Questioning New Directions in Understanding Student Motivation: An Investigation Into the Domain Specificity of Motivational Goals

2013 ◽  
Vol 30 (2) ◽  
pp. 171-190 ◽  
Author(s):  
Natasha R. Magson ◽  
Gawaian H. Bodkin-Andrews ◽  
Rhonda G. Craven ◽  
Genevieve F. Nelson ◽  
Alexander Seeshing Yeung
Keyword(s):  
Secondary Students ◽  
Student Motivation ◽  
Achievement Test ◽  
Domain Specificity ◽  
Domain Specific ◽  
Achievement Outcomes ◽  
New Directions ◽  
Specific Goal

Most past models of student motivation have assumed that student motivation generalises across various achievement situations and curriculum domains; however, research has not fully explored the extent to which motivation may be domain-specific (Green, Martin, & Marsh, 2007; Martin, 2008). The purpose of the present investigation was to explore this issue by comparing and contrasting generalised models of motivation with domain-specific models and how they relate to achievement outcomes in mathematics and English. Secondary students (N = 476) completed both the domain-general (ISM, McInerney, 2003) and the researcher-derived domain-specific motivational measure (DSSM) followed by a standardised achievement test (WRAT-3, Wilkinson, 1993). Overall, the study resulted in mixed findings. There was some indication that there was enough independent variance between the domain-specific goal types to suggest they were tapping distinct constructs as found in previous research (Green et al., 2007). However, the small and often inconsistent correlations with achievement outcomes brings into question the usefulness for educators and the research practicality of pursuing such a division.

SECOND LANGUAGE EPISTEMOLOGY

2009 ◽  
Vol 31 (2) ◽  
pp. 291-321 ◽  
Author(s):  
Laurent Dekydtspotter
Keyword(s):  
Second Language ◽  
State Of The Art ◽  
Native Language ◽  
Universal Grammar ◽  
Domain Specificity ◽  
Domain Specific ◽  
Language Knowledge

This article presents evidence that supports the claim that second language (L2) grammars arise in a domain-specific, informationally encapsulated module with contents provided by Universal Grammar and enriched by native language knowledge, as entertained by Schwartz (1986, 1987, 1999) contra Bley-Vroman (1990). I consider state-of-the-art evidence representative of a body of research on the poverty of the stimulus (POS) that argues for the domain-specificity of L2 representations, with a main focus on interpretation. Then I examine interpretive evidence relevant to the role of informational encapsulation and compositionality in SLA. I seek to demonstrate that the acquisition of syntax-linked interpretive properties where the POS is severe provides opportunities for a type of fingerprinting of mental organization that can inform a variety of epistemologically relevant questions.

Differential Immunodominance of Human and Porcine Factor VIII in Hemophilia A Mice.

Blood ◽  
2004 ◽  
Vol 104 (11) ◽  
pp. 40-40 ◽  
Author(s):  
John F. Healey ◽  
Ernest T. Parker ◽  
Rachel T. Barrow ◽  
Pete Lollar
Keyword(s):  
Factor Viii ◽  
Hemophilia A ◽  
High Titer ◽  
Domain Specificity ◽  
Chi Square ◽  
C2 Domains ◽  
Intravenous Injections ◽  
Domain Specific ◽  
Human Factor Viii ◽  
Chi Square Test

Abstract Hemophilia A inhibitor patients and patients with acquired hemophilia A recognize immunodominant epitopes in the A2 and C2 domains of human factor VIII (fVIII). Hemophilia A mice also recognize A2 and C2 domain epitopes when immunized with human fVIII using a dosing schedule that mimics clinical use. We compared the immune responses of hemophilia A mice to human and porcine fVIII using a domain specific ELISA. In this assay, monoclonal antibodies are tested against a panel of six single human fVIII domain hybrid human/porcine fVIII molecules that contain the human A1, A2, ap, A3, C1 or C2 domains. With anti-human antibodies, a positive signal with one of the single human domain proteins identifies domain specificity, whereas loss of signal indicates domain specificity of anti-porcine fVIII antibodies. Exon16 (E16) - disrupted hemophilia A mice (n = 3) received six weekly μ10 g/kg intravenous injections of recombinant B-domain deleted human fVIII and a final 25 μg/kg boost. To obtain comparable inhibitor titers, E16 mice (n = 3) received six weekly injections of μ40 g/kg of recombinant B-domain deleted porcine fVIII. Spleens from high titer mice were fused with NS1 mouse myeloma cells and 485 of the resulting hybridomas were analyzed for fVIII domain specificity (Table). Only two hybridomas secreted antibodies specific for the ap domain. Human fVIII elicited a significantly greater number of antibodies to the A2 domain, whereas porcine fVIII elicited a significantly greater number of antibodies to the A1 and A3 domains (p < 0.01, chi square test). The greater number of anti-C2 antibodies to human fVIII was not significant at the 95% confidence level (p = 0.08). The differential immunodominance of human and porcine fVIII epitopes suggests that it may be possible to design a recombinant hybrid human/porcine fVIII molecule that is less immunogenic than human fVIII in the treatment of patients with hemophilia A. Domain Specificity of Anti-FVIII MAbs Mouse ID: Immunogen No. of MAbs A1 A2 A3 C1 C2 CR & MD CR: Cross Reactive MD: Multidomain 1- Human fVIII 95 2 16 2 7 21 23 & 24 2- Human fVIII 126 13 23 1 2 27 39 & 21 3- Human fVIII 54 1 15 2 1 10 9 & 15 4- Porcine fVIII 123 39 7 19 8 16 33 & 0 5- Porcine fVIII 27 13 5 0 0 4 2 & 3 6- Porcine fVIII 60 9 6 12 1 9 13 & 10

Evaluating the degree of domain specificity of terms in large terminologies

2015 ◽  
Vol 39 (3) ◽  
pp. 326-345 ◽  
Author(s):  
David Martín-Moncunill ◽  
Miguel-Ángel Sicilia-Urban ◽  
Elena García-Barriocanal ◽  
Salvador Sánchez-Alonso
Keyword(s):  
Controlled Vocabulary ◽  
Domain Specificity ◽  
Data Set ◽  
Systematic Analysis ◽  
Content Type ◽  
Domain Experts ◽  
Domain Specific ◽  
Positive Effects ◽  
Knowledge Organisation ◽  
Depth Analysis

Purpose – Large terminologies usually contain a mix of terms that are either generic or domain specific, which makes the use of the terminology itself a difficult task that may limit the positive effects of these systems. The purpose of this paper is to systematically evaluate the degree of domain specificity of the AGROVOC controlled vocabulary terms as a representative of a large terminology in the agricultural domain and discuss the generic/specific boundaries across its hierarchy. Design/methodology/approach – A user-oriented study with domain-experts in conjunction with quantitative and systematic analysis. First an in-depth analysis of AGROVOC was carried out to make a proper selection of terms for the experiment. Then domain-experts were asked to classify the terms according to their domain specificity. An evaluation was conducted to analyse the domain-experts’ results. Finally, the resulting data set was automatically compared with the terms in SUMO, an upper ontology and MILO, a mid-level ontology; to analyse the coincidences. Findings – Results show the existence of a high number of generic terms. The motivation for several of the unclear cases is also depicted. The automatic evaluation showed that there is not a direct way to assess the specificity degree of a term by using SUMO and MILO ontologies, however, it provided additional validation of the results gathered from the domain-experts. Research limitations/implications – The “domain-analysis” concept has long been discussed and it could be addressed from different perspectives. A resume of these perspectives and an explanation of the approach followed in this experiment is included in the background section. Originality/value – The authors propose an approach to identify the domain specificity of terms in large domain-specific terminologies and a criterion to measure the overall domain specificity of a knowledge organisation system, based on domain-experts analysis. The authors also provide a first insight about using automated measures to determine the degree to which a given term can be considered domain specific. The resulting data set from the domain-experts’ evaluation can be reused as a gold standard for further research about these automatic measures.

On modular approaches to grammar: Evidence from Polish

2014 ◽  
Vol 50 (4) ◽  
Author(s):  
Bartłomiej Czaplicki
Keyword(s):  
Universal Property ◽  
Domain Specificity ◽  
Specific Information ◽  
Core Concept ◽  
Domain Specific ◽  
The Core ◽  
Phonetic Information ◽  
Computational Systems ◽  
Selection Of

AbstractModularity of grammar has been explicitly or tacitly assumed in many generative analyses. Modules are separate computational systems that perform specific tasks and make use of domain-specific information. It is argued that the concept is difficult to maintain in the light of evidence from Polish. I look at palatalization effects before vowels and conclude that phonological regularities must have access to morphosyntactic information. In addition, certain regularities in the selection of diminutive allomorphs suggest that morphology must have access to phonetic information. As domain specificity, the core concept of modular approaches, is compromised, modularity does not seem a likely candidate for a universal property of grammar.

scholarly journals Assessing secondary students’ scientific literacy: A comparative study of suburban schools in England and Malaysia

2021 ◽  
Vol 32 (4) ◽  
pp. 343-352
Author(s):  
Mohd Syafiq Aiman Mat Noor ◽  
Keyword(s):  
Secondary Students ◽  
Scientific Literacy ◽  
Research Area ◽  
Suburban Schools ◽  
Assessment Instrument ◽  
Literacy Assessment ◽  
Domain Specific ◽  
Data Collection And Analysis ◽  
Malaysian Students ◽  
English Students

This study sought to assess the level of secondary students’ scientific literacy in suburban schools in Malaysia and England, a research area which to date has not been fully explored in the literature. The study analysed the data using the OECD’s three domain-specific competencies of scientific literacy, namely: i) explain phenomena scientifically, ii) evaluate and design scientific enquiry, and iii) interpret data and evidence scientifically. To assess the level of secondary students’ scientific literacy in these contexts, the study applied the scientific literacy assessment instrument called the ‘Nature of Scientific Literacy Test’ (NOSLiT), first developed by Wenning (2006). The results indicated that the level of scientific literacy of English students was higher than that of Malaysian students across all three domain-specific competencies. Despite the fact that NOSLiT is a systematic and reliable instrument for assessing the level of students’ scientific literacy, the study found that OECD’s three domain-specific competencies of scientific literacy provided better insights into the level of secondary students’ scientific literacy in Malaysian and English suburban schools. It is suggested that future studies should use a qualitative approach to both data collection and analysis to understand the level of students’ scientific literacy in more detail.

scholarly journals Developing Emotion-Aware Human–Robot Dialogues for Domain-Specific and Goal-Oriented Tasks

Robotics ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 31 ◽  
Author(s):  
Jhih-Yuan Huang ◽  
Wei-Po Lee ◽  
Chen-Chia Chen ◽  
Bu-Wei Dong
Keyword(s):  
Service Robots ◽  
Neural Models ◽  
Specific Knowledge ◽  
User Experiences ◽  
Domain Specific ◽  
Specific Goal ◽  
Domain Specific Knowledge ◽  
Service Oriented ◽  
Series Of Experiments ◽  
And Performance

Developing dialogue services for robots has been promoted nowadays for providing natural human–robot interactions to enhance user experiences. In this study, we adopted a service-oriented framework to develop emotion-aware dialogues for service robots. Considering the importance of the contexts and contents of dialogues in delivering robot services, our framework employed deep learning methods to develop emotion classifiers and two types of dialogue models of dialogue services. In the first type of dialogue service, the robot works as a consultant, able to provide domain-specific knowledge to users. We trained different neural models for mapping questions and answering sentences, tracking the human emotion during the human–robot dialogue, and using the emotion information to decide the responses. In the second type of dialogue service, the robot continuously asks the user questions related to a task with a specific goal, tracks the user’s intention through the interactions and provides suggestions accordingly. A series of experiments and performance comparisons were conducted to evaluate the major components of the presented framework and the results showed the promise of our approach.

Post-Secondary Students Using the iPad to Learn English

2015 ◽  
pp. 1628-1651 ◽  
Author(s):  
Christina Gitsaki ◽  
Matthew A. Robby
Keyword(s):  
Language Learning ◽  
Secondary Students ◽  
Student Motivation ◽  
Online Survey ◽  
Academic Preparation ◽  
English Learning ◽  
Motivation And Engagement ◽  
Reported Data ◽  
K 12 ◽  
Mobile Tablets

The use of mobile technology in language learning has increased considerably, with an unprecedented adoption of mobile tablets in K-12 and higher education settings. Despite the number of recent small-scale studies that have found increased student motivation and engagement in learning as a result of using mobile tablets, there is a need to further examine the impact of these devices on student learning. This paper describes a study of 370 high-school graduate students learning English as a second language using the iPad in an intensive academic preparation program. The study utilised an online survey and student exam scores at the end of the 16-week treatment. Results of the self-reported data showed increased student motivation and engagement in English learning activities. Results were correlated with self-reported data and regression analysis models demonstrated that use of the iPad for specific English learning tasks correlated with better exam performance.

Neural Reuse and Recycling

2021 ◽  
pp. 24-36
Author(s):  
John Zerilli
Keyword(s):  
Neural Circuits ◽  
Normal Development ◽  
Domain Specificity ◽  
Original Function ◽  
Domain Specific ◽  
Neural Reuse ◽  
The Brain ◽  
Development And Evolution

“Neural reuse” refers to the exaptation of established and relatively fixed neural circuits without loss of original function/use. Reuse arises over the course of normal development and evolution. The evidence of this phenomenon speaks most loudly against the idea of strict domain-specificity. It seems that no area of the brain is exempt from redeployment, with areas of the brain traditionally considered to be among the most domain-specific (such as sensory areas) also contributing their computational/structural resources to other domains, including those involving language. The evidence supporting reuse takes many forms, among them evolutionary and developmental considerations, computational considerations, and the neuroimaging and biobehavioral literature.

Making Good

2021 ◽  
pp. 162-188
Author(s):  
John M. Doris
Keyword(s):  
Virtue Ethics ◽  
Skill Development ◽  
Domain Specificity ◽  
Science Literature ◽  
Domain Specific

This chapter assesses the “skill analogy” prominent in virtue ethics, which proposes that virtue be understood as a kind of expertise. Using the performance science literature, with special attention to skill development in chess, it is argued that the skill analogy is empirically undersupported, because a surprisingly limited amount is known about the development of skills in general, and “moral skills” in particular. It is further argued, given what is known about the domain specificity of expertise, that if virtues are to be understood along the lines of skills, they will have to be understood as highly domain specific, rather than as the highly general virtues of tradition.

scholarly journals From Gamification to Gameful Design and Gameful Experience in Learning

2015 ◽  
Vol 14 (4) ◽  
pp. 80-100 ◽  
Author(s):  
Christo Dichev ◽  
Darina Dicheva ◽  
Galia Angelova ◽  
Gennady Agre
Keyword(s):  
Behavior Change ◽  
Student Motivation ◽  
Social Activity ◽  
Motivational Factors ◽  
The Other ◽  
Learning Behaviors ◽  
Emerging Trends ◽  
New Directions ◽  
Motivation And Engagement ◽  
Motivational Psychology

Abstract Learning is a goal driven social activity determined by motivational factors. To be able to efficiently gamify learning for improved student motivation and engagement, the educators have to understand the related aspects studied in games, motivational psychology and pedagogy. This will help them to identify the factors that drive and explain desired learning behaviors. This paper presents a survey of the main approaches employed in gamification and the emerging new directions in the context of the relevant motivational psychology and pedagogy. The focus is on the motivational factors that impact learning and understanding of behavior change. The purpose of the paper is two-fold: on one side, to provide analysis and guide to relevant works related to gamification along with outlining the emerging trends, and on the other, to provide foundation for evaluation and identification of the areas of possible improvements.

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