Measuring the Cognitive Complexity in the Comprehension of Modular Process Models

Modularization in process models is a method to cope with the inherent complexity in such models (e.g., model size reduction). Modularization is capable to increase the quality, the ease of reuse, and the scalability of process models. Prior conducted research studied the effects of modular process models to enhance their comprehension. However, the effects of modularization on cognitive factors during process model comprehension are less understood so far. Therefore, this paper presents the results of two exploratory studies (i.e., a survey research study with N = 95 participants; a follow-up eye tracking study with N = 19 participants), in which three types of modularization (i.e., horizontal, vertical, orthogonal) were applied to process models expressed in terms of the Business Process Model and Notation (BPMN) 2.0. Further, the effects of modularization on the cognitive load, the level of acceptability, and the performance in process model comprehension were investigated. In general, the results revealed that participants were confronted with challenges during the comprehension of modularized process models. Further, performance in the comprehension of modularized process models showed only a few significant differences, however, the results obtained regarding the cognitive load revealed that the complexity and concept of modularization in process models were misjudged initially. The insights unraveled that the attitude towards the application and the behavioral intention to apply modularization in process model is still not clear. In this context, horizontal modularization appeared to be the best comprehensible modularization approach leading to a more fine-grained comprehension of respective process models. The findings indicate that alterations in modular process models (e.g., change in the representation) are important to foster and enable their comprehension. Finally, based on our results, implications for research and practice as well as directions for future work are discussed in this paper

Students' reading comprehension performance with emotional literacy-based strategy intervention

An effective reading comprehension process demands a strategy to enhance the cognitive ability to digest text information in the effort to elicit meaning contextually. In addition, the role of emotions also influences the efficacy of this process, especially in narrative text comprehension. This quasi-experimental study aims to observe students’ performance in the Reading Comprehension Test resulting from Emotional Literacy-Based Reading Comprehension Strategy (ELBRCS), which is a combination of cognitive and affective strategies. This study involved 90 students, whereby 45 students were clustered in the Experimental Group and received the ELBRCS intervension. The remaining 45 students were placed in the Control Group and underwent the conventional strategy (prevalent classroom method).The students’ reading comprehension performance was measured using the Reading Comprehension Test (RCT). The findings show that the experimental group received a higher score than the control group for RCT. The intervention has successfully increased student’s Reading Comprehension from literal comprehension to higher levels of comprehension i.e. inferential, evaluative and appreciative levels, as indicated by Barret’s Taxonomy

Modulating effects of interactional contexts on bilinguals’ cognitive control: Evidence for the Adaptive Control Hypothesis

AIMS & OBJECTS: The Adaptive Control Hypothesis (ACH) proposed that different interactional contexts place different demands on cognitive processes for bilinguals. However, how cognitive control processes dynamically adapt to comprehending and producing languages in different interactional contexts is still poorly understood. This study investigated how different language interactional contexts (i.e., single-language, dual-language, and dense code-switching) modulate cognitive control in bilingual language comprehension. METHODOLOGY:Inhibitory control in 36 Chinese -English bilinguals was examined through flanker tasks. Participants’ language and cognitive control statuses in the three interactional contexts were manipulated through three different types of dialogue-listening. After they listened to each type of dialogue, they were instructed to complete the flanker task and answer 10 comprehension questions related to the dialogue. DATA AND ANALYSIS: Repeated-measures analysis of variance (ANOVA) compared participants’ reaction times and response accuracy in flanker tasks across the three interactional contexts. Similarly, their language comprehension performances across different interactional contexts were also compared. FINDING/CONCLUSIONS: Both the dual-language and Chinese single-language contexts showed significant facilitatory effects on participants’ inhibitory control efficiency. Furthermore, participants performed more accurately on answering comprehension questions in the Chinese single-language context, indicating the dominant language effects on modulating bilinguals’ language comprehension performance. Such effects were not found in the dense code-switching and dual-language contexts. ORIGINALITY: This study provided empirical evidence for the facilitatory effects of dual-language contexts on cognitive control in bilingual language comprehension process, which further extends the ACH to bilingual’s cognitive process associated with language comprehension. SIGNIFICANCE/IMPLICATIONS: In general, it is an attempt to explore the associations between interactional contexts and cognitive control through bilingual language and cognitive processing manipulations

Making the Invisible, Visible: RtI and Reading Comprehension

For the better part of a century the educational community has had increased focus on the importance of reading. The publication of Why Johnny Can\u27t Read and What You Can Do About It (Flesch, 1955) began the surge of effort to better understand the cognitive process of reading to further examine how educators can help children become better readers. Since this 1950\u27s publication, reading research grew and philosophies developed and subsequently changed. However, one thing remained the same: understanding what we read is critically important to becoming a critical thinker. Thus, reading comprehension research continued to boom and the educational community continues to seek ways in which reading comprehension instruction can be improved. (excerpt

Influence of Cognitive Factors on the Process of Readers’ Reading Comprehension

Reading comprehension, which is consistent with language comprehension and general comprehension, is a complicated psychological process. During reading, readers have to recognize words and understand sentences of the new reading materials to achieve comprehension. In order to comprehend the text completely and correctly, readers need to relate new information to the knowledge stored in their brains. Readers’ reading comprehension is influenced by many factors, such as readers’ intelligence, innate ability, psychical conditions, psychological factors and language basis. Cognition is a part of psychological activities and a rational thinking process in contrast to emotion, motivation and readers’ endurance. In this paper, the author will explore how cognitive factors influence readers’ reading comprehension on the basis of a case study. By the study, it’s proved that cognitive factors influence readers’ reading comprehension in two aspects, one is readers’ knowledge structure and the other is readers’ abilities structure

Investigating the Effects of a Virtual Process Environment on the Comprehension of Business Process Models

Within the scope of Business Process Management and Modeling, gamification is used, inter alia, to promote process model comprehension and for motivational and educational purposes. In the context of gamification in Business Process Management, this master thesis aims to investigate the effects of a virtual process environment on the cognitive load a process reader perceives during the comprehension of a process model. The comprehension of process models is essential for the proper modeling of business processes, and vice versa. In addition to the previous research approaches in terms of gamification regarding the management and modeling of business processes, this master thesis takes into account concepts from cognitive research. A study with 72 participants was conducted online. Thereby, measures of interest were the cognitive load of the textual process description, the process model and the process model extended with graphics extracted from the virtual process environment. Therefore, a fractorial desgin was established as only the process model was extended with static pictures. The virtual process environment is realized through a video based on a 3D - warehouse scenario game. As a result, no significant difference in the perceived cognitive load of the process reader was found between the three process variants. In summary, after experiencing a virtual process environment, the cognitive load of the process documentations does not differ significantly. Further analysis has shown that the process reader’s confidence in the completeness and adequacy of the shown process documentation is associated with the process document variant. Participants were more confident about the correctness of the process model extended with graphics

Cognitive Strategy Training in Improving Students’ Reading Comprehension

Penelitian ini menyelidiki apakah i) pelatihan strategi kognitif secara signifikan meningkatkan pemahaman membaca siswa dan ii) proses pelatihan strategi kognitif dalam meningkatkan pemahaman membaca siswa. Penelitian ini menggunakan desain kuasi eksperimental dengan pendekatan kuantitatif. Subjek penelitian berasal dari 60 siswa sebagai kelas kontrol dan eksperimen. Data dikumpulkan melalui test awal, test akhir, dan perlakuan (training). Data dari tes dianalisis menggunakan SPSS. Hasil menunjukkan bahwa pelatihan strategi kognitif meningkatkan kemampuan membaca siswa dengan taraf signifikansi 0,05. Selanjutnya, proses pelatihan strategi kognitif berjalan dengan lancar dalam arti siswa dapat menerapkan strategi kognitif selama proses pelatihan.. Ini menunjukkan bahwa pelatihan strategi kognitif mempermudah siswa untuk meningkatkan pemahaman membaca mereka.This research investigated whether i) cognitive strategy training significantly improved students’ reading comprehension and ii) the process of cognitive strategy training in improving students’ reading comprehension. The research used quasi-experimental design using quantitative approach. The subjects of the research were 60 students for both control and experimental classes. The data were collected through the pre test, post test, and treatment. The data from the tests were analyzed using SPSS. The result showed that cognitive strategy training improved the students' reading comprehension with the significant level 0.05. Furthermore, the process of cognitive strategy training ran well in the sense that the students could apply cognitive strategies during the training process. This suggests that cognitive strategy training facilitates learners to improve their reading comprehension.Keywords: Cognitive strategy, cognitive strategy training, reading comprehension

STUDY ON THE STUDENTS LEARNING STRATEGIES IN \ud LISTENING COMPREHENSION AT ENGLISH DEPARTMENT OF UMM

As one of the components of language teaching, listening takes a longest part among other \ud language skills. It becomes a starter to learn language. Students cannot be able to interpret \ud message accurately and creatively if their listening is not good. It means that listening plays an \ud important role in teaching learning process. Therefore, this research is needed to conduct in \ud identifying the learning strategies in order to increase the result of students listening \ud comprehension. \ud The purposes of this study were to know the kinds and the most dominant learning strategies \ud used by students in listening comprehension at English department of UMM. \ud This study used descriptive qualitative research design. The population taken for this study were \ud the second semester students of English department of UMM in which they took listening two. \ud The total numbers of them were 263 students. The writer applied simple random sampling to \ud take the sample. In selecting the sample, it involves defining the population, identifying each \ud member of population and selecting individual randomly for the sample. The writer took 53 \ud students as the samples. The instruments used in this study were questionnaire and interview. \ud The result of this study showed that the learning strategies used by students in listening \ud comprehension at English department of UMM were cognitive strategies, metacognitive \ud strategies and socioaffective strategies. While the most dominant strategies used by students of \ud listening comprehension at English department of UMM was cognitive strategies

Towards a Conceptual Framework Fostering Process Comprehension in Healthcare

Despite the widespread use of process models in healthcare organizations, there are many unresolved issues regarding the reading and comprehension of these models by domain experts. This is aggravated by the fact that there exists a plethora of process modeling languages for the graphical do-cumentation of processes, which are often not used consistently for various reasons. Hence, the identification of those factors fostering the comprehension of process models becomes crucial. We have developed a conceptual framework incorporating measurements and theories from cognitive neuroscience and psychology to unravel factors fostering the comprehension of process models within organizations. We believe that a better comprehension of process models will enhance the support of healthcare processes significantly

Towards the Applicability of Measuring the Electrodermal Activity in the Context of Process Model Comprehension: Feasibility Study

Process model comprehension is essential in order to understand the Five Ws (i.e., who, what, where, when, and why) pertaining to the processes of organizations. However, research in this context showed that a proper comprehension of process models often poses a challenge in practice. For this reason, a vast body of research exists studying the factors having an influence on process model comprehension. In order to point research towards a neuro-centric perspective in this context, the paper at hand evaluates the appropriateness of measuring the electrodermal activity (EDA) during the comprehension of process models. Therefore, a preliminary test run and a feasibility study were conducted relying on an EDA and physical activity sensor to record the EDA during process model comprehension. The insights obtained from the feasibility study demonstrated that process model comprehension leads to an increased activity in the EDA. Furthermore, EDA-related results indicated significantly that participants were confronted with a higher cognitive load during the comprehension of complex process models. In addition, the experiences and limitations we have learned in measuring the EDA during the comprehension of process models are discussed in this paper. In conclusion, the feasibility study demonstrated that the measurement of the EDA could be an appropriate method to obtain new insights in process model comprehension