Affect in mathematics education

There are two different uses for the word “affect” in behavioral sciences. Often it is used as an overarching umbrella concept that covers attitudes, beliefs, motivation, emotions, and all other noncognitive aspects of human mind. In this article, however, the word affect is used in a more narrow sense, referring to emotional states and traits. A more technical definition of emotions, states, and traits will follow later.Peer reviewe

Using Neurophysiological Data To Inform Feedback Timing: A Pilot Study

In an effort to achieve a level of knowledge comparable to that which typically results from individual tutoring, innovative models of adaptive computer-based training are continually being tested and refined. Despite these efforts, adaptive computerized training programs still fall significantly short of the gold standard of one-on-one instruction. In response, this study used a previously developed model defining when to apply instructional feedback during learning in order to improve efficiency. Specifically, we compared the combination of performance and neuro-physiological indices to performance alone as indicators for when to adapt training. Contrary to our hypotheses, this study failed to demonstrate positive impact on knowledge acquisition, knowledge application, perceived cognitive load, or training efficiency. However, based on observational data, it is suspected that participants in neither group possessed enough available working memory capacity to attend to the supporting material. Consequently, this may account for the lack of differential findings. © 2011 Springer-Verlag

Making Metacognition Explicit: Developing A Theoretical Foundation For Metacognitive Prompting During Scenario-Based Training

In this paper we describe a set of metacognition related training interventions that can be introduced in advanced scenario-based training systems. A long line of research in the cognitive and learning sciences has shown that knowledge acquisition is more effective when learners reflect upon their comprehension processes. We support this view and discuss how instruction can assist trainees in monitoring their learning in order to facilitate overall retention and transfer. We focus on the multidimensional nature of metacognition and emphasize the regulatory component of metacognition. Regulation involves an active process engaged by the trainee in service of learning. We present a theoretical framework that describes how this can be developed as a means of instructional strategy in preparation for, during execution of, and in reflection upon, a given learning episode. Copyright 2010 by Human Factors and Ergonomics Society, Inc. All rights reserved

Making Metacognition Explicit: Developing a Theoretical Foundation for Metacognitive Prompting During Scenario-based Training

In this paper we describe a set of metacognition related training interventions that can be introduced in advanced scenario-based training systems. A long line of research in the cognitive and learning sciences has shown that knowledge acquisition is more effective when learners reflect upon their comprehension processes. We support this view and discuss how instruction can assist trainees in monitoring their learning in order to facilitate overall retention and transfer. We focus on the multidimensional nature of metacognition and emphasize the regulatory component of metacognition. Regulation involves an active process engaged by the trainee in service of learning. We present a theoretical framework that describes how this can be developed as a means of instructional strategy in preparation for, during execution of, and in reflection upon, a given learning episode. Copyright 2010 by Human Factors and Ergonomics Society, Inc. All rights reserved

A Review Of Eye-Tracking Applications As Tools For Training

Substantial literature exists regarding how eye-tracking systems can be used to measure cognitive load and how these measurements can be useful for adapting training in real time. Much of the published literature discusses the applications and limitations of the research and typically provides recommendations for improvement. This review assesses these articles collectively to provide a clearer solution for implementing eye-tracking systems into a training environment. Although limitations exist for using eye tracking as an interface tool, gaze and pupillary response have been successfully used to reflect changes in cognitive load and are starting to be incorporated into adaptive training systems, although issues are still present with differentiating pupil responses from simultaneous psychological effects. Additionally, current eye-tracking systems and data analysis software have proven accurate enough for general use, but issues including system cost and software integration prevent this technology from becoming commercialized for use in common instructional settings. © 2012 Springer-Verlag London Limited

Insights From Empirical Metacognitive Research

This paper discusses the theoretical underpinnings of metacognition and its impact on learning. It identifies relevant research that supports the use of metacognitive prompts to improve not only knowledge acquisition but also knowledge application. Specific instantiation techniques for utilizing metacognitive instructional support pre-, during, and post-training in scenario-based training settings are also provided. © 2010 SCS

Differential Impact Of Two Types Of Metacognitive Prompting Provided During Simulation-Based Training

A category of lattice-valued Cauchy spaces is defined, and its properties are investigated. The relationship between this category and the recent work by Jäger is presented. The notion of regularity in the Cauchy space context is the primary emphasis here. In particular, the category consisting of the regular Cauchy spaces is shown to be bireflective in the category of all lattice-valued Cauchy spaces having Cauchy-continuous maps as its morphisms. Moreover, completions are also investigated. © 2011 Elsevier B.V

Applying The Modality Principle To Real-Time Feedback And The Acquisition Of Higher-Order Cognitive Skills

Collapsin response mediator protein 5 (CRMP5) is one of the rare peripheral nerve antigens that is a target of autoantibodies in a paraneoplastic peripheral neuropathy. The pattern of axonal and myelin alterations suggests that CRMP5 is involved in axon-Schwann cellinteraction. We examined CRMP5 expression and function in primary cultures of Schwann cells and neurons and at various developmentaland regenerating stages of rat sciatic nerve and in CRMP5-deficient mice in vivo. Collapsin response mediator protein 5 was strongly expressed during postnatal development and regeneration and decreased with myelination. It was mainly expressed by immature Schwann cells and persisted in Remak cells in the adult; however, a subpopulation of Schwann cells that were induced to myelinate also expressed CRMP5. We identified 2 axonal molecular cues regulating CRMP5 expression: human neuregulin type 1, which induces CRMP5 expression in immature and premyelinating Schwann cells, and cyclic adenosine monophosphate, which inhibits CRMP5 expression when Schwann cells begin myelination. Collapsin response mediator protein 5-deficient mice showed abnormal Schwann process extension resulting in abnormal cell-axon segregation, indicating that CRMP5 is involved in the morphologic adaptation of Schwann cells to surround axons. These results demonstrate the importance of CRMP5 in axon-Schwann cell cooperation during development and regeneration. © 2012 American Association of Neuropathologists, Inc

Translating Learning Theories Into Physiological Hypotheses

The battlefield has become an increasingly more complicated setting in which to operate. Additional stressors, complexity, and novel situations have challenged not only those in the field, but consequently also those in training. More information must be imparted to the trainees, yet more time is not available. Thus, in this paper, we consider one way to optimize the delivery and acquisition of knowledge that can be meaningfully applied to the field setting. We hypothesize that for learning efficiency to be maximized, we need to keep learners in a constant state of engagement and absorption. As such, we consider neuro-physiological hypotheses that can help prescribe mitigation strategies to reduce the impact of sub-optimal learning. © 2009 Springer