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Motor and social difficulties are often found in children with an autism spectrum disorder (ASD) and with developmental coordination disorder (DCD), to varying degrees. This study investigated the extent of overlap of these problems in children aged 7–10 years who had a diagnosis of either ASD or DCD, compared to typically-developing controls. Children completed motor and face processing assessments. Parents completed questionnaires concerning their child’s early motor and current motor and social skills. There was considerable overlap between the ASD and DCD groups on the motor and social assessments, with both groups more impaired than controls. Furthermore, motor skill predicted social functioning for both groups. Future research should consider the relationships between core symptoms and their consequences in other domains.

The purpose of the study was to investigate the effects of imagination and learner-generated drawing on comprehension, reading time, cognitive load, and eye movements, and whether prior knowledge moderated the effects of these two strategies. Sixty-three undergraduate students participated in a pretest-posttest between-subjects study with the independent variable being the instructional strategies with three levels (learner-generated drawing vs. imagination vs. repeated reading). The results revealed that, compared to repeated reading, learner-generated drawing fostered learners' comprehension when their prior knowledge was relatively low. Moreover, when asked to read the science text after the intervention, learners who were previously engaged with imagination spent significantly more time reading the text, and fixated longer and more frequently than those in the repeated reading condition.

This study aims to identify the level of knowledge and practice on the implementation of higher-order thinking skills (HOTS) among mathematics teachers at a secondary school in the district of Terengganu. The study focused on the aspects of curriculum, pedagogy and assessment and compared them with demographic factors of the respondents. It used the quantitative approach and adopted descriptive survey method involving 196 respondents. Also, inferential analysis was conducted using Pearson correlation and Multivariate Analysis of Variance Test (MANOVA). The findings showed that the level of knowledge and practice of the assessment aspect was the weakest. Also, there was a relationship between the level of knowledge and practice of HOTS in each aspect. Significant differences exist in the level of knowledge and practice in the implementation of HOTS based on demographic factors such as gender, the location of school and exposure in the HOTS course.

Background. Antiobesity campaigns blaming individual behaviors for obesity have sparked concern that an emphasis on individual behavior may lead to stigmatization of overweight or obese people. Past studies have shown that perpetuating stigma is not effective for influencing behavior. Purpose. This study examined whether stigmatizing or nonstigmatizing images and text in antiobesity advertisements led to differences in health-related behavioral intentions. Method. Participants in this experiment were 161 American adults. Measures included self-reported body mass index, weight satisfaction, antifat attitudes, and intention to increase healthy behaviors. Results. Images in particular prompted intention to increase healthy behavior, but only among participants who were not overweight or obese. Conclusion. Images and text emphasizing individual responsibility for obesity may influence behavioral intention among those who are not overweight, but they do not seem to be effective at altering behavioral intentions among overweight people, the target audience for many antiobesity messages. Images in antiobesity messages intended to alter behavior are influential and should be selected carefully.

The paper deals with a test procedure able to state the compatibility of observed data with a reference model, by using an estimate of the volumetric part in the small-ball probability factorization which plays the role of a real complexity index. As a preliminary by-product we state some asymptotics for a new estimator of the complexity index. A suitable test statistic is derived and, referring to the U-statistics theory, its asymptotic null distribution is obtained. A study of level and power of the test for finite sample sizes and a comparison with a competitor are carried out by Monte Carlo simulations. The test procedure is performed over a financial time series.

The present study investigates the effects that Facebook-based online peer assessment with micro-teaching videos can have on attitudes toward peer assessment and perceived learning from peer assessment. The study recruited a sample of 31 university students who were enrolled in a teacher-training course. Using assessees' microteaching videos, the experimental group performed two rounds of online peer assessments targeting teacher performance; by comparison, the control group performed two identical rounds of peer assessment, but without the assessees' microteaching videos. The results show that the two groups experienced significantly positive changes in attitudes toward peer assessment over time. Moreover, the experimental group's perceived learning about teaching competency was lower than the control group's after completing the first-round peer assessment, but significantly increased over time. Finally, the open-ended responses show that participants regarded Facebook as a convenient tool for performing peer assessments, but voiced their concerns about Facebook's open and non-anonymous features.

For the two-way factorial design in analysis of variance, the current article explicates and compares three methods for controlling the Type I error rate for all possible simple interaction contrasts following a statistically significant interaction, including a proposed modification to the Bonferroni procedure that increases the power of statistical tests for deconstructing interaction effects when they are of primary substantive interest. Results indicate the general superiority of the modified Bonferroni procedure over Scheffé and Roy-type procedures, where the Bonferroni and Scheffé procedures have been modified to accommodate the logical implications of a false omnibus interaction null hypothesis. An applied example is provided and considerations for applied researchers are offered.

In a multiple testing problem where one is willing to tolerate a few false rejections, procedure controlling the familywise error rate (FWER) can potentially be improved in terms of its ability to detect false null hypotheses by generalizing it to control the k-FWER, the probability of falsely rejecting at least k null hypotheses, for some fixed k > 1. Simes' test for testing the intersection null hypothesis is generalized to control the k-FWER weakly, that is, under the intersection null hypothesis, and Hochberg's stepup procedure for simultaneous testing of the individual null hypotheses is generalized to control the k-FWER strongly, that is, under any configuration of the true and false null hypotheses. The proposed generalizations are developed utilizing joint null distributions of the k-dimensional subsets of the p-values, assumed to be identical. The generalized Simes' test is proved to control the k-FWER weakly under the multivariate totally positive of order two (MTP₂) condition [J. Multivariate Analysis 10 (1980) 467-498] of the joint null distribution of the p-values by generalizing the original Simes' inequality. It is more powerful to detect k or more false null hypotheses than the original Simes' test when the p-values are independent. A stepdown procedure strongly controlling the k-FWER, a version of generalized Holm's procedure that is different from and more powerful than [Ann. Statist. 33 (2005) 1138-1154] with independent p-values, is derived before proposing the generalized Hochberg's procedure. The strong control of the k-FWER for the generalized Hochberg's procedure is established in situations where the generalized Simes' test is known to control its k-FWER weakly.

Students' attitudes and approaches to physics problem solving can impact how well they learn physics and how successful they are in solving physics problems. Prior research in the U.S. using a validated Attitude and Approaches to Problem Solving (AAPS) survey suggests that there are major differences between students in introductory physics and astronomy courses and physics experts in terms of their attitudes and approaches to physics problem solving. Here we discuss the validation, administration, and analysis of data for the Turkish version of the AAPS survey for high school and university students in Turkey. After the validation and administration of the Turkish version of the survey, the analysis of the data was conducted by grouping the data by grade level, school type, and gender. While there are no statistically significant differences between the averages of various groups on the survey, overall, the university students in Turkey were more expertlike than vocational high school students. On an item by item basis, there are statistically differences between the averages of the groups on many items. For example, on average, the university students demonstrated less expertlike attitudes about the role of equations and formulas in problem solving, in solving difficult problems, and in knowing when the solution is not correct, whereas they displayed more expertlike attitudes and approaches on items related to metacognition in physics problem solving. A principal component analysis on the data yields item clusters into which the student responses on various survey items can be grouped. A comparison of the responses of the Turkish and American university students enrolled in algebra-based introductory physics courses shows that on more than half of the items, the responses of these two groups were statistically significantly different, with the U.S. students on average responding to the items in a more expertlike manner.

Results on the false discovery rate (FDR) and the false nondiscovery rate (FNR) are developed for single-step multiple testing procedures. In addition to verifying desirable properties of FDR and FNR as measures of error rates, these results extend previously known results, providing further insights, particularly under dependence, into the notions of FDR and FNR and related measures. First, considering fixed configurations of true and false null hypotheses, inequalities are obtained to explain how an FDR- or FNR-controlling single-step procedure, such as a Bonferroni or S̆idák procedure, can potentially be improved. Two families of procedures are then constructed, one that modifies the FDR-controlling and the other that modifies the FNR-controlling S̆idák procedure. These are proved to control FDR or FNR under independence less conservatively than the corresponding families that modify the FDR- or FNR-controlling Bonferroni procedure. Results of numerical investigations of the performance of the modified S̆idák FDR procedure over its competitors are presented. Second, considering a mixture model where different configurations of true and false null hypotheses are assumed to have certain probabilities, results are also derived that extend some of Storey's work to the dependence case.