Search results

A variety of brain pathologies can result in difficulties performing complex behavioural sequences. Assistive technology for cognition (ATC) attempts support of complex sequences with the aim of reducing disability. Traditional ATCs are cognitively demanding to use and thus have had poor uptake. A more intuitive interface may allow ATCs to reach their potential. Insights from psychological science may be useful to technologists in this area. We propose that an auditory‐verbal interface is more intuitive than a visual interface and reduces cognitive demands on users. Two experiments demonstrate a novel ATC, the General User Interface for Disorders of Execution (GUIDE). GUIDE is novel because it simulates normal conversational prompting to support task performance. GUIDE provides verbal prompts and questions and voice recognition allows the user to interact with the GUIDE. Research with non‐cognitively impaired participants and a single participant experiment involving a person with vascular dementia provide support for using interactive auditory‐verbal interfaces. Suggestions for the future development of auditory‐verbal interfaces are discussed.

Presents a survey of the OCLC Office of Research (OR) with emphasis on two projects (Web Characterization Project and Economics of Digital Preservation), and their impact on the library and information science community. The OR is characterized as a model of an informatics organization that recognizes the needs of its library constituents and delivers new technological products as a result of ongoing research projects.

The purpose of this paper is to test the efficacy of an interactive verbal prompting technology (Guide) on supporting the morning routine. Data have already established the efficacy of such prompting during procedural tasks, but the efficacy of such prompting in tasks with procedural and motivational elements remains unexamined. Such tasks, such as getting out of bed in the morning and engaging in personal care, are often the focus of rehabilitation goals.

A single‐n study with a male (age 61) who had severe cognitive impairment and was having trouble completing the morning routine. An A−B−A′−B′−A″−B″ design was used, with the intervention phase occurring both in an in‐patient unit (B, B′) and in the participant's own home (B″).

Interactive verbal prompting technology (Guide) significantly reduced support worker prompting and number of errors in the in‐patient setting and in the participant's own home.

The results suggest that interactive verbal prompting can be used to support motivational tasks such as getting out of bed and the morning routine. This study used a single subject experimental design and the results need to be confirmed in a larger sample.

This is the first report of use of interactive verbal prompting technology to support rehabilitation of a motivational task. It is also the first study to evaluate Guide in a domestic context.

Second of two articles focuses on cultural and attitudinal factors that are potential stumbling‐blocks to corporately driven initiatives for systematic change. Considers short‐term versus long‐term time perspectives and corporate versus departmental interests. Discusses the British Airways leadership development programme including issues of selection versus position in the company. Considers the role of the manager of potential participants and concludes that the greatest effort must be concentrated on the issues affecting career choices and progression.

Focuses on the assessment and identification of potential at the senior manager level. Develops a profile of leadership competence and describes the assessment and selection process for participation on the in‐company MBA programme. Discusses the need for a framework for competence profiling and the principle of competence compensation. Concludes that future‐oriented Leadership Profiles will be increasingly important to progressive organisations.

Here we provide a short reflection on the persistent theme of knowledge in reproductive studies which allows us to draw out further insights from each of the chapters.

More than half of those who are incarcerated have cited a history of drug abuse before or during arrest. Although social science literature has noted the disparate effects of criminal sentencing for drug possession, little research has explored the punitive measures enacted and enforced by the correctional facilities in which prisoners reside.

Using data from the 2004 Survey of Inmates in State and Federal Correctional Facilities, this study estimates a series of logistic regressions to examine the predictors of receiving disciplinary action. Men and women are examined separately to investigate whether these patterns vary across men’s and women’s correctional facilities. The notions of both symbolic and structural violence are used to gain a better understanding of the experiences of drug addicts who are incarcerated.

Findings indicate that net of the effect of demographic characteristics and previous contact with the criminal legal system, men who are punished for rule violations involving drugs in prisons are approximately twice as likely to receive disciplinary action than inmates who are disciplined for all infractions, other than assaulting other inmates. Moreover, black inmates are significantly more likely to receive disciplinary actions or sanctions than whites.

The findings suggest that disciplinary action is more frequently experienced by those who are drug dependent or use drugs within prison with an even greater penalty for black prisoners in men’s facilities.

The purpose of this paper is to present the self-described “journey” of a person with dementia (Brian; author 3) in his re-learning of old technologies and learning of new ones and the impact this had on his life.

This is a single case study detailing the participant's experiences collaborating with a researcher to co-create methods of facilitating this learning process, which he documented in the form of an online blog and diary entries. These were analysed using NVivo to reveal the key themes.

Brian was able to relearn previously used technologies and learn two new ones. This lead to an overarching theme of positive outlook on life supported by person-centredness, identity and technology, which challenged negative perceptions about dementia.

The paper provides an example of how learning and technology improved the life of one person with dementia. By sharing the approach the authors hope to encourage others to embrace the challenge of designing and developing innovative solutions for people with a dementia diagnosis by leveraging both current mainstream technology and creating novel bespoke interventions for dementia.

The personal perspective of a person with dementia and his experiences of (re-) learning provide a unique insight into the impact of technology on his life.