Given recent corporate scandals, the credibility of the accounting profession has been called into question. In order to restore public trust, accounting educators need to devise ways to convey the importance of ethics in our profession to our students. An alternative approach to using a traditional lecture to teach ethics is to use games. The purpose of this paper is to introduce a game strategy to teach ethics and professionalism to students. Using games makes learning more fun and also helps to maintain student interest and involvement in the learning process. Student feedback has been positive and encouraging on the use of this format to teach ethics and professional responsibilities.

This paper reports a single case of ipsilesional left neglect dyslexia and interprets it according to the three-level model of visual word recognition proposed by Caramazza and Hillis (1990). The three levels reflect a progression from the physical stimulus to an abstract representation of a word. RR was not impaired at the first, retinocentric, level, which represents the individual features of letters within a word according to the location of the word in the visual field: She made the same number of errors to words presented in her left visual field as in her right visual field. A deficit at this level should also mean the patient neglects all stimuli. This did not occur with RR: She did not neglect when naming the items in rows of objects and rows of geometric symbols. In addition, although she displayed significant neglect dyslexia when making visual matching judgements on pairs of words and nonwords, she did not do so to pairs of nonsense letter shapes, shapes which display the same level of visual complexity as letters in words. RR was not impaired at the third, graphemic, level, which represents the ordinal positions of letters within a word: She continued to neglect the leftmost (spatial) letter of words presented in mirror-reversed orientation and she did not neglect in oral spelling. By elimination, these results suggest RR's deficit affects a spatial reference frame where the representational space is bounded by the stimulus: A stimulus-centred level of representation. We define five characteristics of a stimulus-centred deficit, as manifest in RR. First, it is not the case that neglect dyslexia occurs because the remaining letters in a string attract or capture attention away from the leftmost letter(s). Second, the deficit is continuous across the letter string. Third, perceptually significant features, such as spaces, define potential words. Fourth, the whole, rather than part, of a letter is neglected. Fifth, category information is preserved. It is concluded that the Caramazza-Hillis model accounts well for RR's data, although we conclude that neglect dyslexia can be present when a more general visuospatial neglect is absent.

Participants scoring high and low on a schizotypy scale (n=18 in each group) switched between naming words and naming colors in a Stroop task in congruent, neutral, and incongruent conditions. The findings were that, while being slower and less accurate overall than low schizotypes, the high schizotypy group did not display disproportionately greater Stroop inhibition or facilitation, suggesting intact selective attention. However, the high schizotypy group suffered disproportionately larger switching costs. The results provide evidence for similarities between schizotypy and schizophrenia, specifically that the problem in schizotypy is to do with switching rather than selecting attention, because of a difficulty either in selecting task-relevant information or in inhibiting inappropriate response alternatives.

Neglect dyslexia is an acquired reading disorder in which one side of words or letter strings is misidentified. Caramaua and Hillis (Cognitive Neuropsychology 1990; 7: 391-445) proposed that the disorder reflects an impairment in the early stages of visual word recognition. Three levels of representation are involved, each with corresponding spatial coordinates. These levels reflect a progression away from the physical stimulus toward a more abstract representation of a word. The errors made by a patient with a level one deficit are relative to the location of a word in the visual field. The errors made by a patient with a level two deficit are relative to the spatial position of a letter($) within the stimulus. The errors made by a patient with a level three deficit are relative to the ordinal position of a letter(s) within a word. We describe how this model may be used to interpret the differing patterns of performance found in neglect dyslexia and evaluate the model according to 19 published single case studies of neglect dyslexia. It is concluded that the model is well supported by these data and may therefore be viewed as a model of the early stages of reading in intact readers.

Purpose The purpose of this paper is to describe how brief exercises in introductory and advanced marketing courses can help business students achieve a broader understanding of what Big data and data analytics mean in the workplace. These short analytics problems fit into the culture that we are building at our institution to create analytics cases for courses within our business curriculum. Design/methodology/approach A database of 1,500 customer reviews for a fictitious sporting company was created. Two exercises based on text mining and sentiment analysis were developed to be tested in introductory and advanced marketing course. Students were introduced to the basic concepts used in data analysis and the creation of R code for extracting sentiment words was demonstrated. Students then used pivot tables to identify patterns in the given data set. Students in the introductory course completed a short exercise while the students in the advanced class developed a detailed memo. Findings Results suggest that students in the introductory course are significantly more aware of the use of data in the industry as well as methods to deal with Big data after completing the exercise as compared to their knowledge at the beginning of the exercise. Students in the advanced course are able to identify patterns, detect shortcoming and propose strategic plans based on their analysis of the data. Originality/value Proposed exercises in the study are developed with an aim to help business schools develop a culture supportive of analytics. The purpose of these exercises is to make students aware of the importance of Big data and analytics early on in their curriculum and reinforce their exposure in an advanced course.