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Speech Recognition Technology Is Not A Solution For Poor Readers
Could artificial intelligence be a solution for people who cannot read well (functional illiterates) or those who cannot read at all (complete illiterates)? According to psycholinguists, speech technology should never replace learning how to read.
Researchers argue that literacy leads to a better understanding of speech because good readers are good at predicting words.
Even today about one in five humans is considered to be 'low literate' or illiterate; they cannot read or write simple statements about everyday life. Low literacy can be due to no or little reading practice or reading impairments such as dyslexia. For developing countries with low literacy rates, voice recognition has been hailed as a solution by companies such as Google, calling it 'the next big leap in technology'. But is speech technology really the solution for low literacy?
Falk Huettig and Martin Pickering argu
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Consistent Use Of Diabetes Technology Across Multiple Environments Benefits Youth With Diabetes
In recent years, diabetes technology has evolved at a rapid pace, and the use of insulin pumps and continuous glucose monitoring (CGM) systems has grown tremendously. To foster a more active role in diabetes management among youth, professionals encourage consistent utilization of monitoring tools across multiple environments. A professional interest group presentation entitled "Diabetes Technology Use in Schools, Camps, and Emergency Rooms," focused on the use of diabetes technology for children and adolescents in a variety of settings, today at the American Diabetes Association's® (ADA's) 79th Scientific Sessions® at the Moscone Center in San Francisco.
Coordination of Care Among Families, Schools and Health Care Providers
Type 1 diabetes (T1D) must be managed 24 hours a day, seven days a week, including during the many hours children and adolescents spend at school. Short- and long-t
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How To Improve Care For Patients With Disabilities? We Need More Providers Like Them
It is common for patients to prefer seeking care from a clinician similar to them — such as of the same gender, ethnicity and culture — who can relate to their experiences and make treatment plans that work better for their lives. To meet these preferences from patients and improve quality of care, a diverse clinician workforce that matches the diversity in the general population is needed. However, when it comes to patients with disabilities, the chance of getting a clinician “like them” is extremely low, which may lead to patients’ reluctance to seek care or follow prescribed interventions and treatments. Meanwhile, without adequate scientists with disabilities bringing perspectives to patient-centered research, the ability to improve care for patients with disabilities is limited.
Why is the representation of people with disabilities so limited in the biomedical workforce?
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Study Finds Higher Education Linked To Later Onset Alzheimer’s-Related Decline
Exercising the brain by learning and thinking is known to improve cognition. Now a new study by Stony Brook University researchers reveals that higher education is associated with later onset of Alzheimer’s-related accelerated cognitive declines. Their findings will be published early online in the Journal of Gerontology.
In summarizing the study, lead author Sean Clouston, PhD, Associate Professor of Family, Population and Preventive Medicine at the Renaissance School of Medicine at Stony Brook University, says “On average, those who had four years more of education had 2.3 years of longer healthy life expectancy without Alzheimer’s-related symptoms than those with less education.”
The study took a representative cohort of U.S. residents and their levels of education. The cohort consisted of more than 28,000 individuals from the Health and Retirement Study (HRS). Alzheimer’s disease w