Many life situations and especially communication situations tell us that we should not mistake an ordinary piece of information for knowledge proper or for a meaning proper. These three types of ...intentionalities – to inform, to know and to understand – are very different, although they continuously interfere. Man’s specific capacity of understanding appears to us now more important than others. In the absence of a good exercise of understanding, information can remain either strange, or indifferent to us. Man can become informed or even a connoisseur, but still, an alien to those elevated landmarks – moral or human, cultural – which make possible a good self-orientation. This fact is directly connected to what is called nowadays “functional illiteracy”. Actually, this concerns particularly the capacity of understanding something said or done. For this reason, this can be considered a case of illiteracy of hermeneutical nature. The pedagogical solution for such a phenomenon involves continuously practicing the competence of understanding. Thus, it would be absolutely normal to focus on understanding, and not on information and, further on, on self understanding and understanding the other, instead of focusing on an ordinary phenomenon. Consequently, cultivating the senses and the mind, for a better orientation in the world of life, is more important than the technical efficiency of the learning process.
Basic Literacy Education (KD) is an important program to resolve the problem of illiteracy in Selebung Ketangga Village. The KD program is one of the educational services outside of school to develop ...community members' reading, writing and arithmetic skills in Indonesian. Therefore, it is important to know the motivation and benefits of the KD program for society. This research uses a descriptive qualitative approach. Through observation, interviews and documentation. The researcher looked at how the illiteracy eradication program was in Selebung Ketangga Village. Data collection was carried out using purposive sampling, namely the researcher interviewed research informants. The observation results show that in the process of mastering basic understanding the participants routinely participate in learning activities for three hours from 14:00-16:00 and every day the participants have learning goals that must be achieved. Meanwhile, during the activity which lasted for several days, participants had different memory abilities, such as participants' memory which was very low and there were also some participants who had quite good memory, this was due to the age of the participants and the inhibiting factors found by The researcher said that some participants were unable to take part in learning activities because they were busy with other things, namely work. Based on the results of interviews and document analysis, it is known that there is a development of abilities that take part in KD activities, especially in daily activities and active participation in learning activities.
Electroencephalography (EEG)-based brain-computer interface (BCI) systems are mainly divided into three major paradigms: motor imagery (MI), event-related potential (ERP), and steady-state visually ...evoked potential (SSVEP). Here, we present a BCI dataset that includes the three major BCI paradigms with a large number of subjects over multiple sessions. In addition, information about the psychological and physiological conditions of BCI users was obtained using a questionnaire, and task-unrelated parameters such as resting state, artifacts, and electromyography of both arms were also recorded. We evaluated the decoding accuracies for the individual paradigms and determined performance variations across both subjects and sessions. Furthermore, we looked for more general, severe cases of BCI illiteracy than have been previously reported in the literature.
Average decoding accuracies across all subjects and sessions were 71.1% (± 0.15), 96.7% (± 0.05), and 95.1% (± 0.09), and rates of BCI illiteracy were 53.7%, 11.1%, and 10.2% for MI, ERP, and SSVEP, respectively. Compared to the ERP and SSVEP paradigms, the MI paradigm exhibited large performance variations between both subjects and sessions. Furthermore, we found that 27.8% (15 out of 54) of users were universally BCI literate, i.e., they were able to proficiently perform all three paradigms. Interestingly, we found no universally illiterate BCI user, i.e., all participants were able to control at least one type of BCI system.
Our EEG dataset can be utilized for a wide range of BCI-related research questions. All methods for the data analysis in this study are supported with fully open-source scripts that can aid in every step of BCI technology. Furthermore, our results support previous but disjointed findings on the phenomenon of BCI illiteracy.
Formally, availability of education for children has increased around the world over the last decades. However, despite having a successful formal education career, adults can become functional ...illiterates. Functional illiteracy means that a person cannot use reading, writing, and calculation skills for his/her own and the community's development. Functional illiteracy has considerable negative effects not only on personal development, but also in economic and social terms. Although functional illiteracy has been highly publicized in mass media in the recent years, there is limited scientific knowledge about the people termed functional illiterates; definition, assessment, and differential diagnoses with respect to related numerical and linguistic impairments are rarely studied and controversial. The first goal of our review is to give a comprehensive overview of the research on functional illiteracy by describing gaps in knowledge within the field and to outline and address the basic questions concerning who can be considered as functional illiterates: (1) Do they possess basic skills? (2) In which abilities do they have the largest deficits? (3) Are numerical and linguistic deficits related? (4) What is the fundamental reason for their difficulties? (5) Are there main differences between functional illiterates, illiterates, and dyslexics? We will see that despite partial evidence, there is still much research needed to answer these questions. Secondly, we emphasize the timeliness for a new and more precise definition that results in uniform sampling, better diagnosis, conclusion, and intervention. We propose the following working definition as the result of the review: functional illiteracy is the incapability to understand complex texts despite adequate schooling, age, language skills, elementary reading skills, and IQ. These inabilities must also not be fully explained by sensory, domain-general cognitive, neurological or mental disorders. In sum, we suggest that functional illiteracy must be more thoroughly understood and assessed from a theoretical, empirical, and diagnostic perspective.
Effective and ethical psychological practice relies on good science, and good science takes theory construction very seriously, as seriously as data collection. There is little point in developing ...valid research designs and sophisticated data analytic techniques if the ideas driving research are mistaken or trivial. In this paper I explore the problem of theoretical illiteracy for correctional psychological research and practice. First, I discuss why theory is important in science and the dangers of ignoring it. Second, I review the role of theory in addressing the myriad of practical problems facing human beings. Third, I outline three strategies to increase researchers and practitioners' appreciation of theory construction and development: adopting a more comprehensive model of scientific method, epistemic iteration, and promoting model pluralism. Fourth, I take an example of a core concept from correctional psychology, that of dynamic risk factors, and demonstrate how the above strategies can be used to rectify problems with this construct. Finally, I discuss the research, practice and normative implications of my approach to addressing theoretical illiteracy.
The acquisition of literacy transforms the human brain. By reviewing studies of illiterate subjects, we propose specific hypotheses on how the functions of core brain systems are partially reoriented ...or 'recycled' when learning to read. Literacy acquisition improves early visual processing and reorganizes the ventral occipito-temporal pathway: responses to written characters are increased in the left occipito-temporal sulcus, whereas responses to faces shift towards the right hemisphere. Literacy also modifies phonological coding and strengthens the functional and anatomical link between phonemic and graphemic representations. Literacy acquisition therefore provides a remarkable example of how the brain reorganizes to accommodate a novel cultural skill.
Introduction
Natural caregivers of patients with schizophrenia constitute a main source of care as they have to shoulder a multitude of caregiving responsibilities and are then confronted with ...considerable difficulties while providing care. As a result, natural caregivers, often described as “the hidden patients” usually suffer from psychological consequences such as anxiety and depression.
Objectives
This study aimed to asses anxiety and depression among natural caregivers of patients with schizophrenia and to identify risk factors for developing such disorders.
Methods
We conducted a cross-sectional, descriptive and analytical study, including 80 natural caregivers of patients with schizophrenia. We used the Hospital Anxiety and Depression Scale (HADS) to evaluate anxiety and depression.
Results
The typical caregiver profile was consistent with a 55-year old married illiterate first degree relative (mostly parents or spouses) with a low socio-economic level.
The mean anxiety score was 10.6± 5,1 and the mean depression score was 11.6± 6.2. Depression and anxiety were diagnosed in 66% of caregivers.
Anxiety and depression scores were significantly higher among female illiterate unemployed caregivers, those with organic history and among parents and correlated with the caregiving duration.
Anxiety scores were higher when patients in charge had poor therapeutic adherence and aggressive behavior and correlated with the age of caregivers and the number of other sick persons in charge.
Caregivers reported higher levels of depression when patients in charge were not married, unemployed and had a history of suicide attempts.
Anxiety score were significantly correlated with depression scores.
Conclusions
Caregivers of patients with schizophrenia, although thought to be a privileged source of emotional and social support, are hardly taken into account following the deinstitutionalization movement.
Disclosure of Interest
None Declared
Abstract
Disconnection and avoidance have been theorized various ways, e.g., by analyzing communicative and non-communicative affordances of devices and platforms; categorizing tactics and patterns ...of non-use; and through analogy with historical ways of seeking solitude and resisting technologies. This article, however, treats history not only as a source of analogies for momentary disconnections, but also as a timescale on which to understand slower undercurrents of resistance. I define “strategic illiteracies” as: purposeful, committed refusals to learn expected communication and technology skills, not only as individual people in specific moments, but also in communities over time. This concept connects technology refusal to historical lineages of resistance to linguistic and orthographic imperialism, analyzing examples including the Greek alphabet in antiquity, Chinese characters in Asia, and the Latin alphabet through European colonization. This new framework and genealogy of avoidance and technology refusal elucidates ways forward, slowly, for successive generations to reclaim their communicative futures.
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