http://hdl.handle.net/1820/611 http://dspace.ou.nl/retrieve/6585 http://hdl.handle.net/1820/611 Search the Channel search http://dspace.ou.nl/simple-search http://hdl.handle.net/1820/4132 Title: Lifelong learning in the professions: Differences between psychologists, educational scientists and managers. A comparison of three modelling techniques, using one database<br/><br/>Authors: Bijker, Monique; Van der Klink, Marcel; Boshuizen, Els; Tempelaar, Dirk; Van der Vleuten, Cees; Van Strien, Johan<br/><br/>Abstract: Two issues determine the quality and legitimacy of research: content and method. If the complexity of a research object increases, reviewers of a research report may fall short in evaluating the scientific or social contribution of the study. The same is true for the researchers who are involved. Many researchers are worried that alternative or new methods may scare off reviewers. Hence, groups of researchers configure into communities of practice (COPs) or schools of thought, using predetermined, specific sets of methods to validate their research instruments. Methods that are common within the COP, but criticized by methodologists and researchers in other domains. In the end the idea prevails that methods are arbitrary, and do not affect the research findings. In this symposium it is investigated whether the latter is true by comparing three well known modeling methods. The central research question is: “Which factors affect Lifelong Learning in the psychology, educational science, and business administration domain”?, and “Do these professionals differ in their Lifelong Learning strategies”? It is studied to which degree the three methods (the Rasch rating scale model; confirmatory factor analysis, and exploratory factor analysis) affect the results of statistics analyses. One database is used by three independent analysts, each using one of the three methods.<br/><br/>Description: Bijker, M., Van der Klink, M., Boshuizen, H. P. A., Tempelaar, D., Van der Vleuten, C., & Van Strien, J. (2011, 8 June). Lifelong learning in the professions: Differences between psychologists, educational scientists and managers. A comparison of three modelling techniques, using one database. In H. P. A. Boshuizen, & M. R. Van der Klink (Chairs), Lifelong Learning in the professions. How psychologists, educational scientists, and managers differ. Symposium at the Onderwijs Research Dagen (ORD), June 8, Maastricht, The Netherlands. http://hdl.handle.net/1820/4131 Title: Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning<br/><br/>Authors: Kostons, Danny; Van Gog, Tamara; Paas, Fred<br/><br/>Abstract: For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidencesuggests, however, that students have difficulties with accurate self-assessment and task selection, whichmay explain the poor learning outcomes often found with self-regulated learning. In experiment 1, the hypothesis was investigated and confirmed that observing a human model engaging in self-assessment,task selection, or both could be effective for secondary education students’ (N = 80) acquisition of selfassessment and task-selection skills. Experiment 2 investigated and confirmed the hypothesis thatsecondary education students’ (N = 90) acquisition of self-assessment and task-selection skills, either through examples or through practice, would enhance the effectiveness of self-regulated learning. It can be concluded that self-assessment and task-selection skills indeed play an important role in selfregulatedlearning and that training these skills can significantly increase the amount of knowledgestudents can gain from self-regulated learning in which they choose their own learning tasks.<br/><br/>Description: Kostons, D., Van Gog, T., & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22(2), 121-132. http://hdl.handle.net/1820/4126 Title: The curriculum success of business administration education programs<br/><br/>Authors: Bijker, Monique; Van der Klink, Marcel; Boshuizen, Els<br/><br/>Abstract: The curriculum success of business administration education is approached from four different perspectives: the perceptions of employers; the self-regulation perspective; graduates' performaces on authentic tasks, and postgraduates' labor market success during the transition from university to school. The findings from the different studies are summarized and related to implications for curriculum redesign.<br/><br/>Description: Bijker, M. M., Van der Klink, M. R., & Boshuizen, H. P. A. (2011, 8 September). The curriculum success of business administration education programs. Presentation for the visit of KU Leuven, Open Universiteit, Heerlen, The Netherlands. http://hdl.handle.net/1820/4125 Title: Facilitating digital video production in the language arts curriculum<br/><br/>Authors: McKenney, Susan; Voogt, Joke<br/><br/>Abstract: Two studies were conducted to facilitate the development of feasible support for theprocess of integrating digital video making activities in the primary school languagearts curriculum. The first study explored which teaching supports would be necessaryto enable primary school children to create digital video as a means of fosteringcommunications skills. A pupil workbook was determined to be the most appropriatesolution, and a draft workbook was piloted. The second study evaluated how well thelearner workbook, when combined with a teacher guide and an introductoryworkshop, contributed to supporting the process of digital video making for thepurpose of fostering message design competencies. This article describes motives forlinking video making to the language arts curriculum, as well as how those ideas andthe study data informed the development of the primary means of support - the pupilworkbook.<br/><br/>Description: McKenney, S., & Voogt, J. (2011). Pupil-created videos to support language development: Research-based implementation guidelines. Australian Journal of Educational Technology, 27(4), 709-726. http://hdl.handle.net/1820/4123 Title: DNA methylation and cognitive functioning in healthy older adults<br/><br/>Authors: Schiepers, Olga; Van Boxtel, Martin; De Groot, Renate; Jolles, Jelle; Kok, Frans; Verhoef, Petra; Durga, Jane<br/><br/>Abstract: Long-term supplementation with folic acid may improve cognitive performance in older individuals. The relationship between folate status and cognitive performance might be mediated by changes in methylation capacity, as methylation reactions are important for normal brain functioning. Although aberrant DNA methylation has been implicated in neurodevelopmental disorders, the relationship between DNA methylation status and non-pathological cognitive functioning in humans has not yet been investigated. The present study investigated the associations between global DNA methylation and key domains of cognitive functioning in healthy older adults. Global DNA methylation, defined as the percentage of methylated to total cytosine, was measured in leukocytes by LC-MS/MS, in 215 men and women, aged 50-70 years, who participated in the FACIT study (clinical trial registration number NCT00110604). Cognitive performance was assessed by means of the Visual Verbal Word Learning Task, the Stroop Colour-Word Interference Test, the Concept Shifting Test, the Letter-Digit Substitution Test, and the Verbal Fluency Test. Using hierarchical linear regression analyses adjusted for age, sex, level of education, alcohol consumption, smoking status, physical activity, erythrocyte folate concentration, and MTHFR677C→T genotype, global DNA methylation was not related to cognitive performance on any of the domains measured. Our results do not support the hypothesis that global DNA methylation, as measured in leukocytes, might be associated with cognitive functioning in healthy older individuals.<br/><br/>Description: Schiepers, O. J. G., Van Boxtel, M. P. J., De Groot, R. H. M., Jolles, J., Kok, F. J., Verhoef, P., & Durga, J. (2012). DNA methylation and cognitive functioning in healthy older adults. British Journal of Nutrition. Advanced online publication. DOI: S0007114511003576 [pii]10.1017/S0007114511003576 http://hdl.handle.net/1820/4122 Title: Effects of a comprehensive educational group intervention in older women with cognitive complaints: a randomized controlled trial<br/><br/>Authors: Hoogenhout, Esther; De Groot, Renate; Van der Elst, Wim; Jolles, Jelle<br/><br/>Abstract: OBJECTIVE: The current study presents a new comprehensive educational group intervention that offers psycho-education about cognitive aging and contextual factors (i.e., negative age stereotypes, beliefs, health, and lifestyle), focuses on skills and compensatory behavior, and incorporates group discussion. Its effects were investigated in community-dwelling older women who report normal age-related cognitive complaints. METHODS: A randomized controlled trial with an experimental and waiting list control condition was carried out in a sample of 50 women aged 60-75 years. As the main problem of these individuals were perceived cognitive deficits without actual cognitive decrements, metacognition served as the primary outcome measure. Objective cognitive functioning and psychological wellbeing were secondary outcome measures. A double baseline and a follow- up assessment were carried out. RESULTS: Participants in the experimental condition reported significantly fewer negative emotional reactions towards cognitive functioning (U = 164.500, p = .004). The reported effect size (δ = -.473) could be interpreted as large.CONCLUSIONS: This new comprehensive educational group intervention reduces negative emotional reactions towards cognitive functioning, which seems a prerequisite for improved subjective cognitive functioning and wellbeing. It can potentially contribute the wellbeing of an important and large group of older adults.<br/><br/>Description: Hoogenhout, E. M., De Groot, R. H. M., Van der Elst, W., Jolles J. (2012). Effects of a comprehensive educational group intervention in older women with cognitive complaints: a randomized controlled trial. Aging and Mental Health, 16, 135-144. DOI: 10.1080/13607863.2011.598846 http://hdl.handle.net/1820/4121 Title: Age differences in brain activation associated with verbal learning and fatigue<br/><br/>Authors: Klaasen, Elissa; Evers, Lisbeth; De Groot, Renate; Veltman, Dick; Jolles, Jelle<br/><br/>Abstract: Learning abilities have already started to decline in middle age3. However, middle-aged adults are commonly required to continue to maintain performance in fulltime employment. We investigated whether the ability of middle-aged adults to maintain performance despite the effects of cognitive aging comes at the cost of increased cognitive fatigue.Functional MRI studies in patients with disorders characterised by fatigue, such as Multiple Sclerosis3 and Chronic Fatigue Syndrome4, have shown that, although patients could maintain task performance comparable to healthy participants, their performance was associated with increased and more dispersed brain activation. This finding has been attributed to the exertion of greater cognitive effort by patients which, consequentially, has been suggested to underlie their experience of increased cognitive fatigue.Behavioural studies have shown that cognitive fatigue symptoms can be induced in healthy participants by the prolonged performance of cognitively demanding tasks5. In the present study we used fMRI to examine verbal learning related brain activation in young and middle- aged adults following a control intervention and following a fatigue inducing intervention. Conclusions:1. Middle-aged maintained comparable verbal learning performance to young, and did not indicate greater feelings of subjective fatigue.2. Middle-aged showed greater activation than young in areas associated with cognitive control and attentional effort following the fatigue intervention during encoding, but not during recognition.3. Greater subjective fatigue was associated with decreased activation in the left DLPFC in both age groups during encoding, but in young participants only during recognition.4. It is suggested that middle-aged responded to the increased demands of verbal recognition by switching to more automatic processing.<br/><br/>Description: Klaassen, E., Evers, E., De Groot, R. H. M., Veltman, D., & Jolles, J. (2011, February). Age differences in brain activation associated with verbal learning and fatigue. Poster presented at the School for Mental Health and Neuroscience Research Day 2011, Maastricht, The Netherlands. http://hdl.handle.net/1820/4120 Title: Eating the right amount of fish: Inverted U-shape association between fish consumption and cognitive performance and academic achievement in Dutch adolescents<br/><br/>Authors: De Groot, Renate; Ouwehand, Carolijn; Jolles, Jelle<br/><br/>Abstract: Fish consumption has shown its benefits for cognitive functioning in the elderly or children with disorders (e.g,, autism, ADHD), but has rarely been investigated in relation to cognitive performance and school performance of healthy adolescents. We executed an observational study in 700 Dutch high school students aged 12-18 years. Fish consumption data, end term grades, scores on the Amsterdam Vocabulary Test, and scores on the Youth Self-Report were collected. Results revealed that 13.6% of the Dutch adolescents never ate fish, 6.4% met national guidelines, 16.9% reached half of the norm, and 63.1% did eat fish but too little to meet at least half of the norm. Analysis of variance, controlled for relevant covariates, showed significant differences between the four fish consumption groups in vocabulary (p= 0.05). A trend for significance was found for end term grades (p= 0.07). Contrast analyses demonstrated significant quadratic associations between fish consumption and vocabulary (p= 0.01) and end term grades (p= 0.01). Thus higher fish intake was associated with more advanced vocabulary and higher end term grades. However, eating more fish than the described norm seemed no longer beneficial.<br/><br/>Description: De Groot, R. H. M., Ouwehand, C., & Jolles, J. (2012). Eating the right amount of fish: Inverted U-shape association between fish consumption and cognitive performance and academic achievement in Dutch adolescents. Prostaglandins, Leukotrienes, and Essential Fatty Acids DOI: 10.1016/j.plefa.2012.01.002 http://hdl.handle.net/1820/4119 Title: Editorial; Lipids in Metabolic Health and Disease<br/><br/>Authors: Glatz, Jan; De Groot, Renate; Hesselink, Matthijs; Schrauwen, Patrick<br/><br/>Abstract: Editorial for a special issue of PLEFA, dealing with the papers presented during the 9th conference of the International Society for the Study of Fatty Acids and Lipids, Maastricht, the Netherlands.<br/><br/>Description: Glatz, J. F. C., De Groot, R. H. M., Hesselink, K. C., & Schrauwen, P. (2011). Editorial; Lipids in Metabolic Health and Disease. Prostaglandines, Leukotrienes and Essential fatty Acids, 85, 195. DOI: 10.1016/j.plefa.2011.04.006 http://hdl.handle.net/1820/4118 Title: Implementation of a neuropsychological intervention in secondary school: Targeting executive problems in young adolescent boys<br/><br/>Authors: Dekker, Sanne; Krabbendam, Lydia; Gemmink, Michelle; De Groot, Renate; Jolles, Jelle<br/><br/>Abstract: The aim of our research is to implement and evaluate a recently developed neuropsychological intervention in a school setting.<br/><br/>Description: Dekker, S. J., Krabbendam, L., Gemmink, M. M., De Groot, R. H. M., & Jolles, J. (2011, June). Implementation of a neuropsychological intervention in secondary school: Targeting executive problems in young adolescent boy. Poster presented at the 3rd Biennial Conference of the International Mind, Brain, and Education Society, San Diego, United States.