Background: Due to a lack of prospective research in South Africa's Speech-Language Therapy (SLT) private healthcare sector, this prospective cohort study investigated associations between speech, language, and swallowing conditions (i.e. dysarthria, apraxia of speech, aphasia, dysphagia), risk factors, and outcomes post-stroke (i.e. length of hospital stay, degree of physical disability according to the Modified Rankin Scale [mRS], functional level of oral intake according to the Functional Oral Intake Scale [FOIS], dehydration, weight loss, aspiration pneumonia, mortality). Methods: Adults with a new incident of stroke without pre-existing speech, language or swallowing difficulties (N=68) were recruited. Convenience sampling was used to select participants. A prospective design was used to determine the incidence of speech, language, and swallowing conditions poststroke and association with outcomes from admission to discharge. Results: Co-occurring speech, language, and swallowing conditions frequently occurred post-stroke (88%). Participants who were referred to SLT greater than 24 hours post-admission (52.94%) stayed in hospital for a median of three days longer than those who were referred within 24 hours (p=.042). Dysphagia was significantly associated with moderate to severe physical disability. Dysphagia with aspiration was significantly associated with poor functional level of oral intake (i.e. altered consistency diets and enteral nutrition), at admission and at discharge (p<. 01). Dysphagia had a higher likelihood of mortality (OR=2.86) (p=.319). At discharge, aspiration pneumonia was significantly associated with severe physical disability (p< .01, r=0.70). Risk factors; poor oral hygiene (p=1.00), low level of consciousness (p=1.00), dependent for oral intake (p=.040), and enteral nutrition (p=.257); were not associated with aspiration pneumonia. Conclusion: In South Africa's private sector, cooccurring speech, language, and swallowing conditions commonly occurred post-stroke, and dysphagia was strongly associated with physical disability and poor functional level of oral intake. Length of hospital stay was increased by delayed SLT referrals.

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The problem this study addresses is the relationship among the constructs content knowledge, beliefs, and previous experiences of prospective elementary teachers. The 36 participants in the study, 35 females and one male, were recent graduates from a five-year Elementary Education licensure program at a major university located in the Mid-Atlantic region. A correlational research design was used to investigate the relationships that might exist among the three constructs using Praxis I Pre-professional Math test scores, Beliefs Survey scores, and Previous Mathematics Experience Questionnaire [PMEQ] scores. Scores from the Praxis I Pre-professional Math test were self-reported and verified by the Licensure Coordinator in the Center for Teacher Education [CTE]. Scores for the Beliefs Survey and Previous Mathematics Experience Questionnaire [PMEQ] were collected from the survey and questionnaire completed by each participant and the data were analyzed using SPSS software. A frequency distribution was constructed for the Praxis I Math Test scores, the Beliefs Survey scores, and the PMEQ scores. A Pearson correlation was constructed to analyze the relationship among the following variables: Praxis I Math Test, beliefs, and previous mathematics experiences (feelings, teaching tools, and quantity of math courses taken). An alpha level of .05 was used for all statistical tests. A significant positive correlation was found to exist between Praxis I Math Test scores and feelings about mathematics using a two-tailed test indicating that prospective elementary math teachers who have higher Praxis I math test scores tend to report having more positive feelings about mathematics. A significant negative correlation was found to exist between beliefs and teaching tools using a two-tailed test. This indicates a tendency by prospective teachers to favor more relational beliefs when their previous experiences included the use of a wide variety of teaching tools. The prospective teachers' responses to the essay question and interview questions support their stated beliefs about the importance of teachers emphasizing relational understanding. On their essay responses, all 36 participants indicated a desire to provide a relational oriented learning-environment in their future classrooms. The findings in the study support the notion that the prospective teachers in this group with stronger content knowledge tended to report more positive feelings about mathematics. They also tended to favor a relational teaching/learning environment if they had experiences using a wide variety of teaching tools. No significant correlation was found to exist between any of the other variables that were tested. / Ph. D.

Location-based reminder systems (LBRs) are typically used to remind people to complete a to-do task at a particular location. People use their prospective memory to remember future to-do tasks. However, the current design of LBRs fails to take advantage of human prospective memory theory. In this dissertation, I propose a framework connecting human prospective memory theory with LBRs. My work applies human prospective memory into the technical design of LBRs. The goal of my work is to make the reminder work more consistently with how human memory works. Prospective memory research suggests that encoding of the location and familiarity with the location have an impact on prospective remembering. I conducted two empirical studies to test how this theoretical knowledge applies to LBRs. In one experiment, I hypothesized that if the encoding stage provides a closer match to the retrieval stage in LBRs, then location recognition and task recall should improve at retrieval time. The results indicate that providing a first-person view (street view of the desired location) at the encoding stage benefits prospective remembering the most. Prospective memory theory also suggests that the familiarity with the external cue has a significant influence on prospective remembering. In the second experiment, I hypothesized that familiarity with a location has an impact on the location recognition at the retrieval. The results show that the encoding interface is used differently for familiar and unfamiliar cities and businesses to support recognizing a target location. The findings have implications for the design of future LBRs. I designed an LBR prototype by applying these empirical research findings and conducted a usability evaluation. Future designers of LBR should consider 1) providing more support in matching the encoding stage to the eventual cue in retrieval stage and 2) involving user’s familiarity level with the places at the encoding stage to provide a better user experience. My work showed the importance of using prospective memory theory in the design of LBR systems. / Ph. D.

Previous studies have shown negative effects of noise on cognitive performance. However,these effects on memory have been less examined. This study was set out to investigate theeffect of noise on working memory as well as prospective memory in an adult population.One experiment group comprised of university students approached at the Umeå UniversityCampus volunteered for this study (​N​=30, ​M​=24.26 years of age). A reversed digit spanmemory test and an event-based prospective memory test were used to measure workingmemory and prospective memory under silent and noise condition. Results showed thatparticipants had significantly poorer performance on working memory task in noise conditioncompared to silent condition but not for the prospective memory task. Keywords: working memory, prospective memory, noise / Tidigare studier har visat att buller kan ha negativa effekter på vår kognitiva prestation. Dessa effekter på minnet har dock undersökts i mindre skala. Denna studie hade för avsikt att undersöka effekten av buller på arbetsminnet såväl som prospektiva minnet hos den vuxna populationen. En experimentgrupp bestående av frivilliga universitet studenter frågades att delta från Umeå Universitets Campus i denna studie (N = 30, M = 24.26 år gamla). En reversed digit span test och en event-based prospective memory test användes för att mäta arbetsminne och prospektiva minnet under tyst och buller tillstånd. Resultaten visade att deltagarna hade en signifikant sämre prestanda på arbetsminnestestet i buller tillstånd jämfört med tyst tillstånd men inte på prospektiva testet.