Procedural memory predicts social skills in persons with schizophrenia

Despite a growing number of studies that have investigated the relationship between neurocognition and psychosocial outcome in schizophrenia, no studies have looked at the relationship between procedural memory and social skills measures in schizophrenia. The goal of this study was to investigate whether procedural memory, often preserved in schizophrenia, could predict nonverbal social skills in chronic patients with schizophrenia. Fourteen outpatients with schizophrenia participated in our study. Procedural memory was evaluated using the Mirror Reading Test, and nonverbal and verbal social skills were evaluated using a structured role play test. As predicted, there was a significant positive correlation between the learning index of the Mirror Reading Test and nonverbal skills (Spearman ρ=0.559, p = 0.038), but not for verbal communication skills or processing skills. Although preliminary, these results provide the first evidence of an association between procedural memory and nonverbal social skills in patients with schizophrenia.

From dictatorship to democracy : simulating the politics of the middle east

 The use of an online diplomatic simulation to increase learning outcomes amongst students of MIddle East Politics. The chapter explores the gains to be had from such collaborative online learning, including the increased depth and breadth of knolwedge gained, the defeat of ethnocentricity, high levels of stduent engagement and the changing role of the teacher in this role play as learners become more self-directed.

Digital games : literacy in action

Digital Games: Literacy in action is the result of a wide-ranging investigation into the educational possibilities involved in young people's games. From their creation in the classroom to analysing games and the world of games as text, academics and teachers are now taking seriously the serious play of young people.

The contributors use the interaction between the theoretical frameworks of games as text and games as action to explore a wide of range of issues relevant to the teaching of English and literacy. These include understanding games as media texts, the place of digital culture in young people's lives, the narrative and visual design components of games, exploring concepts of role play and identity in games, the potential for games to engage disengaged students, and issues of gender and social interaction in game playing.

Request mitigating devices in Australian English and Iraqi Arabic : a comparative study

Speech acts realization in everyday interaction is seen as an important field to explore the impact of linguistic and cultural variations on cross-cultural communication and second language acquisition. The reported study investigates the use of request mitigating devices in Australian English and Iraqi Arabic. It explores the internal and external devices that speakers of the two languages use to mitigate the imposition force of requests and the impact of the linguistic and cultural parameters on this use. Request samples were collected from 14 native speakers of Australian English and 14 native speakers of Iraqi Arabic by means of eight role-play interviews. The mitigating devices were identified and classified according to a modified categorization scheme based on Blum-Kulka et al. (1989). Additional categories of mitigating devices were added to this scheme to meet the requirements of data analysis. These include consultative device (Blum-Kulka & Olshtain, 1984), questions (Trosborg, 1995), apology (Economidou-Kogetsidis, 2008), alerter (Schauer, 2007), closing (Al-Ali & Alawneh, 2010), and new categories: wish/hope statement and verbal incentive. The results showed that internal mitigating devices were more frequent in Australian English requests than in Iraqi Arabic requests, while external mitigating devices were equally pervasive in both groups. The two groups also used different semantic formulae of some mitigating devices in specific situations. The pervasive occurrence of external mitigators in both groups‟ requests is discussed in terms of volubility as a politeness strategy. It is suggested that the divergence between the two groups in their utilization of request mitigations is related to linguistic and cultural variations between the Australian and Iraqi languages and cultures.

Request mitigating devices in Australian English and Iraqi Arabic : a comparative study

Significant issues, especially miscommunication in a cross-cultural setting and pragmatic failure in second language (L2) acquisition, stem from the linguistic and cultural differences between social groups. The investigation of speech acts realization in everyday situations is deemed as an important field to explore the impact of linguistic and cultural variations on cross-cultural communication and L2 acquisition. This paper examines the internal and external mitigating devices that Australian English native speakers (AENSs) and Iraqi Arabic native speakers (IANSs) use to soften the force of request speech acts in everyday situations. It aims to explore request mitigating devices employed in Australian English and Iraqi Arabic in terms of semantic formulae and frequencies in everyday interaction. Request samples were collected from native speakers of Australian English and Iraqi Arabic by means of role-play interviews. The mitigating devices found in requests were identified and classified. The results showed that internal mitigating devices were more frequent in AENSs’ requests than in IANSs’ requests, while external mitigating devices were pervasive in both groups. The two groups also used different semantic formulae of some mitigating devices in some situations. The pervasive occurrence of external mitigators in both groups’ requests is explained in terms of the notion of volubility as a politeness strategy. It is also suggested that the divergence between the two groups in their utilization of request mitigations is related to linguistic and cultural variations between the Australian and Iraqi cultures.

Using an online simulation to address equity issues for off-campus students

The Middle East Politics Simulation (MEPS) is an online role-play exercise aimed at providing students with an improved level of understanding of the political dimensions of the Middle East, including the complexities of negotiation and decision making that face actors in this turbulent region. An online version of MEPS has been running since 1993, initially from Macquarie University, and since 2008 from Deakin University. This longevity provides a useful longitudinal perspective on utilising a collaborative online workplace to offer enhanced learning outcomes in the study of a political topic. The wholly online nature of the simulation means that students of all study modes and even different institutions can participate and benefit equally, thus negating some of the disadvantages faced by off-campus students in learning and assessment. Additionally, the student experience and depth of learning provided by the simulation constitute an excellent example of using the strengths of an e-learning environment to offer an alternative method of engaging and assessing students, which may be beneficial for accommodating the needs of those with differing learning styles.

Finding the edge : online persona creation by fringe artists

Self-presentation through the creation of profiles and pages on digitally networked spaces is becoming ever more ubiquitous. In order to develop greater depth of understanding of the place of social media in our self-identification practice, my dissertation investigates the experiences of online persona creation by eight artists. Drawing on sociological and cultural studies approaches to understanding identity as performance, I tie current artists’ presentational and representational practices to historically grounded, socio-culturally constructed discourses of ‘artistness’. Through this connection, I argue that the creation of online persona has not radically changed notions of what it means to be an artist, or how artistness is represented and understood by audiences of fans or followers, but rather that digital technology has allowed for renegotiation of the boundaries of artistness that still draws from historical understandings of the role and persona of the artist. This shifting of boundaries, allowing for more inclusivity within the art world, is demonstrated by my focus on ‘fringe’ artists: those whose creative practice places them outside of the traditional art world and its existing structures of representation, distribution and consumption. The eight fringe artists who participated in this study are drawn from street art, performance poetry, craftivism and tattoo.

Interpretative Phenomenological Analysis drives the methodological focus on the experiences of the artists. Rather than a consideration of behaviour and habit, or what the artists do, this phenomenological approach allowed me to instead focus on what it is like for the artists to create persona, what drives particular types of representational practices. Using unstructured interviews, and online listening as an extension of participant observation, the artists’ narratives of experience are expressed through transcript extracts and screenshots: both are necessary to fully explore the nature of online persona creation.

My analysis of the artists experiences has demonstrated that there are three somewhat distinct registers of performance with which an artist’s persona can engage: the professional register, where one demonstrates ones proficiency, experience, popularity, and professionalism; the personal register, where one connects with
wider social and political interests and activities; and the intimate register, where one allows the audience in to one’s private world. These three registers occupy the same performance space, but are implicitly or explicitly for different segments of the digitally networked audience of fans, followers, friends and family. The complexity of the performance and reception of these registers is influenced by the shared nature of the performance space – where previously different roles would be performed for different audiences without reference to one another, the networked nature of online social media influences decisions of how much, and when, to share with whom.

Interpreted here using themes of strategy|happenstance, specialisation|diversification, visibility|self-protection,
self|others and work|play, the professional, personal and intimate registers of performance enable us to see the consideration and care with which each participant creates their artists persona. The experiences of performing the self in these three registers, as presented here, provides an insight into the complexities involved in creating online persona, while also demonstrating that this type of presentation of self is, in itself, no different from the types of role play and performance of self that has arguably always occurred in our physical world. Despite focusing on the role and performance of artistness, this dissertation speaks to the creation and performance of online persona more broadly. 

Preparing pre-service teachers for classroom practice in a virtual world: A pilot study using Second Life

Many pre-service teachers feel under-prepared to teach students with a diverse range of needs and abilities and continue to be concerned about classroom behaviour management when undertaking practicum experiences. In order to address these concerns, teacher educators have explored alternative pedagogical approaches, including computer based simulations and immersion in virtual worlds. This paper reports on the results of a pilot study conducted with eight pre-service teachers who operated avatars in a virtual classroom created within Second Life (SL)™. The pre-service teachers were able to role-play students with a diverse range of behaviours and engage in reflective discussion about their experiences. The results showed that the pre-service teachers appreciated the opportunity to engage in an authentic classroom experience without impacting on "real" students, but that the platform of SL proved limiting in enacting certain aspects of desired teaching pedagogy. The findings of this pilot study are discussed in relation to improving the preparation of pre-service teachers for practicum.

How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?

Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed on 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present an overview of how they have changed directions through the effective use of virtual worlds for diverse teaching and learning activitiessuch as business scenarios and virtual excursions, role-play simulations, experimentation and language development. The case studies offer insights into the ways in which institutions are continuing to change directions in their teaching to meet changing demands for innovative teaching, learning and research in virtual worlds. This paper highlights the ways in which the authors are using virtual worlds to creat opportunities for rich, immersive and authentic activities that would be difficult or not possible to achieve through traditional approaches

Standard setting in specific-purpose language testing: what can a qualitative study add?

This paper explores the views of nursing and medical domain experts in considering the standards for a specific-purpose English language screening test, the Occupational English Test (OET), for professional registration for immigrant health professionals. Since individuals who score performances in the test setting are often language experts rather than domain experts, there are possible tensions between what is being measured by a language test and what is deemed important by domain experts. Another concern is a lack of qualitative research on the process of the standard setting. To date, no published qualitative work has been identified about the contributions of domain experts in the standard setting for healthcare communication. In this study, a standard-setting exercise was conducted for the speaking component of the OET, using judgements of nursing and medical clinical educators and supervisors. In all, 13 medical and 18 nursing clinical educators and supervisors rated medical and nursing candidate performances respectively. These performances were audio-recorded OET role-plays that were selected across a range of proficiency levels. Domain experts were invited to comment on the basis of their decisions and the extent of alignment between these decisions and the criteria used to assess performance on the OET. Nursing and medical domain experts showed that they attended to all of the OET criteria in making their decisions about standards. However, clinical scenario simulation also invited judgements of clinical competence from participants, even where they knew that clinical competence should be excluded from their decision-making. Another concern related to the authenticity limitations of the role-play tasks as evidence of readiness to handle communication in the workplace. Overall, findings support the value of qualitative evidence from the standard setting in providing insight into the factors informing and impeding decision-making.

The long game: five years of simulating the Middle East

Scholarly literature attesting to the benefits of role play in teaching international relations or political science subjects is abundant and universally positive. However, despite many case studies presenting snapshots of single examples, long term data concerning a role play exercise is difficult to find. This study presents student feedback data gathered from 10 iterations of the Middle East politics simulation carried out over 5 years from 2011-15. The data obtained from over 600 respondents establishes very clear trends in terms of satisfaction, engagement, and workload. The findings demonstrate that students can be significantly engaged in the subject matter through role plays and that they value these opportunities and the learning that ensues, even though it may represent more work than they are used to allotting to traditional assignments. The results show that year after year, successive student cohorts have made a clear judgement that extra work is worthwhile when it pays off against their perceived learning. The inference can also be drawn that they do not see this same pay off when completing essay type assignments.

The effect of exercise and training status on platelet activation: do cocoa polyphenols play a role?

Sedentary and trained men respond differently to the same intensity of exercise, this is probably related to their platelet reactivity and antioxidant capacity. There is growing interest in the utilization of antioxidant-rich plant extracts as dietary food supplements. The aim of this study was to investigate the effect of an acute bout of sub maximal exercise on platelet count and differential response of platelet activation in trained and sedentary subjects and to observe if cocoa polyphenols reverse the effect of exercise on platelet function. The practical significance of this study was that many sedentary people engage in occasional strenuous exercise that may predispose them to risk of heart disease. Fasting blood samples were collected from 16 male subjects, pre and post 1-h cycling exercise at 70% of maximal aerobic power (VO2max) before and after consumption of cocoa or placebo. Agonist stimulated citrated whole blood was utilized for measuring platelet aggregation, adenosine triphosphate (ATP) release and platelet activation. Baseline platelet count (221 ± 33 times 109/L) and ATP release (1.4 ± 0.6 nmol) increased significantly (P < 0.05) after exercise in all subjects. Baseline platelet numbers in the trained were higher (P < 0.05) than in the sedentary (235 ± 37 vs. 208 ± 34 times 109/L), where as platelet activation in trained was lower (P < 0.05) than sedentary (51 ± 6 vs. 59 ± 5%). Seven days of cocoa polyphenol supplementation had little effect on any of the parameters measured. We conclude that trained subjects show decreased activation of stimulated platelets when compared to the sedentary subjects and short-term cocoa polyphenol supplementation did not decrease platelet activity in response to exercise independent of prior training status.

Mate choice in zebra finches: does corticosterone play a role?

The importance of stress as a factor in influencing life history strategies has received considerable attention in recent years, because it appears to have a substantial impact on an individual's behaviour and physiology. Birds respond to environmental and social stressors by the production of corticosterone, a glucocorticoid hormone released by the adrenal gland. In this experiment, we tested whether female zebra finches preferred males selected to produce low or high peak levels of circulating plasma corticosterone. Plasma corticosterone and testosterone levels of the males were recorded, as were morphometric measurements and perch activity. Spectrophotometric measurements were also taken from several putatively sexually selected regions of the males. The females preferred the males from the low corticosterone lines to the high corticosterone males. In addition to, and consistent with this effect, females preferred males with the lowest corticosterone titres. Male activity, testosterone level, body size and mass had no effect on female preference. Leg and beak brightness were important, however, as were the brightness and chromaticity of the male cheek patch. These results are discussed in relation to contemporary hypotheses in sexual selection, particularly in the context of stress-mediated signalling.