DOCSLIB.ORG

A Formative Evaluation of Augmentative and Alternative Communication Approaches to Promote Literacy in Young Children with Severe Speech and Physical Impairments

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Formative Evaluation of Augmentative and Alternative Communication Approaches to Promote Literacy in Young Children with Severe Speech and Physical Impairments Open Research Online The Open University’s repository of research publications and other research outputs A Formative Evaluation Of Augmentative And Alternative Communication Approaches To Promote Literacy In Young Children With Severe Speech And Physical Impairments Thesis How to cite: Nunes da Ponte, Maria Margarida (1997). A Formative Evaluation Of Augmentative And Alternative Communication Approaches To Promote Literacy In Young Children With Severe Speech And Physical Impairments. MPhil thesis The Open University. For guidance on citations see FAQs. c 1996 Maria Margarida Nunes da Ponte https://creativecommons.org/licenses/by-nc-nd/4.0/ Version: Version of Record Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.21954/ou.ro.0000f616 Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk “A FORMATIVE EVALUATION OF AUGMENTATIVE AND ALTERNATIVE COMMUNICATION APPROACHES TO PROMOTE LITERACY IN YOUNG CHILDREN WITH SEVERE SPEECH AND PHYSICAL IMPAIRMENTS” A Thesis Presented for the Master of Philosophy Degree Westminster College Open University Maria Margarida Nunes da Ponte October, 1996 ProQuest Number: 27701059 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 27701059 Published by ProQuest LLO (2019). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLO. ProQuest LLO. 789 East Eisenhower Parkway P.Q. Box 1346 Ann Arbor, Ml 48106- 1346 TO ALL CHILDREN WITH SSPI TABLE OF CONTENTS PAGE Table of Contents....................................................................... 1 List of Tables..................................................................................................... 8 List of Figures...................................................................................................11 List of Abbreviations ....................................................................................... 14 Acknowledgements ................................................................................................ 15 A bstract.................................................................................................................... 17 Chapter I: Introduction ................................................... 18 Chapter 2: Review of Relevant Literature......*................................................ 23 2.1. Introduction ........................................................................... 23 2.2. Communication ........................................................................................25 2.2.1. Language....................................................................... 26 2.2.2. The Central Nervous System, and its Relation to Language ............26 2.2.3. Language and Cognition ...........................................................:..28 2.2.4. Speech and Language................................................................. 31 2.2.5. Language Disabilities................................................ 32 2.3. Children with Severe Speech and Physical Impairments (SSPI) .............. 32 2.3.1.Early Interaction and Children with SSPI .....................................33 2.3.2. Emerging Communicative Intents...............................................35 1 2.3,3. Functional Communication: demands and opportunities ............... 38 2.4. Augmentative and Alternative Communication ..................................... 41 2.4.1.Historical Perspective.....................................................................43 2.4.2. Communication Symbol Systems ............................................... 48 2.4.3. Aided Symbol Systems..... ......................................................... 51 2.4.4. Iconicity ...............................................................................53 2.4.5. Graphic Representational Systems: PIC, Bliss, and PCS ...............55 2.4.5.1. PIC (Pictogram Ideogram Communication.....................55 2.4.5.2. Blissymbols.......................................... 56 2.4.5.3. PCS (Picture Communication Symbols) ........................ 58 2.5. Literacy .................................................................................................... 61 2.5.1. Theoretical Perspectives..............................................................62 2.5.2. The importance of Literacy.........................................................64 2.5.3. Recent Advances in Literacy Learning Research of AAC Users 66 2.5.4. The literacy learning environment ..............................................68 2.5.5. The Emergence of Literacy .......................................................72 / 2.5.6. Barriers which influence the process of learning to read and write .... 76 2.5.7. Whole Language Approach to Reading..................................... 82 2.5.8. Story Reading Intcractions.to promote literacy ............................ 84 2.5.9. Graphie Representational Symbol use and Literacy Development 91 2.5.10. Assistive Technology: A Tool to Literacy..................................94 2.6. Research Methods ....................................................................................... 97 2.6.1. Research Methods in special education .......................................99 2.6.2. The population................................ 99 2.6.3. The research environment ......................................................... 100 2.6.4. Case Studies....................................................... 101 2.6.5. Observation ............................................................................... ..103 2.6.6. Measurement and Data Collection ............................................. 104 Chapter 3: Research Design and Methodology ........................... .106 3.1.Design of the study...............................................................................106 3.2. Methodology ....................................................... 110 3.2.1. Subjects ...................................................................... ...110 3.2.2. Context of the Study .................................................................I l l 3.2.3. The Preschool Classroom ........................................................112 3.3. Intervention ......................................................................................... 113 3.4. Formative Evaluation...........................................................................115 3.5. Pre- and Post-Intervention Measures .................................................. 115 3.5.1. Background.................................................................................. 116 3.5.2. Questionnaires ..............................................................................116 3.5.3. Observation ..................................................................................117 3.6. Realiability............................................................................................. 120 3.6.1. Intervention observation ............................................................. 120 3.6.2. Event occurrences .......................................................................121 3.7. Ethical Issues .....................................................................................122 Chapter 4: Baseline Data ..................................................................................123 4.1. Introduction ..........................................................................................123 4.2. The Subjects............................................................................. 124 4.2.1. Baseline Prior to Intervention ..................... 125 4.2.1.1. “Nuno” ................................ 125 4.2.1.2. “Joao” .................................................. 128 4.2.1.3. “André” ........................................... 132 4.2.2. Home Literacy Experiences ....................................................... 135 4.3. The Environment .................. 137 4.3.1. Engineering the Environment .................................................... 137 4.3.2. Daily Routines .........................................................................138 Chapter 5: Intervention ................................................................................... 140 5.1. Introduction ..........................................................................................140 5.2. Criteria for selecting Story Books ..................................................... 141 5.3. Description of the Intervention .......................................................... 142 5.4. Post-intervention session ......................................................................159 Chapter 6: Post-Intervention .......................................................... 164 6.1. Introduction .......................................................................................164 6.2. Qualitative Results ............................................................................. 164 6.2.1. Nuno ........................................................................................165
Load more

Recommended publications
  • A Computer-Controlled Language Training System for Investigating the Language Skills of Young Apes*
    METHODS & DESIGNS A computer-controlled language training system for investigating the language skills of young apes* DUANE M. RUMBAUGHt, TIMOTHY V. GILL, for linguistic "productivity" (Hockett, 1960) as we and JOSEPHINE V. BROWN know it in man, and, if the answer is in the affirmative, Georgia State University. Atlanta. Georgia 30303 (b) What is the limit of that language capacity? Will it E. C. von GLASERSFELD and PIER PISANI allow for conversation with man or between apes? Willit . University of Georgia, A thens, Georgia 30601 provide for creative expressions, as descriptions or questions? and The authors of this paper have undertaken a long-term HAROLD WARNER and C. L. BELL study to help answer these questions, which are viewed Yerkes Primate Research Center ofEmory University as reasonable extensions of the work of others. The Atlanta, Georgia 30322 approach and methods have been designed (a) to enhance the objectivity and efficiency of inquiry into A computer-controlled language training system was the language-relevant behaviors of ape Ss, and (b) to designed and constructed to enhance the objectivity and efficiency of inquiry into the language-relevant behaviors develop a technology that will allow for systematic of apes. The system allows the S to gain control over the investigation of the parameters influencing the events of the 24-h day in direct correspondence with its acquisition of these behaviors. competence in using a keyboard on which each key To se rve th ese ends, a computer-controlled represents a word. Various incentives can be obtained through the selection and depression of appropriate keys environment was designed and constructed within which in accordance with rules of sentence structure monitored the ape Ss can come to control increasingly the events of by a computer.
    [Show full text]
  • Per I Novant'anni Di Giorgio Galli, Biblion Edizioni, Milano 2018
    Felice Accame Supplemento a L'asse ereditario della contraddizione del conoscere – Per i novant'anni di Giorgio Galli, Biblion edizioni, Milano 2018. Come dice lui stesso, soltanto nel 1952 – dopo essersene trastullato a lungo –, Jung ardisce “adempiere” una sorta di “promessa”dicendo la sua sulla sincronicità – problema che, da più di un centinaio di anni – apertamente -, turbava i sonni di qualche inquieto della comunità scientifica (da Schopenhauer a Flammarion, a Kammerer, e a Pauli e al mio amico Giorgio Galli, per ricordare i casi più noti). A quanto sembra di poter capire, rompe gli annosi indugi, Jung, grazie a quegli esperimenti compiuti da Rhine, considerabili come “prova decisiva” di “nessi acausali tra eventi” (pag. 194) - esperimenti confinabili nell'ambito delle ESP ovvero delle extra-sensory perceptions, esperimenti che, a parere di Jung, fino ai giorni suoi “non hanno potuto essere contestati” (pag. 198). Al di là dei risultati delle sue analisi e delle modalità con cui le compie, mi preme, qui, far notare alcuni aspetti della sua definizione del fenomeno. Usando del termine “sincronicità” in “opposizione a 'sincronismo', che rappresenta la semplice contemporaneità di due eventi”, Jung conferisce pertanto al concetto “l'accezione speciale di coincidenza temporale di due o più eventi non legati da un rapporto causale, che hanno uno stesso o un analogo contenuto significativo” (pag. 205). Tuttavia questa accezione implica tutta una serie di assunti che, in maggiore o minore misura, implicano a loro volta un inquadramento epistemologico che, storia della filosofia alla mano, attiene al realismo. Di questi assunti se ne possono facilmente individuare almeno sei: 1.
    [Show full text]
  • Access to Blissymbolics In
    Access to Blissymbolics in ICT state-of-the-art and visions Mats Lundälv, DART, Sahlgrenska University Hospital, and BCI, Göteborg, Sweden Presented by Stephen van Tetzchner, ISAAC Research Symposium, Pittsburgh, USA, 2012 Introduction: Blissymbolics is, unlike most other graphical AAC systems, well suited for use on all technology levels, from no-tech, over low-tech, to current hi-tech ICT platforms. Blisymbols may be drawn by hand, in the sand, with paper and pen, or on a blackboard or whiteboard. In current practice we are however, as we are for all other symbol resources, heavily dependent on ICT support for practically managing and using Blissymbolics. It may be for setting up and printing symbol charts for low-tech use, or for writing documents or communicating remotely via email etc on computers and mobile devices. This presentation is an attempt to give an overview of the availability of Blissymbolics on current ICT platforms 2012, and some hints about what we can expect for the near future. Background: Blissymbolics was probably the first graphical AAC system to be supported on the emerging computer platforms in the early 1980:s; Talking BlissApple was one of the first pieces of AAC software developed for Apple II computers by Gregg Vanderheiden et al at Trace R&D Center, Madison Wisconsin USA. It was a break-through and was followed by a large number of Blissymbol AAC programs for the different computing platforms over the next decades. However, when the real expansion of the AAC technology came, with a number of commercially promoted pictorial systems such as PCS etc, Blissymbolics was largely dropping out of support on the dominating AAC software and hardware platforms.
    [Show full text]
  • The Study of Language This Best-Selling Textbook Provides an Engaging and User-Friendly Introduction to the Study of Language
    This page intentionally left blank The Study of Language This best-selling textbook provides an engaging and user-friendly introduction to the study of language. Assuming no prior knowledge of the subject, Yule presents information in short, bite-sized sections, introducing the major concepts in language study – from how children learn language to why men and women speak differently, through all the key elements of language. This fourth edition has been revised and updated with twenty new sections, covering new accounts of language origins, the key properties of language, text messaging, kinship terms and more than twenty new word etymologies. To increase student engagement with the text, Yule has also included more than fifty new tasks, including thirty involving data analysis, enabling students to apply what they have learned. The online study guide offers students further resources when working on the tasks, while encouraging lively and proactive learning. This is the most fundamental and easy-to-use introduction to the study of language. George Yule has taught Linguistics at the Universities of Edinburgh, Hawai’i, Louisiana State and Minnesota. He is the author of a number of books, including Discourse Analysis (with Gillian Brown, 1983) and Pragmatics (1996). “A genuinely introductory linguistics text, well suited for undergraduates who have little prior experience thinking descriptively about language. Yule’s crisp and thought-provoking presentation of key issues works well for a wide range of students.” Elise Morse-Gagne, Tougaloo College “The Study of Language is one of the most accessible and entertaining introductions to linguistics available. Newly updated with a wealth of material for practice and discussion, it will continue to inspire new generations of students.” Stephen Matthews, University of Hong Kong ‘Its strength is in providing a general survey of mainstream linguistics in palatable, easily manageable and logically organised chunks.
    [Show full text]
  • Application of Blissymbolics to the Non-Vocal Communicatively Handicapped
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1977 Application of Blissymbolics to the non-vocal communicatively handicapped Karen Lynn Jones The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Jones, Karen Lynn, "Application of Blissymbolics to the non-vocal communicatively handicapped" (1977). Graduate Student Theses, Dissertations, & Professional Papers. 1576. https://scholarworks.umt.edu/etd/1576 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. THE APPLICATION OF BLISSYMBOLICS TO THE NON-VOCAL COMMUNICATIVELY HANDICAPPED by Karen L. Jones B.A., University of Montana, 1974 Presented in partial fulfillment of the requirements for the degree of Master of Communication Sciences and Disorders UNIVERSITY OF MONTANA 1977 Approved by: Chairman iBo^d of ^miners Deaw^ Gradua t^chool Date UMI Number; EP34649 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent on the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMT IXMHtitian PUbMIng UMI EP34649 Copyright 2012 by ProQuest LLC. All rights reserved.
    [Show full text]
  • The Fundamental Rules of Blissymbolics: Creating New Blissymbolics Characters and Vocabulary
    The fundamental rules of Blissymbolics: creating new Blissymbolics characters and vocabulary Blissymbolics Communication International (BCI) ¯ 2009-01-26 1 Introduction 1 2 Blissymbolics 2 3 Definitions 2 4 Graphic aspects of the language 4 5 Bliss-characters 7 6 Bliss-words 11 7 Indicators 16 8 Wordbuilding strategies for vocabulary extension 19 9 The Blissymbolics Development Process 22 10 Bibliography 26 11 The history of Blissymbol standardization 26 12 Figure 1: Summary of the Blissymbolics development process 29 13 Figure 2: Flow chart of the Blissymbolics development process 30 1.0 Introduction. This document describes the basic structure of the Blissymbolics language, and outlines both the rules necessary to be followed for creating new BCI Authorized Vocabulary, as well as procedures used for adopting that vocabulary. This reference document will guide anyone wishing to use the Blissymbolics language. Its purpose is to ensure consistency and maintain the integrity of Blissymbolics as an international language. The formal process for the development of Blissymbolics is outlined in clause 9. NOTE: A number of technical notes appear throughout the document in smaller type. These notes refer to a number of elements which are technical in nature, such as providing specific advice for font implementations (clause 4.3.6) or the need to keep the creation of new Bliss-characters to a minimum (clause 8.9). Many users of this document will not need to take these notes into account for purposes of teaching, but they are nonetheless important for vocabulary development work and do form a part of the official guidelines. 1.1 Target users.
    [Show full text]
  • The Yerkish Language for Non-Human Primates
    American Journal of Computational Linguistics Microfiche $12 THE YoERKISH LANGUAG~E Department of Psychology University of Georgia and Yerkes ~egionalPrimate Research Center Copyright 1975 Association for Computational Linguistics Abstract Yerkish, the language descritr4d in this paper, was devigrred for the purpose of exploring the extent to which non-human organisms (e.g. great apes) could be t-,rougiit to acquire linguistic skills. First attempts at teaching a spoken language to non-human primates had failed, app3rently because ol tlle animals' incapacity vocally. to produce tlle phonemes of a natural language. Subsequent work (Gardner G Cardner, 1971; I'remack, 1971) demonstrated that colr.munication could be achieved Ey means of visual signs or symbols. Yerkish is a visual language with a lexicon of gsaplric word symbols (lexigrams), each of whicl;l is a combination of discrete recursive-design elements. Each lexigram is represented on one of 125 keys of a keyboard, Sentences are formed by pressing keys in successive order. Sentence length, at present, is limited to seven lexigrams. Input from the keyboard is monitored and recorded by a computer that, contains in its core the lexicon, A parser, and certain response capabilities. The grammar is strictly interpretive and was derived fror t1:e 1 correlational' systkm implenlented in the ?Iultis tore parser for 1:n~lisP. sentences (von Clasersfeld.& Pisani, 197-0). ?he parser works on the basis of essentially non-lingui~ticclassifications of items arkd relational concepts (tables of the operational classes are provided in this Faper). It produces a structural analysis in terms of imr?.ediat,e constituents.
    [Show full text]
  • ONIX for Books Codelists Issue 40
    ONIX for Books Codelists Issue 40 23 January 2018 DOI: 10.4400/akjh All ONIX standards and documentation – including this document – are copyright materials, made available free of charge for general use. A full license agreement (DOI: 10.4400/nwgj) that governs their use is available on the EDItEUR website. All ONIX users should note that this is the fourth issue of the ONIX codelists that does not include support for codelists used only with ONIX version 2.1. Of course, ONIX 2.1 remains fully usable, using Issue 36 of the codelists or earlier. Issue 36 continues to be available via the archive section of the EDItEUR website (http://www.editeur.org/15/Archived-Previous-Releases). These codelists are also available within a multilingual online browser at https://ns.editeur.org/onix. Codelists are revised quarterly. Go to latest Issue Layout of codelists This document contains ONIX for Books codelists Issue 40, intended primarily for use with ONIX 3.0. The codelists are arranged in a single table for reference and printing. They may also be used as controlled vocabularies, independent of ONIX. This document does not differentiate explicitly between codelists for ONIX 3.0 and those that are used with earlier releases, but lists used only with earlier releases have been removed. For details of which code list to use with which data element in each version of ONIX, please consult the main Specification for the appropriate release. Occasionally, a handful of codes within a particular list are defined as either deprecated, or not valid for use in a particular version of ONIX or with a particular data element.
    [Show full text]
  • Of ISO/IEC 10646 and Unicode
    ISO/IEC JTC1/SC2/WG2 N2114 Title: Graphic representation of the Roadmap to the SMP, Plane 1 of the UCS Source: Ad hoc group on Roadmap Status: Expert contribution Date: 1999-09-15 Action: For confirmation by ISO/IEC JTC1/SC2/WG2 Replaces: N2046 The following tables comprise a real-size map of Plane 1, the SMP (Secondary Multilingual Plane) of the UCS (Universal Character Set). To print the HTML document it may be necessary to set the print percentage to 90% as the tables are wider than A4 or US Letter paper. The tables are formatted to use the Times font. The following conventions are used in the table to help the user identify the status of (colours can be seen in the online version of this document, http://www.dkuug.dk/jtc1/sc2/wg2/docs/n2114.pdf): Bold text indicates an allocated (i.e. published) character collection (none as yet in Plane 1). (Bold text between parentheses) indicates scripts which have been accepted for processing toward inclusion in the standard. (Text between parentheses) indicates scripts for which proposals have been submitted to WG2 or the UTC. ¿Text beween question marks? indicates scripts for which detailed proposals have not yet been written. ??? in a block indicates that no suggestion has been made regarding the block allocation. NOTE: With regard to the revision practice employed in this document, when scripts are actually proposed to WG2 or to the UTC, the practice is to "front" them in the zones to which they are tentatively allocated, and to adjust the block size with regard to the allocation proposed.
    [Show full text]
  • The Yerkish Language and Its Automatic Parser
    chapter 5 The Yerkish Language and Its Automatic Parser ERNST VON GLASERSFELD University of Georgia and Y erkes Regional Primate Research Center PRELIMINARY REMARKS It might seem reasonable to divide the description of the lan- guage Lana is using into three sections so that each would reflect one of the three criteria for the recognition of language set out in Chapter 2 of this book; but only two of the criteria will serve that purpose. The division implied by the first and the third criteria (a set or a lexicon of artificial signs and a grammar that governs the combinatorial patterning of signs) is a division traditionally made by linguists in their description of languages, and I shall adhere to it, even though my classification of the lexicon and the "correlational" grammar I am using do not conform to traditional linguistics. The second criterion, however, concerns the symbolic use of signs and not the signs themselves (von Glasersfeld, 1974b). As I explained in Chapter 2, any artificial sign can be used symbolically, since this use in no way depends on the physical characteristics of the sign or on its meaning.1 The 1 There is not a single word in our natural languages that could not be used symbolically. Even demonstrative adjectives and other expressions that would seem to be irrevocably tied to perceptually present items by their "pointing" function are severed from the perceptually present (and thus become symbols) when they are used in hypothetical or fictional contexts. 91 92 ERNST VON GLASERSFELD description of a language, therefore, need not and indeed cannot include anything concerning "symbolicity" (that is, character and function of sym- bols).
    [Show full text]
  • N6 I Ak, 1? G9
    N6 I Ak, 1? G9 PROHIBITION IN SYMBOL COMMUNICATION THESIS Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of MASTER OF SCIENCE By Nancy Elizabeth Kunsak, B.S. Denton, Texas May, 1983 Kunsak, Nancy Elizabeth, Prohibition in Symbol Communication. Master of Science (General Experimental Psychology), May, 1983, 38 pp., 2 tables, 25 references, 21 titles. Literature in semiotics lacks consideration of the elements in symbols that communicate specific concepts. Prohibition was the concept chosen for study. Potential prohibitors were represented by line configurations super- imposed on background symbols. Seven prohibitors coupled with symbol backgrounds to form 49 experimental symbols were studied through a symbol inventory. Prohibitors constituted the independent variable, while dependent variables were verbal responses by 105 college students to the experimental symbols. Two hypotheses were tested: a) Prohibitors differ in effectiveness in communicating prohibition and b) Prohibitors differ in frequency of distortion of symbol meaning. Chi square analyses and comparisons of proportions showed diagonal lines most frequently elicited prohibition responses. A chi square analysis displayed no significant relationship between prohibitors in distortion of symbol meaning. TABLE OF CONTENTS Page LIST OF TABLES................,....................... iv PROHIBITION IN SYMBOL COMMUNICATION Introduction .................................... 1 Method ........................
    [Show full text]
  • Program | HCI International 2021
    8/11/2021 Sunday, 25 July - Program | HCI International 2021 (index.html) PROGRAM The times indicated are in "Eastern Daylight Time - EDT (Washington DC)" PROGRAM OVERVIEW (./PROGRAM) SAT, 24 JULY (./SATURDAY) | SUN, 25 JULY | MON, 26 JULY (./MONDAY) | TUE, 27 JULY (./TUESDAY) | WED, 28 JULY (./WEDNESDAY) | THU, 29 JULY (./THURSDAY) 08:00 – 10:00 (sunday#01) 10:30 – 12:30 (sunday#23) 08:00 – 10:00 (EDT - Washington DC) Human-Computer Interaction S029: Human-centered Persuasive Computing Chair(s): Guido Kempter, Austria 2021.hci.international/sunday#23 1/48 8/11/2021 Sunday, 25 July - Program | HCI International 2021 Continuous Monit (index.html)oring of Interactive Exhibits in Museums as Part of a Persuasive Design Approach Walter Ritter, Andreas Künz, Katrin Paldan, Guido Kempter, Mathias Gort, Austria Designing for App Usage Motivation to Support a Gluten-Free Diet by Comparing Various Persuasive Feedback Elements Katrin Paldan, Andreas Künz, Walter Ritter, Austria; Daire O. Broin, Ireland Holdable Devices: Supporting Mindfulness, Psychological Autonomy and Self-Regulation During Smartphone Use Federico Julien Tiersen, Rafael Alejandro Calvo, United Kingdom Annoyed to Discontinue: Factors Inuencing (Dis)Continuance of Using Activity Tracking Wearables Kaja J. Fietkiewicz, Aylin Ilhan, Germany Better Performance Through Mindfulness: Mobile Application Design for Mindfulness Training to Improve Performance in College Athletes Felicia Roger-Hogan, Tayler Wullenweber, Jung Joo Sohn, United States Designing for Self-Awareness: Evidence-based
    [Show full text]