An investigation into the relationship between pupil and accommodation responses during near vision

A Hamamatsu Video Area Analyser has been coupled with a modified Canon IR automatic optometer. This has allowed simultaneous recording of pupil diameter and accommodation response to be made both statically and continuously, a feature not common in previous studies. Experimental work concerned pupil and accommodation responses during near vision tasks under a variety of conditions. The effects of sustained near vision tasks on accommodation have usually been demonstrated by taking post-task measures under darkroom conditions. The possibility of similar effects on pupil diameter was assessed using static and continuous recordings following a near vision task. Results showed that is luminance levels remained unchanged by using a pre-and post-task bright-empty field then, although accommodation regressed to pre-task levels,pupil diameter remained for several minutes at the contstricted level induced by the task. An investigation into the effect of a sinusoidally-modulated blur-only accommodative stimulus on pupil response demonstrated that response may be reduced or absent despite robust accommodation responses. This suggests that blur-driven acommodation alone may not be sufficient to produce a pupil near response and that the presence of other cues may be necessary. Pupil response was investigated using a looming stimulus which produced an inferred-proximity cue. It was found that a pupil response could be induced which was in synchrony with the stimulus while closed-loop accommodation response was kept constant by the constraints of optical blur. The pupil diameter of young and elderly subjects undertaking a 5 minute reading task was measured to assess the contribution of pupil constriction to near vision function in terms of depth-of-focus. Results showed that in the young subjects pupil diameter was too large to have a significant effect on depth-of-focus although it may be increased in the elderly subjects. Pupil and accommodation reponses to a temporally-modulated stimulus containing all cues present in a normal visual environment was assessed and results showed that as stimulus temporal frequency increased, pupil response showed increasing phase lag relative to closed-loop accommodation. The results of this study suggest that it may be necessary to change the accepted view of the function of pupil response as part of the near vision triad and that further study would be of benefit in particular to designers of vision aids such as, for example, bifocal contact lenses.

Trainer talk:structures of interaction in teacher training classrooms

The subject of this research is interaction and language use in an institutional context, the teacher training classroom. Trainer talk is an interactional accomplishment and the research question is: what structures of talk-in-interaction characterise trainer talk in this institutional setting? While there has been research into other kinds of classroom and into other kinds of institutional talk, this study is the first on trainer discourse. The study takes a Conversation Analysis approach to studying institutional interaction and aims to identify the main structures of sequential organization that characterize teacher trainer talk as well as the tasks and identities that are accomplished in it. The research identifies three main interactional contexts in which trainer talk is done: expository, exploratory and experiential. It describes the main characteristics of each and how they relate to each other. Expository sequences are the predominant interactional contexts for trainer talk. But the research findings show that these contexts are flexible and open to the embedding of the other two contexts. All three contexts contribute to the main institutional goal of teaching teachers how to teach. Trainer identity is related to the different sequential contexts. Three main forms of identity in interaction are evidenced in the interactional contexts: the trainer as trainer, the trainer as teacher and the trainer as colleague. Each of them play an important role in teacher trainer pedagogy. The main features of trainer talk as a form of institutional talk are characterised by the following interactional properties: 1. Professional discourse is both the vehicle and object of instruction - the articulation of reflection on experience. 2. There is a reflexive relationship between pedagogy and interaction. 3. The professional discourse that is produced by trainees is not evaluated by trainers but, rather, reformulated to give it relevant precision in terms of accuracy and appropriacy.

Discretion and control in education:the teacher as street-level bureaucrat

This article assesses the impact of education reform and the new public management (NPM) on the discretion of school teachers. The focal point of the study is Michael Lipsky's theory of discretion which casts public service professionals and others involved in service delivery as 'street-level bureaucrats' because their high degree of discretionary rule-making power enabled them to effectively make policy as well as implement it. The article considers the relationship between education reform and the NPM and focuses on the increased emphasis on skills-based teaching and changes in management and leadership in schools. The literature and survey of teachers demonstrate that discretion in the workplace has been eroded to such an extent due to a high degree of central regulation and local accountability as to question the applicability of Lipsky's model. The findings are based on the literature and a small survey undertaken by the author. © 2007 BELMAS.

The relationship between student-centred lectures, emotional intelligence, and study teams:a social telemetry study with mobile telephony

A student-centred approach to teaching has been conceptualized as a key driver in higher education to facilitate understanding of concepts and improve attainment. The occurrence of student study team behaviours is diagnostic of this approach to teaching. However, the extent to which team behaviours are performed outside the parameters of formal teacher-learner environments remains under-researched. This is problematic as it is unclear whether study teams are maintained outside the confines of lectures, and the extent to which they impact on individual student grades. A naturalistic observational study was carried out that utilized short message text service communication as a means to record the frequency of team behaviours within informal environments. The findings suggest the frequency of team behaviours: 1) were positively associated with student grades; 2) increased after lectures independently rated as low in employing a student-centred focus; and 3) were facilitated by students' trait emotional intelligence.

A new algorithm for the relationship between vision and ametropia

Refraction simulators used for undergraduate training at Aston University did not realistically reflect variations in the relationship between vision and ametropia. This was because they used an algorithm, taken from the research literature, that strictly only applied to myopes or older hyperopes and did not factor in age and pupil diameter. The aim of this study was to generate new algorithms that overcame these limitations. Clinical data were collected from the healthy right eyes of 873 white subjects aged between 20 and 70 years. Vision and refractive error were recorded along with age and pupil diameter. Re-examination of 34 subjects enabled the calculation of coefficients of repeatability. The study population was slightly biased towards females and included many contact lens wearers. Sex and contact lens wear were, therefore, recorded in order to determine whether these might influence the findings. In addition, iris colour and cylinder axis orientation were recorded as these might also be influential. A novel Blur Sensitivity Ratio (BSR) was derived by dividing vision (expressed as minimum angle of resolution) by refractive error (expressed as a scalar vector, U). Alteration of the scalar vector, to account for additional vision reduction due to oblique cylinder axes, was not found to be useful. Decision tree analysis showed that sex, contact lens wear, iris colour and cylinder axis orientation did not influence the BSR. The following algorithms arose from two stepwise multiple linear regressions: BSR (myopes) = 1.13 + (0.24 x pupil diameter) + (0.14 x U) BSR (hyperopes) = (0.11 x pupil diameter) + (0.03 x age) - 0.22 These algorithms together accounted for 84% of the observed variance. They showed that pupil diameter influenced vision in both forms of ametropia. They also showed the age-related decline in the ability to accommodate in order to overcome reduced vision in hyperopia.

The influence on unaided vision of age, pupil diameter and spherocylindrical refractive error

Background - The aim was to derive equations for the relationship between unaided vision and age, pupil diameter, iris colour and sphero-cylindrical refractive error. Methods - Data were collected from 663 healthy right eyes of white subjects aged 20 to 70 years. Subjective sphero-cylindrical refractive errors ranged from -6.8 to +9.4 D (mean spherical equivalent), -1.5 to +1.9 D (orthogonal component, J0) and -0.8 to 1.0 D (oblique component, J45). Cylinder axis orientation was orthogonal in 46 per cent of the eyes and oblique in 18 per cent. Unaided vision (-0.3 to +1.3 logMAR), pupil diameter (2.3 to 7.5 mm) and iris colour (67 per cent light/blue irides) was recorded. The sample included mostly females (60 per cent) and many contact lens wearers (42 per cent) and so the influences of these parameters were also investigated. Results - Decision tree analysis showed that sex, iris colour, contact lens wear and cylinder axis orientation did not influence the relationship between unaided vision and refractive error. New equations for the dependence of the minimum angle of resolution on age and pupil diameter arose from step backwards multiple linear regressions carried out separately on the myopes (2.91.scalar vector +0.51.pupil diameter -3.14 ) and hyperopes (1.55.scalar vector + 0.06.age – 3.45 ). Conclusion - The new equations may be useful in simulators designed for teaching purposes as they accounted for 81 per cent (for myopes) and 53 per cent (for hyperopes) of the variance in measured data. In comparison, previously published equations accounted for not more than 76 per cent (for myopes) and 24 per cent (for hyperopes) of the variance depending on whether they included pupil size. The new equations are, as far as is known to the authors, the first to include age. The age-related decline in accommodation is reflected in the equation for hyperopes.

Is pupil diameter influenced by refractive error?

Purpose: To investigate the relationship between pupil diameter and refractive error and how refractive correction, target luminance, and accommodation modulate this relationship. Methods: Sixty emmetropic, myopic, and hyperopic subjects (age range, 18 to 35 years) viewed an illuminated target (luminance: 10, 100, 200, 400, 1000, 2000, and 4100 cd/m2) within a Badal optical system, at 0 diopters (D) and −3 D vergence, with and without refractive correction. Refractive error was corrected using daily disposable contact lenses. Pupil diameter and accommodation were recorded continuously using a commercially available photorefractor. Results: No significant difference in pupil diameter was found between the refractive groups at 0 D or −3 D target vergence, in the corrected or uncorrected conditions. As expected, pupil diameter decreased with increasing luminance. Target vergence had no significant influence on pupil diameter. In the corrected condition, at 0 D target vergence, the accommodation response was similar in all refractive groups. At −3 D target vergence, the emmetropic and myopic groups accommodated significantly more than the hyperopic group at all luminance levels. There was no correlation between accommodation response and pupil diameter or refractive error in any refractive group. In the uncorrected condition, the accommodation response was significantly greater in the hyperopic group than in the myopic group at all luminance levels, particularly for near viewing. In the hyperopic group, the accommodation response was significantly correlated with refractive error but not pupil diameter. In the myopic group, accommodation response level was not correlated with refractive error or pupil diameter. Conclusions: Refractive error has no influence on pupil diameter, irrespective of refractive correction or accommodative demand. This suggests that the pupil is controlled by the pupillary light reflex and is not driven by retinal blur.