From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learning

Compared to traditional classroom learning, success in online learning tends to depend more on the learner’s skill to self-regulate. Self-regulation is a complex meta-cognitive skill set that can be acquired. This study explores the effectiveness of a virtual learning assistant in terms of (a) developmental, (b) general compensatory, and (c) differential compensatory effects on learners’ self-regulatory skills in a sample of N = 157 online learners using an experimental intervention-control group design. Methods employed include behavioural trace data as well as self-reporting measures. Participants provided demographic information and responded to a 24-item self-regulation questionnaire and a 20-item personality trait questionnaire. Results indicate that the adaptive assistance did not lead to substantial developmental shifts as captured in learners’ perceived levels of self-regulation. However, various patterns of behavioural changes emerged in response to the intervention. This suggests that the virtual learning assistant has the potential to help online learners effectively compensate for deficits (in contrast to developmental shifts) in self-regulatory skills that might not yet have been developed

Dynamic testing of language learning aptitude: an exploratory proof of concept study

This paper provides an example for how online technology can be utilised to increase efficiency and validity of assessment procedures beyond simple computerization of testing. We report the first steps of the development of an online assessment procedure for the measurement of language learning aptitude that is based on the concept of dynamic testing. Online adaptive dynamic tests provide learning opportunities in the test situation, allowing test takers demonstrate their ability to benefit from feedback. Test performance shown in such test procedures has been demonstrated to be more useful in predicting future learning and to represent a more valid indication of test takers’ learning potential. The newly developed online assessment procedure aims at measuring young learner’s ability to improve performance based on inductive reasoning across lexical, morphological and syntactic rules of an artificial language using pictorial stimuli. The test was administered on ten mainland Chinese children aged between 9 and 13. The tentative analysis indicates that the newly developed test is feasible and has the potential to be a useful diagnostic tool for measuring language learning aptitude. We report and discuss insights gained and outline how these will be utilised for the further refinement of this online assessment tool

Intelligence IS Cognitive Flexibility: Why Multilevel Models of Within-Individual Processes Are Needed to Realise This

Despite substantial evidence for the link between an individual’s intelligence and successful life outcomes, questions about what defines intelligence have remained the focus of heated dispute. The most common approach to understanding intelligence has been to investigate what performance on tests of intellect is and is not associated with. This psychometric approach, based on correlations and factor analysis is deficient. In this review, we aim to substantiate why classic psychometrics which focus on between-person accounts will necessarily provide a limited account of intelligence until theoretical considerations of within-person accounts are incorporated. First, we consider the impact of entrenched psychometric presumptions that support the status quo and impede alternative views. Second, we review the importance of process-theories, which are critical for any serious attempt to build a within-person account of intelligence. Third, features of dynamic tasks are reviewed, and we outline how static tasks can be modified to target within-person processes. Finally, we explain how multilevel models are conceptually and psychometrically well-suited to building and testing within-individual notions of intelligence, which at its core, we argue is cognitive flexibility. We conclude by describing an application of these ideas in the context of microworlds as a case study

A Novel Approach to Measuring an Old Construct: Aligning the Conceptualisation and Operationalisation of Cognitive Flexibility

A successful adjustment to dynamic changes in one’s environment requires contingent adaptive behaviour. Such behaviour is underpinned by cognitive flexibility, which conceptually is part of fluid intelligence. We argue, however, that conventional approaches to measuring fluid intelligence are insufficient in capturing cognitive flexibility. We address the discrepancy between conceptualisation and operationalisation by introducing two newly developed tasks that aim at capturing within-person processes of dealing with novelty. In an exploratory proof-of-concept study, the two flexibility tasks were administered to 307 university students, together with a battery of conventional measures of fluid intelligence. Participants also provided information about their Grade Point Averages obtained in high school and in their first year at university. We tested (1) whether an experimental manipulation of a requirement for cognitive inhibition resulted in systematic differ- ences in difficulty, (2) whether these complexity differences reflect psychometrically differentiable effects, and (3) whether these newly developed flexibility tasks show incremental value in predicting success in the transition from high school to university over conventional operationalisations of fluid intelligence. Our findings support the notion that cognitive flexibility, when conceptualised and operationalised as individual differences in within-person processes of dealing with novelty, more appropriately reflects the dynamics of individuals’ behaviour when attempting to cope with changing demands

Bayesian Analysis of Individual Level Personality Dynamics

A Bayesian technique with analyses of within-person processes at the level of the individual is presented. The approach is used to examine if the patterns of within-person responses on a 12 trial simulation task are consistent with the predictions of ITA theory (Dweck, 1999). ITA theory states that the performance of an individual with an entity theory of ability is more likely to spiral down following a failure experience than the performance of an individual with an incremental theory of ability. This is because entity theorists interpret failure experiences as evidence of a lack of ability, which they believe is largely innate and therefore relatively fixed; whilst incremental theorists believe in the malleability of abilities and interpret failure experiences as evidence of more controllable factors such as poor strategy or lack of effort. The results of our analyses support ITA theory at both the within- and between-person levels of analyses and demonstrate the benefits of Bayesian techniques for the analysis of within-person processes. These include more formal specification of the theory and the ability to draw inferences about each individual, which allows for more nuanced interpretations of individuals within a personality category, such as differences in the individual probabilities of spiralling. While Bayesian techniques have many potential advantages for the analyses of within-person processes at the individual level, ease of use is not one of them for psychologists trained in traditional frequentist statistical techniques

The utility of hypercoordination and secondary bonding for the synthesis of a binary organoelement oxo cluster

A strategy for the preparation of the otherwise difficult to obtain binary organometallic oxides containing two heavy main group elements is described and exemplified by the synthesis of [(p-MeOC6H4)2Te(OSnt-Bu2OH)2]2.<br /

What’s in a name: the effect of category labels on teachers’ beliefs

In this paper, we report an investigation of the possible influence on teachers’ essentialist thinking and efficacy beliefs of category labels used to describe children’s educational difficulties. A 2x2x2 counterbalanced design was employed in which primary school teachers in Finland and the UK were exposed to vignettes that portrayed a child exhibiting difficulties in one of two domains: either behaviour or reading. Vignettes were presented in two versions. In one, the child was labelled as having either ‘ADHD’ or ‘Dyslexia’; in the alternate condition, no such label was ascribed, descriptions were identical in all other respects. Participating teachers were presented with two vignettes, one from each domain and in each condition. Responses to measures of Efficacy and Essentialist beliefs were solicited. Overall responses indicated that category labels evoked stronger essentialist beliefs but did not influence teachers’ efficacy beliefs. Finnish teachers reported stronger essentialist and lower efficacy beliefs than their counterparts in the UK

Bis(6-diphenylphosphino-acenaphth-5-yl)sulfoxide. A New Ligand for Late Transition Metal Complexes

The synthesis of the new ligand bis(6-diphenylphosphinoacenaphth-5-yl)sulfoxide, [6-(Ph2P)-5-Ace-6](2)-SO (1), is presented along with six transition metal complexes thereof, namely,1 center dot MCl (M = Rh, Cu, Ag, Au) and1 center dot MCl2(M = Ni, Pd). Within these novel complexes, close metal-sulfur distances are observed and the nature of the M-S coordination, as well as the response of the(+)S-O(-)bond, are investigated in detail with a set of spectroscopic, crystallographic and real-space bonding indicators

Covalency and ionicity do not oppose each other : relationship between Si-O bond character and basicity of siloxanes

Covalency and ionicity are orthogonal rather than antipodal concepts. We demonstrate for the case of siloxane systems [R3Si-(O-SiR2)(n)-O-SiR3] that both covalency and ionicity of the Si-O bonds impact on the basicity of the Si-O-Si linkage. The relationship between the siloxane basicity and the Si-O bond character has been under debate since previous studies have presented conflicting explanations. It has been shown with natural bond orbital methods that increased hyperconjugative interactions of LP(O)->sigma*(Si-R) type, that is, increased orbital overlap and hence covalency, are responsible for the low siloxane basicity at large Si-O-Si angles. On the other hand, increased ionicity towards larger Si-O-Si angles has been revealed with real-space bonding indicators. To resolve this ostensible contradiction, we perform a complementary bonding analysis, which combines orbital-space, real-space, and bond-index considerations. We analyze the isolated disiloxane molecule H3SiOSiH3 with varying Si-O-Si angles, and n-membered cyclic siloxane systems Si2H4O(CH2)(n-3). All methods from quite different realms show that both covalent and ionic interactions increase simultaneously towards larger Si-O-Si angles. In addition, we present highly accurate absolute hydrogen-bond interaction energies of the investigated siloxane molecules with water and silanol as donors. It is found that intermolecular hydrogen bonding is significant at small Si-O-Si angles and weakens as the Si-O-Si angle increases until no stable hydrogen-bond complexes are obtained beyond phi(SiOSi) = 168 degrees, angles typically displayed by minerals or polymers. The maximum hydrogen-bond interaction energy, which is obtained at an angle of 105 degrees, is 11.05 kJ mol(-1) for the siloxane-water complex and 18.40 kJ mol(-1) for the siloxane-silanol complex