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Cultural Effects on the Performance of Older Haitian Immigrants on Timed Cognitive Tests.

Med Res Arch

November 2024

Department of Electrical Engineering and Computer Science, Florida Atlantic University, 777 Glades Road, EE 428 & 526, Boca Raton, FL, 33431.

Background: Ignoring the cultural factors that can affect performance on cognitive tests may result in use of tests that have not been validated for that group. One example is testing of Haitian Creole speaking adults who are increasingly affected by Alzheimer's disease and related dementias, for whom few tests have been validated.

Aims: Our purpose is to describe differences in timed test performance between Haitian Creole and English-speaking participants and explore factors that may account for any differences in results found.

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Introduction: It has been previously shown that gender bias exists in standardized letters of recommendation for plastic surgery residency. However, similar analysis has not been conducted for narrative letters of recommendation (NLORs). Therefore, this study aims to determine if there exists linguistic bias in NLORs for plastic surgery residency based on applicants' and writers' gender and race.

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It is striking that visual attention, the process by which attentional resources are allocated in the visual field so as to locally enhance visual perception, is a pervasive component of models of eye movements in reading, but is seldom considered in models of isolated word recognition. We describe BRAID, a new Bayesian word-Recognition model with Attention, Interference and Dynamics. As most of its predecessors, BRAID incorporates three sensory, perceptual, and orthographic knowledge layers together with a lexical membership submodel.

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Purpose: Graphotactic regularities are statistical regularities governing orthographic systems that children are sensitive to from the start of their literacy learning. The current study observed changes in children's sensitivity to a set of graphotactic patterns across different grades in elementary school and measured the contribution of skills such as expressive spelling, reading fluency, nonverbal reasoning, and receptive vocabulary to children's sensitivity of these graphotactic regularities.

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