No abstract

The aim of this research is to propose an integrated platform for assessing visual attention in schoolaged children. Due to several challenges in the use of standard psychological tests, technology-based instruments can represent a future opportunity for increasing accuracy in the psychological evaluations. The use of GP3 Eye Tracker together with OGAMA application can help to identify children that are at risk of developing learning or attention problems. By developing an integrated platform we will be able to accurately assess their visual attention skills, interpret accurately the data and predict their reading abilities.

Eye movement tracking systems offer the opportunity to observe and study a complex cognitive process such as programming. As a consequence of the growing number of program systems, software developers need to be able to use more and more programming technologies effectively. The paper analyses one of the possibilities of the C# programming language, the two types of the Language-Integrated Query data abstraction layer, that is the readability and comprehensibility of query and method syntax-based queries by evaluating the knowledge level and evaluating eye movement parameters.

The current study addresses the nature of developmental reading deficits in Romanian upper primary grade students. We investigated the presence of a primary deficit in reading speed and the nature of reading strategies employed by Romanian dysfluent readers. This study is a part of a work in progress. Students with dyslexia were compared to students without dyslexia on measures of accuracy and speed of reading a text and non-word stimuli. The lexical procedure was investigated based on intra-individual comparisons of non-word vs. word reading, and high frequency vs. low frequency words. Our investigation yield interesting results. Students with dyslexia in third and fourth grades presented not only a reading speed deficit, but also less accurate reading. Also, there is evidence against the over-reliance of dyslexic children on the sublexical route.

This study aimed to investigate the measurement invariance of the Alabama Parenting Questionnaire (for both long [APQ-lg] and short [APQ-9] forms) across age, gender, clinical status, and informant (i.e., parent vs. child reports). The sample was composed of adolescents (community sample: N = 1,746; clinical sample: N = 166) and parents ( N = 149). The analyses were conducted in R. Measurement invariance was assessed via multi-group confirmatory factor analysis, equivalence test, and subsampling approach. The original model of APQ-lg (five factors) showed a significantly better fit than other concurrent models (five concurrent models were specified, based on prior literature). For APQ-lg, we found measurement invariance across gender and partial measurement invariance across age, clinical status, and informant. For APQ-9, we confirmed the measurement invariance across gender and clinical status, while across age and informant partial measurement invariance was attested. Overall, our study indicated that APQ-lg and APQ-9 are two valid tools for measuring parenting practices with some caveats.