title: Examining the link between information processing speed and executive functioning in multiple sclerosis

authors: Drew, Margaret A.

subjects: multiple sclerosis

abstract: Slowed information processing speed (IPS) is frequently reported in those with multiple sclerosis (MS), and at least 20% are compromised on some aspect of executive functioning also. However, any relationship between these two processes has not been examined. The Sternberg Memory Scanning Test, Processing Speed Index (WAIS-III), Delis Kaplan Executive Function System (D.KEFS), and Working Memory Index (WMS-III) were administered to 90 participants with MS. Their performance on the PSI was significantly below the normative scores but no deficits in memory scanning speed were evident. The initial response speed of the Sternberg and the PSI were more closely related to D.KEFS performance, particularly in timed tasks with a high cognitive demand (switching tasks). In contrast, memory scanning speed was related to working memory. This study reinforces the link between IPS and working memory in MS, and supports the suggestion that IPS is not a unitary construct.

text: Examining the link between information processing speed and executive functioning in multiple sclerosis Slowed information processing speed (IPS) is frequently reported in those with multiple sclerosis (MS), and at least 20% are compromised on some aspect of executive functioning also. However, any relationship between these two processes has not been examined. The Sternberg Memory Scanning Test, Processing Speed Index (WAIS-III), Delis Kaplan Executive Function System (D.KEFS), and Working Memory Index (WMS-III) were administered to 90 participants with MS. Their performance on the PSI was significantly below the normative scores but no deficits in memory scanning speed were evident. The initial response speed of the Sternberg and the PSI were more closely related to D.KEFS performance, particularly in timed tasks with a high cognitive demand (switching tasks). In contrast, memory scanning speed was related to working memory. This study reinforces the link between IPS and working memory in MS, and supports the suggestion that IPS is not a unitary construct.

year: 2009

title: The 'DEEP' Landing Error Scoring System

authors: Hébert-Losier, Kim

subjects: Science & Technology

abstract: The Landing Error Scoring System (LESS) is an injury-risk screening tool used in sports; but scoring is time consuming, clinician-dependent, and generally inaccessible outside of elite sports. Our aim is to evidence that LESS scores can be automated using deep-learning-based computer vision combined with machine learning and compare the accuracy of LESS predictions using different video cropping and machine learning methods. Two-dimensional videos from 320 double-leg drop-jump landings with known LESS scores were analysed in OpenPose. Videos were cropped to key frames manually (clinician) and automatically (computer vision), and 42 kinematic features were extracted. A series of 10 × 10-fold cross-validation experiments were applied on full and balanced datasets to predict LESS scores. Random forest for regression outperformed linear and dummy regression models, yielding the lowest mean absolute error (1.23) and highest correlation (r = 0.63) between manual and automated scores. Sensitivity (0.82) and specificity (0.77) were reasonable for risk categorization (high-risk LESS ≥ 5 errors). Experiments using either a balanced (versus unbalanced) dataset or manual (versus automated) cropping method did not improve predictions. Further research on the automation would enhance the strength of the agreement between clinical and automated scores beyond its current levels, enabling quasi real-time scoring.

text: The 'DEEP' Landing Error Scoring System The Landing Error Scoring System (LESS) is an injury-risk screening tool used in sports; but scoring is time consuming, clinician-dependent, and generally inaccessible outside of elite sports. Our aim is to evidence that LESS scores can be automated using deep-learning-based computer vision combined with machine learning and compare the accuracy of LESS predictions using different video cropping and machine learning methods. Two-dimensional videos from 320 double-leg drop-jump landings with known LESS scores were analysed in OpenPose. Videos were cropped to key frames manually (clinician) and automatically (computer vision), and 42 kinematic features were extracted. A series of 10 × 10-fold cross-validation experiments were applied on full and balanced datasets to predict LESS scores. Random forest for regression outperformed linear and dummy regression models, yielding the lowest mean absolute error (1.23) and highest correlation (r = 0.63) between manual and automated scores. Sensitivity (0.82) and specificity (0.77) were reasonable for risk categorization (high-risk LESS ≥ 5 errors). Experiments using either a balanced (versus unbalanced) dataset or manual (versus automated) cropping method did not improve predictions. Further research on the automation would enhance the strength of the agreement between clinical and automated scores beyond its current levels, enabling quasi real-time scoring.

year: 2020

title: Listening and Learning from Rangatahi Māori: the Voices of Māori Youth

authors: Berryman, Mere

subjects: student self-determination

abstract: This paper presents three stories-over-time of the secondary schooling experiences of New Zealand’s rangatahi Māori–or Māori youth. The stories span fifteen years of New Zealand schooling and are told from three perspectives: the experiences of the students as told in their own words; the voices of youth within the prevailing political contexts of government policy; and, the reframing and repositioning of researchers listening to the experiences of rangatahi Māori who believe they have succeeded as Māori. In reality, the stories are interwoven, however, in an effort to make sense of the various methodological dilemmas, risks, and entanglements across the three points of learning, we have endeavored to disentangle these different threads from the whole and follow these independent of each other. We then weave these threads together again, as we sense-make across this complexity to identify implications for other educators, policy makers and researchers.

text: Listening and Learning from Rangatahi Māori: the Voices of Māori Youth This paper presents three stories-over-time of the secondary schooling experiences of New Zealand’s rangatahi Māori–or Māori youth. The stories span fifteen years of New Zealand schooling and are told from three perspectives: the experiences of the students as told in their own words; the voices of youth within the prevailing political contexts of government policy; and, the reframing and repositioning of researchers listening to the experiences of rangatahi Māori who believe they have succeeded as Māori. In reality, the stories are interwoven, however, in an effort to make sense of the various methodological dilemmas, risks, and entanglements across the three points of learning, we have endeavored to disentangle these different threads from the whole and follow these independent of each other. We then weave these threads together again, as we sense-make across this complexity to identify implications for other educators, policy makers and researchers.

year: 2017