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Previous scientific contributions show that interactive learning environments have contributed to promoting learners' learning and development, as interaction and dialogue are key components of learning. When it comes to students with special needs, increasing evidence has demonstrated learning improvements through interaction and dialogue. However, most research focuses on children's education, and there is less evidence of how these learning environments can promote inclusion in adult learners with SEN. This article is addressed to analyse a case study of an interactive learning environment shared by adults with and without special needs. This case shows several improvements identified by adult learners with special needs participating in this study. Based on a documental analysis and a qualitative study, this study analyses a context of participatory and dialogic adult education. read more From the analysis undertaken, the main results highlight some improvements identified in the lives of these adult women and men with SEN, covering educational improvements, increased feeling of social inclusion, and enhanced well-being.The aim of this study was to explore the effect of scoring first on match outcomes in the Chinese Football Super League (CSL). A total of 1,116 matches in which at least one goal was scored from the 2014 to 2018 seasons were collected. Match outcomes, absolute goal differences, the minute of the first goal, match locations, and teams' budgets were analyzed. A team's budget was measured in terms of a team's value at the beginning of the season, and teams were clustered into two groups (high and low budget with means of 50.77 and 13.77 million dollars, respectively). A descriptive analysis was conducted, and two generalized linear models (a multinomial logit model and a Poisson model; p less then 0.05) were applied. The results showed a favorable outcome for the team that scored first both in match outcome and goal difference. Regarding the teams that scored first, 66.31% won their matches, 20.70% achieved a draw, and 12.99% lost. Specifically, home teams were more likely to win (13.42%) and less likely to lose (9.52%) or draw (3.90%) than away teams. Home teams also had a higher likelihood of obtaining a larger goal difference. Higher budget teams were more likely to win (14.90%) and less likely to lose (9.75%) or draw (5.14%) than low-budget teams. Additionally, for each minute, the team scores closer to the end of the match, and the average probability of winning increased by 0.0028. These findings can guide the strategies of coaches in different match scenarios according to the match location and the opponent's quality.Despite growing interest in improving cognitive abilities across the lifespan through training, the benefits of cognitive training are inconsistent. One powerful contributor may be that individuals arrive at interventions with different baseline levels of the cognitive skill being trained. Some evidence suggests poor performers benefit the most from cognitive training, showing compensation for their weak abilities, while other evidence suggests that high performers benefit most, experiencing a magnification of their abilities. Whether training leads to compensation or magnification effects may depend upon the specific cognitive domain being trained (such as executive function or episodic memory) and the training approach implemented (strategy or process). To clarify the association between individual differences in baseline cognitive ability and training gains as well as potential moderators, we conducted a systematic meta-analysis of the correlation between these two variables. We found evidence of a significant meta-correlation demonstrating a compensatory effect, a negative association between initial ability on a trained cognitive process and training gains. Too few papers met our search criteria across the levels of proposed moderators of cognitive domain and training approach to conduct a reliable investigation of their influence over the meta-analytic effect size. We discuss the implications of a compensatory meta-correlation, potential reasons for the paucity of qualifying papers, and important future directions for better understanding how cognitive trainings work and for whom.Recent work has shown that linguistic and visual contexts jointly modulate linguistic expectancy and, thus, the processing effort for a (more or less) expected critical word. According to these findings, uncertainty about the upcoming referent in a visually-situated sentence can be reduced by exploiting the selectional restrictions of a preceding word (e.g., a verb or an adjective), which then reduces processing effort on the critical word (e.g., a referential noun). Interestingly, however, no such modulation was observed in these studies on the expectation-generating word itself. The goal of the current study is to investigate whether the reduction of uncertainty (i.e., the generation of expectations) simply does not modulate processing effort-or whether the particular subject-verb-object (SVO) sentence structure used in these studies (which emphasizes the referential nature of the noun as direct pointer to visually co-present objects) accounts for the observed pattern. To test these questions, the current design reverses the functional roles of nouns and verbs by using sentence constructions in which the noun reduces uncertainty about upcoming verbs, and the verb provides the disambiguating and reference-resolving piece of information. Experiment 1 (a Visual World Paradigm study) and Experiment 2 (a Grammaticality Maze study) both replicate the effect found in previous work (i.e., the effect of visually-situated context on the word which uniquely identifies the referent), albeit on the verb in the current study. Results on the noun, where uncertainty is reduced and expectations are generated in the current design, were mixed and were most likely influenced by design decisions specific to each experiment. These results show that processing of the reference-resolving word-whether it be a noun or a verb-reliably benefits from the prior linguistic and visual information that lead to the generation of concrete expectations.
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