Assessing the intelligence of a student through TIC-TAC-TOE game for career guidance

In order to provide Career Guidance by an expert system to a student, apart from his/her academic record, it is necessary to assess various psychological factors of the student like Intelligence, patience and perseverance, Learning ability and Speed of solving problem, etc. The outcome of this research work is an expert system called Tic-Tac-Toe Game Playing Career Guidance System (TTT-GP-CGS) that is useful to assess the psychological factors of the student through Tic-Tac-Toe Game Playing, build the cognitive model of the student and predict the appropriate career(s) for the student. The system plays Tic-Tac-Toe game with the student several times. The average score obtained by the student reflects his/her intelligence. The average time taken by the student for playing the game reflects student's speed of solving problem. The number of attempts the student makes reflects the students patience and perseverance. When the student plays the game with the spaystem every day, if the student's  score increases day by day, it reflects that the student has good learning ability. In this way the system will assess the psychological factors of the student and builds the cognitive model of the student. Internally the system converts the quantitative scores into qualitative scores. The system maintains a table of careers and the expected levels of psychological factors that are required from student's side to carry out the career successfully. The system invokes a matching process  by considering the cognitive model of the student and the table of careers, and predicts the career(s) suitable  to the student

Identifying Phonological Awareness ?Outcomes in a Personal Setting

The focus of this project was to create a procedures guide containing research-supported lessons that facilitate the acquisition of phonological awareness by students in a preschool or kindergarten classroom. An investigation of the related literature revealed aspects of phonological awareness that can be taught to preliterate children before the onset of formal training. The product of this investigation is a guide containing lessons and activities either extracted from or modeled after those field tested in many classrooms

Educational Math Game Software: A Supporting Tool for First Grade Students' Achievement

Learning at a young age is a critical factor in the development of the mind. In this paper, we aim to clarify the effects of using computer-based mathematical games to improve students’ performance in mathematics. We investigate the difference between using traditional teaching methods and traditional teaching methods supported educational mathematical game software (EMGS).This study was conducted at an elementary school in Jordan. We used a quasi-experimental control group design. A mathematics test was conducted before and after the implementation of the EMGS to evaluate the software. The results of the study show that learning supported with the EMGS has a positive effect on the1st-grade students' performance in mathematics tests. The study showed a significant improvement in the progress of the experimental group which used traditional teaching instruction supported with EMGS. Keywords: mathematical game, educational computer game, educational technology, teaching math, computer and instruction

Design is the key

Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 1997, and Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1997.Marc Miller Graham.M.S

Doodle Families Manual

This Manual has been designed to support the delivery of the Doodle Families Programme. As well asproviding all the programme content, it details the "how and why" of the sessions, links the practice withtheory, outlines the steps necessary to complete each session and offers background information, tips andsupport to Facilitators in the delivery of the programme. Doodle Families is a Family Literacy Programme, designed to be delivered in two components – one forparents/guardians and the other is for children. Parents' sessions can be delivered during the school day andthe children's sessions are delivered after school

The Formats of Spatial Representations

Mental representations are the essence of cognition. Yet, to understand how the mind works, we must understand not just the content of mental representations (i.e., what information is stored), but also the format of those representations (i.e., how that information is stored). If we want to understand how sensory information is translated into symbolic representations, if we want to know how the mind forms ‘cognitive maps’, if we want to know how the firing of neurons can lead to the emergent phenomenon of human cognition — all of these things require us to understand how information is organized in the mind. In this thesis, I describe three ‘case studies’ of representational format in the domain of spatial cognition. I focus on spatial cognition for several reasons. First, spatial cognition is ubiquitous in the animal kingdom; thus, understanding spatial cognition in the human mind has the potential to reveal insights that generalize to all minds. Second, spatial cognition may be the single domain for which we know the most about the format of representations; indeed, the field was essentially founded on the premise that there exists a discernable ‘cognitive map’ within the mind. As such, it serves as an apt domain to study representational format. Finally, spatial representations (location representations in particular) may serve as the format of other higher-level information (e.g., numerical information, social information, etc.). Understanding the formats of spatial representation, therefore, may shed light on how other kinds of information are represented and organized in the mind. The first case study I describe pertains to the format of location representations. I show that, using a simple ‘error correlation’ analysis, we can uncover from simple spatial tasks the coordinate systems underlying spatial behavior. Using this approach, I argue that locations are spontaneously represented in polar coordinates, but flexibly in other coordinate systems (e.g., Cartesian coordinates) as needed. The second case study I describe pertains to the format of size representations. It has been known for many decades that the perception of size is illusory; for example, larger objects are perceived as being relatively less large. However, these illusions are typically explained by vague, unfalsifiable theories of size perception. I offer a simpler (and falsifiable) explanation of size illusions: that perceived size is equal to the sum of an objects’ dimensions rather than the product. Here, I focus primarily on the perception of area in adults, but this phenomenon appears to be highly general: I briefly allude to similar illusions that children experience, as well as similar illusions of volume. The final case study I describe pertains to how spatial information is used as a format to represent other information. I show that task-irrelevant ‘spatial structure’ spontaneously improves working memory. This effect is specific to spatial information; color information and audio information produce no such benefit. I discuss how these findings relate to existing models of working memory, and help us to understand the relationship between space and memory more broadly. I conclude with some final remarks about how understanding spatial behavior in light of the formats of representations can help us to understand the building blocks of cognition

The Use of Volunteers in the Implementation of a Primary Reading Program

The purpose of this project is to supply activities and materials to classroom teachers in a practical and useful manner that will help in utilizing volunteers as reading tutors in the classroom. This project is a compilation of Information gathered from a review of literature based on volunteer tutoring. Programs that have utilized volunteers are studied. Sources for recruiting volunteers, management strategies for supervising volunteers, training of volunteers, and suggestions for retaining volunteers are included in this project