect for numerosities would be influenced by reading-writing direction, task instructions, and ambient visual environment in four literate populations exemplifying opposite reading-writing cultures—namely, Arabic (right-to-left script) and English (left-to-right script). Monoliterates and biliterates in Jordan and the U.S. completed a speeded numerosity comparison task to assess the directionality and magnitude of a SNARC effect in their numerosity processing. Monoliterates’ results replicated previously documented effects of reading-writing direction and task instructions: the SNARC effect found in left-to-right readers was weakened in right-to-left readers, and the left-to-right group exhibited a task-dependency effect (SNARC effect in the smaller condition, reverse SNARC effect in the larger condition). Biliterates’ results did not show a clear effect of environment; instead, both biliterate groups resembled English monoliterates in showing a left-to-right, task-dependent SNARC effect, albeit weaker than English monoliterates’. The absence of significant biases in all Arabic-reading groups (biliterates and Arabic monoliterates) points to a potential conflict between distinct spatial-numerical mapping codes. This view is explained in terms of the proposed Multiple Competing Codes Theory (MCCT), which posits three distinct spatial-numerical mapping codes (innate, cardinal, ordinal) during numerical processing—each involved at varying levels depending on individual and task factors.

Unique Contributions of the Theological Librarian in Campus-Wide Programs of Faith Integration

Many Christian colleges and universities have academic programs that emphasize “faith and learning” or “faith integration.” The religious or theological studies librarian can have a unique role in assisting faculty across the disciplines to develop a better awareness of theological writings and resources that might reflect spiritual themes within their discipline. This paper will suggest ways for theological librarians to collaborate with colleagues, highlighting integrative work at Azusa Pacific University—including one-on-one and classroom resource instruction, the development and use of faith integration and special collections, integrative coursework, reading groups—and concluding with a few suggested resources.

Assessing the Reliability of the OMERACT Juvenile Idiopathic Arthritis Magnetic Resonance Scoring System for Temporomandibular Joints (JAMRIS-TMJ)

Contrast-enhanced magnetic resonance imaging (MRI) remains the most comprehensive modality to assess juvenile idiopathic arthritis (JIA)-related inflammation and osteochondral damage in the temporomandibular joints (TMJ). This study tested the reliability of a new JIA MRI scoring system for TMJ (JAMRIS-TMJ) and the impact of variations in calibration and reader specialty. Thirty-one MRI exams of bilateral TMJs were scored independently using the JAMRIS-TMJ by 20 readers consisting of radiologists and non-radiologist clinicians in three reading groups, with or without a calibrating atlas and/or tutorial. The inter-reader reliability in the multidisciplinary cohort assessed by the generalizability coefficient was 0.61–0.67 for the inflammatory and 0.66–0.74 for the damage domain. The atlas and tutorial did not improve agreement within radiologists, but improved the agreement between radiologist and non-radiologist groups. Agreements between different calibration levels were 0.02 to 0.08 lower by the generalizability coefficient compared to agreement within calibration levels; agreement between specialty groups was 0.04 to 0.10 lower than within specialty groups. Averaging two radiologists raised the reliability above 0.8 for both domains. Therefore, the reliability of JAMRIS-TMJ was moderate-to-good depending on the presence of specialty and calibration differences. The atlas and tutorial are necessary to improve reliability when the reader cohort consists of multiple specialties.

Profiles of Poor Decoders, Poor Comprehenders, and Typically Developing Readers in Adolescents Learning English as a Second Language

This study examined (a) the identification of various reading groups across languages in Chinese (L1) adolescents learning English as a second language (ESL), in terms of their word-reading and reading comprehension skills, (b) overlap in reading group membership across languages, and (c) the performance of the various reading groups on reading-related language comprehension measures in English. The participants were 246 eighth-grade students from an English-immersion program in a middle school in China. Latent profile analysis identified three reading groups in each language: (a) a typically developing reader group with average or above-average word-reading and reading comprehension, (b) a group with poor decoding/word-reading skills and weak reading comprehension, and (c) a group with poor reading comprehension in the absence of poor decoding/word reading. The overlap in profile characteristics across languages for typically developing readers and poor decoders was high (about 68% for typically developing readers and 54% for poor decoders), whereas the overlap for being poor comprehenders in each language was moderate (about 37%). Furthermore, poor decoders in either language performed more poorly than the typically developing and poor comprehender groups on word reading in the other language, while poor comprehenders in either language performed more poorly than the typically developing and poor decoder groups on reading comprehension in the other language. The comparison of the reading groups’ performance on English reading-related language comprehension measures showed that poor comprehenders and poor decoders performed worse than typically developing readers. Implications for identification and instruction of ESL children with reading difficulties are discussed.

Eventuality of Application of SRH-Technologies Under the Conditions of Education's Digital Transformation

The purpose of the study is to provide a methodological basis for the development and application of an innovative general pedagogical technology (called by the authors SRH-technology) of organizing the pedagogical process at a university, aimed at increasing the effectiveness of teaching bachelors through the use of innovative forms – research studies, networking with the work of students in reading groups, hackathon and foresight sessions aimed at developing hard-skills and soft-skills among undergraduate students. The scientific novelty of the research lies in the development of an innovative general pedagogical technology for teaching undergraduate students (called by the authors SRH-technology), based on a combination of personality-oriented, activity-based and systemic approaches. As a result, the effectiveness of the use of SRH technology in the educational process has been proved, and the main recommendations for the effective organization of work with students in the framework of the listed forms of classes are given.

Structured Reading Groups

This paper explored James’ Lang’s work Small Teaching as a useful resource for developing and incorporating structured reading groups in the required upper-level theology courses at the institutions where I teach. The purpose of the reading groups is to increase student engagement and facilitate deep learning, with each reading group role patterned on one of Lang’s models or principles of knowledge, understanding, and inspiration.