Figure 2 - uploaded by Anat Ben-Simon
Content may be subject to copyright.
shows three ROC curves representing excellent, good, and worthless predictors. The quality of the test, i.e., its discriminating power, is measured by the area under the ROC curve (often called AUC). An area of 1 represents perfect predictor; an area of 0.5 represents worthless predictor.
Similar publications
Following the increasing use of computers, and the influence of keyboarding performance on writen composition, it is important to type in an efficiency manner. Therefore, it is advisable to learn touch-typing, especially for students with learning disabilities, who often use the computer in order to compensate for their academic difficulties. Howev...
This case study describes a method of separating and clarifying the impact that a client's concomitant learning disability, personality disorder, bipolar affective disorder and post-traumatic stress each had on her capacity to make decisions and take responsibility. This information was then used to plan an effective management strategy.
ensino-aprendizagem de Botânica em nível básicoé marcado por aulas tradicionais e isto tem implicado de forma negativa na formação cientifica e pessoal relacionadas aos problemas que envolvem o estudo das plantas. Oobjetivo deste trabalho foi investigar possíveis causas de dificuldades na aprendizagem do tema eenfatizar a importância do uso de alte...
Citations
... All participants were classified as controls or DDs using the "Israeli learning function diagnosis system" (also entitled "MATAL" in Hebrew) for high school and higher education students (National Institute for Testing & Evaluation-NITE. For more details, see e.g., Kennet-Cohen et al., 2008) (Conners, Erhardt, & Sparrow, 1999), which includes the ability to diagnose past (i.e., childhood and adolescent) symptoms of inattention. ...
Introduction
Typically, humans place themselves at a preferred distance from others. This distance is known to characterize human spatial behavior. Here, we focused on neurocognitive conditions that may affect interpersonal distances. The current study investigated whether neurocognitive deficiencies in numerical and spatial knowledge may affect social perception and modulate personal space.
Method
In an event‐related potential (ERP) study, university students with developmental dyscalculia (DD) and typically developing control participants were given a computerized version of the comfortable interpersonal distance task, in which participants were instructed to press the spacebar when they began to feel uncomfortable by the approach of a virtual protagonist.
Results
Results showed that students with deficiencies in numerical and spatial skills (i.e., DD) demonstrated reduced variability in their preferred distance from an approaching friend. Importantly, DD showed decreased amplitude of the N1 wave in the friend condition.
Conclusion
These results suggest that people coping with deficiencies in spatial cognition have a less efficient allocation of spatial attention in the service of processing personal distances. Accordingly, the study highlights the fundamental role of spatial neurocognition in organizing social space.
... All participants were classified as control or DD, using the ''Israeli learning function diagnosis system'' (titled in Hebrew also as ''MATAL'') for high school and higher education students developed by the National Institute for Testing & Evaluation (for more details, see e.g., Kennet-Cohen, Bronner, & Intrator, 2008). This diagnostic tool is composed of a set of standardized computerized tests and questionnaires intended for diagnosing learning disabilities in high school and higher education students (see Table 1). ...
... Description of the assessment tests from the MATAL used in the current study(Kennet-Cohen et al., 2008).University of Haifa diagnosing center for student with learning disabilities), (b) relying on the MATAL guideline and manual, and (c) reviewing several papers investigating participants with Dyscalculia or MLD. We found the criteria for dyscalculia to vary widely across papers from the 10th percentile (e.g.,Shalev, Auerbach, Manor, & Gross-Tsur, 2000) up to the 35th percentile in some cases (25th percentile: Hanich, Jordan, Kaplan, & Dick, 2001; 35th percentile: Jordan, Hanich, & Kaplan, 2003; 30th percentile: Geary, Hoard, Byrd-Craven, & Catherine DeSoto, 2004; 15th percentile: Rousselle & Noë l, 2007; 15th percentile ...
... All participants were classified as control or DD, using the ''Israeli learning function diagnosis system'' (titled in Hebrew also as ''MATAL'') for high school and higher education students (National Institute for Testing & Evaluation. For more details, see e.g., [57]). This diagnostic tool is composed of a set of standardized computerized tests and questionnaires intended for diagnosing learning disabilities in high school and higher education students. ...
In contrast to quantity processing, up to date, the nature of ordinality has received little attention from researchers despite the fact that both quantity and ordinality are embodied in numerical information. Here we ask if there are two separate core systems that lie at the foundations of numerical cognition: (1) the traditionally and well accepted numerical magnitude system but also (2) core system for representing ordinal information. We report two novel experiments of ordinal processing that explored the relation between ordinal and numerical information processing in typically developing adults and adults with developmental dyscalculia (DD). Participants made "ordered" or "non-ordered" judgments about 3 groups of dots (non-symbolic numerical stimuli; in Experiment 1) and 3 numbers (symbolic task: Experiment 2). In contrast to previous findings and arguments about quantity deficit in DD participants, when quantity and ordinality are dissociated (as in the current tasks), DD participants exhibited a normal ratio effect in the non-symbolic ordinal task. They did not show, however, the ordinality effect. Ordinality effect in DD appeared only when area and density were randomized, but only in the descending direction. In the symbolic task, the ordinality effect was modulated by ratio and direction in both groups. These findings suggest that there might be two separate cognitive representations of ordinal and quantity information and that linguistic knowledge may facilitate estimation of ordinal information.
The vast diversity of operational definitions of learning disabilities (LD) and practices used for its diagnosis threaten standardization, objectivity and fairness in the diagnosis of LD and the provision of test accommodations.
The current paper describes an endeavor to overcome this problem by regulating and standardizing the diagnosis of learning disability (LD) in tertiary education and the provision of test accommodations. This endeavor, conducted by The National Institute for Testing and Evaluation (NITE) in cooperation with the Council of Higher Education in Israel, included: (1) development, validation and norming of MATAL: a computer-based test battery for the diagnosis of LD; (2) development of statistical decision rules for determining diagnosis based on test results; (3) development of guidelines for the provision of test accommodations; (4) establishment of diagnostic centers within institutions of higher education; and (5) establishment of a professional network of all parties involved in the diagnosis and support of students with LD in institutions of higher education.
