Factors Influencing Learners' Cognitive and Affective Processes in Visual Learning

2018 ◽  
pp. 216-232 ◽  
Author(s):  
Robert Z. Zheng
Keyword(s):  
Cognitive Load ◽  
Visual Learning ◽  
Meaningful Learning ◽  
Cognitive Factors ◽  
Affective Factors ◽  
Factors Influencing ◽  
Affective Processes ◽  
Cognitive And Affective Factors

This chapter focuses on the cognitive and affective factors that may influence learners' performance in visual learning. Both cognitive and affective factors were identified with cognitive factors aiming to reduce cognitive load, making meaningful learning through schema connection and activation. The affective factors focused on meeting the psychological and self-fulfillment needs in visual learning. Discussions were made on the implications of the chapter in terms of supporting professionals and educators in their design of effective visual learning in education.

Discipline Specific Cognitive Factors that influence 9th Grade Students’ Performance in Chemistry

2021 ◽  
Author(s):  
Lina Zhang ◽  
Lei Wang ◽  
David Franklin Treagust
Keyword(s):  
Academic Performance ◽  
Knowledge Structure ◽  
Cognitive Factors ◽  
Affective Factors ◽  
9Th Grade ◽  
Cognitive And Affective Factors

Students’ academic performance in chemistry can be the result of a number of cognitive and affective factors. This study explored the influence of the discipline-specific cognitive factors of knowledge structure,...

Emotions and the tolerance of large carnivores: pumas in a crop-based landscape in Brazil

2021 ◽  
pp. 1-7
Author(s):  
Andrea Dechner
Keyword(s):  
Puma Concolor ◽  
Cognitive Model ◽  
Rural Landscape ◽  
Cognitive Factors ◽  
Integrative Model ◽  
Large Carnivores ◽  
Structured Interviews ◽  
Affective Factors ◽  
Cognitive And Affective Factors ◽  
Acceptance Model

Summary Understanding the factors that affect the tolerance of carnivores is critical for proposing strategies for their conservation. A widely known hazard-acceptance model for large carnivores proposes that, unlike cognitive factors, emotional (affective) factors are secondary drivers of tolerance towards these species. The main objective of this article is to compare the effect of affective and cognitive factors on the tolerance of pumas (Puma concolor), using 109 semi-structured interviews conducted in a rural landscape in the state of Bahia (Brazil). Through the use of cumulative link models I found that although the cognitive model explained a considerable amount of variability (gen. R2 = 0.38) in the tolerance of the species, the affective model explained a higher amount of variability (gen. R2 = 0.44). In addition, an integrative model containing cognitive and affective factors explained the highest amount of variability (gen. R2 = 0.51). Contrary to what has been believed for decades, humans may not process information regarding wildlife from a purely analytical viewpoint, and social-based strategies for carnivore conservation should benefit from integrative approaches that consider emotional responses to wildlife.

scholarly journals The More Insufficient, the More Avoidance? Cognitive and Affective Factors that Relates to Information Behaviours in Acute Risks

2021 ◽  
Vol 12 ◽  
Author(s):  
Shuguang Zhao ◽  
Yiming Liu
Keyword(s):  
Information Seeking ◽  
Online Survey ◽  
Linear Regression Analysis ◽  
Mainland China ◽  
Multiple Linear Regression Analysis ◽  
Perceived Severity ◽  
Affective Factors ◽  
Information Avoidance ◽  
Cognitive And Affective Factors ◽  
The Relationship

This study examines the relationship between cognitive and affective factors and people's information-seeking and -avoiding behaviours in acute risks with a 1,946-sample online survey conducted in February 2020, during the outbreak of the COVID-19 pandemic in mainland China. Multiple linear regression analysis showed that perceived information insufficiency correlates negatively with information-seeking behaviour and there was an inverted U-shaped relationship between information insufficiency and avoidance behaviour. As for the risk-related cognitive factors, information seeking increases as perceived severity of risks rises, while information avoiding increases as perceived susceptibility rises. Perceived response efficacy positively correlates with information-seeking and negatively with information-avoidance behaviours. Preliminary results also indicated that different affective factors relate to information-seeking and avoidance behaviours differently.

scholarly journals Speech Disfluency Made by Male and Female Learners at Kampung Inggris Semarang

2021 ◽  
Vol 1 (2) ◽  
pp. 42
Author(s):  
Dhanan Abimanto ◽  
Yayuk Hidayah ◽  
Lili Halimah ◽  
Umar Al Faruq A Hasyim
Keyword(s):  
English Learners ◽  
Cognitive Factors ◽  
Dominant Type ◽  
Male And Female ◽  
Affective Factors ◽  
Word Repetition ◽  
Normal People ◽  
False Start ◽  
The Difference ◽  
Speech Disfluency

In utterance, there must be some disfluency whether in normal people or in stutterer. Moreover, the disfluency would be different if it was categorized into two based on the gender. The researchers’ figures out the disfluency based on the gender, male and female. The article was to find out any types of disfluency that appear on the male and female speeches, to find the dominant type of disfluency occured in male and female speeches, the difference between male and female speeches, and the factors causing the disfluency made by male and female speeches.  The sample was 24 English learners at Kampung Inggris Semarang, 12 males and 12 females. In collecting the data the researchers used observation and interview. In analysing the data, the researchers used the theory from Clark and Wasow supported by Johnson and Bortfeld et.al. The result showed that nine types of disfluency occur in learners’ speech, i.e filler, silent pause, revision, incomplete phrase, broken word, repetition, grammatical disfluency, prolongation, and false start. The dominant disfluency occured in male and female speeches was filler. In the dominant disfluency, males produced more filers than females, whereas silent pause was more produced in female speeches. Besides, there was some factors causing disfluency made by male and female learners of Kampung Inggris Semarang, which were related to psychological factors. It included cognitive factors and affective factors. In total, male produced more disfluency than female. Besides that male learner made more factors which could affect the disfluency in their speeches than female learners, male learners were more likely not in mastering grammar and vocabularies and getting prepared in materials. Keywords: Speech Disfulency, Factors Speech Disfluency, Disfluency

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