scholarly journals Das iLab: Hands-on-Forschung am Institut für Bibliotheks- und Informationswissenschaft

2017 ◽  
Vol 51 (5) ◽  
pp. 427-438
Author(s):  
Mareen Reichardt ◽  
Elke Greifeneder
Keyword(s):  
Eye Tracking ◽  
Empirische Studien ◽  
Hands On

Zusammenfassung: Der Beitrag stellt das im Frühjahr 2016 eröffnete Forschungslabor (iLab) des Instituts für Bibliotheks- und Informationswissenschaft der Humboldt-Universität zu Berlin vor. Das iLab ist sowohl ein Forschungslabor für empirische Studien wie Eye-Tracking, Interviews, Usability-Studien oder Retrieval-Experimente und anderseits ein Raum fürhands-on-Forschung zur Förderung einer praxisorientierten Vermittlung von Methoden und Verfahren an den wissenschaftlichen Nachwuchs. Der Beitrag reflektiert außerdem die ersten beiden Semester im laufenden Betrieb und den bisherigen sowie zukünftigen Mehrwert für Forschung und Lehre.

scholarly journals Guideline for Reporting Standards of Eye-tracking Research in Decision Sciences

2020 ◽  
Author(s):  
Susann Fiedler ◽  
Michael Schulte-Mecklenbeck ◽  
Frank Renkewitz ◽  
Jacob Lund Orquin
Keyword(s):  
Decision Making ◽  
Eye Tracking ◽  
Vision Research ◽  
Reporting Guideline ◽  
Reporting Standards ◽  
Decision Sciences ◽  
Behavioral Decision ◽  
Shiny App ◽  
Hands On ◽  
Reported Study

We develop a reporting guideline for eye-tracking research in the behavioral sciences. To this end, we coded 215 articles on behavioral decision-making published between 2009 and 2017 and extracted a list of reported items. The coded articles were from a broad range of disciplines linked to judgement and decision making, such as cognitive science, marketing, economics, developmental research, vision research, and human–computer interaction. We then had a panel of eye-tracking experts rate the necessity of each item for reproducing a reported study. From these two sources, we generated a guideline containing 31 items that are judged as 'necessary' by the majority of experts for reproducing an eye-tracking study. None of the 215 coded articles report all identified items and approximately 70 percent of the articles report less than 50 percent of the 'necessary' items. We provide the data and list of recommendations as a hands-on shiny app to allow for an easy adoption of the proposed reporting guideline to improve transparency and reproducibility in eye-tracking research.

The Instructional SEM Laboratory at Iowa State University

1996 ◽  
Vol 54 ◽  
pp. 396-397
Author(s):  
L. S. Chumbley ◽  
M. Meyer ◽  
K. Fredrickson ◽  
F.C. Laabs
Keyword(s):  
Materials Science ◽  
Computer Network ◽  
Energy Dispersive Spectrometer ◽  
Computer Control ◽  
State University ◽  
Iowa State University ◽  
Internet Server ◽  
Schematic Layout ◽  
Hands On ◽  
Improve Instruction

The Materials Science Department at Iowa State University has developed a laboratory designed to improve instruction in the use of the scanning electron microscope (SEM). The laboratory makes use of a computer network and a series of remote workstations in a classroom setting to provide students with increased hands-on access to the SEM. The laboratory has also been equipped such that distance learning via the internet can be achieved.A view of the laboratory is shown in Figure 1. The laboratory consists of a JEOL 6100 SEM, a Macintosh Quadra computer that acts as a server for the network and controls the energy dispersive spectrometer (EDS), four Macintosh computers that act as remote workstations, and a fifth Macintosh that acts as an internet server. A schematic layout of the classroom is shown in Figure 2. The workstations are connected directly to the SEM to allow joystick and computer control of the microscope. An ethernet connection between the Quadra and the workstations allows students seated there to operate the EDS. Control of the microscope and joystick is passed between the workstations by a switch-box assembly that resides at the microscope console. When the switch-box assembly is activated a direct serial line is established between the specified workstation and the microscope via the SEM’s RS-232.

An Eye-Tracking Study on Audiovisual Speech Perception Strategies Adopted by Normal-Hearing and Deaf Adults Under Different Language Familiarities

2020 ◽  
Vol 63 (7) ◽  
pp. 2245-2254 ◽  
Author(s):  
Jianrong Wang ◽  
Yumeng Zhu ◽  
Yu Chen ◽  
Abdilbar Mamat ◽  
Mei Yu ◽  
...  
Keyword(s):  
Speech Perception ◽  
Eye Tracking ◽  
Normal Hearing ◽  
Audiovisual Speech ◽  
Audiovisual Speech Perception ◽  
Allocation Pattern ◽  
Deaf Adults ◽  
Bilingual Speaker ◽  
Primary Hypothesis ◽  
Standard Chinese

Purpose The primary purpose of this study was to explore the audiovisual speech perception strategies.80.23.47 adopted by normal-hearing and deaf people in processing familiar and unfamiliar languages. Our primary hypothesis was that they would adopt different perception strategies due to different sensory experiences at an early age, limitations of the physical device, and the developmental gap of language, and others. Method Thirty normal-hearing adults and 33 prelingually deaf adults participated in the study. They were asked to perform judgment and listening tasks while watching videos of a Uygur–Mandarin bilingual speaker in a familiar language (Standard Chinese) or an unfamiliar language (Modern Uygur) while their eye movements were recorded by eye-tracking technology. Results Task had a slight influence on the distribution of selective attention, whereas subject and language had significant influences. To be specific, the normal-hearing and the d10eaf participants mainly gazed at the speaker's eyes and mouth, respectively, in the experiment; moreover, while the normal-hearing participants had to stare longer at the speaker's mouth when they confronted with the unfamiliar language Modern Uygur, the deaf participant did not change their attention allocation pattern when perceiving the two languages. Conclusions Normal-hearing and deaf adults adopt different audiovisual speech perception strategies: Normal-hearing adults mainly look at the eyes, and deaf adults mainly look at the mouth. Additionally, language and task can also modulate the speech perception strategy.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

A ’Hands-On’ Approach

ASHA Leader ◽  
2012 ◽  
Vol 17 (9) ◽  
pp. 55-55
Author(s):  
Kimberly Abts
Keyword(s):  
Hands On

Telepractice: A Survey of AuD Students Pre- and Post-Telepractice

2017 ◽  
Vol 2 (18) ◽  
pp. 28-41
Author(s):  
Kelli M. Watts ◽  
Laura B. Willis
Keyword(s):  
Doctoral Students ◽  
Graduate School ◽  
Professional Services ◽  
Hands On ◽  
Before And After ◽  
Lack Of Knowledge

Telepractice, defined by the American Speech-Language-Hearing Association (ASHA, n.d.) as “the application of telecommunications technology to the delivery of professional services at a distance by linking clinician to client, or clinician to clinician, for assessment, intervention, and/or consultation,” is a quickly growing aspect of practicing audiology. However, only 12% of audiologists are involved in providing services via telepractice (REDA International, Inc., 2002). Lack of knowledge regarding telepractice has been cited as one of the reasons many audiologists do not use telepractice to provide audiology services. This study surveyed audiology doctoral students regarding their opinions about the use of telepractice both before and after their opportunity to provide services via telepractice sessions. The authors expected that by providing students the opportunity to have hands-on training in telepractice with supervision, they would be more open to using telepractice after becoming licensed audiologists. Overall, the data indicates benefits of exposing students to telepractice while they are in graduate school.

Die tagesklinische Behandlung in der Kinder- und Jugendpsychiatrie

2001 ◽  
Vol 29 (3) ◽  
pp. 178-188 ◽  
Author(s):  
B. Graf Schimmelmann ◽  
M. Schulte-Markwort ◽  
R. Richter
Keyword(s):  
Empirische Studien

Zusammenfassung: Fragestellung: Die Geschichte der Tagesklinik in der Kinder- und Jugendpsychiatrie ist sehr kurz. Entsprechend beschäftigen sich Tageskliniken weiterhin mit Konzepten, Outcome-Studien sowie Indikationen und Kontraindikationen tagesklinischer Behandlungen. Methoden: Die englisch- und deutschsprachige Literatur zwischen 1960 und 2000 wurde auf empirische Studien zur tagesklinischen Behandlung in der Kinder- und Jugendpsychiatrie hin ausgewertet. Outcome-Studien werden referiert und diskutiert. Ergebnisse: Die Ergebnisse empirischer Studien sind heterogen und lassen bislang kaum Rückschlüsse auf Indikationen und Kontraindikationen tagesklinischer Behandlungen zu. Insgesamt sind für sehr unterschiedliche Störungsbilder positive Behandlungsergebnisse dokumentiert worden. Die elterliche Mitarbeit im therapeutischen Prozess wird weitgehend übereinstimmend als prädiktiv für ein positives Behandlungsergebnis angesehen. Schlussfolgerungen: Über randomisierte kontrollierte Outcome-Studien hinaus ist in künftigen Studien zu evaluieren, für welche Patienten in einer gegebenen regionalen Versorgungslandschaft mit welchen Therapiezielen und -ergebnissen sowie mit welchen Kosten von Tageskliniken ein Beitrag zur Versorgung geleistet werden kann.

Psychologische Aspekte der Rehabilitation älterer Menschen: Befunde einer empirischen Studie

2002 ◽  
Vol 15 (4) ◽  
pp. 205-209
Author(s):  
Hans-Werner Wahl
Keyword(s):  
Barthel Index ◽  
Ältere Menschen ◽  
Empirische Studien ◽  
Psychologische Aspekte

Zusammenfassung: Psychologische Variablen werden allgemein als bedeutsam für den Verlauf und Ausgang geriatrischer Rehabilitation angesehen, jedoch liegen nur wenige empirische Studien zu dieser Thematik vor. In der vorliegenden Arbeit wurden N = 90 ältere Menschen (M = 78.8; 84 % Frauen) vor und nach Ende einer geriatrischen Rehabilitation mit einem Instrumentarium untersucht, das sowohl im engeren Sinne “geriatrische” Verfahren (wie Barthel-Index) wie auch psychologische Maße beinhaltete. Ein besonderes Auswertungsanliegen war die Untersuchung der Frage, ob sich das korrelative Gefüge der Variablen vor und nach der Rehabilitation bedeutsam unterscheidet. Hier zeigte sich, dass dieses vor allem im Kontext der Variable Autonomie, jedoch nicht hinsichtlich des subjektiven Wohlbefindens der Fall war. So ko-variierten nach Abschluss der Rehabilitationn psychologische Maße wie z. B. Ängstlichkeit und verhaltensbezogene Bewältigung stärker mit der Variable Autonomie als vor Beginn der Rehabilitation. Eine Erklärung hierfür könnte darin liegen, dass psychische Variablen (wieder) eine größere Rolle für die Aufrechterhaltung von Autonomie spielen, wenn gegen Ende der Rehabilitation die physischen Potenziale reaktiviert sind.

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