The Role of Implicit and Explicit Feedback in Learning and the Implications for Distance Education Techniques

2014 ◽  
pp. 367-384
Author(s):  
Jurjen van der Helden ◽  
Harold Bekkering
Keyword(s):  
Distance Education ◽  
State Of The Art ◽  
Cognitive Factors ◽  
Cognitive Mechanisms ◽  
New Developments ◽  
Advantages And Disadvantages ◽  
Implicit And Explicit ◽  
Explicit Feedback

In this chapter, the authors review the cognitive scientific state-of-the-art relevant for Distance Education (DE) followed by an overview of how different aspects of Distance Education relate to such cognitive mechanisms. The goal is to list and categorize the cognitive advantages and disadvantages of DE and consider and discuss how cognitive factors can be negotiated in new developments in DE. The authors argue that modern DE provides excellent opportunities to supplement traditional DE by the providing of contingent feedback while meeting the learner's need to stay intrinsically motivated.

Expressive Minds and Artistic Creations

2018 ◽  
Keyword(s):  
Conceptual Blending ◽  
Cognitive Mechanisms ◽  
Multiple Perspectives ◽  
Cognitive Poetics ◽  
Research Papers ◽  
Multimodal Texts ◽  
New Developments ◽  
New Ideas ◽  
Research Findings

Expressive Minds and Artistic Creations: Studies in Cognitive Poetics presents multidisciplinary and interdisciplinary research papers describing new developments in the field of cognitive poetics. The chapters examine the complex connections between cognition and poetics with special attention given to how people both create and interpret novel artistic works in a variety of expressive media, including literature, music, art, and multimodal artifacts. The authors have diverse disciplinary backgrounds, but all of them embrace theories and research findings from multiple perspectives, such as linguistics, psychology, literary studies, music, art, neuroscience, and media studies. Several authors explicitly discuss empirical and theoretical challenges in doing interdisciplinary work, which many believe is essential to future progress in cognitive poetics. Scholars address many specific research questions in their chapters, such as, most notably, the role of embodiment and simulation in human imagination, the importance of conceptual metaphors and conceptual blending processes in the creation and interpretation of literature, and the function of multiperspectivity in poetic and multimodal texts. Several new ideas are also advanced in the volume regarding the cognitive mechanisms responsible for artistic creations and understandings. The volume overall offers an expanded view of cognitive poetics research that situates the study of expressive minds within a broader range of personal, social, cultural, and historical contexts. Among other leading researchers, contributors include world-famous scholars of psychology, linguistics, and literature—Raymond W. Gibbs, Jr., Zoltásn Kövecses, and Reuven Tsur—whose defining papers also survey the roles and significance of conceptual mechanisms in literature.

scholarly journals Cognitive inflexibility contributes to both externalising and internalising difficulties in ASD

2020 ◽  
Keyword(s):  
Autism Spectrum Disorder ◽  
Child Psychology ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Cognitive Factors ◽  
Cognitive Mechanisms ◽  
Cognitive Inflexibility ◽  
Externalising Symptoms

Children with autism spectrum disorder (ASD) commonly experience internalising and externalising symptoms, but the underlying cognitive mechanisms are unclear. In their latest study published in the Journal of Child Psychology and Psychiatry, Ann Ozsivadjian and colleagues examined the role of three cognitive factors that might contribute to these difficulties.

Property valuation in the UK

2018 ◽  
Vol 36 (4) ◽  
pp. 397-406 ◽  
Author(s):  
Nick French ◽  
Niall Sloane
Keyword(s):  
Content Type ◽  
Advantages And Disadvantages ◽  
Property Type ◽  
Valuation Task ◽  
Pros And Cons ◽  
The Uk ◽  
Implicit And Explicit ◽  
Two Sides ◽  
Practical Implications

Purpose The purpose of this paper is to comment upon the on-going debate about the preferred use of implicit models of valuation vs their explicit counterparts. The last few decades have seen changing complexities in UK leasing structures, and there is a suggestion that the implicit models are incapable of dealing with these complexities. This paper looks to address the issues and concerns with implicit models. Design/methodology/approach This education briefing is an overview of the pros and cons of both models and collates comments from industry to give an indication of the use of each model. Findings This paper analyses the appropriateness of implicit models of valuation and the areas in which they prove useful. Although the explicit models prove to be more useful in certain situations, the implicit models are also proved just as useful. The appropriate model needs to be used as appropriate to the property type. Practical implications Rather than seeing implicit and explicit models as “rivals”, they should be seen as two sides of the same coin. Both have advantages and disadvantages. The role of the valuer in practice is to choose the correct model for the valuation task in hand. Originality/value This is a review of existing models.

The Contributions of Audibility and Cognitive Factors to the Benefit Provided by Amplified Speech to Older Adults

2007 ◽  
Vol 18 (07) ◽  
pp. 590-603 ◽  
Author(s):  
Larry E. Humes
Keyword(s):  
Older Adults ◽  
Cognitive Factors ◽  
Speech Understanding ◽  
Indiana University ◽  
Sensation Level ◽  
Speech Stimuli ◽  
Advantages And Disadvantages ◽  
The Third ◽  
Basic Approaches

In this review of recent studies from our laboratory at Indiana University, it is argued that audibility is the primary contributor to the speech-understanding difficulties of older adults in unaided listening, but that other factors, especially cognitive factors, emerge when the role of audibility has been minimized. The advantages and disadvantages of three basic approaches used in our laboratory to minimize the role of audibility are examined. The first of these made use of clinical fits of personal amplification devices, but generally failed to make the aided speech stimuli sufficiently audible for the listeners. As a result, hearing loss remained the predominant predictor of performance. The second approach made use of raised and spectrally shaped stimuli with identical shaping applied for all listeners. The third approach used spectrally shaped speech that ensured audibility (at least 10 dB sensation level) of the stimuli up to at least 4000 Hz for each individual listener. With few exceptions, the importance of cognitive factors was revealed once the speech stimuli were made sufficiently audible. En esta revisión de estudios recientes de nuestro laboratorio en la Universidad de Indiana, se argumenta que la audibilidad es el factor primario que contribuye en las dificultades para el entendimiento del lenguaje en adultos mayores, bajo condiciones no amplificadas de escucha, pero que existen otros factores, especialmente cognitivos, que emergen cuando el papel de la audibilidad ha sido minimizado. Se examinan las ventajas y desventajas de los tres enfoques básicos utilizados en nuestro laboratorio para minimizar el papel de la audibilidad. El primero de estos hace uso de los ajustes clínicos en dispositivos personales de amplificación, pero que fallaron en convertir los estímulos amplificados de lenguaje en algo suficientemente audible para el sujeto. Como resultado, la hipoacusia continuó siendo el factor de predicción predominante en el desempeño. El segundo enfoque hizo uso de estímulos aumentados y moldeados espectralmente, con un moldeado idéntico para todos los sujetos. El tercer enfoque utilizó lenguaje moldeado espectralmente que aseguraba la audibilidad del estímulo (al menos a 10 dB de nivel de sensación) hasta al menos 4000 Hz para cada sujeto individual. Con pocas excepciones, la importancia de los factores cognitivos se reveló una vez que los estímulos de lenguaje habían sido hechos suficientemente audibles.

scholarly journals THE EFFECTS OF IMPLICIT AND EXPLICIT CLASSROOM FEEDBACK ON BILINGUAL SPEECH PRODUCTION

PROLÍNGUA ◽  
2021 ◽  
Vol 15 (2) ◽  
pp. 198-211
Author(s):  
Janaina Weissheimer ◽  
Vaneska Oliveira Caldas
Keyword(s):  
Control Group ◽  
Oral Production ◽  
Different Types ◽  
Grammatical Accuracy ◽  
Post Test ◽  
Lexical Density ◽  
Implicit And Explicit ◽  
Experimental Group ◽  
Explicit Feedback

Recent research on the role of classroom feedback has pointed out that learning is easier and quicker when students receive detailed feedback that tells them precisely what they have done wrong and what they should have done instead. Our study aimed to investigate how two different types of classroom feedback influence the development of bilingual oral production. Fifty-four English L2 learners were divided into an experimental group and a control group. Both groups were exposed to a two-month-hybrid experience for the development of oral production. The control group received implicit feedback based on the general content of their oral production. The experimental group received explicit feedback based on grammar, pointing out corrections in relation to the form of their oral production. Through a pre- and post-test, we verified whether the different types of feedback impacted the participants' oral production, in terms of grammatical accuracy, weighted lexical density and fluency. Results show that explicit feedback was more effective in improving learner´s L2 grammatical accuracy after the two months of intervention. However, there were no significant differences between the two types of feedback in relation to developing lexical density or fluency over time. 

Instrumental Assessment in Cleft Palate Care

2013 ◽  
Vol 23 (2) ◽  
pp. 49-61 ◽  
Author(s):  
Jamie Perry ◽  
Graham Schenck
Keyword(s):  
Cleft Palate ◽  
New Developments ◽  
Perceptual Evaluation ◽  
Advantages And Disadvantages ◽  
Instrumental Assessment ◽  
Speech Language Pathologist ◽  
Hypernasal Speech ◽  
Perceptual Assessment ◽  
Velopharyngeal Function ◽  
And Function

Despite advances in surgical management, it is estimated that 20–30% of children with repaired cleft palate will continue to have hypernasal speech and require a second surgery to create normal velopharyngeal function (Bricknell, McFadden, & Curran, 2002; Härtel, Karsten, & Gundlach, 1994; McWilliams, 1990). A qualitative perceptual assessment by a speech-language pathologist is considered the most important step of the evaluation for children with resonance disorders (Peterson-Falzone, Hardin-Jones, & Karnell, 2010). Direct and indirect instrumental analyses should be used to confirm or validate the perceptual evaluation of an experienced speech-language pathologist (Paal, Reulbach, Strobel-Schwarthoff, Nkenke, & Schuster, 2005). The purpose of this article is to provide an overview of current instrumental assessment methods used in cleft palate care. Both direct and indirect instrumental procedures will be reviewed with descriptions of the advantages and disadvantages of each. Lastly, new developments for evaluating velopharyngeal structures and function will be provided.

Prospective Memory Development Across the Lifespan

2020 ◽  
Vol 25 (3) ◽  
pp. 162-173 ◽  
Author(s):  
Sascha Zuber ◽  
Matthias Kliegel
Keyword(s):  
Prospective Memory ◽  
Healthy Aging ◽  
Present Model ◽  
Current Knowledge ◽  
Well Being ◽  
The Elderly ◽  
Cognitive Factors ◽  
Everyday Functioning ◽  
Integrative Framework

Abstract. Prospective Memory (PM; i.e., the ability to remember to perform planned tasks) represents a key proxy of healthy aging, as it relates to older adults’ everyday functioning, autonomy, and personal well-being. The current review illustrates how PM performance develops across the lifespan and how multiple cognitive and non-cognitive factors influence this trajectory. Further, a new, integrative framework is presented, detailing how those processes interplay in retrieving and executing delayed intentions. Specifically, while most previous models have focused on memory processes, the present model focuses on the role of executive functioning in PM and its development across the lifespan. Finally, a practical outlook is presented, suggesting how the current knowledge can be applied in geriatrics and geropsychology to promote healthy aging by maintaining prospective abilities in the elderly.

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