The Experts below are selected from a list of 90 Experts worldwide ranked by ideXlab platform

Jessica Lauren Degol - One of the best experts on this subject based on the ideXlab platform.

  • who chooses stem careers using a relative Cognitive Strength and interest model to predict careers in science technology engineering and mathematics
    Journal of Youth and Adolescence, 2017
    Co-Authors: Mingte Wang, Feifei Ye, Jessica Lauren Degol
    Abstract:

    Career aspirations in science, technology, engineering, and mathematics (STEM) are formulated in adolescence, making the high school years a critical time period for identifying the Cognitive and motivational factors that increase the likelihood of future STEM employment. While past research has mainly focused on absolute Cognitive ability levels in math and verbal domains, the current study tested whether relative Cognitive Strengths and interests in math, science, and verbal domains in high school were more accurate predictors of STEM career decisions. Data were drawn from a national longitudinal study in the United States (N = 1762; 48 % female; the first wave during ninth grade and the last wave at age 33). Results revealed that in the high-verbal/high-math/high-science ability group, individuals with higher science task values and lower orientation toward altruism were more likely to select STEM occupations. In the low-verbal/moderate-math/moderate-science ability group, individuals with higher math ability and higher math task values were more likely to select STEM occupations. The findings suggest that youth with asymmetrical Cognitive ability profiles are more likely to select careers that utilize their Cognitive Strengths rather than their weaknesses, while symmetrical Cognitive ability profiles may grant youth more flexibility in their options, allowing their interests and values to guide their career decisions.

Mingte Wang - One of the best experts on this subject based on the ideXlab platform.

  • who chooses stem careers using a relative Cognitive Strength and interest model to predict careers in science technology engineering and mathematics
    Journal of Youth and Adolescence, 2017
    Co-Authors: Mingte Wang, Feifei Ye, Jessica Lauren Degol
    Abstract:

    Career aspirations in science, technology, engineering, and mathematics (STEM) are formulated in adolescence, making the high school years a critical time period for identifying the Cognitive and motivational factors that increase the likelihood of future STEM employment. While past research has mainly focused on absolute Cognitive ability levels in math and verbal domains, the current study tested whether relative Cognitive Strengths and interests in math, science, and verbal domains in high school were more accurate predictors of STEM career decisions. Data were drawn from a national longitudinal study in the United States (N = 1762; 48 % female; the first wave during ninth grade and the last wave at age 33). Results revealed that in the high-verbal/high-math/high-science ability group, individuals with higher science task values and lower orientation toward altruism were more likely to select STEM occupations. In the low-verbal/moderate-math/moderate-science ability group, individuals with higher math ability and higher math task values were more likely to select STEM occupations. The findings suggest that youth with asymmetrical Cognitive ability profiles are more likely to select careers that utilize their Cognitive Strengths rather than their weaknesses, while symmetrical Cognitive ability profiles may grant youth more flexibility in their options, allowing their interests and values to guide their career decisions.

Zink Inge - One of the best experts on this subject based on the ideXlab platform.

  • An investigation into the relationship between quality of pantomime gestures and visuospatial skills
    'Informa UK Limited', 2020
    Co-Authors: Rombouts Ellen, Maes Beatrijs, Zink Inge
    Abstract:

    While children with developmental language disorder or Williams syndrome appear to use hand gestures to compensate for specific Cognitive and communicative difficulties, they have different Cognitive Strength-weakness profiles. Their semantic and visuospatial skills potentially affect gesture quality such as iconicity. The present study focuses on untangling the unique contribution of these skills in the quality of gestures. An explicit gesture elicitation task was presented to 25 participants with developmental language disorder between 7 and 10 years of age, 25 age-matched peers with typical development, and 14 participants with Williams Syndrome (8−23 years). They gestured pictures of objects without using speech (pantomime). The iconicity, semantic richness, and representation technique of the pantomimes were coded. Participants’ semantic association and visuospatial skills were formally assessed. Iconicity was slightly lower in individuals with Williams syndrome, which seems related to their visuospatial deficit. While semantic saliency was similar across participant groups, small differences in representation technique were found. Partial correlations showed that visuospatial skills and semantic skills were instrumental in producing clear pantomimes. These findings indicate that clinicians aiming to enhance individuals’ natural iconic gestures should consider achieved iconicity, particularly in individuals with low visuospatial skills.status: Published onlin

  • Quality of pantomime gestures relies on visuospatial skills
    'Informa UK Limited', 2020
    Co-Authors: Rombouts Ellen, Maes Beatrijs, Zink Inge
    Abstract:

    While children with developmental language disorder and/or Williams syndrome both appear to use hand gestures to compensate for specific Cognitive and communicative difficulties, they have different Cognitive Strength-weakness profiles. Their semantic and visuospatial skills potentially affect gesture quality such as iconicity. The present study focuses on untangling the unique contribution of these skills in the quality of gestures. An explicit gesture elicitation task was presented to 25 participants with developmental language disorder between 7 and 10 years of age, 25 age-matched peers with typical development, and 14 participants with Williams Syndrome (8 – 23 years). They gestured without using speech (pantomime) pictures of objects. The pantomimes’ iconicity, semantic richness, and representation technique were coded. Participants’ semantic association and visuospatial skills were formally assessed. Iconicity was slightly lower in individuals with Williams syndrome, which seems related to their visuospatial deficit. While semantic saliency was similar across participant groups, small differences in representation technique were found. Partial correlations showed that visuospatial skills and semantic skills were instrumental in producing clear pantomimes. These findings indicate that clinicians aiming to enhance individuals’ natural iconic gestures should consider achieved iconicity, particularly in individuals with low visuospatial skills.status: accepte

Feifei Ye - One of the best experts on this subject based on the ideXlab platform.

  • who chooses stem careers using a relative Cognitive Strength and interest model to predict careers in science technology engineering and mathematics
    Journal of Youth and Adolescence, 2017
    Co-Authors: Mingte Wang, Feifei Ye, Jessica Lauren Degol
    Abstract:

    Career aspirations in science, technology, engineering, and mathematics (STEM) are formulated in adolescence, making the high school years a critical time period for identifying the Cognitive and motivational factors that increase the likelihood of future STEM employment. While past research has mainly focused on absolute Cognitive ability levels in math and verbal domains, the current study tested whether relative Cognitive Strengths and interests in math, science, and verbal domains in high school were more accurate predictors of STEM career decisions. Data were drawn from a national longitudinal study in the United States (N = 1762; 48 % female; the first wave during ninth grade and the last wave at age 33). Results revealed that in the high-verbal/high-math/high-science ability group, individuals with higher science task values and lower orientation toward altruism were more likely to select STEM occupations. In the low-verbal/moderate-math/moderate-science ability group, individuals with higher math ability and higher math task values were more likely to select STEM occupations. The findings suggest that youth with asymmetrical Cognitive ability profiles are more likely to select careers that utilize their Cognitive Strengths rather than their weaknesses, while symmetrical Cognitive ability profiles may grant youth more flexibility in their options, allowing their interests and values to guide their career decisions.

Rombouts Ellen - One of the best experts on this subject based on the ideXlab platform.

  • An investigation into the relationship between quality of pantomime gestures and visuospatial skills
    'Informa UK Limited', 2020
    Co-Authors: Rombouts Ellen, Maes Beatrijs, Zink Inge
    Abstract:

    While children with developmental language disorder or Williams syndrome appear to use hand gestures to compensate for specific Cognitive and communicative difficulties, they have different Cognitive Strength-weakness profiles. Their semantic and visuospatial skills potentially affect gesture quality such as iconicity. The present study focuses on untangling the unique contribution of these skills in the quality of gestures. An explicit gesture elicitation task was presented to 25 participants with developmental language disorder between 7 and 10 years of age, 25 age-matched peers with typical development, and 14 participants with Williams Syndrome (8−23 years). They gestured pictures of objects without using speech (pantomime). The iconicity, semantic richness, and representation technique of the pantomimes were coded. Participants’ semantic association and visuospatial skills were formally assessed. Iconicity was slightly lower in individuals with Williams syndrome, which seems related to their visuospatial deficit. While semantic saliency was similar across participant groups, small differences in representation technique were found. Partial correlations showed that visuospatial skills and semantic skills were instrumental in producing clear pantomimes. These findings indicate that clinicians aiming to enhance individuals’ natural iconic gestures should consider achieved iconicity, particularly in individuals with low visuospatial skills.status: Published onlin

  • Quality of pantomime gestures relies on visuospatial skills
    'Informa UK Limited', 2020
    Co-Authors: Rombouts Ellen, Maes Beatrijs, Zink Inge
    Abstract:

    While children with developmental language disorder and/or Williams syndrome both appear to use hand gestures to compensate for specific Cognitive and communicative difficulties, they have different Cognitive Strength-weakness profiles. Their semantic and visuospatial skills potentially affect gesture quality such as iconicity. The present study focuses on untangling the unique contribution of these skills in the quality of gestures. An explicit gesture elicitation task was presented to 25 participants with developmental language disorder between 7 and 10 years of age, 25 age-matched peers with typical development, and 14 participants with Williams Syndrome (8 – 23 years). They gestured without using speech (pantomime) pictures of objects. The pantomimes’ iconicity, semantic richness, and representation technique were coded. Participants’ semantic association and visuospatial skills were formally assessed. Iconicity was slightly lower in individuals with Williams syndrome, which seems related to their visuospatial deficit. While semantic saliency was similar across participant groups, small differences in representation technique were found. Partial correlations showed that visuospatial skills and semantic skills were instrumental in producing clear pantomimes. These findings indicate that clinicians aiming to enhance individuals’ natural iconic gestures should consider achieved iconicity, particularly in individuals with low visuospatial skills.status: accepte