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Mental Attributes Profiling System: Difference between revisions
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|acronym=MAPS | |acronym=MAPS | ||
|logo=MAPS Blue Logo.jpg | |logo=MAPS Blue Logo.jpg | ||
|project_title= | |project_title=[[Development of methodology and software for the diagnosis and treatement of learning difficulties with emphasis in dyslexia]] <br>[[Educational Hypermedia (Hibernation)]]<br>[[Dynamic Visualizations in Instruction]]<br>[[Unified e-Hoop approach to learning differences]] | ||
|contract_number= | |contract_number= | ||
|funding_period= | |funding_period=1999-2016 | ||
|coordinator= | |coordinator=[[Cyprus Neuroscience and Technology Institute]] | ||
|funding_agency=[[Research Promotion Foundation]] | |funding_agency=[[Research Promotion Foundation]]<br>Leibniz Association, Germany<br>European Commission | ||
|total_cost= | |total_cost=ca. 700K | ||
|partners=[[Cyprus Dyslexia Association]] | |partners=[[Cyprus Dyslexia Association]] | ||
|website= | |website=http://mentalmaps.org | ||
}} | }} | ||
The '''Mental Attributes Profiling System''' (MAPS) is a language independent screening test, i.e., relies on cognitive rather than language-based measures, capable of predicting children at risk (possible dyslexics) and equipping teachers with a profile of their mental abilities so as to design personalized remediation programs. | The '''Mental Attributes Profiling System''' (MAPS) is a language independent screening test, i.e., relies on cognitive rather than language-based measures, capable of predicting children at risk (possible dyslexics) and equipping teachers with a profile of their mental abilities so as to design personalized remediation programs. | ||
MAPS has been developed as a research project within the [[Cyprus Neuroscience and Technology Institute]]. | |||
In 2017, the IP was transferred to a spin off company, [[GNOUS Labs Ltd.]]. | |||
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[[File:Laterization.jpg|left|thumb|upright=1|alt=Logo.|Ability to orientate: Left/Right]] | [[File:Laterization.jpg|left|thumb|upright=1|alt=Logo.|Ability to orientate: Left/Right]] | ||
This test provides two types of measures. One, it evaluates the child’s ability to make left-right discriminations on his own body. During the first part, the test shows a child “sitting” in the same orientation as the subject (i.e., the subject sees on the screen the back of the child) in front of two objects, one on his/her upper left and the other on his/her upper right visual field. The computer asks the subject to “grab” the left or right object using his/her left or right hand. What is measured is (1) the time taken to select an arm (by clicking at the shoulder), and (2) whether the selected arm was correct or wrong. The same procedure is repeated during the second part of the test, in which the orientation of the child on the screen is reversed, i.e., the child on the screen is facing the subject. The second type of measures are derived from Piaget’s (19) tests to evaluate awareness of right-left relations outside our own body, i.e., in the environment. To evaluate this ability, the test measures (1) the time taken by the subject to decide which object to “grab” and (2) the number of correct/wrong decisions. | This test provides two types of measures. One, it evaluates the child’s ability to make left-right discriminations on his own body. During the first part, the test shows a child “sitting” in the same orientation as the subject (i.e., the subject sees on the screen the back of the child) in front of two objects, one on his/her upper left and the other on his/her upper right visual field. The computer asks the subject to “grab” the left or right object using his/her left or right hand. What is measured is (1) the time taken to select an arm (by clicking at the shoulder), and (2) whether the selected arm was correct or wrong. The same procedure is repeated during the second part of the test, in which the orientation of the child on the screen is reversed, i.e., the child on the screen is facing the subject. The second type of measures are derived from Piaget’s (19) tests to evaluate awareness of right-left relations outside our own body, i.e., in the environment. To evaluate this ability, the test measures (1) the time taken by the subject to decide which object to “grab” and (2) the number of correct/wrong decisions. | ||
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This test was inspired by the “connect the puzzle” games. Different objects or animals appear in two-, three-, four-, or five pieces and the subject is requested to “drag” the pieces and place them in the right order to complete the picture. The second part of the test presents pictures, which represent different stages of a temporal process. The subject is expected to put them in the correct chronological order. The test measured the total time required to complete each sub-section of the test (the test was comprised of six different types of exercises divided by six (i.e., (stt1+stt2+...stt6)/6 in Tabl.1). | This test was inspired by the “connect the puzzle” games. Different objects or animals appear in two-, three-, four-, or five pieces and the subject is requested to “drag” the pieces and place them in the right order to complete the picture. The second part of the test presents pictures, which represent different stages of a temporal process. The subject is expected to put them in the correct chronological order. The test measured the total time required to complete each sub-section of the test (the test was comprised of six different types of exercises divided by six (i.e., (stt1+stt2+...stt6)/6 in Tabl.1). | ||
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==Visual memory== | ==Visual memory== | ||
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For the purpose of preliminary studies, only VMtt: Total time to complete the test, and VMnoT: Total number of trials, were used. | For the purpose of preliminary studies, only VMtt: Total time to complete the test, and VMnoT: Total number of trials, were used. | ||
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* AMTc: Total number of correct responses | * AMTc: Total number of correct responses | ||
* AMTcw: weighted number of correct digits (i.e., all correctly types digits even when the sequence was wrong) were used as measures of auditory digit span. | * AMTcw: weighted number of correct digits (i.e., all correctly types digits even when the sequence was wrong) were used as measures of auditory digit span. | ||
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==Visual discrimination== | ==Visual discrimination== | ||
Modeled using the popular “Find the differences” game, this test presents three pictures very similar to one another and one that must be matched. The exercise is repeated four times with four different pictures. The total number of correct responses is used as an index of visual discrimination. | Modeled using the popular “Find the differences” game, this test presents three pictures very similar to one another and one that must be matched. The exercise is repeated four times with four different pictures. The total number of correct responses is used as an index of visual discrimination. | ||
==Grants and Funding of MAPS== | |||
{| class="wikitable" | |||
! Grants | |||
! Year | |||
! Amount (€) | |||
! Source | |||
|- | |||
| DYSLEXIA | |||
| 1999-2001 | |||
| style="text-align:right;" | 44,803 | |||
| Research Promotion Foundation | |||
|- | |||
| [[Dynamic Visualizations in Instruction|Educational Hypermedia]] | |||
| 2007 | |||
| style="text-align:right;" | 44,460 | |||
| Leibniz Association, Germany | |||
|- | |||
| Dynamic Visualizations in Instruction | |||
| 2007-2009 | |||
| style="text-align:right;" | 51,300 | |||
| Leibniz Association, Germany | |||
|- | |||
| [[E-Hoop|Unified e-Hoop approach to learning differences]] | |||
| 2012-2016 | |||
| style="text-align:right;" | 562,599<SUP>1</SUP> | |||
| European Commission | |||
|} | |||
Note 1: Only 25% of this amount was exclusively used for R&D. | |||
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* Loredana Mihalca, L., Laouris, Y., Miclea, M. (2007). Children’s school readiness: predicting school competence in first grade. Proc. EARLI Conference, Budapest, Hungary, 26-31 Aug. 2007. | * Loredana Mihalca, L., Laouris, Y., Miclea, M. (2007). Children’s school readiness: predicting school competence in first grade. Proc. EARLI Conference, Budapest, Hungary, 26-31 Aug. 2007. | ||
* Laouris, Y., & Makris, P. (2007). An interactive ICT demonstration of MAPS (Mental Attributes Profiling System). Proc. EARLI Conference, Budapest, Hungary, 26-31 Aug. 2007. | * Laouris, Y., & Makris, P. (2007). An interactive ICT demonstration of MAPS (Mental Attributes Profiling System). Proc. EARLI Conference, Budapest, Hungary, 26-31 Aug. 2007. | ||
* Taraszow, T., Wahl, J., Laouris, Y., Scheiter, K., & Gerjets, P. (2007). Using Dynamic Visualization with Written Explanation to By-Pass Information Processing Deficits of Children with Reading Difficulties. Proc. EARLI Conference, Budapest, Hungary, 26-31 Aug. 2007. | * Taraszow, T., Wahl, J., Laouris, Y., Scheiter, K., & Gerjets, P. (2007, August). Using Dynamic Visualization with Written Explanation to By-Pass Information Processing Deficits of Children with Reading Difficulties. Proc. EARLI Conference, Budapest, Hungary, 26-31 Aug. 2007. | ||
* Taraszow, T., & Laouris, Y. The development of the categorization ability in children age 8 to 12. Proc. EARLI Conference, Budapest, Hungary, 26-31 Aug. 2007. | * Taraszow, T., & Laouris, Y. (2007, August). The development of the categorization ability in children age 8 to 12. Proc. EARLI Conference, Budapest, Hungary, 26-31 Aug. 2007. | ||
* Aristodemou, E., Taraszow, T., Laouris, Y., Papadopoulos, T., & Makris, P. (2008). Prediction of Reading Performance Using the MAPS (Mental Attributes Profiling System) Multimodal Interactive ICT Application. | * Aristodemou, E., Taraszow, T., Laouris, Y., Papadopoulos, T., & Makris, P. (2008, November). Prediction of Reading Performance Using the MAPS (Mental Attributes Profiling System) Multimodal Interactive ICT Application. Paper presented at the 7th European Conference on e-Learning (ECEL), Ayia Napa, Cyprus. | ||
* Taraszow, T., Aristodemou, E., & Laouris, Y. (2008, May). E-Learning adapted to the learning profiles of young learners. Paper presented at the Conference Child and Youth Research in the 21st Century: A Critical Appraisal, Nicosia, Cyprus. | |||
* Taraszow, T., Laouris,Y., Wahl, J., Scheiter, K., & Gerjets, P. (2008, November). A Matter of Modality: Do Multimedia Learning Environments really Support Students with Reading Difficulties? Paper presented at the 7th European Conference on e-Learning (ECEL), Ayia Napa, Cyprus. | |||
==MAPS; part of many conferences== | ==MAPS; part of many conferences== | ||
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# [[Chris Singletton]], University of Hull | # [[Chris Singletton]], University of Hull | ||
# [[Costas Apostolides]], [[Cyprus Dyslexia Association]] | # [[Costas Apostolides]], [[Cyprus Dyslexia Association]] | ||
# [[Christiane El Haddad]], | # [[Christiane El Haddad]], Psychologist | ||
# Anna Basileiadou-Elissaiou]], [[Cyprus Dyslexia Association]] | # [[Joulietta Kalli-Laouri]], Child- and Adolescent Psychiatry Specialist | ||
# [[Anna Basileiadou-Elissaiou]], [[Cyprus Dyslexia Association]] | |||
# [[Petroula Petrou]] | # [[Petroula Petrou]] | ||
# [[Mira Ioannou]] | # [[Mira Ioannou]] | ||
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# [[Andreas Savva]] | # [[Andreas Savva]] | ||
# [[Maria Mavromichali]] | # [[Maria Mavromichali]] | ||
==Validation in Public Schools== | ==Validation in Public Schools== | ||
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* Panayiota Yianni | * Panayiota Yianni | ||
* Thoi Asvestas | * Thoi Asvestas | ||
* Maria Pieri | |||
* Tzeni Digigoropoulou | * Tzeni Digigoropoulou | ||
* Lambros Stavrou | * Lambros Stavrou | ||
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* Antonis Andreou | * Antonis Andreou | ||
* Andri Michael | * Andri Michael | ||
* Stella Ioannides | * [[Stella Ioannides]] | ||
[[Category:Future Worlds Center Projects]] | [[Category:Future Worlds Center Projects]] | ||
[[Category: | [[Category:RIF Projects]] | ||
[[Category:Software Products]] | |||
[[Category:Mobile Apps]] | |||
[[Category:Ekkotek Products]] | |||
