Adaptive Instructional Software (AIS) [1] - Software that self-adapts in real-time to the data available. The software continuously analyzes individual student's responses, and adjusts (guides) the instructional process accordingly. Adaptive Networks (AN) or Neural Networks (NN) are new technologies that may be able to accomplish this in practice.
Attention Deficit Disorder (ADD) - a mental disorder in which the individual is deficient in control of the attentional mechanism. Task focus and completion can be very difficult for such persons.
Attention Deficit Disorder with Hyperactivity (ADDH or ADHD) - ADD plus hyperactivity. The hyperactive component of this disorder leads to high levels of physical excitation, for much of the person's waking time.
Autism - a neurological developmental disability that results in limited cognitive abilities: the autistic individual is limited in ability to learn inductively from surrounding events. Social interactions and many kinds of conceptual learning can be strongly limited. At the same time, the autistic individual may be outstandingly good at some kinds of mental manipulations, such as, for example, arithmetical calculations.
Computer Aided Instruction (CAI) or
Computer Based Instruction (CBI) [2]
- interchangeable terms that refer to all aspects and all forms of
usage of computers in the actual instructional (teaching) process. If
a student is sitting in front of a computer for the purpose of
learning, then CAI or CBI is a proper description of the function of
the computer hardware and software. CAI or CBI does not include
computer-based testing (CBT) or purely assessment (CBA) applications of
computing in education.
Computer Managed Instruction (CMI) - refers to aspects of computer use in education to advise the teacher of instructional progress, and/or to suggest appropriate activities or interventions for a given student or set of students. Curriculum-Based Measurement (CBM) is one form of CMI, in which the computer is used to administer measurements and to give instructional advice to the teacher.
Computer Guided Instruction (CGI) [1,2] - refers to the aspects of computer use in education to guide the instructional process. Two subclasses of CGI indicate the form of decision making or guidance involved: CGIT refers to tactical guidance of individual presentation choices. An example of a tactical choice is selecting a particular fact, problem, or example for presentation. CGIS refers to strategic or overall guidance that affects higher level instructional decisions or modes. An example of a strategic instructional decision is choosing parameters for the relative importance of different concepts or facts, or determining what to do about a student's point of confusion or lack of knowledge. The distinction between "guiding" or "managing" instruction is based on whether the choice or advice is given on-line and automatically (guidance) or off-line and for consideration by the teacher (CMI). The adaptive tutor developed in this work exemplifies all three approaches: CGIS, CGIT, and CMI.
Dyscalculia - a form of Specific Learning Disability that involves a delay or inability in learning arithmetic facts and operations, and their meaning.
Dyscognia [1] or
Nonverbal Learning Disabilities (NLD) - a form of
Specific Learning Disability distinguished by deficiencies in symbolic
or non-verbal cognition. The syndrome includes deficits in problem
solving, concept formation and hypothesis testing, and an inability to
benefit from positive and negative informational feedback.
Dysgraphia - a form of Specific Learning Disability that involves a delay or inability in learning to recognize and interpret visual symbols. Dysgraphia may be a significant mechanism involved in some instances of Dyslexia.
Dyslexia - one form of Specific Learning Disability that occurs quite frequently. Dyslexia means dysfunction of the lexicon: a failure of the content of or access to a person's internal "dictionary". At least two working definitions exist: (1) a person with dyslexia is able to read at a level that is below that person’s measured Performance IQ; or (2) a child with dyslexia is one that has average IQ or higher, but is developmentally delayed in reading skills acquisition to an extent that cannot be explained due to lack of instruction, lack of diligence, or lack of intelligence. Dyslexia is also referred to in the literature of some fields as Specific Reading Disability or (unfortunately) as simply "Learning Disability". The latter usage should be avoided to the extent possible.
Dysorthographia - a Specific Learning Disability that involves an inability or delay in learning to properly spell words from letters.
Learning Disabilities (LD) [4] - any form of physical or mental disability that delays development or acquisition of knowledge.
Mental Retardation (MR) - an overall reduction in mental capacity, limiting learning and thinking in a broad and fundamental way.
Specific Learning Dysfunctions [1,3] - the subgroup of Learning Disabilities that include Dyslexia, Dyscalculia, Dyscognia, and Dysgraphia. The disorders in this class are "Specific Learning Disabilities" in the sense that they affect certain more-localized aspects and abilities of the learning processes.
Virtual Advisory Panel (VAP) [1] - a panel of experts connected via electronic means to share information, ideas, and advice on a particular project. Certainly, many informal scientific collaborations have been in existence over the life of the Internet. The idea for the VAP is a natural outgrowth of the widening use of the Internet for communication. The present project might be the first "formal" creation of such a VAP, but it is more probably better described as simply one of a growing wave of such "virtual institutions". The rise and sociology of virtual institutions and their relationships with real institutions will probably be subjects for studies in the 23rd century, assuming the archeologists of that time can still locate any email from the 1990's!
Notes for Learning Disabilities Glossary:
[1] The terms indicated have been coined to suit the discussion of this project. If they prove non-functional or confusing to the field, may they die a quick and quiet death!
[2] There are already a number of different ways of describing possible nuances in the roles of computers in instructional applications. In this report, I've tried to limit the usage to the generic "CAI" or "CBI" except where I intend a more specific meaning. Note, also, that some authors prefer to use CAI to refer to the early (and less sophisticated) work in the field, and treat it as a somewhat derogatory term. Being a newcomer to the field, I hold the expectation that earlier efforts are likely to be less sophisticated than more recent ones. I do not believe this reflects poorly on early workers, who had to start at the beginning, and used more primitive tools, and do not subscribe to this practice. As a crystal clear example from physics, I hold Isaac Newton's work in physics in high regard, and consider him no less brilliant because Albert Einstein constructed a more general theory at a later time.
[3] Some confusion of terminology results from the varying degrees of generality assigned to "Learning Disabilities" by various authors. I am advocating by usage that Learning Disabilities be a general term, with "Specific Learning Disabilities" used to denote the class of specific subcategories which manifest themselves as distinct and localized effects on learning.
[4] Be aware that some literature uses LD as synonymous with Dyslexia or Specific Reading Disability. This practice should be discontinued!
Return to ANSR / DOEd SBIR Project Page
Return to ANSR Home Page or Site Contents -- or -- Contact ANSR.