Feedback in the Acquisition of a Miniature Artificial Language

1980 ◽  
Vol 10 (3-4) ◽  
pp. 112-114
Author(s):  
L.H. Gilbert
Keyword(s):  
University Students ◽  
Visual Display ◽  
Artificial Language ◽  
Experimental Conditions ◽  
Geometric Objects ◽  
The Subject

The role of explicit informational feedback about semantic and syntactic errors was investigated in an experiment where university students were required to learn a miniature artificial language. A computer presented a series of simple geometric objects on a visual display screen, and alternately provided the proper description of the configuration (a model) or accepted and corrected the descriptions of the subject. The four experimental conditions were that (a) both semantic and syntactic errors were corrected; (b) only semantic; (c) only syntactic; (d) no errors were corrected. The results indicated that the subjects did not effectively utilize the feedback they received, and under all conditions learned the language from the model sentences which were presented.

The Effects of Context and Content on Immediate Processing in Reading

1978 ◽  
Vol 30 (4) ◽  
pp. 609-636 ◽  
Author(s):  
D. C. Mitchell ◽  
D. W. Green
Keyword(s):  
Visual Display ◽  
Reading Rate ◽  
Local Processing ◽  
Speed Up ◽  
On Line ◽  
The Subject ◽  
Processing Difficulty

Four experiments were conducted to examine the processes by which fluent readers comprehend prose. In each study the material was presented a few words at a time on an on-line visual display and the subject pressed a button to move on from one display to the next. The inter-reponse time was used as an index of local processing difficulty. The results of Experiment I indicated that readers pause considerably at the ends of clauses and sentences, and that they show no tendency to speed up across sentences. This pattern of results questions the role of prediction in reading. In Experiments II and III immediate processing was found to be unaffected by two types of syntactically-predictive clue and the effect of a third (semantic) clue was equivocal. Experiment IV replicated the results of Experiment I and showed, in addition, that pausing at the ends of clauses and sentences is a function of the difficulty of the content of the text. More detailed analyses showed that reading rate is modulated by the frequency of the words and by the number of characters in the display. Taken together the results suggest that reading rate is largely determined by the speed with which a reader can access the meanings of words and construct a representation of the text rather than by the speed with which they can formulate and test successive predictions about it.

THE EXPERANTO EXPERIMENT

1997 ◽  
Vol 19 (2) ◽  
pp. 249-276 ◽  
Author(s):  
Rick de Graaff
Keyword(s):  
University Students ◽  
Differential Effect ◽  
Explicit Knowledge ◽  
Explicit Instruction ◽  
Artificial Language ◽  
Facilitative Effect ◽  
General Hypothesis ◽  
Self Study ◽  
Computer Controlled

Theories on the role of consciousness and the enhancement of noticing (Schmidt, 1990, 1994; Sharwood Smith, 1993) predict a facilitative effect of explicit knowledge, as built up by explicit instruction, on the acquisition of implicit second language (L2) knowledge. This study investigates the interaction between the presence or absence of explicit instruction and the variables complexity and morphology/syntax in the acquisition of four L2 structures. Two groups of 27 university students, differing in the exposure to explicit instruction, followed a computer-controlled self-study course in an artificial language. Results from computer-controlled posttests confirm the general hypothesis that explicit instruction facilitates the acquisition of L2 grammar. However, no evidence could be reported for the hypotheses predicting a differential effect of explicit instruction depending on the variables complexity and morphology/syntax.

Project-Based MOOC

2017 ◽  
pp. 282-307 ◽  
Author(s):  
Miri Barak ◽  
Abeer Watted
Keyword(s):  
University Students ◽  
Work Experience ◽  
Mixed Methods Research ◽  
Engineering Students ◽  
Project Based Learning ◽  
Final Project ◽  
Massive Open Online Course ◽  
Positive Attitudes ◽  
The Subject

This chapter describes a project-based massive open online course (MOOC) in nanotechnology and nanosensors that was offered in two languages: English and Arabic. A mixed methods research was conducted to examine the role of project-based learning in the process of knowledge construction and motivation to learn a MOOC. The study compared between three groups of science and engineering students: English MOOCers, Arabic MOOCers, and university students. Findings indicated positive attitudes about learning in a project-based MOOC, especially with relation to gaining work experience. Findings also indicated that in a project-based setting, MOOC participants were mostly driven by a desire to establish connections with peers, whereas university students were mostly motivated by their interest in the subject matter. Arabic MOOCers, who were less successful in solving ill-defined problems, narrowed the gap, and at the end of the course received similar grades in the final project.

The Role of Vision in Producing Motion Sickness

1986 ◽  
Vol 30 (13) ◽  
pp. 1259-1263 ◽  
Author(s):  
Kristiina M. Valter
Keyword(s):  
Visual Field ◽  
Motion Sickness ◽  
Reference Point ◽  
Visual Cues ◽  
Visual Display ◽  
Visual Component ◽  
Visual Variables ◽  
The Subject ◽  
Visual Reference

To investigate the ways in which visual cues affect the sensation of motion, the visual component was isolated by presenting stationary subjects with a moving visual field. This induced a sensation of vection or illusory self-rotation in the subjects. The effect of various visual variables such as the eccentricity of the visual display and the distance of the display from the plane of focus were investigated by varying the position of a stationary visual reference point. More vection was observed when this reference was held by the subject than when it was secured to ground, and when held in the peripheral visual field. Less vection was observed when the reference was held closer to the subject than the moving visual display. In addition to establishing the role of visual cues in the perception of motion, these results can be helpful in inducing or inhibiting the sensation of motion through visual displays.

scholarly journals ‘I Try to Remember That This Is Temporary’: Continuous Balancing in Remote Students’ Everyday Life

Human Arenas ◽  
2021 ◽  
Author(s):  
Maria Peltola ◽  
Teemu Suorsa ◽  
Jussi Silvonen
Keyword(s):  
University Students ◽  
Everyday Life ◽  
Open Spaces ◽  
Everyday Practices ◽  
Learning Contexts ◽  
Research Material ◽  
Scientific Approach ◽  
The Subject ◽  
Multiple Conditions

AbstractThis paper focuses on the process of development in remote and hybrid learning contexts in university students’ everyday life. Development is seen as a change in the person-environment relationship and indicates the development of the whole system. To understand development, we need to look at everyday life and participants’ grounds for action in everyday practices. The process of development is explored from the systemic person-environment perspective using cultural-historical concepts. Our understanding of students’ everyday life and empirical research processes has been strongly inspired by the subject-scientific approach. The research material consists of descriptions from 39 university students’ descriptions about their everyday lives while studying at home. The students observed and wrote about the conduct of everyday life as part of their studies. In a student’s everyday life, development occurs in relation to multiple conditions and meaning structures, which—from the standpoint of the subject—are seen as possibilities for action and experience. The results reveal four general ways of relating to the surrounding conditions and possibilities. Further, the results highlight the role of open spaces and structures in development. Remote students’ four ways of relating to possibilities for action are (1) balancing, (2) floating, (3) paralysing and (4) redefining. The study brings critical insights into continuous balancing and regulating of the demands between different life scenes and highlights the crucial elements of technology-mediated remote life in general: participations, transitions and the paradox of flexibility.

scholarly journals O papel do gênero no desenvolvimento da habilidade geral no uso de computadores: um estudo com alunos universitários / The Role of Gender on the Development of General Ability in Use of Computers: a Study with University Students

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Felipe Buchbinder ◽  
Walter Sande
Keyword(s):  
Information Technology ◽  
Empirical Study ◽  
University Students ◽  
Significant Influence ◽  
General Ability ◽  
The Subject

ABSTRACTSeveral studies aim at understanding the factors that determinate weather an innovation on information technology (IT)  will  be  well  received  and  effectively  used.  Gender  has  been  pointed  as  one  of  these  factors,  but  its  role  has  been  the subject of different and contradictory conclusions. This article performs an empirical study on some of the justifications most commonly accepted by those who support a significant influence of gender. The results point to the existence of a significantrole of gender, but find no evidence that support the reasoning usually used. The results actually point to a new mechanism proposed in this article.RESUMODiversos estudos visam compreender os fatores que determinam se uma inovação em tecnologia da informação (TI) será bem recebida e efetivamente utilizada. O gênero tem sido apontado como um desses fatores, mas seu papel tem sido objeto de conclusões diversas e contraditórias. Este artigo realiza um estudo empírico acerca de algumas das justificativas mais usualmente aceitas pelos que argumentam uma influência significante do gênero. Os resultados apontam para a exis-tência de um papel significante do gênero, mas não encontra evidências que sustentem as justificativas usualmente emprega-das. Os resultados apontam, de fato, para um novo mecanismo que propomos neste artigo.

Adaptation of the phase of the human linear vestibulo-ocular reflex (LVOR) and effects on the oculomotor neural integrator

2000 ◽  
Vol 10 (4-5) ◽  
pp. 239-247
Author(s):  
Stefan Hegemann ◽  
Mark Shelhamer ◽  
Phillip D. Kramer ◽  
David S. Zee
Keyword(s):  
Visual Display ◽  
Phase Changes ◽  
Dark Phase ◽  
Phase Lag ◽  
Neural Integrator ◽  
Ocular Reflex ◽  
Before And After ◽  
Vestibulo Ocular Reflex ◽  
The Subject

The phase of the translational linear VOR (LVOR) can be adaptively modified by exposure to a visual-vestibular mismatch. We extend here our earlier work on LVOR phase adaptation, and discuss the role of the oculomotor neural integrator. Ten subjects were oscillated laterally at 0.5 Hz, 0.3 g peak acceleration, while sitting upright on a linear sled. LVOR was assessed before and after adaptation with subjects tracking the remembered location of a target at 1 m in the dark. Phase and gain were measured by fitting sine waves to the desaccaded eye movements, and comparing sled and eye position. To adapt LVOR phase, the subject viewed a computer-generated stereoscopic visual display, at a virtual distance of 1 m, that moved so as to require either a phase lead or a phase lag of 53 deg. Adaptation lasted 20 min, during which subjects were oscillated at 0.5 Hz/0.3 g. Four of five subjects produced an adaptive change in the lag condition (range 4–45 deg), and each of five produced a change in the lead condition (range 19–56 deg), as requested. Changes in drift on eccentric gaze suggest that the oculomotor velocity-to-position integrator may be involved in the phase changes.

Site of Lysosome Production During Hepatic Injury

1969 ◽  
Vol 27 ◽  
pp. 348-349
Author(s):  
Nalin J. Unakar
Keyword(s):  
Electron Microscopy ◽  
Golgi Apparatus ◽  
Mouse Liver ◽  
Hepatic Injury ◽  
Close Approximation ◽  
Experimental Conditions ◽  
Toxic Injury

The increased number of lysosomes as well as the close approximation of lysosomes to the Golgi apparatus in tissue under variety of experimental conditions is commonly observed. These observations suggest Golgi involvement in lysosomal production. The role of the Golgi apparatus in the production of lysosomes in mouse liver was studied by electron microscopy of liver following toxic injury by CCI4.

Top-Down Processing and Visual Reorientation Illusions in a Virtual Reality Environment

2004 ◽  
Vol 63 (3) ◽  
pp. 143-149 ◽  
Author(s):  
Fred W. Mast ◽  
Charles M. Oman
Keyword(s):  
Virtual Reality ◽  
Visual Processing ◽  
Line Length ◽  
Perceptual Cues ◽  
Virtual Reality Environment ◽  
Top Down ◽  
Test Conditions ◽  
The Subject ◽  
Processing Mechanisms

The role of top-down processing on the horizontal-vertical line length illusion was examined by means of an ambiguous room with dual visual verticals. In one of the test conditions, the subjects were cued to one of the two verticals and were instructed to cognitively reassign the apparent vertical to the cued orientation. When they have mentally adjusted their perception, two lines in a plus sign configuration appeared and the subjects had to evaluate which line was longer. The results showed that the line length appeared longer when it was aligned with the direction of the vertical currently perceived by the subject. This study provides a demonstration that top-down processing influences lower level visual processing mechanisms. In another test condition, the subjects had all perceptual cues available and the influence was even stronger.

Role of Emotional Intelligence in Managing Stress Among University Students

2012 ◽  
Author(s):  
Iram Feroz ◽  
Asma Parveen ◽  
Iftekhar Ahmed ◽  
Nandita Choube
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Managing Stress
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