Structurally Rich Movement: Measuring Movement for Empirical Psychology and Examining the Dynamic Complexity of Affect Regulation in Behavior

Movement not only permeates human life, but structures dimensions of experience. Phenomenological theory points to the dynamic congruency of movement and emotion, via the body schema, as shaping affectivity. For psychology, this calls for an understanding of behavior beyond being discrete events, but also manifesting kinetic melodies. Yet there is a gap in existing methodology for empirically studying the three-dimensional characteristics of human movement continuously across segments of the body. A potential line of research in this area, implicit affect regulation capacities, was described to inform the selection of instrumentation, measurement, and calculations of dynamic structure that would, theoretically, best measure movement for this and likely other purposes. Regarding instrumentation, an active motion capture system based on the Xbox Kinect and iPiSoft software was selected. Regarding measurement, rotational kinetic energy was identified from the biomechanics literature to meet this requirement. Calculations of dynamic structure focused on a measure of complexity, or structural richness, called multivariate multiscale sample entropy (MMSE). The agreement between the active system and a gold standard passive motion capture system was assessed on two components of rotational kinetic energy, rotational magnitude velocity and segment length, and on dynamic structure calculations. Two MFA actors (one male and one female) and a male professor of theater performed a total of 20 movement sequences, which were concurrently measured by the two systems. The active motion capture system satisfactorily estimated dynamic movement in agreement with the passive system. It also estimated summary measures in high agreement with the passive system. Calculations of dynamic structure were in satisfactory agreement as well. Analyses of MMSE calculations from the active system data provided initial evidence that this process could characterize movement complexity as structural richness, perhaps describable as the body moving as a coherent whole over time. The instrumentation and data processing procedure described in this project can be used to validly measure dynamic movement in psychology. Limitations of the study and future directions in the research and methods are discussed

Factors that influence visual attention and their effects on safety in driving: an eye movement tracking approach

Statistics show that a high percentage of road related accidents are due to factors that cause impaired driving. Since information extraction in driving is predominantly a visual task, visual distraction and its implications are therefore important safety issues. The main objective of this research is to study some of the implications of demands to human’s attention and perception and how it affects performance of tasks such as driving. Specifically, the study aims to determine the changes that occur in the visual behavior of drivers with different levels of driving experience by tracking the movement of the eye; examine the effects of different levels of task complexity on visual fixation strategies and visual stimulus recognition; investigate the effects of secondary task on attentional and visual focus and its impact on driving performance; and evaluate the implications of the use of information technology device (cellular phone) while driving on road safety. Thirty-eight students participated in the study consisting of two experiments. In the first experiment, the participants performed two driving sessions while wearing a head mounted eye tracking device. The second experiment involved driving while engaging in a cellular phone conversation. Fixation location, frequency, duration and saccadic path, were used to analyze eye movements. The study shows that differences in visual behavior of drivers exist; wherein drivers with infrequent driving per week fixated more on the dashboard area than on the front view (F(3,26) = 3.53, p\u3c0.05), in contrast to the driver with more frequent use of vehicle per week where higher fixations were recorded in the front/center view (F(3,26) = 4.26). The degree of visual distraction contributes to the deterioration of driving resulting to 55% more driving errors committed. Higher time where no fixation was detected was observed when driving with distraction (from 96% to 91% for drivers with less frequency of vehicle use and 55% to 44% for drivers with more frequent use of vehicle). The number of pre-identified errors committed increased from 64 to 81, due to the effect of visual tunneling. This research presents objective data that strengthens the argument on the detrimental effects of distraction in driving

Assessing the usability of raw machine translation output: A user-centered study using eye tracking

This paper reports on the results of a project that aimed to investigate the usability of raw machine translated technical support documentation for a commercial online file storage service. Adopting a user-centred approach, we utilize the ISO/TR 16982 definition of usability - goal completion, satisfaction, effectiveness, and efficiency – and apply eye-tracking measures shown to be reliable indicators of cognitive effort, along with a post-task questionnaire. We investigated these measures for the original user documentation written in English and in four target languages: Spanish, French, German and Japanese, all of which were translated using a freely available online statistical machine translation engine. Using native speakers for each language, we found several significant differences between the source and MT output, a finding that indicates a difference in usability between well-formed content and raw machine translated content. One target language in particular, Japanese, was found to have a considerably lower usability level when compared with the original English

Investigating the effects of controlled language on the reading and comprehension of machine translated texts: A mixed-methods approach

This study investigates whether the use of controlled language (CL) improves the readability and comprehension of technical support documentation produced by a statistical machine translation system. Readability is operationalised here as the extent to which a text can be easily read in terms of formal linguistic elements; while comprehensibility is defined as how easily a text’s content can be understood by the reader. A biphasic mixed-methods triangulation approach is taken, in which a number of quantitative and qualitative evaluation methods are combined. These include: eye tracking, automatic evaluation metrics (AEMs), retrospective interviews, human evaluations, memory recall testing, and readability indices. A further aim of the research is to investigate what, if any, correlations exist between the various metrics used, and to explore the cognitive framework of the evaluation process. The research finds that the use of CL input results in significantly higher scores for items recalled by participants, and for several of the eye tracking metrics: fixation count, fixation length, and regressions. However, the findings show slight insignificant increases for readability indices and human evaluations, and slight insignificant decreases for AEMs. Several significant correlations between the above metrics are identified as well as predictors of readability and comprehensibility

Teachers\u27 Perceptions Regarding Reaching Struggling Learners In An Elementary School Mathematics Classroom

Elementary school is a critical educational period during which students develop early mathematics skills and build a foundation for future academic success. The purpose of this study was to document the instructional practices and interventions teachers use to identify and meet the needs of struggling learners in a K-3 mathematics classroom. Specific areas of focus included how K-3 teachers identify areas of need and plan for interventions, the resources they rely on in that process, and their own self-efficacy regarding addressing students’ specific needs. Results from online surveys and semi-structured, one-on-one interviews indicated that teachers identify a range of student difficulties including content specific skills (e.g., numeracy, counting, fact fluency), literacy skills, general domain skills (e.g., processing speed), math anxiety, and executive functions (e.g., working memory and attention). Participants acknowledged the range of challenges they face to support struggling students and discussed their practices of actively observing their students, intervening in the moment to address areas of difficulty, and collaborating with grade-level teams to discuss curriculum and share resources. Participants noted a need for professional development focused on targeted interventions and expressed interest in exploring supplemental materials for supporting struggling students. Extensive research that delves into the curriculum materials and assessment tools utilized across a range of K-3 settings is available; however, there is a gap in research related to targeting instruction to meet a range of learners’ needs in an elementary school classroom

Multimodal Neuroergonomic Approaches to Human Behavior and Cognitive Workload in Complex High-Risk Semantically Rich Environments: A Case Study of Local & En-Route Air Traffic Controllers

Fast-paced technology advancements have enabled us to create ecologically valid simulations of high risk, complex, and semantically rich environments in which human interaction and decision-making are the keys to increase system performance. These advances have improved our capabilities of exploring, quantifying, and measuring the underlying mechanisms that guide human behavior using sophisticated neuroergonomic devices; and in turn, improve human performance and reduce human errors. In this thesis, multimodal approaches consisted of a self-report analysis, eye-tracking analysis, and functional near-infrared spectroscopy analysis were used to investigate how veteran local & en-route air traffic controllers carry out their operational tasks. Furthermore, the correlations among the cognitive workload and physiological measures (i.e. eye movement characteristics and brain activities) were investigated. Combining the results of these experiments, we can observe that the multimodal approaches show promise on exploring the underlying mechanisms of workload and human interaction in a complex, high-risk, and semantically rich environment. This is because cognitive workload can be considered as a multidimensional construct and different devices or approaches might be more effective in sensing changes in either the task difficulty or complexity. The results can be used to find ways to better train the novices

Persistence in STEM: Development of a Persistence Model Integrating Self-efficacy, Outcome Expectations and Performance in Chemistry Gateway Courses

STEM persistence has been an important issue, especially in the context of underrepresented groups based on race and gender. Researchers in the last decade or so have been examining the powerful impact that affective and cognitive factors can exert individually on performance and persistence. It is only reasonable to hypothesize that combining affective and cognitive measures would offer a more thorough understanding of factors that impact students’ performance and STEM persistence. Evaluating these outcomes in the context of gateway courses is particularly essential due to the non-negligible percentage of students who drop out of these courses or decide to change their intended STEM majors after key testing events. Using social cognitive career theory (SCCT) as a framework, this exploratory study set out to develop / adapt surveys to capture two key SCCT constructs – self-efficacy (SE) and outcome expectations (OE). These surveys were psychometrically tested and used in the development of cross-sectional predictive performance and persistence models for general chemistry. Items from both full-length surveys were subsequently used in the development of a shortened survey, which was administered as key points during a semester to evaluate changes in performance, SE or OE prior to or after testing events. Interventions, packaged as study tools, were also administered to students before these events; the impact of these study tools on students’ SE, OE and performance was also assessed in efforts to assemble preliminary profiles for at-risk students

Investigating Reading Behavior and Inference-making in Advanced L2 Reading Comprehension Assessment Tasks

Despite the ubiquity of reading comprehension tasks in English language proficiency tests (or sections of tests), the constructs underlying successful reading comprehension in English as a second/additional language at the advanced academic level are still not completely understood. Part of the reason for this gap in the current state of knowledge comes from how existing models of second language reading neglect higher-order reading skills. Many reading assessments overly target language proficiency skills and assume the transfer of first language literacy skills, leaving unexamined the higher-order skills of language learners who become skilled academic readers in their second or additional language. This study seeks to address the dearth of research on higher-order reading skills in advanced second language reading comprehension by examining the activation of these skills in realistic L2 reading comprehension tasks. A reading comprehension test with three different tasks (MC questions, cloze, and summary) was developed and administered to 102 second language English and multilingual undergraduate and graduate students studying at a university in the US. Eye-movement behavior was recorded during these tasks, and each reading task was followed by a sentence verification task to measure activation of inferencing. Eye-movement behavior and inferencing are compared across the reading tasks, and additionally compared to language proficiency and reading comprehension scores. The tasks each elicited distinct patterns of reading behavior: the cloze task elicited careful local reading, the MC task elicited expeditious linear reading, and the summary task elicited both careful global reading and expeditious strategies. Cloze scores were closely related to language proficiency, but also related to reasoning ability and processing efficiency. MC scores were unrelated to proficiency. They were instead related more to reasoning ability and were predicted by readers’ ability to efficiently process the MC questions. Inferencing ability was only predictive of score in the summary task. Summary scores were additionally influenced by global attention to the text, processing efficiency, reading motivation, and language proficiency. Implications for the use of each task as L2 reading assessment are discussed, as well as implications for the teaching of second language reading

A cognitive task analysis of a visual analytic workflow: Exploring molecular interaction networks in systems biology

Background: Bioinformatics visualization tools are often not robust enough to support biomedical specialists’ complex exploratory analyses. Tools need to accommodate the workflows that scientists actually perform for specific translational research questions. To understand and model one of these workflows, we conducted a case-based, cognitive task analysis of a biomedical specialist’s exploratory workflow for the question: What functional interactions among gene products of high throughput expression data suggest previously unknown mechanisms of a disease? Results: From our cognitive task analysis four complementary representations of the targeted workflow were developed. They include: usage scenarios, flow diagrams, a cognitive task taxonomy, and a mapping between cognitive tasks and user-centered visualization requirements. The representations capture the flows of cognitive tasks that led a biomedical specialist to inferences critical to hypothesizing. We created representations at levels of detail that could strategically guide visualization development, and we confirmed this by making a trial prototype based on user requirements for a small portion of the workflow. Conclusions: Our results imply that visualizations should make available to scientific users “bundles of features” consonant with the compositional cognitive tasks purposefully enacted at specific points in the workflow. We also highlight certain aspects of visualizations that: (a) need more built-in flexibility; (b) are critical for negotiating meaning; and (c) are necessary for essential metacognitive support