Chapter Carrying Out a GPS Surveying/Mapping Task

2010 ◽  
pp. 239-256
Keyword(s):  
Mapping Task

Queries and Cues: Textual Stimuli for Reflective Thinking in Digital Mind-Mapping

2021 ◽  
pp. 1-19
Author(s):  
Ting-Ju Chen ◽  
Ronak Ranjitkumar Mohanty ◽  
Vinayak Krishnamurthy
Keyword(s):  
Reflective Thinking ◽  
User Study ◽  
Prior Work ◽  
Cognitive Mechanisms ◽  
Mind Mapping ◽  
Commonsense Knowledge ◽  
Support Mechanism ◽  
Asking Questions ◽  
Mapping Task ◽  
Extended Work

Abstract Mind-mapping is useful for externalizing ideas and their relationships surrounding a central problem. However, balancing between the exploration of different aspects (breadth) of the problem with respect to the detailed exploration of each of its aspects (depth) can be challenging, especially for novices. The goal of this paper is to investigate the notion of “reflection-in-design” through a novel interactive digital mind-mapping workflow that we call “QCue”. The idea behind this workflow is to incorporate the notion of reflective thinking through two mechanisms: (1) offering suggestions to promote depth exploration through user's queries (Q), and (2) asking questions (Cue) to promote reflection for breadth exploration. This paper is an extension of our prior work where our focus was mainly on the algorithmic development and implementation of a cognitive support mechanism behind QCue enabled by ConceptNet (a graph-based rich ontology with “commonsense” knowledge). In this extended work, we first present a detailed summary of how QCue facilitated the breadth-depth balance in a mind-mapping task. Second, we present a comparison between QCue and conventional digital mind-mapping i.e. without our algorithm through a between-subjects user study. Third, we present new detailed analysis on the usage of different cognitive mechanisms provided by QCue. We further consolidate our prior quantitative analysis and build a connection with our observational analysis. Finally, we discuss in detail the different cognitive mechanisms provided by QCue to stimulate reflection in design.

Use of different panellists (experienced, trained, consumers and experts) and the projective mapping task to evaluate white wine

2020 ◽  
Vol 83 ◽  
pp. 103900 ◽  
Author(s):  
Alanah Barton ◽  
Lydia Hayward ◽  
Connor D. Richardson ◽  
Matthew B. McSweeney
Keyword(s):  
White Wine ◽  
Projective Mapping ◽  
Mapping Task

Effects of grammatical category and morphology on fast mapping in typically developing and late talking toddlers

2019 ◽  
Vol 39 (3) ◽  
pp. 249-280 ◽  
Author(s):  
Irene Rujas ◽  
Marta Casla ◽  
Sonia Mariscal ◽  
Miguel Lázaro López-Villaseñor ◽  
Eva Murillo Sanz
Keyword(s):  
Extension Phase ◽  
Lexical Acquisition ◽  
Control Group ◽  
Typically Developing ◽  
Fast Mapping ◽  
Grammatical Category ◽  
Vocabulary Size ◽  
Spanish Speaking ◽  
Late Talkers ◽  
Mapping Task

The purpose of this study was to examine early fast mapping abilities in late talkers (LT) and typically developing (TD) Spanish-speaking children by considering the effect of different variables on fast mapping (age, vocabulary level, grammatical category and number morphology). Thirty-eight Spanish-speaking children were assessed at three times (21 to 24 months at the beginning of the study). A group of LT was matched in age with a TD control group. They completed a fast mapping task with a disambiguation phase and an extension phase. Results show that vocabulary level and age interact with grammatical category and number morphology. TD children’s performance was significantly higher than LT children’s, but these differences decreased with age. Results suggest that the incorporation of new labels does not work automatically; some children may need repeated exposures to word–referent pairings. Longitudinal results suggest the importance of looking at the dynamics of lexical acquisition in addition to vocabulary size.

The Type, but Not the Amount, of Information Available Influences Toddlers' Fast Mapping and Retention of New Words

2014 ◽  
Vol 23 (2) ◽  
pp. 120-133 ◽  
Author(s):  
Kathryn W. Brady ◽  
Judith C. Goodman
Keyword(s):  
Word Learning ◽  
Word Meaning ◽  
The Novel ◽  
Fast Mapping ◽  
New Words ◽  
Amount Of Information ◽  
Significant Rate ◽  
Mapping Task ◽  
Novel Words

Purpose The authors of this study examined whether the type and number of word-learning cues affect how children infer and retain word-meaning mappings and whether the use of these cues changes with age. Method Forty-eight 18- to 36-month-old children with typical language participated in a fast-mapping task in which 6 novel words were presented with 3 types of cues to the words' referents, either singly or in pairs. One day later, children were tested for retention of the novel words. Results By 24 months of age, children correctly inferred the referents of the novel words at a significant level. Children retained the meanings of words at a significant rate by 30 months of age. Children retained the first 3 of the 6 word-meaning mappings by 24 months of age. For both fast mapping and retention, the efficacy of different cue types changed with development, but children were equally successful whether the novel words were presented with 1 or 2 cues. Conclusion The type of information available to children at fast mapping affects their ability to both form and retain word-meaning associations. Providing children with more information in the form of paired cues had no effect on either fast mapping or retention.

Early verb learning in 20-month-old Japanese-speaking children

2010 ◽  
Vol 38 (3) ◽  
pp. 455-484 ◽  
Author(s):  
YURIKO OSHIMA-TAKANE ◽  
JUNKO ARIYAMA ◽  
TESSEI KOBAYASHI ◽  
MARINA KATERELOS ◽  
DIANE POULIN-DUBOIS
Keyword(s):  
Strong Evidence ◽  
Cognitive Resources ◽  
Verb Learning ◽  
Sentence Frame ◽  
Intransitive Verb ◽  
Perceptual Salience ◽  
Old Japanese ◽  
Switch Design ◽  
Mapping Task

ABSTRACTThe present study investigated whether children's representations of morphosyntactic information are abstract enough to guide early verb learning. Using an infant-controlled habituation paradigm with a switch design, Japanese-speaking children aged 1 ; 8 were habituated to two different events in which an object was engaging in an action. Each event was paired with a novel word embedded in a single intransitive verb sentence frame. The results indicated that only 40% of the children were able to map a novel verb onto the action when the mapping task was complex. However, by simplifying the mapping task, 88% of the children succeeded in verb–action mapping. There were no differences in perceptual salience between the agent and action switches in the task. These results provide strong evidence that Japanese-speaking children aged 1 ; 8 are able to use an intransitive verb sentence frame to guide early verb learning unless the mapping task consumes too much of their cognitive resources.

Investigating the effect of extrinsic cues on consumers' evaluation of red wine using a projective mapping task

2020 ◽  
Vol 35 (3) ◽  
Author(s):  
Heather Jantzi ◽  
Lydia Hayward ◽  
Alanah Barton ◽  
Connor D. Richardson ◽  
Matthew B. McSweeney
Keyword(s):  
Red Wine ◽  
Projective Mapping ◽  
Extrinsic Cues ◽  
Mapping Task

Lifelong learning and the structure of professionals' thinking, on the example of case conceptualisation

2020 ◽  
Vol 15 (3) ◽  
pp. 181-190
Author(s):  
Anna Słysz ◽  
Piotr Haładziński ◽  
Piotr Kaczmarek
Keyword(s):  
Informal Education ◽  
Design Methodology ◽  
Concept Maps ◽  
Contributing Factors ◽  
Content Type ◽  
Conceptual Mapping ◽  
Training Courses ◽  
Mapping Task ◽  
The Relationship ◽  
Research Show

Purpose The purpose of this study was to investigate the relationship between the elements of psychotherapists’ informal education and features of concept maps reflecting the properties of thinking structure. Design/methodology/approach To study the structure of professional thinking, a complex diagnostic task (computer-aided conceptual mapping task) was used. The diagnostic task consisted of categorising the client’s statements, presenting relations between the categories and concept maps accounting for problems reported by the client and contributing factors and links between them. Findings The obtained results showed that self-education, through participation in scientific conferences and attending training courses, was significantly associated with the number of perceived causal relationships between categories and the number of perceived reciprocal links between conceptual categories. Originality/value This research show factors which may contribute to more reliable case conceptualisation in psychotherapy. The method used to measure integrative complexity was original.

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