Comprehensibility of UML-based Formal Model – A Series of Controlled Experiments

This paper summarises two controlled experiments conducted on a model that integrates the use of semi-formal notation, the Unified Modelling Language (UML) and a formal notation, B. The experiments assessed the comprehensibility of the model, namely UML-B. The first experiment compared the comprehensibility of a UML-B model and a B model. In the second experiment, the model was compared with an Event-B model, a new generation of B. The experiments assessed the ability of the model to present information and to promote problem domain understanding. The measurement focused on the efficiency in performing the comprehension tasks. The experiments employed a cross-over design and were conducted on third-year and masters students. The results suggest that the integration of semi-formal and formal notations expedites the subjects’ comprehension tasks with accuracy even with limited hours of training

A psychology literature study on modality related issues for multimodal presentation in crisis management

The motivation of this psychology literature study is to obtain modality related guidelines for real-time information presentation in crisis management environment. The crisis management task is usually companied by time urgency, risk, uncertainty, and high information density. Decision makers (crisis managers) might undergo cognitive overload and tend to show biases in their performances. Therefore, the on-going crisis event needs to be presented in a manner that enhances perception, assists diagnosis, and prevents cognitive overload. To this end, this study looked into the modality effects on perception, cognitive load, working memory, learning, and attention. Selected topics include working memory, dual-coding theory, cognitive load theory, multimedia learning, and attention. The findings are several modality usage guidelines which may lead to more efficient use of the user’s cognitive capacity and enhance the information perception

An evaluation of constructivism for learners with ADHD: Development of a constructivist pedagogy for special needs

We examine whether constructivist eLearning tools can be used to help learners cope with special educational needs, such as difficulties with attention and concentration. Preliminary work is reported here, in which we seek to determine the reasons why a constructivist approach is difficult for learners with ADHD. This work is intended to lead to recommendations of how learners with ADHD could benefit from constructivist eLearning systems, e.g. through the managed use of multimedia technology. A preliminary model has been developed that illustrates the areas in which constructivist pedagogies need to address the limitations of ADHD learners. Further work will expand this model and eventually test it in a real environment (e.g. in a school with ADHD learners). The outcome will encourage a reconsideration of existing multimedia theories as they relate to learners with special needs, and provide new directions in order to support learners with ADHD

Glucose enhancement of human memory: A comprehensive research review of the glucose memory facilitation effect

The brain relies upon glucose as its primary fuel. In recent years, a rich literature has developed from both human and animal studies indicating that increases in circulating blood glucose can facilitate cognitive functioning. This phenomenon has been termed the ‘glucose memory facilitation effect’. The purpose of this review is to discuss a number of salient studies which have investigated the influence of glucose ingestion on neurocognitive performance in individuals with (a) compromised neurocognitive capacity, as well as (b) normally functioning individuals (with a focus on research conducted with human participants). The proposed neurocognitive mechanisms purported to underlie the modulatory effect of glucose on neurocognitive performance will also be considered. Many theories have focussed upon the hippocampus, given that this brain region is heavily implicated in learning and memory. Further, it will be suggested that glucose is a possible mechanism underlying the phenomenon that enhanced memory performance is typically observed for emotionally laden stimuli

Reading a story. Different degrees of learning in different learning environments

he learning environment in which material is acquired may produce differences in delayed recall and in the elements that individuals focus on. These differences may appear even during development. In the present study, we compared three different learning environments in 450 normally developing 7-year-old children subdivided into three groups according to the type of learning environment. Specifically, children were asked to learn the same material shown in three different learning environments: reading illustrated books (TB); interacting with the same text displayed on a PC monitor and enriched with interactive activities (PC-IA); reading the same text on a PC monitor but not enriched with interactive narratives (PC-NoIA). Our results demonstrated that TB and PC-NoIA elicited better verbal memory recall. In contrast, PC-IA and PCNoIA produced higher scores for visuo-spatial memory, enhancing memory for spatial relations, positions and colors with respect to TB. Interestingly, only TB seemed to produce a deeper comprehension of the story's moral. Our results indicated that PC-IA offered a different type of learning that favored visual details. In this sense, interactive activities demonstrate certain limitations, probably due to information overabundance, emotional mobilization, emphasis on images and effort exerted in interactive activities. Thus, interactive activities, although entertaining, act as disruptive elements which interfere with verbal memory and deep moral comprehensio

Towards a Unified Knowledge-Based Approach to Modality Choice

This paper advances a unified knowledge-based approach to the process of choosing the most appropriate modality or combination of modalities in multimodal output generation. We propose a Modality Ontology (MO) that models the knowledge needed to support the two most fundamental processes determining modality choice – modality allocation (choosing the modality or set of modalities that can best support a particular type of information) and modality combination (selecting an optimal final combination of modalities). In the proposed ontology we model the main levels which collectively determine the characteristics of each modality and the specific relationships between different modalities that are important for multi-modal meaning making. This ontology aims to support the automatic selection of modalities and combinations of modalities that are suitable to convey the meaning of the intended message

Semantic effects in the word\u2013word interference task: a comment on Roelofs, Piai, and Schriefers (2013)

Roelofs, Piai, and Schriefers (Language and Cognitive Processes) test both the WEAVER++ model of word production and the response-exclusion account of performance in Stroop-like tasks against data from the word-word interference (WWI) task, and conclude that whereas the WEAVER++ successfully accounts for those data, the response-exclusion hypothesis fails. Here we show that once recent data from the WWI task are considered, both models fail