Tuesday, February 9, 2016

New citations to articles in Journal of Special Education and Rehabilitation's profile in IF journal

Dear readers,

We received very important citation into impact factor journal Psychological Research with Impact Factor 2.863. This is very old and respectful journal dated from 1922.
J Mock, S Huber, E Klein, K Moeller - Psychological Research, 2016
Abstract Considering eye-fixation behavior is standard in reading research to investigate 
underlying cognitive processes. However, in numerical cognition research eye-tracking is 
used less often and less systematically. Nevertheless, we identified over 40 studies on this ...

JSER article which is cited there is:
*Ceulemans, A., Loeys, T., Hoppenbrouwers, K., & Desoete, A. (2014). To be or not to be: An informative non-symbolic numerical magnitude processing study about small versus large numbers in infants. Journal of Special Education and Rehabilitation, 15(1–2), 75–90. doi:10.​2478/​jser-2014-0005

Abstract
Considering eye-fixation behavior is standard in reading research to investigate underlying cognitive processes. However, in numerical cognition research eye-tracking is used less often and less systematically. Nevertheless, we identified over 40 studies on this topic from the last 40 years with an increase of eye-tracking studies on numerical cognition during the last decade. Here, we review and discuss these empirical studies to evaluate the added value of eye-tracking for the investigation of number processing. Our literature review revealed that the way eye-fixation behavior is considered in numerical cognition research ranges from investigating basic perceptual aspects of processing non-symbolic and symbolic numbers, over assessing the common representational space of numbers and space, to evaluating the influence of characteristics of the base-10 place-value structure of Arabic numbers and executive control on number processing. Apart from basic results such as reading times of numbers increasing with their magnitude, studies revealed that number processing can influence domain-general processes such as attention shifting—but also the other way round. Domain-general processes such as cognitive control were found to affect number processing. In summary, eye-fixation behavior allows for new insights into both domain-specific and domain-general processes involved in number processing. Based thereon, a processing model of the temporal dynamics of numerical cognition is postulated, which distinguishes an early stage of stimulus-driven bottom-up processing from later more top-down controlled stages. Furthermore, perspectives for eye-tracking research in numerical cognition are discussed to emphasize the potential of this methodology for advancing our understanding of numerical cognition.

JSER editor-in-chief

Thursday, February 4, 2016

New citations to articles in Journal of Special Education and Rehabilitation's profile

Dear readers,
Here is new citation of JSER article.

Paraoxonase 1 activity and polymorphisms in multiple sclerosis patients

MĎ Ďurfinová, R Bartová, Ľ Procházková… - Biologia, 2015 - degruyter.com
Abstract The pathophysiology of multiple sclerosis (MS) includes also the vascular 
abnormalities. Recent reports on changes in venous cerebrospinal outflow and the 
investigation of immunomodulatory properties of several vascular mediators on the ...

JSER editor-in-chief

Monday, February 1, 2016

New citations to JSER articles

Dear readers,
Please find another two citations of JSER articles:

Scholar Alert: New citations to articles in Journal of Special Education and Rehabilitation's profile

[PDF] Inclusive Sexuality Education for Children in the Early Years: Perceptions of Family Resource Centre Staff

E Martinello - 2016
Children's sexual development is often ignored in developmental discourse, which can
impact a child's healthy sexual development, inclusion in sexuality education, and their risk
of experiencing sexual abuse. There exists in the early years an opportunity to focus on ...

同伴辅导策略在特殊教育中的应用综述

李莉 - 绥化学院学报, 2015
同伴辅导策略已被证明是应用在普通教育各个学科领域中一种非常有效的教学方法,
它能增加学生之间的互动, 利用同伴之间的资源优势取长补短提高学生的学业成绩,
降低对师资的需求, 特殊教育由于其学生个体之间的差异大, 特殊教育师资不足等特点对同伴 .
 
JSER editor-in-chief