An intelligent tutoring system for chemistry: Stoichiometry

Nowadays most of the students are having difficulty when it comes to Chemistry. Students tend to commit errors and come up with wrong solutions not because they failed to understand the topic, but they are still having problems with the basic concepts of Stoichiometry. Stoichiometry deals with the quantitative study of reactants and products in a chemical reaction. The system will track the student\u27s progress in terms of their knowledge in all of the topics under Stoichiometry as it builds the foundation of the student in Chemistry. Intelligent Tutoring System are software programs that support learning activity as it offers the advantage of individualized instruction without the expense of one-to-one human tutoring (Gamboa, 2001). The system\u27s target is to give and generate problems related to Stoichiometry. In every problem the system should be ready to explain and aid the user to clarify misconceptions on concepts and solving problems. It is also important to present the system in an adaptive way by giving analogical explanations which will be used to make the topics in Stoichiometry understandable as it will be an alternate approach in discussing difficult topics. It is also the job of the system to monitor the progress of the users since it focuses on the student\u27s progress. Bayesian Network is also used to generate the belief value in terms of the user\u27s performance as this will suggest appropriate topics that suit their current performance. This research aims to develop a system that will boost the system\u27s target users: high school and college students to love and understand fully the concepts behind Stoichiometry as to build the foundation in Chemistry and at the same time to help the youth in an educational aspect

Neural mechanisms underlying the facilitation of naming in aphasia using a semantic task: an fMRI study

Background: Previous attempts to investigate the effects of semantic tasks on picture naming in both healthy controls and people with aphasia have typically been confounded by inclusion of the phonological word form of the target item. As a result, it is difficult to isolate any facilitatory effects of a semantically-focused task to either lexical-semantic or phonological processing. This functional magnetic resonance imaging (fMRI) study examined the neurological mechanisms underlying short-term (within minutes) and long-term (within days) facilitation of naming from a semantic task that did not include the phonological word form, in both participants with aphasia and age-matched controls