427
επεξεργασίες
Mental Attributes Profiling System (προβολή κώδικα)
Αναθεώρηση της 13:47, 11 Φεβρουαρίου 2019
, πριν από 6 έτη→Auditory discrimination test
Χωρίς σύνοψη επεξεργασίας |
|||
| (8 ενδιάμεσες αναθεωρήσεις από τον ίδιο χρήστη δεν εμφανίζεται) | |||
| Γραμμή 1: | Γραμμή 1: | ||
{{ | {{Startups | ||
|acronym= MAPS | |acronym= MAPS | ||
|logo=MAPS_Blue_Logo.jpg | |logo=MAPS_Blue_Logo.jpg | ||
| | |partners=[[Cyprus Dyslexia Association]] | ||
|website= http://mentalmaps.org | |website= http://mentalmaps.org | ||
}} | }} | ||
| Γραμμή 31: | Γραμμή 31: | ||
==Orientation: “Left-Right Game” Lateral awareness Test== | ==Orientation: “Left-Right Game” Lateral awareness Test== | ||
[[File:Laterization.jpg|left|thumb|upright=1|alt=Logo.|Ability to orientate: Left/Right]] | [[File:300px-Laterization.jpg|left|thumb|upright=1|alt=Logo.|Ability to orientate: Left/Right]] | ||
This test provides two types of measures. One, it evaluates the child’s ability to make left-right discriminations on his own body. During the first part, the test shows a child “sitting” in the same orientation as the subject (i.e., the subject sees on the screen the back of the child) in front of two objects, one on his/her upper left and the other on his/her upper right visual field. The computer asks the subject to “grab” the left or right object using his/her left or right hand. What is measured is (1) the time taken to select an arm (by clicking at the shoulder), and (2) whether the selected arm was correct or wrong. The same procedure is repeated during the second part of the test, in which the orientation of the child on the screen is reversed, i.e., the child on the screen is facing the subject. The second type of measures are derived from Piaget’s (19) tests to evaluate awareness of right-left relations outside our own body, i.e., in the environment. To evaluate this ability, the test measures (1) the time taken by the subject to decide which object to “grab” and (2) the number of correct/wrong decisions. | This test provides two types of measures. One, it evaluates the child’s ability to make left-right discriminations on his own body. During the first part, the test shows a child “sitting” in the same orientation as the subject (i.e., the subject sees on the screen the back of the child) in front of two objects, one on his/her upper left and the other on his/her upper right visual field. The computer asks the subject to “grab” the left or right object using his/her left or right hand. What is measured is (1) the time taken to select an arm (by clicking at the shoulder), and (2) whether the selected arm was correct or wrong. The same procedure is repeated during the second part of the test, in which the orientation of the child on the screen is reversed, i.e., the child on the screen is facing the subject. The second type of measures are derived from Piaget’s (19) tests to evaluate awareness of right-left relations outside our own body, i.e., in the environment. To evaluate this ability, the test measures (1) the time taken by the subject to decide which object to “grab” and (2) the number of correct/wrong decisions. | ||
==Navigation== | ==Navigation== | ||
[[File:Navigation.jpg|left|thumb|upright=1|alt=Logo.|Ability to navigate]] | [[File:300px-Navigation.jpg|left|thumb|upright=1|alt=Logo.|Ability to navigate]] | ||
The Navigation test consists of an 8x8 matrix of small pieces of cheese and a mouse. The computer instructs the subject to move the mouse in one of eight possible directions to “eat” the corresponding piece of cheese: Up, Right-up, Right, Right-Down, Down, Left-down, Left, and Left-up. The instructions are given both visually (with the aid of a small arrow) and/or orally. For the tests reported here the instructions were given only orally. The software measured the total number of correct responses and the total number of correct responses divided by total number of trials. | The Navigation test consists of an 8x8 matrix of small pieces of cheese and a mouse. The computer instructs the subject to move the mouse in one of eight possible directions to “eat” the corresponding piece of cheese: Up, Right-up, Right, Right-Down, Down, Left-down, Left, and Left-up. The instructions are given both visually (with the aid of a small arrow) and/or orally. For the tests reported here the instructions were given only orally. The software measured the total number of correct responses and the total number of correct responses divided by total number of trials. | ||
| Γραμμή 46: | Γραμμή 43: | ||
<br> | <br> | ||
==Sequencing== | ==Sequencing== | ||
[[File:Sequencg1.jpg|left|thumb|upright=1|alt=Logo.|Sequencing of 'broken' objects]] | [[File:300px-Sequencg1.jpg|left|thumb|upright=1|alt=Logo.|Sequencing of 'broken' objects]] | ||
[[File:Sequencg2.jpg|right|thumb|upright=1|alt=Logo.|Sequencing of 'broken' events]] | [[File:300px-Sequencg2.jpg|right|thumb|upright=1|alt=Logo.|Sequencing of 'broken' events]] | ||
This test was inspired by the “connect the puzzle” games. Different objects or animals appear in two-, three-, four-, or five pieces and the subject is requested to “drag” the pieces and place them in the right order to complete the picture. The second part of the test presents pictures, which represent different stages of a temporal process. The subject is expected to put them in the correct chronological order. The test measured the total time required to complete each sub-section of the test (the test was comprised of six different types of exercises divided by six (i.e., (stt1+stt2+...stt6)/6 in Tabl.1). | This test was inspired by the “connect the puzzle” games. Different objects or animals appear in two-, three-, four-, or five pieces and the subject is requested to “drag” the pieces and place them in the right order to complete the picture. The second part of the test presents pictures, which represent different stages of a temporal process. The subject is expected to put them in the correct chronological order. The test measured the total time required to complete each sub-section of the test (the test was comprised of six different types of exercises divided by six (i.e., (stt1+stt2+...stt6)/6 in Tabl.1). | ||
| Γραμμή 62: | Γραμμή 56: | ||
==Visual memory== | ==Visual memory== | ||
[[File:Memory.jpg|left|thumb|upright=1|alt=Logo.|Memory Game]] | [[File:300px-Memory.jpg|left|thumb|upright=1|alt=Logo.|Memory Game]] | ||
This test is based on the well-known card game called “Memory,” in which the subject uncovers two cards at a time. If the two cards featured the same picture, they would remain uncovered and thus visible. Otherwise they are turned back as they were, and the game continues until all cards are uncovered. | This test is based on the well-known card game called “Memory,” in which the subject uncovers two cards at a time. If the two cards featured the same picture, they would remain uncovered and thus visible. Otherwise they are turned back as they were, and the game continues until all cards are uncovered. | ||
| Γραμμή 74: | Γραμμή 68: | ||
<br> | <br> | ||
==Auditory memory== | ==Auditory memory== | ||
[[File:AcousticMemory.jpg|left|thumb|upright=1|alt=Logo.|Testing acoustic memory]] | [[File:300px-AcousticMemory.jpg|left|thumb|upright=1|alt=Logo.|Testing acoustic memory]] | ||
The test was modeled using the digital phone metaphor. The computer instructor invites the subject to “dial” a telephone number. Two sets of two-digit numbers are followed by four sets of three-, four-, five-, and six digit numbers, respectively. | The test was modeled using the digital phone metaphor. The computer instructor invites the subject to “dial” a telephone number. Two sets of two-digit numbers are followed by four sets of three-, four-, five-, and six digit numbers, respectively. | ||
| Γραμμή 85: | Γραμμή 78: | ||
* AMTc: Total number of correct responses | * AMTc: Total number of correct responses | ||
* AMTcw: weighted number of correct digits (i.e., all correctly types digits even when the sequence was wrong) were used as measures of auditory digit span. | * AMTcw: weighted number of correct digits (i.e., all correctly types digits even when the sequence was wrong) were used as measures of auditory digit span. | ||
==Auditory discrimination test== | ==Auditory discrimination test== | ||
[[File:AcousticDescrim.jpg|left|thumb|upright=1|alt=Logo.|Testing auditory discrimination]] | [[File:300px-AcousticDescrim.jpg|left|thumb|upright=1|alt=Logo.|Testing auditory discrimination]] | ||
The main screen of the test features two human-like figures, who “speak” a word, one after the other. The subject is asked to decide whether the two words are the same or different by clicking on an “” or a “•” sign. Each word includes consonants, which sound similar and are therefore confused by weak readers and especially by dyslexics in the Greek language. | The main screen of the test features two human-like figures, who “speak” a word, one after the other. The subject is asked to decide whether the two words are the same or different by clicking on an “” or a “•” sign. Each word includes consonants, which sound similar and are therefore confused by weak readers and especially by dyslexics in the Greek language. | ||
| Γραμμή 105: | Γραμμή 97: | ||
In additional sets, the test also evaluates the ability of the child to differentiate between the same letter combinations when they are embedded in non-sense words. The test kept record of the time and correctness of each instance. In Tabl.1 adtt(1), adtt(2),...adtt(n) are used to denote the time taken to respond to each card presented. | In additional sets, the test also evaluates the ability of the child to differentiate between the same letter combinations when they are embedded in non-sense words. The test kept record of the time and correctness of each instance. In Tabl.1 adtt(1), adtt(2),...adtt(n) are used to denote the time taken to respond to each card presented. | ||
==Visual discrimination== | ==Visual discrimination== | ||