Denotation and connotation in the human-computer interface: The ‘Save as...’ command

This paper presents a semiotic technique as a means of exploring meaning and understanding in interface design and use. This is examined through a study of the interaction between the ‘file’ metaphor and ‘save as’ command metaphor. The behaviour of these (from a functional or computational basis) do not exactly match, or map onto, the meaning of the metaphor. We examine both the denotation of a term to the user, i.e. its literal meaning to that person, and the term’s connotations, i.e. any other meanings associated with the term. We suggest that the technique applied is useful in predicting future problems with understanding the use of metaphor at the interface and with designing appropriate signification for human-computer interaction. Variation in connotation was expected but a more fundamental difference in denotation was also uncovered. Moreover, the results clearly demonstrate that consistency in the denotation of a term is critical in achieving a good user understanding of the command

Strong climate legislation and public behaviour change – the role of communication

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Knowledge and Behaviour About Adolescent Reproductive Health in YOGYAKARTA, Indonesia

Lack of knowledge about reproductive health in adolescent, making teens easily influenced by misinformation and harmful to their reproductive health. Health education plays an important role in increasing their knowledge and behavior of young people in order to maintain good reproductive health. The purpose of the research was to see the impact of health education on the knowledge and behavior of adolescents in reproductive health. Paired t test analysis results indicate that counseling on reproductive health effect on both knowledge about reproductive health (mean difference: 10.216, 95% CI: 6.622 to 13.809) and attitudes about reproductive health in adolescents (mean difference: 65.417, 95% CI: 11,176 to 61.690). Knowledge of adolescents about reproductive health would be beneficial in preparing the young people in good reproductive health issues so expect teenagers do not conflict with the norms prevailing in the community

Security awareness and affective feedback:categorical behaviour vs. reported behaviour

A lack of awareness surrounding secure online behaviour can lead to end-users, and their personal details becoming vulnerable to compromise. This paper describes an ongoing research project in the field of usable security, examining the relationship between end-user-security behaviour, and the use of affective feedback to educate end-users. Part of the aforementioned research project considers the link between categorical information users reveal about themselves online, and the information users believe, or report that they have revealed online. The experimental results confirm a disparity between information revealed, and what users think they have revealed, highlighting a deficit in security awareness. Results gained in relation to the affective feedback delivered are mixed, indicating limited short-term impact. Future work seeks to perform a long-term study, with the view that positive behavioural changes may be reflected in the results as end-users become more knowledgeable about security awareness

Gender differences in adolescents' academic motivation and classroom behaviour

© 2013 Taylor & Francis. The present study investigated gender differences in adolescents’ academic motivation and classroom behaviour and gender differences in the extent to which motivation was associated with, and predicted, classroom behaviour. Seven hundred and fifty students (384 boys and 366 girls) aged 11–16 (M age = 14.0, 1.59 SD) completed a questionnaire examining academic motivation and teachers completed assessments of their classroom behaviour. Girls generally reported higher levels of academic motivation, whilst teacher reports of behaviour were poorer for boys. Interestingly, boys’ reported levels of academic motivation were significantly more closely associated with teacher reports of their classroom behaviour. Furthermore, cognitive aspects of boys’ motivation were better predictors of their classroom behaviour than behavioural aspects. On the other hand, behavioural aspects of girls’ motivation were better predictors of their behaviour. Implications for understanding the relationship between motivation and behaviour among adolescent boys and girls are discussed, in addition to interventions aimed at improving adolescents’ classroom behaviour

Behaviour-based Knowledge Systems: An Epigenetic Path from Behaviour to Knowledge

In this paper we expose the theoretical background underlying our current research. This consists in the development of behaviour-based knowledge systems, for closing the gaps between behaviour-based and knowledge-based systems, and also between the understandings of the phenomena they model. We expose the requirements and stages for developing behaviour-based knowledge systems and discuss their limits. We believe that these are necessary conditions for the development of higher order cognitive capacities, in artificial and natural cognitive systems

MIA HALL’S BEHAVIOUR CHANGE IN GAYLE FORMAN’S IF I STAY

This final project analysis Gayle Forman’s novel entitled: If I Stay. The purpose of this final project is to analysis the behaviour change of the main character, Mia Hall. The study uses psychological approach and library research to analyse the behaviour change of the main character. Mia experiences three phases of behaviour change: unfreezing phase, movement phase and refreezing phase of Mia. Mia changes her behaviour and the social environment affect Mia’s behaviour change. Mia’s change is planned change. However, Mia decides not to change her behaviour permanentl

Interviews of deshopping behaviour: An analysis of theory of planned behaviour

Research reveals alarming results on the prevalence of the dishonest consumer behaviour known as deshopping. Deshopping is the “deliberate return of goods for reasons other than actual faults in the product, in its pure form premeditated prior to and during the consumption experience.” (Schmidt et al., 1999 p.2) In effect this means buying something with no intention of keeping it (Schmidt et al., 1999). The authors consider the implications of deshopping and retailers’ prevention of deshopping, exploring the research undertaken to date and the methodology for further research