scholarly journals Identifying Significant Cognitive Factors for Practicing and Learning Meteorology

2019 ◽  
pp. 1-26 ◽  
Author(s):  
Peggy M. McNeal ◽  
Heather L. Petcovic ◽  
Nicole D. LaDue ◽  
Todd D. Ellis
Keyword(s):  
Undergraduate Students ◽  
Cognitive Factors ◽  
Spatial Thinking ◽  
Visuospatial Working Memory ◽  
Successful Completion ◽  
Training And Education ◽  
Predictor Of Success ◽  
And Performance ◽  
The Relationship ◽  
Experience Questionnaire

Understanding which cognitive factors facilitate meteorology skills is important for meteorology training and education. This study investigated aspects of cognition important to successful completion of meteorology tasks typically provided to student meteorologists. With a sample of 81 participants—spanning the range of experience from undergraduate students to professional meteorologists—we administered two spatial thinking tests, a visuospatial working memory test, a concept inventory, and an experience questionnaire. We compared the resulting scores to performance on a series of novice-level meteorology tasks. An analysis of the data suggests that meteorology knowledge along with disembedding skill (the ability to observe and recognize patterns among nonessential information) positively predicts performance on the meteorological tasks. The relationship among meteorology knowledge, disembedding skill, and performance on the meteorology tasks indicates that disembedding is an important predictor of success at both low and high levels of meteorology knowledge. Thus, our results suggest that individuals with heightened ability to identify patterns embedded in distracting background displays may be at an advantage for completing meteorology tasks of the type that we provided.

Cognitive Factors Mediate the Relation Between Age and Flight Path Maintenance in General Aviation

2016 ◽  
Vol 6 (2) ◽  
pp. 81-90 ◽  
Author(s):  
Kathleen Van Benthem ◽  
Chris M. Herdman
Keyword(s):  
Cognitive Functioning ◽  
Flight Path ◽  
General Aviation ◽  
Cognitive Factors ◽  
Pilot Performance ◽  
Pilot Error ◽  
Age Related ◽  
And Performance ◽  
Relationship Of ◽  
The Relationship

Abstract. Identifying pilot attributes associated with risk is important, especially in general aviation where pilot error is implicated in most accidents. This research examined the relationship of pilot age, expertise, and cognitive functioning to deviations from an ideal circuit trajectory. In all, 54 pilots, of varying age, flew a Cessna 172 simulator. Cognitive measures were obtained using the CogScreen-AE ( Kay, 1995 ). Older age and lower levels of expertise and cognitive functioning were associated with significantly greater flight path deviations. The relationship between age and performance was fully mediated by a cluster of cognitive factors: speed and working memory, visual attention, and cognitive flexibility. These findings add to the literature showing that age-related changes in cognition may impact pilot performance.

scholarly journals The Fear to Move in a Crowded Environment. Poor Spatial Memory Related to Agoraphobic Disorder

2021 ◽  
Vol 11 (6) ◽  
pp. 796
Author(s):  
Micaela Maria Zucchelli ◽  
Laura Piccardi ◽  
Raffaella Nori
Keyword(s):  
Working Memory ◽  
Spatial Information ◽  
Theoretical Background ◽  
Exploratory Activity ◽  
Visuospatial Working Memory ◽  
Spatial Tasks ◽  
And Performance ◽  
The Relationship ◽  
Crowded Environment ◽  
Active Processing

Individuals with agoraphobia exhibit impaired exploratory activity when navigating unfamiliar environments. However, no studies have investigated the contribution of visuospatial working memory (VSWM) in these individuals’ ability to acquire and process spatial information while considering the use of egocentric and allocentric coordinates or environments with or without people. A total of 106 individuals (53 with agoraphobia and 53 controls) navigated in a virtual square to acquire spatial information that included the recognition of landmarks and the relationship between landmarks and themselves (egocentric coordinates) and independent of themselves (allocentric coordinates). Half of the participants in both groups navigated in a square without people, and half navigated in a crowded square. They completed a VSWM test in addition to tasks measuring landmark recognition and egocentric and allocentric judgements concerning the explored square. The results showed that individuals with agoraphobia had reduced working memory only when active processing of spatial elements was required, suggesting that they exhibit spatial difficulties particularly in complex spatial tasks requiring them to process information simultaneously. Specifically, VSWM deficits mediated the relationship between agoraphobia and performance in the allocentric judgements. The results are discussed considering the theoretical background of agoraphobia in order to provide useful elements for the early diagnosis of this disorder.

Relationship of Attribution, Expectancy, Performance, and Perceived Success to Change in Examination Preparation Strategies

1992 ◽  
Vol 74 (3) ◽  
pp. 711-722 ◽  
Author(s):  
Theodore A. Chandler ◽  
Carl J. Spies
Keyword(s):  
Undergraduate Students ◽  
Major Purpose ◽  
Introductory Sociology ◽  
Grade Change ◽  
Perceived Success ◽  
And Performance ◽  
Strategies For Change ◽  
Relationship Of ◽  
Examination Preparation ◽  
The Relationship

The major purpose of this study was to investigate the relationship between change in strategies of preparation for examination and attributions, perceived success, and performance. Prior to each of three examinations in the course, 229 undergraduate students in introductory sociology and psychology were asked their expected score/grade. Change in strategies for preparation was assessed prior to Examinations 2 and 3. Subsequent to all three examinations students were assessed on attribution, satisfaction, and perceived success. Change per se and three of the strategies for change were related to performance, specific attributions, and perceived success.

Effect of Multitasking on Simulator Sickness and Performance in 3D Aerodrome Control Training

2017 ◽  
Vol 49 (1) ◽  
pp. 27-49 ◽  
Author(s):  
Birsen Yörük Açıkel ◽  
Uğur Turhan ◽  
Yavuz Akbulut
Keyword(s):  
Undergraduate Students ◽  
Traffic Monitoring ◽  
Air Traffic ◽  
Civil Aviation ◽  
Cognitive Resources ◽  
Simulator Sickness ◽  
Simulation Performance ◽  
Quasi Experimental ◽  
And Performance ◽  
The Relationship

Background. Air traffic controllers need to use their cognitive resources to cope with multiple tasks while monitoring air traffic. They are trained through advanced 3D simulators; however, they might demonstrate simulator sickness symptoms during this training. The relationship between multitasking and simulator sickness and the influence of different tasks on these variables can be investigated to inform further training practices for an efficient traffic monitoring. Purpose. The purpose of this quasi-experimental research was to explore the influence of different working positions and multitasking scenarios on simulator sickness and performance in 3D Aerodrome Control Training. Method. Thirteen undergraduate students from a civil aviation school participated in a time-series experimental design. Nausea, disorientation and oculomotor disturbances were measured before and after conducting different multitasking scenarios in an aerodrome control simulator. A 20-item simulation performance scale was also used. Performance differences and the relationship between simulator sickness and performance were addressed through parametric tests. Results. Findings revealed that tower-ground positions created higher levels of nausea. Performance scores varied in different scenarios. Simulator sickness was higher in females. Total sickness correlated negatively with performance in all scenarios. Conclusion. Certain tasks have different influences on both simulator sickness and performance. Concurrent multitasking seems to trigger simulator sickness further. The degree of simulator adaptation, test anxiety and physiological measures of the process should be considered in further research.

Online Education: The How, Who, Where, and When

2017 ◽  
Vol 61 (1) ◽  
pp. 1237-1241 ◽  
Author(s):  
Nancy J. Stone
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Time Of Day ◽  
Private Space ◽  
Online Tutorial ◽  
The Subject ◽  
And Performance ◽  
The Impact ◽  
The Relationship ◽  
Critical Aspects

Undergraduate students completed an online tutorial to investigate the impact of the method of presentation on performance, the relationship between personality characteristics and performance, and where and when students complete the tutorial. Performance on the posttest was not significantly different whether students reviewed the animated video or recorded PowerPoint presentation, but performance improved in both conditions from the pretest scores. Contrary to expectation, personality was not related to performance on the posttest. Students generally completed the tutorial in a private space such as a bedroom or dorm room and there was no specific time of day when students were more likely to complete the tutorial. These data suggest that the method of presenting the tutorial might be less important than the use of elaborative inquiry to focus the students’ attention onto critical aspects of the material and to have students think critically about the subject matter. In addition, it is possible that the use of elaborative inquiry might reduce the relationship between personality and success in online learning.

scholarly journals The Use of Rubric: an Opportunity to Promote Thinking and Learning

Humaniora ◽  
2011 ◽  
Vol 2 (1) ◽  
pp. 445
Author(s):  
Agnes Herawati
Keyword(s):  
Undergraduate Students ◽  
Writing Assignments ◽  
Thinking Ability ◽  
And Performance ◽  
The Impact ◽  
The Relationship

Article discusses the ways in which students perceive and use rubrics to support learning in the classroom. To further examine the impact of rubrics on students learning, this study conducted how rubrics gave impact on students learning, as well as whether using rubrics influenced the thinking ability of the students. In this study, 34 undergraduate students were provided rubrics for each of the two writing assignments assigned during the semester. At the end of the second assignment, students were asked about the use of rubrics as well as the relationship between rubric and performance. The students said that using rubrics helped them focus their efforts, produce work on higher quality and get better marks 

Perceptual Strategies Used with Flow Diagrams Having Normal and Unanticipated Formats

1983 ◽  
Vol 57 (3) ◽  
pp. 751-762 ◽  
Author(s):  
William Winn
Keyword(s):  
Eye Movements ◽  
Time Scale ◽  
The Other ◽  
Specific Information ◽  
Successful Completion ◽  
Perceptual Strategy ◽  
Flow Diagrams ◽  
And Performance ◽  
The Relationship

12 adults sought specific information in one of two flow diagrams illustrating the evolution of the dinosaur. One diagram showed the animals evolving from left to right, with a time scale at the top of the page. The other was reversed so that the animals evolved right to left with the time scale at the bottom. Observations of subjects' eye movements over four exposures to the diagrams suggested that those seeing the second diagram quickly developed a “reversed diagram” schema, which improved the accuracy with which they found the information. The successful completion of a three-step perceptual strategy was not affected by the reversal of the diagram. However, the absence of an accurate diagram schema delayed the strategy and led to incorrect responses. These results clarify the relationship among anticipatory schemata, perceptual strategy, and performance when seeking information in diagrams.

scholarly journals Student Perception of Computer Based Testing in Kwara State Nigeria

2022 ◽  
Vol 17 (1) ◽  
pp. 0-0
Keyword(s):  
Undergraduate Students ◽  
Student Perception ◽  
Student Assessment ◽  
University Administrators ◽  
Testing Technique ◽  
Computer Based ◽  
Computer Based Testing ◽  
The Creation ◽  
And Performance ◽  
The Relationship

Computer Based Testing has become a prominent method in student assessment in Nigeria and student perception on this testing technique is paramount. This study examined the perception of undergraduate students towards computer based testing by comparing several modules studied by Undergraduate students in Nigeria which constitutes a major gap in literature. Results showed that majority of students preferred computer based testing to paper based testing but were not will to adopt this technique in all courses. Results further showed majority of students showed preference to paper based tests in Mathematics more than 50% of students had below average grades when the CBT technique was implemented. Similarly, students showed poor grades in Mathematics, Chemistry and Physics, results further showed the relationship between computer and anxiety and performance in in Mathematics .This study has implications for university administrators in the creation of policies for Computer based testing

scholarly journals The Relationship of Form and Performance in Façade Design

2015 ◽  
Author(s):  
Aaron Brakke ◽  
◽  
Rodrigo Velasco ◽  
Keyword(s):  
Undergraduate Students ◽  
Building Facade ◽  
And Performance ◽  
Relationship Of ◽  
The Relationship

The context of this paper is found in an environment that aims to better bridge the academy and practice. What the authors provide in the following pages is a reflection of how undergraduate students are being guided to better understand how an architect might interpret and design for particular geographic and climatic situations. This is accomplished through both traditional and digital techniques that first aim to provide the foundation necessary to first analyze the geometric considerations for the building facade.

scholarly journals Minimal Impact of Organic Chemistry Prerequisite on Student Performance in Introductory Biochemistry

2009 ◽  
Vol 8 (1) ◽  
pp. 44-54 ◽  
Author(s):  
Robin Wright ◽  
Sehoya Cotner ◽  
Amy Winkel
Keyword(s):  
Organic Chemistry ◽  
Student Performance ◽  
Curriculum Design ◽  
Positive Impact ◽  
Successful Completion ◽  
Minimal Impact ◽  
And Performance ◽  
Additional Support ◽  
Prerequisite Courses ◽  
The Relationship

Curriculum design assumes that successful completion of prerequisite courses will have a positive impact on student performance in courses that require the prerequisite. We recently had the opportunity to test this assumption concerning the relationship between completion of the organic chemistry prerequisite and performance in introductory biochemistry. We found no statistically significant differences between average biochemistry grades or grade distribution among students with or without the organic chemistry prerequisite. However, students who had not completed the organic chemistry prerequisite before biochemistry were more likely to withdraw from the course than those who had completed the prerequisite. In contrast to the lack of correlation between performance in biochemistry and completion of organic chemistry, we observed a strong, highly significant positive relationship between cumulative GPA and the biochemistry grade. Our data suggest that excluding students without organic chemistry would have less positive impact on student success in biochemistry than would providing additional support for all students who enroll in biochemistry with a cumulative GPA below 2.5.

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