Current Search: execution (x)
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Title
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Reading comprehension deficits in children with ADHD: The mediating roles of working memory and orthographic conversion.
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Creator
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Friedman, Lauren, Rapport, Mark, Beidel, Deborah, Vasquez, Eleazar, University of Central Florida
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Abstract / Description
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Reading comprehension deficits in children with ADHD are well-established; however, limited information exists concerning the cognitive mechanisms that contribute to these deficits and the extent to which they interact with one another. The current study examines two broad cognitive processes known to be involved in children's reading comprehension abilities(-)(a) working memory (i.e., central executive processes [CE], phonological short-term memory [PH STM], and visuospatial short-term...
Show moreReading comprehension deficits in children with ADHD are well-established; however, limited information exists concerning the cognitive mechanisms that contribute to these deficits and the extent to which they interact with one another. The current study examines two broad cognitive processes known to be involved in children's reading comprehension abilities(-)(a) working memory (i.e., central executive processes [CE], phonological short-term memory [PH STM], and visuospatial short-term memory [VS STM]) and (b) orthographic conversion(-)to elucidate their unique and interactive contribution to ADHD-related reading comprehension deficits. Thirty-one children with ADHD and 30 typically developing (TD) children aged 8 to 12 years (M = 9.64, SD = 1.22) were administered multiple counterbalanced tasks assessing WM and orthographic conversion processes. Relative to TD children, children with ADHD exhibited significant deficits in PH STM (d = -0.66), VS STM (d = -0.84), CE (d = -1.24) and orthographic conversion (d = -0.85). Bias-corrected, bootstrapped mediation analyses revealed that CE and orthographic conversion processes modeled separately, partially mediated ADHD-related reading comprehension impairments, whereas PH STM and VS STM did not. CE and orthographic conversion modeled jointly fully mediated ADHD-related reading comprehension deficits wherein orthographic conversion's large magnitude influence on reading comprehension occurred indirectly through CE's impact on the orthographic system. The findings suggest that adaptive cognitive interventions designed to improve reading-related outcomes in children with ADHD may benefit by including modules that train CE and orthographic conversion processes independently and interactively.
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Date Issued
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2016
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Identifier
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CFE0006103, ucf:51210
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0006103
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Title
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Improving the performance of data-intensive computing on Cloud platforms.
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Creator
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Dai, Wei, Bassiouni, Mostafa, Zou, Changchun, Wang, Jun, Lin, Mingjie, Bai, Yuanli, University of Central Florida
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Abstract / Description
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Big Data such as Terabyte and Petabyte datasets are rapidly becoming the new norm for various organizations across a wide range of industries. The widespread data-intensive computing needs have inspired innovations in parallel and distributed computing, which has been the effective way to tackle massive computing workload for decades. One significant example is MapReduce, which is a programming model for expressing distributed computations on huge datasets, and an execution framework for data...
Show moreBig Data such as Terabyte and Petabyte datasets are rapidly becoming the new norm for various organizations across a wide range of industries. The widespread data-intensive computing needs have inspired innovations in parallel and distributed computing, which has been the effective way to tackle massive computing workload for decades. One significant example is MapReduce, which is a programming model for expressing distributed computations on huge datasets, and an execution framework for data-intensive computing on commodity clusters as well. Since it was originally proposed by Google, MapReduce has become the most popular technology for data-intensive computing. While Google owns its proprietary implementation of MapReduce, an open source implementation called Hadoop has gained wide adoption in the rest of the world. The combination of Hadoop and Cloud platforms has made data-intensive computing much more accessible and affordable than ever before.This dissertation addresses the performance issue of data-intensive computing on Cloud platforms from three different aspects: task assignment, replica placement, and straggler identification. Both task assignment and replica placement are subjects closely related to load balancing, which is one of the key issues that can significantly affect the performance of parallel and distributed applications. While task assignment schemes strive to balance data processing load among cluster nodes to achieve minimum job completion time, replica placement policies aim to assign block replicas to cluster nodes according to their processing capabilities to exploit data locality to the maximum extent. Straggler identification is also one of the crucial issues data-intensive computing has to deal with, as the overall performance of parallel and distributed applications is often determined by the node with the lowest performance. The results of extensive evaluation tests confirm that the schemes/policies proposed in this dissertation can improve the performance of data-intensive applications running on Cloud platforms.
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Date Issued
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2017
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Identifier
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CFE0006731, ucf:51896
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0006731
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Title
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Appropriate Adjective: Executive Authority and the Classification of Enemy Combatants.
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Creator
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Davis, Taraleigh, Merriam, Eric, Bledsoe, Robert, Edwards, Barry, University of Central Florida
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Abstract / Description
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Is the term enemy combatant an established legal category of persons under international law? Has the President exceeded his constitutional authority in classifying United States citizens who are suspected terrorists as enemy combatants? In 2018 a U.S. citizen was released after being held for 13 months as an enemy combatant. He was detained without being charged with a crime and without the ability to challenge the legality of his detention. This thesis serves two purposes. First, it will...
Show moreIs the term enemy combatant an established legal category of persons under international law? Has the President exceeded his constitutional authority in classifying United States citizens who are suspected terrorists as enemy combatants? In 2018 a U.S. citizen was released after being held for 13 months as an enemy combatant. He was detained without being charged with a crime and without the ability to challenge the legality of his detention. This thesis serves two purposes. First, it will seek to trace the history of the term enemy combatant and highlight the evolution of its use by the executive branch. This thesis then examines whether the executive has exceeded his constitutional authority to classify a United States citizen as an enemy combatant. While most of the literature focuses on the treatment and detention of enemy combatants, existing scholarship largely overlooks the issue of authority to classify enemy combatants. This thesis will argue that the executive is overstepping the boundaries of its presidential power when the executive branch creates the criteria (a legislative function) for enemy combatants and applies the criteria in the classification of enemy combatants (a judicial function). This qualitative study will use normative legal research focusing on the principles of the law in classifying a suspected terrorist as an enemy combatant as well as the legal history of the term. The analysis of the legal history of the term enemy combatant will be completed by content analysis using Nvivo 12 software of various government documents as well as case studies of enemy combatant cases.
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Date Issued
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2019
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Identifier
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CFE0007448, ucf:52703
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0007448
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Title
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Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes.
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Creator
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Orban, Sarah, Rapport, Mark, Beidel, Deborah, Cassisi, Jeffrey, University of Central Florida
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Abstract / Description
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Children with ADHD are characterized frequently as possessing underdeveloped executive functions and sustained attentional abilities, and recent commercial claims suggest that computer-based cognitive training can remediate these impairments and provide significant and lasting improvement in their attention, impulse control, social functioning, academic performance, and complex reasoning skills. The present review critically evaluates these claims through meta-analysis of 25 studies of...
Show moreChildren with ADHD are characterized frequently as possessing underdeveloped executive functions and sustained attentional abilities, and recent commercial claims suggest that computer-based cognitive training can remediate these impairments and provide significant and lasting improvement in their attention, impulse control, social functioning, academic performance, and complex reasoning skills. The present review critically evaluates these claims through meta-analysis of 25 studies of facilitative intervention training (i.e., cognitive training) for children with ADHD. Random effects models corrected for publication bias and sampling error revealed that studies training short-term memory alone resulted in moderate magnitude improvements in short-term memory (d= 0.63), whereas training attention did not significantly improve attention and training mixed executive functions did not significantly improve the targeted executive functions (both nonsignificant: 95% confidence intervals include 0.0). Far transfer effects of cognitive training on academic functioning, blinded ratings of behavior (both nonsignificant), and cognitive tests (d= 0.14) were nonsignificant or negligible. Unblinded raters (d= 0.48) reported significantly larger benefits relative to blinded raters and objective tests (both p (<) .05), indicating the likelihood of Hawthorne effects. Critical examination of training targets revealed incongruence with empirical evidence regarding the specific executive functions that are (a) most impaired in ADHD, and (b) functionally related to the behavioral and academic outcomes these training programs are intended to ameliorate. Collectively, meta-analytic results indicate that claims regarding the academic, behavioral, and cognitive benefits associated with extant cognitive training programs are unsupported in ADHD. The methodological limitations of the current evidence base, however, leaves open the possibility that cognitive training techniques designed to improve empirically documented executive function deficits may benefit children with ADHD.
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Date Issued
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2013
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Identifier
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CFE0005040, ucf:49962
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005040
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Title
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Potential Relationship Between Vascular Depression and Autobiographical Memory Specificity in an Older Adult Population According to the CaR-FA-X Model.
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Creator
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Herrera Legon, Manuel, Paulson, Daniel, Rapport, Mark, Sims, Valerie, University of Central Florida
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Abstract / Description
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Vascular depression is a type of depression that has its onset later in life, and it has been associated with cardiovascular or metabolic diseases. Depression can be costly and associated with other health problems, which is why it becomes imperative to uncover the multiple mechanisms of action for depression symptomatology. A proposed mechanism of action for the emergence of depressive symptomatology is poor autobiographical memory specificity according to the CaR-FA-X model. However, it...
Show moreVascular depression is a type of depression that has its onset later in life, and it has been associated with cardiovascular or metabolic diseases. Depression can be costly and associated with other health problems, which is why it becomes imperative to uncover the multiple mechanisms of action for depression symptomatology. A proposed mechanism of action for the emergence of depressive symptomatology is poor autobiographical memory specificity according to the CaR-FA-X model. However, it remains unclear whether this mechanism contributes somehow to the vascular depression specific type. The purpose of this research was to determine the potential relationship between the mechanisms proposed by the CaR-FA-X model and the presence of vascular depression, which has not been addressed by previous literature or research. Forty three older adults over the age of seventy from the Orlando area completed multiple measures including the Geriatric Depression Scale, Autobiographical Memory Test, and physiological measures. Results showed no support for a relationship between CaR-FA-X model elements and vascular depression; however, support was found for the relationship between cerebrovascular burden and depression as proposed by the vascular depression theory with rumination serving as a moderator. To our knowledge, this is the first time a study finds the moderating effect of rumination in the development of vascular depression. Further studies will need to address other potential mechanisms that increase risk for this specific type of depression as well as investigate the reasons under which, if any, autobiographical memory specificity might be related to vascular depression by using other measures that might be more sensitive to a non-clinical population.
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Date Issued
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2018
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Identifier
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CFE0007014, ucf:52041
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0007014
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Title
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Kindergarten is Not Child's Play: An Exploration of Pedagogical Approaches Related to Learning in a Play-Based and a Contemporary Classroom at a Title I Elementary School.
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Creator
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Allee-Herndon, Karyn, Roberts, Sherron, Lue, Martha, Clark, M. H., Garcia, Jeanette, Hu, Bi Ying, University of Central Florida
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Abstract / Description
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This dissertation is divided into three separate, related, naturalistic, quasi-experimental research studies, all using data from two kindergarten classes at Gator Elementary, a public Title I elementary school in Sunshine District in Central Florida. Each of these studies tested hypotheses that kindergarten children, especially those from low socioeconomic backgrounds, will show greater gains in receptive vocabulary, executive function, and academic achievement when purposeful play is used...
Show moreThis dissertation is divided into three separate, related, naturalistic, quasi-experimental research studies, all using data from two kindergarten classes at Gator Elementary, a public Title I elementary school in Sunshine District in Central Florida. Each of these studies tested hypotheses that kindergarten children, especially those from low socioeconomic backgrounds, will show greater gains in receptive vocabulary, executive function, and academic achievement when purposeful play is used as a pedagogical approach than similar children in typical, contemporary kindergarten classrooms. The first study explored the effects of play-based and contemporary pedagogical approaches on students' receptive vocabulary using the PPVT-4, the second explored students' executive functions using the BRIEF2, and the third explored students' movements using Actigraph GT9X Link accelerometers. All three studies analyzed these data in relation to students' academic achievement as measured by i-Ready Diagnostic assessments. Statistically significant differences were detected in students' receptive vocabulary and reading growth as well as statistically significant differences in students' executive function health as reported by teachers and reading and math academic growth by classroom conditions. A strong association between receptive vocabulary and reading performances was revealed alongside strong negative correlations between levels of executive function concern and reading performance. No statistical differences in math growth between classrooms were found, although there was a moderate effect size, and less of an association between math performance and executive function presented. While strong correlations between academic achievement and total movement by day or movement types were revealed, these associations were inconsistent. Nor were there significant differences in movement by classroom conditions, although there was a moderate effect size suggesting some differences in movement by condition. The findings from this dissertation, while limited, point to a bourgeoning area of research connecting neuroscientific findings with developmentally appropriate practices to explore effective interventions to increase educational equity for vulnerable students.
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Date Issued
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2019
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Identifier
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CFE0007596, ucf:52556
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0007596
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Title
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DIVIDED GOVERNMENT AND CONGRESSIONAL FOREIGN POLICY: A CASE STUDY OF THE POST-WORLD WAR II ERA IN AMERICAN GOVERNMENT.
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Creator
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Feinman, David, Houghton, David, University of Central Florida
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Abstract / Description
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The purpose of this research is to analyze the relationship between the executive and legislative branches of American federal government, during periods within which these two branches are led by different political parties, to discover whether the legislative branch attempts to independently legislate and enact foreign policy by using "the power of the purse" to either appropriate in support of or refuse to appropriate in opposition to military engagement abroad. The methodology for this...
Show moreThe purpose of this research is to analyze the relationship between the executive and legislative branches of American federal government, during periods within which these two branches are led by different political parties, to discover whether the legislative branch attempts to independently legislate and enact foreign policy by using "the power of the purse" to either appropriate in support of or refuse to appropriate in opposition to military engagement abroad. The methodology for this research includes the analysis and comparison of certain variables, including public opinion, budgetary constraints, and the relative majority of the party that holds power in one or both chambers, and the ways these variables may impact the behavior of the legislative branch in this regard. It also includes the analysis of appropriations requests made by the legislative branch for funding military engagement in rejection of requests from the executive branch for all military engagements that occurred during periods of divided government from 1946 through 2009.
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Date Issued
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2011
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Identifier
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CFE0003657, ucf:48840
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0003657
Pages