150 research outputs found

    The Effect of Brief Focused Attention Meditation on Measures of Attention

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    Many people need thanking for their part in this PhD, this section could be its own thesis. Though it has sometimes felt like a lonely road, I could not have made it without the love and support of a whole bunch of brilliant people. Firstly, my supervisor Dinkar Sharma. Dinkar, your time and patience has not only helped me develop as a researcher over the last 6 years, through both my MSc and my PhD, but has been a shining example of how to be present and give your time generously to others. It is a quality I have learnt to appreciate, and I can only hope that with practice I will be able to emulate it. Secondly, my family. To Stuart, my lovely husband, thank you for your patience and support throughout. For having high standards for yourself (they rub off!) and for being there, consistently. To Ina, toddlers have a way of reminding yourself not to get your head stuck in the clouds and your giggles never fail to raise my spirits. To all of the family who have cooked, babysat, consoled and cajoled over the last two years, don't think it went unnoticed - I am forever grateful. With particular thanks to Julie and Chloe for much cooking, babysitting and consoling. Thirdly, my friends. You have kept me going. Special mentions are needed for some wonderful individuals. To Anna, Stefan, Matt and Aife, you have listened to me on good days and bad days and have been there throughout, thank you. To Lizanne for hugs, as and when needed by both of us. To Saghi, for loving Ina so much. To Lindsey for mum chats, a job, and for reminding me of the positive impact I can have on the world. To Chloe F. for reminding me how much I still have to learn. And finally, to the all of staff and students in the School of Psychology I have worked with in the last six years. All of you have made this journey exciting, interesting and formative. You have supported and encouraged me and I could not ask for a nicer group of people

    Multimedia Development of English Vocabulary Learning in Primary School

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    In this paper, we describe a prototype of web-based intelligent handwriting education system for autonomous learning of Bengali characters. Bengali language is used by more than 211 million people of India and Bangladesh. Due to the socio-economical limitation, all of the population does not have the chance to go to school. This research project was aimed to develop an intelligent Bengali handwriting education system. As an intelligent tutor, the system can automatically check the handwriting errors, such as stroke production errors, stroke sequence errors, stroke relationship errors and immediately provide a feedback to the students to correct themselves. Our proposed system can be accessed from smartphone or iPhone that allows students to do practice their Bengali handwriting at anytime and anywhere. Bengali is a multi-stroke input characters with extremely long cursive shaped where it has stroke order variability and stroke direction variability. Due to this structural limitation, recognition speed is a crucial issue to apply traditional online handwriting recognition algorithm for Bengali language learning. In this work, we have adopted hierarchical recognition approach to improve the recognition speed that makes our system adaptable for web-based language learning. We applied writing speed free recognition methodology together with hierarchical recognition algorithm. It ensured the learning of all aged population, especially for children and older national. The experimental results showed that our proposed hierarchical recognition algorithm can provide higher accuracy than traditional multi-stroke recognition algorithm with more writing variability

    Attention Restraint, Working Memory Capacity, and Mind Wandering: Do Emotional Valence or Intentionality Matter?

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    Attention restraint appears to mediate the relationship between working memory capacity (WMC) and mind wandering (Kane et al., 2016). Prior work has identifed two dimensions of mind wandering—emotional valence and intentionality. However, less is known about how WMC and attention restraint correlate with these dimensions. Te current study examined the relationship between WMC, attention restraint, and mind wandering by emotional valence and intentionality. A confrmatory factor analysis demonstrated that WMC and attention restraint were strongly correlated, but only attention restraint was related to overall mind wandering, consistent with prior fndings. However, when examining the emotional valence of mind wandering, attention restraint and WMC were related to negatively and positively valenced, but not neutral, mind wandering. Attention restraint was also related to intentional but not unintentional mind wandering. Tese results suggest that WMC and attention restraint predict some, but not all, types of mind wandering

    Enhancing science literacy through implementation of writing-to-learn strategies: exploratory studies in high school biology

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    Some evidence of benefits from writing-to-learn techniques exists; however, more research is needed describing the instructional context used to support learning through writing and the quality of learning that results from particular tasks. This dissertation includes three papers, building on past research linking inquiry, social negotiation, and writing strategies to enhance scientific literacy skills of high school biology students. The interactive constructivist position informed the pedagogical approach for two empirical, classroom-based studies utilizing mixed methods to identify quantitative differences in learning outcomes and students\u27 perceptions of writing tasks. The first paper reports students with planned writing activities communicated biotechnology content better in textbook explanations to a younger audience, but did not score better on tests than students who had delayed planning experiences. Students with two writing experiences as opposed to one, completing a newspaper article, scored better on conceptual questions both after writing and on a test 8 weeks later. The difference in treatments initially impacted males compared to females, but this effect disappeared with subsequent writing. The second paper reports two parallel studies of students completing two different writing types, laboratory and summary reports. Three comparison groups were used, Control students wrote in a traditional format, while SWH group students used the Science Writing Heuristic (SWH) during guided inquiry laboratories. Control students wrote summary reports to the teacher, while SWH students wrote either to the teacher or to peers (Peer Review group). On conceptual questions, findings indicated that after laboratory writing SWH females performed better compared to SWH males and Control females; and as a group SWH students performed better than Control students on a test following summary reports (Study 1). These results were not replicated in Study 2. An open-ended survey revealed findings that persisted in both studies; compared to Control students, SWH students were more likely to describe learning as they were writing and to report distinct thinking was required in completing the two writing types. Students\u27 comments across studies provide support for using non-traditional writing tasks as a means to assist learning. Various implications for writing to serve learning are reported, including identification of key support conditions

    Testing the additivity hypothesis of cognitive load theory

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    The present work focuses on the additivity hypothesis of Cognitive Load Theory in the frame of a research program supported by the Deutsche Forschungsgemeinschaft (German Research Foundation; grant Br 2082/6-1). The additivity hypothesis predicts that effects of load-inducing factors on learning are additive (Paas, Renkl, & Sweller, 2003a). Until now, this core assumption of the widespread used theory has never been empirically tested. The present work investigated different combinations of extraneous and germane load factors in self-paced multimedia instruction to examine the additivity hypothesis. The instruction explained a molecular process in the domain of Biology and contained 11 multimedia screens with static pictures accompanied by verbal explanations. The highly complex learning issue is about structural as well as procedural information of energy storage in cells. Modality of the verbal explanation and seductive details served as extraneous load factors, while support for coherence formation and mental animation tasks served as germane load factors. Four preliminary single effect studies (n = 23-78 each) proved stable effects of these factors on learning performance. Three main studies (n = 99-100 each) varied thereafter two extraneous load factors (modality x seductive details), one extraneous and one germane load factor (modality x support for coherence formation), as well as two germane load factors (support for coherence formation x mental animation tasks), respectively, in a 2x2 factorial design. In these three studies, overall 299 high school students (71.3 % female) of different German schools with mean age of 17.05 years (SD = 1.39) participated. Results on learning success and the subjectively rated cognitive load (Paas, 1994) served as dependent variables. Spatial ability, prior knowledge and time-on-task were introduced as control variables. Analyses of variance or covariance were conducted using experimental condition as between-subject factor and post-test score and cognitive load ratings, respectively, to test the learning and total cognitive load effects predicted by Cognitive Load Theory. Results showed none of the main effects in learning success and cognitive load, predicted by the additivity hypothesis. However, some interesting interaction effects turned out, which were generally not predicted by the additivity hypothesis. In sum, results suggest that combined effects of different cognitive load factors are not necessarily additive. They overall contradict the additivity hypothesis. The last chapter discusses implications for cognitive load research and implications of the found interesting boundary effects of the present work resulting in future directions.Die vorliegende Arbeit untersucht die Additivitätshypothese der Cognitive Load Theory im Rahmen eines von der Deutschen Forschungsgemeinschaft geförderten Forschungsprojekts (Br 2082/6-1). Die Additivitätshypothese besagt, dass Effekte load-induzierender Faktoren additiv wirken (Paas, Renkl, & Sweller, 2003a). Bislang wurde diese Kernannahme der weit verbreitet genutzten Theorie jedoch empirisch nie überprüft. Um die Additivitätshypothese zu testen, untersucht die vorliegende Arbeit verschiedene Kombinationen von extraneous und germane load Faktoren in einer selbstgesteuerten multimedialen Instruktion. Diese erklärt den Aufbau und Prozesse eines Moleküls aus der Biologie und umfasst 11 Bildschirmseiten mit statischen Bildern und Begleittext. Das hoch komplexe Lernthema beinhaltet Struktur- und Prozessinformationen zur Speicherung von Energie in den Zellen. Die Modalität des Begleittexts und Seductive Details dienen als extraneous load Faktoren, wohingegen Kohärenzbildungshilfen und mentale Animationsaufgaben als germane load Faktoren fungieren. Vier Pilotstudien (jeweils n = 23-78) wiesen stabile Effekte dieser Faktoren auf den Lernerfolg nach. Die drei daraufhin durchgeführten Hauptstudien (jeweils n = 99-100) variierten jeweils zwei extraneous (Modalität x Seductive Details), einen extraneous und einen germane (Modalität x Kohärenzbildungshilfen) bzw. zwei germane load Faktoren (Kohärenzbildungshilfen x mentale Animationsaufgaben) in einem 2x2 faktoriellen Design. Insgesamt nahmen an diesen drei Studien 299 Oberstufenschüler (71.3 % Mädchen) aus verschiedenen deutschen Schulen mit einem durchschnittlichen Alter von 17.05 Jahren (SD = 1.39) teil. Der Lernerfolg und die subjektive Beurteilung der kognitiven Belastung (Paas, 1994) dienten als abhängige Variablen. Als Kontrollvariablen wurden das räumliche Vorstellungsvermögen, das Vorwissen und die Lernzeit erfasst. In Varianz- bzw. Kovarianzanalysen wurden die Experimentalbedingungen als Zwischensubjektfaktoren und die Lernerfolgs- bzw. cognitive load-Werte genutzt, um die aus der Cognitive Load Theory abgeleiteten Lern- und Load-Effekte zu testen. Die Ergebnisse zeigten keine der durch die Addititvitätshypothese erwarteten Haupteffekte im Lernerfolg bzw. in der kognitiven Belastung. Es ergaben sich jedoch einige interessante Interaktionseffekte, welche auf Basis der Additivitätshypothese generell nicht zu erwarten waren. Zusammenfassend weisen die Ergebnisse darauf hin, dass kombinierte Effekte verschiedener load-Faktoren nicht notwendigerweise additiv wirken. Insgesamt widersprechen die Ergebnisse der Additivitätshypothese. Welche Implikation diese Falsifikation und die gefundenen Nebeneffekte für die cognitive load Forschung haben, wird im letzten Kapitel diskutiert und mündet in einen Forschungsausblick

    Critical Thinking Skills Profile of High School Students In Learning Science-Physics

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    This study aims to describe Critical Thinking Skills high school students in the city of Makassar. To achieve this goal, the researchers conducted an analysis of student test results of 200 people scattered in six schools in the city of Makassar. The results of the quantitative descriptive analysis of the data found that the average value of students doing the interpretation, analysis, and inference in a row by 1.53, 1.15, and 1.52. This value is still very low when compared with the maximum value that may be obtained by students, that is equal to 10.00. This shows that the critical thinking skills of high school students are still very low. One fact Competency Standards science subjects-Physics is demonstrating the ability to think logically, critically, and creatively with the guidance of teachers and demonstrate the ability to solve simple problems in daily life. In fact, according to Michael Scriven stated that the main task of education is to train students and or students to think critically because of the demands of work in the global economy, the survival of a democratic and personal decisions and decisions in an increasingly complex society needs people who can think well and make judgments good. Therefore, the need for teachers in the learning device scenario such as: driving question or problem, authentic Investigation: Science Processes

    Mechanisms Driving Digital New Venture Creation & Performance: An Insider Action Research Study of Pure Digital Entrepreneurship in EdTech

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    Digitisation has ushered in a new era of value creation where cross border data flows generate more economic value than traditional flows of goods. The powerful new combination of digital and traditional forms of innovation has seen several new industries branded with a ‘tech’ suffix. In the education technology sector (EdTech), which is the industry context of this research, digitisation is driving double-digit growth into a projected $240 billion industry by 2021. Yet, despite its contemporary significance, the field of entrepreneurship has paid little attention to the phenomenon of digital entrepreneurship. As several scholars observe, digitisation challenges core organising axioms of entrepreneurship, with significant implications for the new venture creation process in new sectors such as EdTech. New venture creation no longer appears to follow discrete and linear models of innovation, as spatial and temporal boundaries get compressed. Given the paradigmatic shift, this study investigates three interrelated themes. Firstly, it seeks to determine how a Pure Digital Entrepreneurship (PDE) process develops over time; and more importantly, how the journey challenges extant assumptions of the entrepreneurial process. Secondly, it strives to identify and theorise the deep structures which underlie the PDE process through mechanism-based explanations. Consequently, the study also seeks to determine the causal pathways and enablers which overtly or covertly interrelate to power new venture emergence and performance. Thirdly, it aims to offer practical guidelines for nurturing the growth of PDE ventures, and for the development of supportive ecosystems. To meet the stated objectives, this study utilises an Insider Action Research (IAR) approach to inquiry, which incorporates reflective practice, collaborative inquiry and design research for third-person knowledge production. This three-pronged approach to inquiry allows for the enactment of a PDE journey in real-time, while acquiring a holistic narrative in the ‘swampy lowlands’ of new venture creation. The findings indicate that the PDE process is differentiated by the centrality of digital artifacts in new venture ideas, which in turn result in less-bounded processes that deliver temporal efficiencies – hence, the shorter new venture creation processes than in traditional forms of entrepreneurship. Further, PDE action is defined by two interrelated events – digital product development and digital growth marketing. These events are characterised by the constant forking, merging and termination of diverse activities. Secondly, concurrent enactment and piecemeal co-creation were found to be consequential mechanisms driving temporal efficiencies in digital product development. Meanwhile, data-driven operation and flexibility combine in digital growth marketing, to form higher order mechanisms which considerably reduce the levels of task-specific and outcome uncertainties. Finally, the study finds that digital growth marketing is differentiated from traditional marketing by the critical role of algorithmic agencies in their capacity as gatekeepers. Thus, unlike traditional marketing, which emphasises customer sovereignty, digital growth marketing involves a dual focus on the needs of human and algorithmic stakeholders. Based on the findings, this research develops a pragmatic model of pure digital new venture creation and suggests critical policy guidelines for nurturing the growth of PDE ventures and ecosystems

    Human-Inspired Forgetting for Robotic Systems

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    Retrieval-, Distributed-, and Interleaved Practice in the Classroom:A Systematic Review

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    Three of the most effective learning strategies identified are retrieval practice, distributed practice, and interleaved practice, also referred to as desirable difficulties. However, it is yet unknown to what extent these three practices foster learning in primary and secondary education classrooms (as opposed to the laboratory and/or tertiary education classrooms, where most research is conducted) and whether these strategies affect different students differently. To address these gaps, we conducted a systematic review. Initial and detailed screening of 869 documents found in a threefold search resulted in a pool of 29 journal articles published from 2006 through June 2020. Seventy-five effect sizes nested in 47 experiments nested in 29 documents were included in the review. Retrieval- and interleaved practice appeared to benefit students’ learning outcomes quite consistently; distributed practice less so. Furthermore, only cognitive Student*Task characteristics (i.e., features of the student’s cognition regarding the task, such as initial success) appeared to be significant moderators. We conclude that future research further conceptualising and operationalising initial effort is required, as is a differentiated approach to implementing desirable difficulties
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