Simultaneous and Sequential Presentation of Realistic and Schematic Instructional Dynamic Visualizations

2013 ◽  
pp. 605-622
Author(s):  
Michelle L. Nugteren ◽  
Huib K. Tabbers ◽  
Katharina Scheiter ◽  
Fred Paas
Keyword(s):  
Sequential Presentation ◽  
Dynamic Visualizations

scholarly journals Uncovering the Role of Different Instructional Designs When Learning Tactical Scenes of Play through Dynamic Visualizations: A Systematic Review

2020 ◽  
Vol 18 (1) ◽  
pp. 256
Author(s):  
Ghazi Rekik ◽  
Yosra Belkhir ◽  
Mohamed Jarraya ◽  
Mohamed Amine Bouzid ◽  
Yung-Sheng Chen ◽  
...  
Keyword(s):  
Cognitive Load ◽  
English Language ◽  
Current Knowledge ◽  
Experimental Studies ◽  
Cognitive Resources ◽  
Sequential Presentation ◽  
Novice Learners ◽  
Dynamic Visualizations ◽  
Australian Football ◽  
Descriptive Knowledge

Dynamic visualizations such as videos or animations have been developed to exchange information that transforms over time across a broad range of professional/academic contexts. However, such visual tools may impose substantial demands on the learner’s cognitive resources that are very limited in current knowledge. Cognitive load theory has been used to improve learning from dynamic visualizations by providing different instructional designs to manage learner cognitive load. This paper reviews a series of experimental studies assessing the effects of certain instructional designs on learning of tactical scenes of play through dynamic visualizations. An electronic database search was performed on the Web of Science and PubMed/Medline databases from inception to July 2020 using a combination of relevant keywords. Manual searches were also made. The search was limited to English language. A total of 515 records were screened by two researchers using the Population/Intervention/Comparison/Outcome(s) (PICO) criteria. The quality and validity of the included studies were assessed using “QualSyst”. Learning indicators in students and/or players (male and female) at any age category and competitive level were considered. Eleven studies met the inclusion criteria for this review, which focused on the effects of four instructional designs (i.e., using static visualizations, employing sequential presentation, applying segmentation, and decreasing presentation speed) on learning various game systems through dynamic visualizations. These studies indicate that (i) the effectiveness of all instructional designs depend upon the level of learners’ expertise when learning soccer/Australian football scenes through animations/videos, (ii) the effectiveness of using static visualizations instead of animations/videos showing soccer/basketball scenes depend upon the type of the depicted knowledge (i.e., motor knowledge or descriptive knowledge) for novice learners, (iii) the effectiveness of employing static visualizations and decreasing presentation speed when learning soccer/basketball scenes from animations/videos depend upon the level of content complexity, for novice learners. The current review demonstrated important practical implications for both coaches and physical education teachers using either animations and/or videos to communicate game systems. Indeed, findings suggested that adapting instructional designs to the level of learners’ expertise, type of depicted knowledge, and level of content complexity is a crucial part of effective tactical learning from dynamic visualizations.

Do Sequential Lineups Impair Discriminability?

2020 ◽  
Author(s):  
Matthew Philip Kaesler ◽  
John C Dunn ◽  
Keith Ransom ◽  
Carolyn Semmler
Keyword(s):  
Human Behavior ◽  
Feature Detection ◽  
Eyewitness Memory ◽  
Simultaneous Presentation ◽  
Diagnostic Feature ◽  
Sequential Presentation ◽  
Sequential Lineups ◽  
Measurement Models ◽  
Sequential Lineup ◽  
Lineup Procedures

The debate regarding the best way to test and measure eyewitness memory has dominated the eyewitness literature for more than thirty years. We argue that to resolve this debate requires the development and application of appropriate measurement models. In this study we develop models of simultaneous and sequential lineup presentations and use these to compare the procedures in terms of discriminability and response bias. We tested a key prediction of the diagnostic feature detection hypothesis that discriminability should be greater for simultaneous than sequential lineups. We fit the models to the corpus of studies originally described by Palmer and Brewer (2012, Law and Human Behavior, 36(3), 247-255) and to data from a new experiment. The results of both investigations showed that discriminability did not differ between the two procedures, while responses were more conservative for sequential presentation compared to simultaneous presentation. We conclude that the two procedures do not differ in the efficiency with which they allow eyewitness memory to be expressed. We discuss the implications of this for the diagnostic feature detection hypothesis and other sequential lineup procedures used in current jurisdictions.

scholarly journals Accurate Reading with Sequential Presentation of Single Letters

2012 ◽  
Vol 6 ◽  
Author(s):  
Nicholas S. C. Price ◽  
Gemma L. Edwards
Keyword(s):  
Sequential Presentation ◽  
Accurate Reading

Simultaneous Versus Sequential Presentation in Testing Recognition Memory for Faces

2015 ◽  
Vol 128 (2) ◽  
pp. 173 ◽  
Author(s):  
Finley ◽  
Roediger ◽  
Hughes ◽  
Wahlheim ◽  
Jacoby
Keyword(s):  
Recognition Memory ◽  
Sequential Presentation

On the Significance of “Double Encoding” for the Superior Recall of Pictures to Names

1973 ◽  
Vol 25 (3) ◽  
pp. 413-423 ◽  
Author(s):  
Graham M. Davies ◽  
J. E. Milne ◽  
B. J. Glennie
Keyword(s):  
Free Recall ◽  
Recognition Task ◽  
Sequential Presentation ◽  
Picture Condition ◽  
Superior Recall ◽  
The Subject ◽  
Better Than

Ten-year-old children who were shown pictures of objects immediately preceded by the object's name recalled the material no better than those exposed to the names of the stimuli alone. Both conditions yielded significantly poorer retention than those in which pictures alone were presented or pictures followed by their names. A second study replicated this result. In addition this demonstrated, by a picture and name recognition task, that the effects could not be due to subjects in the “name prior to picture” condition ignoring the pictorial component. These results were interpreted as contradicting the “double encoding” explanation of the superiority of pictures to names in free recall. Parallel visual and verbal encoding of a pictured object does not facilitate retention unless the verbal cue is actively elicited from the subject by the stimulus. The implications of this result for other studies which have employed either simultaneous or sequential presentation of pictures and names are briefly discussed.

scholarly journals A Theoretical Analysis of How Segmentation of Dynamic Visualizations Optimizes Students' Learning

2010 ◽  
Vol 22 (4) ◽  
pp. 411-423 ◽  
Author(s):  
Ingrid A. E. Spanjers ◽  
Tamara van Gog ◽  
Jeroen J. G. van Merriënboer
Keyword(s):  
Theoretical Analysis ◽  
Dynamic Visualizations

scholarly journals The limits of visual working memory in children: exploring prioritization and recency effects with sequential presentation

2017 ◽  
Author(s):  
Ed David John Berry ◽  
Amanda Waterman ◽  
Alan D. Baddeley ◽  
Graham J. Hitch ◽  
Richard John Allen
Keyword(s):  
Working Memory ◽  
Serial Position ◽  
Visual Working Memory ◽  
Recency Effect ◽  
Sequential Presentation ◽  
Total N ◽  
Recency Effects ◽  
Final Item ◽  
And Performance ◽  
Automatic Memory

Recent research has demonstrated that, when instructed to prioritize a serial position in visual working memory, adults are able to boost performance for this selected item, at a cost to non-prioritized items (e.g. Hu et al., 2014). While executive control appears to play an important role in this ability, the increased likelihood of recalling the most recently presented item (i.e. the recency effect) is relatively automatic, possibly driven by perceptual mechanisms. In three experiments 7 to 10-year-old’s ability to prioritize items in working memory was investigated using a sequential visual task (total N = 208). The relationship between individual differences in working memory and performance on the experimental task was also explored. Participants were unable to prioritize the first (Experiments 1 & 2) or final (Experiment 3) item in a 3-item sequence, while large recency effects for the final item were consistently observed across all experiments. The absence of a priority boost across three experiments indicates that children may not have the necessary executive resources to prioritize an item within a visual sequence, when directed to do so. In contrast, the consistent recency boosts for the final item indicate that children show automatic memory benefits for the most recently encountered stimulus. Finally, for the baseline condition in which children were instructed to remember all three items equally, additional working memory measures predicted performance at the first and second but not the third serial position, further supporting the proposed automaticity of the recency effect in visual working memory.

scholarly journals Distributed Code for Semantic Relations Predicts Neural Similarity

2019 ◽  
Author(s):  
Jeffrey N. Chiang ◽  
Yujia Peng ◽  
Hongjing Lu ◽  
Keith J. Holyoak ◽  
Martin M. Monti
Keyword(s):  
Computational Models ◽  
Semantic Network ◽  
Building Blocks ◽  
Semantic Relations ◽  
Human Cognition ◽  
Sequential Presentation ◽  
Specific Content ◽  
Distributed Representations ◽  
Relational Similarity ◽  
The Brain

AbstractThe ability to generate and process semantic relations is central to many aspects of human cognition. Theorists have long debated whether such relations are coded as atomistic links in a semantic network, or as distributed patterns over some core set of abstract relations. The form and content of the conceptual and neural representations of semantic relations remains to be empirically established. The present study combined computational modeling and neuroimaging to investigate the representation and comparison of abstract semantic relations in the brain. By using sequential presentation of verbal analogies, we decoupled the neural activity associated with encoding the representation of the first-order semantic relation between words in a pair from that associated with the second-order comparison of two relations. We tested alternative computational models of relational similarity in order to distinguish between rival accounts of how semantic relations are coded and compared in the brain. Analyses of neural similarity patterns supported the hypothesis that semantic relations are coded, in the parietal cortex, as distributed representations over a pool of abstract relations specified in a theory-based taxonomy. These representations, in turn, provide the immediate inputs to the process of analogical comparison, which draws on a broad frontoparietal network. This study sheds light not only on the form of relation representations but also on their specific content.SignificanceRelations provide basic building blocks for language and thought. For the past half century, cognitive scientists exploring human semantic memory have sought to identify the code for relations. In a neuroimaging paradigm, we tested alternative computational models of relation processing that predict patterns of neural similarity during distinct phases of analogical reasoning. The findings allowed us to draw inferences not only about the form of relation representations, but also about their specific content. The core of these distributed representations is based on a relatively small number of abstract relation types specified in a theory-based taxonomy. This study helps to resolve a longstanding debate concerning the nature of the conceptual and neural code for semantic relations in the mind and brain.

Sign in / Sign up

Export Citation Format

Share Document