Sensing Sound And Space:Auditory And Visual Spatial ImpressionIn Three Auditoria

In some contexts, the experience of sound and space are often considered as two unrelated experiences. In an auditorium, the senses of hearing and seeing are not necessary unrelated. This thesis proposes that there is a sensorial relationship between sound and space in the context of symphonic concert halls. Through a study of three auditoria, this thesis explores the relationship, and the degree of correspondence and interaction between auditory and visual spatial impression. It begins by exploring the concepts of auditory and visual spatial impression in relation with auditorium acoustics and architectural design. In auditorium acoustics, a number of terms are used to describe auditory spatial impression, such as 'spaciousness,' 'envelopment,' and 'intimacy.' These terms have connotations beyond the auditory. The thesis suggests that they may also be used to describe visual spatial impression in auditoria. Through textual analyses, the thesis finds that the auditory and visual terms do not always relate to the same physical characteristics of auditoria and can conflict with one another. Hence, it is apparent that further subjective analyses of auditory and spatial impression are needed. Three chapters in this thesis are devoted to auditory and visual subjective experiments. Their purpose is to explore the degree of correspondence or contrast, and interaction between auditory and visual spatial impression. The degree of correspondence and contrast between auditory and visual spatial impression appear to vary between auditoria and within auditoria. The relationship between auditory and visual spatial impression appear to be both necessary and arbitrary, and the degree of interaction between them appear to be strong in some cases and weak in other. From the findings, this thesis suggests that the degree of correspondence or contrast, and interaction between auditory and visual spatial impression could be used to create an audiovisual experience that suit specific musical events. Concert auditoria are culturally and artistically unique spaces. Hence, consideration must be taken to understand the relationships between, and intentions of the acoustical and architectural designs, music and architecture, for a successful and creative collaboration between designers - since the ultimate goal is to create an extraordinary audiovisual experience in a concert hall

Schizotypal personality and latent inhibition: exploring the role of working memory

This item is only available electronically.A recently developed within-subject measure of latent inhibition has found an association between highly schizotypal individuals and abnormal learning of pre-exposed stimuli, suggesting that these individuals do not down-regulate their attention to irrelevant stimuli. Subsequent studies that have replicated the design have reported varying results – this may be a result of failing to consider potential mediators. In the present study, we explored the role of working memory, schizotypy and latent inhibition using the aforementioned within-subject design. Notably, the design was corrected for potentially confounding instructions. Participants (N = 62) completed a latent inhibition task in which reaction time responses to pre-exposed and non-pre-exposed cues were measured. Participants also completed two working memory tasks and a schizotypal personality questionnaire. Results revealed mixed support for our predictions. Regression analysis confirmed that there was enhanced learning about pre-exposed cues associated with schizotypy, however there was no significant association found with working memory. Unexpectedly, results also indicated a relation with enhanced learning about non-pre-exposed stimuli, suggesting the potential influence of other executive functions that may facilitate the processing of excess stimuli. Findings from this study further validate this new latent inhibition design and provide implications for understanding schizotypal personality and schizophrenia.Thesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 201

Exploration and Implementation of Neural Ordinary Differential Equations

Neural ordinary differential equations (ODEs) have recently emerged as a novel ap- proach to deep learning, leveraging the knowledge of two previously separate domains, neural networks and differential equations. In this paper, we first examine the back- ground and lay the foundation for traditional artificial neural networks. We then present neural ODEs from a rigorous mathematical perspective, and explore their advantages and trade-offs compared to traditional neural nets

Wnt/β-catenin dependent cell proliferation underlies segmented lateral line morphogenesis

AbstractMorphogenesis is a fascinating but complex and incompletely understood developmental process. The sensory lateral line system consists of only a few hundred cells and is experimentally accessible making it an excellent model system to interrogate the cellular and molecular mechanisms underlying segmental morphogenesis. The posterior lateral line primordium periodically deposits prosensory organs as it migrates to the tail tip. We demonstrate that periodic proneuromast deposition is governed by a fundamentally different developmental mechanism than the classical models of developmental periodicity represented by vertebrate somitogenesis and early Drosophila development. Our analysis demonstrates that proneuromast deposition is driven by periodic lengthening of the primordium and a stable Wnt/β-catenin activation domain in the leading region of the primordium. The periodic lengthening of the primordium is controlled by Wnt/β-catenin/Fgf-dependent proliferation. Once proneuromasts are displaced into the trailing Wnt/β-catenin-free zone they are deposited. We have previously shown that Wnt/β-catenin signaling induces Fgf signaling and that interactions between these two pathways regulate primordium migration and prosensory organ formation. Therefore, by coordinating migration, prosensory organ formation and proliferation, localized activation of Wnt/β-catenin signaling in the leading zone of the primordium plays a crucial role in orchestrating lateral line morphogenesis

A Design Methodology for Learning Analytics Information Systems: Informing Learning Analytics Development with Learning Design

The paper motivates, presents and demonstrates a methodology for developing and evaluating learning analytics information systems (LAIS) to support teachers as learning designers. In recent years, there has been increasing emphasis on the benefits of learning analytics to support learning and teaching. Learning analytics can inform and guide teachers in the iterative design process of improving pedagogical practices. This conceptual study proposed a design approach for learning analytics information systems which considered the alignment between learning analytics and learning design activities. The conceptualization incorporated features from both learning analytics, learning design, and design science frameworks. The proposed development approach allows for rapid development and implementation of learning analytics for teachers as designers. The study attempted to close the loop between learning analytics and learning design. In essence, this paper informs both teachers and education technologists about the interrelationship between learning design and learning analytics

Towards Ontology-Based Design Science Research for Knowledge Accumulation and Evolution

The potential of design science research (DSR) to contribute to real-world problems solving and innovation has been considered as an opportunity for IS researchers to demonstrate the relevance and significance of DSR paradigm. While most DSR studies have been informed on single design and development projects, future research needs to consider knowledge sharing and accumulation across multiple projects. This paper argues for combining the forces of design science research and ontology studies to foster knowledge creation and evolution. We propose a new approach to DSR by adopting ontology engineering as a knowledge sharing mechanism in which researchers assemble knowledge parts throughout the study. We develop a framework for understanding, conducting and evaluating ontology-based design science research, then present the roadmap and guidelines for its conduct and evaluation. This paper concludes with a call for a more collaborative endeavor to design studies in IS research

Data Analytics in Higher Education: An Integrated View

Data analytics in higher education provides unique opportunities to examine, understand, and model pedagogical processes. Consequently, the methodologies and processes underpinning data analytics in higher education have led to distinguishing, highly correlative terms such as Learning Analytics (LA), Academic Analytics (AA), and Educational Data Mining (EDM), where the outcome of one may become the input of another. The purpose of this paper is to offer IS educators and researchers an overview of the current status of the research and theoretical perspectives on educational data analytics. The paper proposes a set of unified definitions and an integrated framework for data analytics in higher education. By considering the framework, researchers may discover new contexts as well as areas of inquiry. As a Gestalt-like exercise, the framework (whole) and the articulation of data analytics (parts) may be useful for educational stakeholders in decision-making at the level of individual students, classes of students, the curriculum, schools, and educational systems