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Dupuy, Ludivine. "Pragmatic Abilities and Second Language Learning." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2133.
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L’objectif de ce travail de thèse était d’étudier les capacités pragmatiques universelles des adultes apprenant une langue seconde et l’impact de cet apprentissage sur la maîtrise de l’aspect communicatif du langage. Une première étude a montré la capacité des apprenants à produire des inférences scalaires, un cas prototypique d’enrichissement pragmatique d’une forme logique, mais pas d’impact de l’apprentissage des langues sur les capacités pragmatiques. Un effet lié à la nécessité d’utiliser deux langues a néanmoins été observé. Une seconde étude, sur les scalaires enchâssées, a montré que les capacités pragmatiques sont susceptibles d’être utilisées pour compenser un déficit linguistique. La troisième étude a montré l’impact du contexte discursif sur le taux de réponse pragmatique. Dans la quatrième étude, nous avons examiné une différence potentielle entre le français et l’anglais quant aux présuppositions implicitées. Ceci permettra ultérieurement de tester un transfert de la L1 vers la L2The aim of this PhD work was to assess the impact of language learning on the universal pragmatic competence of adult second language learners. A first study showed that L2 learners have the ability to derive scalar implicatures, a universal pragmatic phenomenon, in their second language but no impact of language learning on pragmatic abilities. An effect linked to the need to mobilize two languages was nonetheless observed. In another study, using embedded scalars, we investigated the possibility that language learners use their pragmatic knowledge to compensate a lower linguistic proficiency. The results suggest that learners can indeed rely on compensatory strategies. A third study has shown the impact of the discursive context on the rate of pragmatic answers. In the fourth study, we examined a potential difference between the French and English language regarding implicated presuppositions. This will allow conducting a study on negative transfer from the L1 to the L2
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Maung, Aung Soe Paing. "Hybrid knowledge-based support with learning abilities." Thesis, University of Macau, 1997. http://umaclib3.umac.mo/record=b1636984.
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Holdaway, Emma Lynn. "Mathematical Identities of Students with Mathematics Learning Dis/abilities." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8536.
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The majority of research on the mathematics teaching and learning of students with mathematics learning dis/abilities is not performed in the field of mathematics education, but in the field of special education. Due to this theoretical divide, students with mathematics learning dis/abilities are far more likely to be in classes that emphasize memorization, direct instruction, and the explicit teaching of rules and procedures. Additionally, students with mathematics learning dis/abilities are often seen as "unable" to succeed in school mathematics and are characterized by their academic difficulties and deficits. The negative assumptions, beliefs, and expectations resulting from ableistic practices in the education system color the interactions educators, parents, and other students have with students with mathematics learning dis/abilities. These interactions in turn influence how students with mathematics learning dis/abilities view and position themselves as learners and doers of mathematics. My study builds on the theoretical framework of positioning theory (Harré, 2012) in order to better understand the mathematical identities of students with mathematics learning dis/abilities. The results of my study show how these students use their prepositions and enduring positions to inform the in-the-moment positions they take on in the mathematics classroom.
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Rashid, N. Y. "Lateralization of topographical learning and other abilities in the chick." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384717.
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Golestani, Narly A. "Phonetic learning abilities : behavioral, neural functional, and neural anatomical correlates." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38196.
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The studies included in this thesis had as aim to elucidate how individual differences in phonetic learning abilities might be related to differences in more general, psychoacoustic learning abilities, and in how they might be related to differences in brain function and brain morphology.We tested and trained English speaking volunteers to perceive the Hindi dental-retroflex phonetic contrast. We found evidence suggesting that the ability to accurately perceive "difficult" non-native contrasts is not permanently lost during development. We also tested and trained subjects to perceive the difference between non-linguistic rapidly changing and steady-state tonal sounds, and found evidence supporting the hypothesis that successful phonetic learning is in part a function of a more general psychoacoustic ability to process rapidly changing sounds.
The aim of the second study was to determine how the pattern of brain activity may change as a result of training with non-native speech sounds, and in whether it is possible to differentiate "learners" from "non-learners" on the basis of neural activation patterns. Results of this functional magnetic resonance imaging (fMRI) investigation suggested that successful learning of a non-native contrast results in the recruitment of the same areas that are involved in the processing of native contrasts; but the degree of success in learning is accompanied by more efficient neural processing in classical frontal speech regions, while making greater processing demands in left parieto-temporal speech regions.
In the final study, we correlated phonetic learning measures with brain morphology throughout the whole brain volume. We found evidence for overall larger parietal volumes in the left relative to the right hemisphere, and for more white relative to gray matter in the left hemisphere in the learners and not in the nonlearners. This finding is consistent with findings by other investigators suggesting that left-hemispheric dominance for speech may be in part accounted for by hemispheric differences in white matter connectivity, which may allow faster intra- and inter-hemispheric neural transmission. This latter feature may be critical for the processing of consonant speech sounds, which depends on the ability to process sounds that change on the time scale of 30--50 milliseconds.
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Zens, Naomi Katharina. "Facilitating Word-Learning Abilities in Children with Specific Language Impairment." Thesis, University of Canterbury. Communication Disorders, 2009. http://hdl.handle.net/10092/2698.
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Children with Specific Language Impairment (SLI) often present with difficulties in learning new words compared to age-matched children with typical language development. These difficulties may affect the acquisition, storage, or retrieval of new words. Word-learning deficits impact on children’s vocabulary development and impede their language and literacy development. Findings from a wide range of studies investigating word-learning in children with SLI demonstrated that semantic and phonological knowledge are crucial to the word-learning process. However, intervention studies designed to improve the word-learning abilities in children with SLI are sparse. The experiments described in this thesis addressed this need to understand the effects of interventions on word-learning abilities. Further, the thesis describes the first investigation of word-learning abilities of New Zealand school-aged children with SLI. Specifically, the following three broad questions are asked: 1. What are the word-learning skills of New Zealand school-aged children with SLI compared to children with typical language development and which underlying language skills influence word-learning? 2. What are the immediate and longer term effects of phonological awareness and semantic intervention on word-learning and language skills in children with SLI? 3. What are the error patterns of children with SLI compared to children with typical language development when learning to produce new words and do these patterns change following phonological awareness and semantic intervention? The first experiment compared the word-learning abilities of 19 school-aged children with SLI (aged 6;2 to 8;3) to age-matched children with typical language development and revealed that children with SLI presented with significant difficulties to produce and to comprehend new words. After repeated exposure, children with SLI caught up to the performances of children with typical language development in learning to comprehend new words, but not on production of new words. Correlation analyses demonstrated that there were no correlations between the word-learning skills and other language measures for children with SLI, whereas the word-learning abilities of children with typical language development were correlated to their phonological awareness, semantic, and general language skills. In the second experiment, it was investigated whether there were also qualitative differences during word-learning between children with and without SLI additionally to the quantitative differences as revealed in the first experiment. Children’s erroneous responses during the word-learning tasks were categorised into phonological, semantic, substitution or random errors. A comparison of the children’s error patterns revealed that children with SLI presented with a different error pattern and made significantly more random errors than children with typical language development. However, after repeated exposure, children with SLI demonstrated a similar error pattern as children without SLI. Furthermore, it was examined whether a specific combination of phonological and semantic cues facilitated children’s learning of new words or whether there were word-specific features that facilitated children’s word-learning. No facilitative word-specific features could be identified. Analysis revealed that there were no significant effects of cueing on learning new words, but specific patterns could be derived for children with SLI. Children with SLI learned to comprehend more words that were presented with two semantic cues or one phonological and one semantic cue and learned to produce more words that were presented with two phonological cues. In the third experiment, the effectiveness of a combined phonological awareness and semantic intervention to advance children’s word-learning abilities was examined. Nineteen children with SLI (same participants as in experiment 1) participated in this intervention study that implemented an alternating treatment group design with random assignment of the participants. Children in group A received phonological awareness intervention followed by semantic intervention, whereas children in group B received the same interventions in the reverse order. Children’s word-learning abilities were assessed at pre-test, prior to the intervention, at mid-test after intervention phase 1, and at post-test, immediately following the completion of the second intervention phase. Each intervention itself was effective in significantly improving children’s fast mapping skills, however, gains in children’s word-learning abilities were only found for children in group A for production of new words. Extending the findings of the intervention effectiveness of phonological awareness and semantic intervention on word-learning as reported in experiment 3, it was investigated in experiment 4, whether the implemented intervention additionally influenced the error patterns of children with SLI. The erroneous responses of children with SLI on all word-learning probes at pre-, mid-, and post-test were categorised into the same error groups as described in the second experiment (semantic, phonological, substitution, and random errors). The error analyses revealed that children’s error profiles changed during the course of intervention and treatment specific effects on children’s erroneous responses were found. Post-intervention, children who received phonological awareness followed by semantic intervention displayed the same error patterns as children with typical language development, whereas children who received the same interventions in the reverse order maintained the same error pattern as displayed at pre-test. The final experiment examined the longer-term effects of the combined phonological awareness and semantic intervention reported in experiment 3 on the language and literacy development of children with SLI. Eighteen of the 19 children with SLI, who received the intervention reported in experiment 3, were available for re-assessment 6 months after the completion of the intervention. The children (aged 7;1 to 9;2 years) were re-assessed on a range of standardised and experimental measures. Data analysis revealed that 6 months post-intervention, all children were able to maintain their gains in phonological awareness, semantic, and decoding skills as displayed immediately after the intervention. Children’s general language and reading skills significantly improved following the intervention; however, children who received phonological awareness intervention followed by semantic intervention displayed significantly better reading outcomes than the children who received the same interventions in the reverse order. This thesis revealed that a combination of phonological awareness and semantic intervention can enhance the word-learning abilities of children with SLI. The combined intervention approach was also effective in additionally improving children’s general language skills and the reading of single non-words and real words, as well as connected text. The immediate and longer-term intervention effects provide evidence that advancing the semantic and phonological awareness skills is an effective intervention approach to support children with SLI in their word-learning and to furthermore promote their language and literacy development. However, the order of the implemented interventions played a significant role: Children in the current study profited most when they received phonological awareness intervention first, followed by semantic intervention.
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Yannuar, Nurenzia. "Exploring Learners' Autonomous Abilities in Blogs Designed for Independent Learning." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275668497.
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Gaines, David Alexander. "INVESTIGATIONS INTO THE COGNITIVE ABILITIES OF ALTERNATE LEARNING CLASSIFIER SYSTEM ARCHITECTURES." UKnowledge, 2006. http://uknowledge.uky.edu/gradschool_diss/250.
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The Learning Classifier System (LCS) and its descendant, XCS, are promising paradigms for machine learning design and implementation. Whereas LCS allows classifier payoff predictions to guide system performance, XCS focuses on payoff-prediction accuracy instead, allowing it to evolve "optimal" classifier sets in particular applications requiring rational thought. This research examines LCS and XCS performance in artificial situations with broad social/commercial parallels, created using the non-Markov Iterated Prisoner's Dilemma (IPD) game-playing scenario, where the setting is sometimes asymmetric and where irrationality sometimes pays. This research systematically perturbs a "conventional" IPD-playing LCS-based agent until it results in a full-fledged XCS-based agent, contrasting the simulated behavior of each LCS variant in terms of a number of performance measures. The intent is to examine the XCS paradigm to understand how it better copes with a given situation (if it does) than the LCS perturbations studied.Experiment results indicate that the majority of the architectural differences do have a significant effect on the agents' performance with respect to the performance measures used in this research. The results of these competitions indicate that while each architectural difference significantly affected its agent's performance, no single architectural difference could be credited as causing XCS's demonstrated superiority in evolving optimal populations. Instead, the data suggests that XCS's ability to evolve optimal populations in the multiplexer and IPD problem domains result from the combined and synergistic effects of multiple architectural differences.In addition, it is demonstrated that XCS is able to reliably evolve the Optimal Population [O] against the TFT opponent. This result supports Kovacs' Optimality Hypothesis in the IPD environment and is significant because it is the first demonstrated occurrence of this ability in an environment other than the multiplexer and Woods problem domains.It is therefore apparent that while XCS performs better than its LCS-based counterparts, its demonstrated superiority may not be attributed to a single architectural characteristic. Instead, XCS's ability to evolve optimal classifier populations in the multiplexer problem domain and in the IPD problem domain studied in this research results from the combined and synergistic effects of multiple architectural differences.
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Flatt, Crystal Adonna Lee. "The Effect on Learning of Geographic Instruction Designed for Students' Verbal and Spatial Abilities." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331196/.
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The purpose of this study was to compare student scores on geographic skills in the experimental group with student scores on geographic skills in the control group after adjustment was made in teaching methods and learning materials for verbal and spatial ability for students in the experimental group. Hypotheses tested at the .05 level were as follows. 1. Females would score higher than males on a criterion measure of verbal ability. 2. Males would score higher than females on a criterion measure of spatial ability. 3. Experimental/verbal students would score higher on a geography skills posttest. 4. Experimental/spatial students would score higher on a geography skills posttest. 5. The experimental group would score higher than the control group on a geography skills posttest. The sample was 150 high school United States History students in a medium-sized North Texas school district. Analysis of covariance was used to analyze results of the study of six classes after fifteen days of instruction in physical geography concepts. Experimental classes received geographic instruction directed to verbal and spatial abilities; control group classes received traditional geographic instruction which utilized textbook, lecture, and whole-group instruction. Three high schools participated in the study. Conclusions were that males and females did not differ significantly on verbal and spatial abilities. Values between pretest and posttest for both experimental and control groups were significant, but when adjusted for the covariates of verbal and spatial ability, control/verbal learners' posttest scores were significantly higher than experimental/verbal learners' posttest scores. Spatial/ experimental learners' posttest scores and spatial/control learners' posttest scores were compared, and the result was no significant difference when cell means were adjusted for the higher spatial/experimental learners' spatial ability. The practice of teaching geography through the use of textbook and whole-group instruction resulted in larger learning gains than the practice of using different materials directed toward different learning styles within the same classroom and with no textbook.
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Hodgson, Zoe G. "The role of steroid hormones in avian spatial learning and memory abilities." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/14082.
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I used the great tit (Parus major) and zebra finch (Taeniopygia guttata) as model species to determine whether steroid hormones have effects on avian spatial learning and memory. To address this I took a four-pronged approach: First, as spatial ability is to some extent reliant on appropriate cue use, I examined cue preference in the great tit. In a one-trial associative memory task birds were trained to a compound stimulus where both colour and location cues could be used to locate a reward. By dissociating the cues on probe trials I was able to determine which cues were controlling the birds’ food-finding behaviour. The overall distribution of choices was significantly different from random but did not differ between the sexes. Both sexes exhibited a preference for the location cue over the colour cue. Second, I exploited the existence of a well-characterised memory task that tests spatial and non-spatial memory. This was an operant conditioning delayed-non-matching-to-sample spatial memory task, presented on computer-controlled touch screen. I tested for sex differnces in performance in birds maintained under a breeding season (i.e. long-day) photoperiod. No sex differences in ability to perform either the spatial or visual memory task were found. Third, I used a non-invasive technique (oral administration) to manipulate hormone levels (testosterone (T), 5α-dihydrotesterone and oestradiol, the latter two being T metabolites) and determined their effect on learning and memory. Although T improved spatial learning and memory abilities in females in Experiment 1, no treatment effects were found in males or in Experiment 2. However, T increased response latencies (time taken to peck a touch screen image) in both sexes, suggesting a beneficial role of T on memory retention. My fourth approach was to use zebra finches selectively bred for differing peak (stress-induced) CORT levels to determine whether CORT affected avian spatial memory in a similar way to that seen in mammals.
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Grob, Karl. "Cognitive abilities, motives, learning strategies and social interactions as components of long-term-learning in basic electricity." Universität Potsdam, 1994. http://opus.kobv.de/ubp/volltexte/2005/449/.
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Wilson, Ronald Graham. "Gender differences in intelligence, personality and primary mental abilities among Irish children." Thesis, University of Ulster, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292806.
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Dahlberg, Andreas. "Imitation PedagogyDeveloping Argumentative Abilities in Swedish Upper-Secondary School." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-76658.
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This essay presents an interventional field study that aims to refine practice in the English classroom in Swedish upper-secondary school by implementing imitation pedagogy. Imitation pedagogy is essentially learning to analyze and imitate texts’ internal structure for developing one’s own production. The focus on my first research question was on examining if imitation pedagogy with political mentor texts develop students’ language awareness, language control, and argumentative abilities in reading and writing. My second research question was focused on investigating if political mentor texts could be used to prepare students for future participation in civic discussions and debates. My initial hypothesis was that mentor texts with political topics in imitation pedagogy could be used to develop students’ argumentative abilities; the learners could through this pedagogy be taught to recognize linguistic features in political texts that aim to persuade audiences, and the learners could learn to imitate these mentor texts to produce own successful argumentative writing. To answer my research questions and to see if my hypothesis was accurate, I conducted an interventional field study that followed a lesson study model. The findings from my study indicate that imitation pedagogy does develop and enhance learners’ language awareness, argumentative abilities, and ability to provide stronger contributions to discussions in different social and democratic contexts. Imitation pedagogy enhances the learners’ confidence and improve their writing capabilities, specifically the ability to compose stronger argumentations in writing in different situations varying from smaller everyday issues to larger societal and political issues. Moreover, imitation pedagogy promotes the development of language control and critical language awareness. The learners practiced writing in new patterns, which forced the students to use their linguistic knowledge to produce sentences with language accuracy, fluency, and coherency. In addition, the students learned in this interventional study to recognize different linguistic and grammatical features that can add power to written compositions in different social and democratic contexts. By being able to recognize these features, the learners can be more aware of manipulative language in political texts and more effectively counter them.
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Sims-Cutler, Kristin. "The General Abilities Index as a Third Method of Diagnosing Specific Learning Disabilities." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687595.
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Many studies have investigated problems with the ability achievement discrepancy (AAD) method of diagnosing specific learning disabilities (SLDs). The definition of an SLD includes the presence of a deficit in one or more cognitive processing systems. Researchers in other studies found that the AAD method overdiagnoses English language learners and students from low socioeconomic backgrounds, and underdiagnoses students with cognitive processing deficits. Although SLD diagnostic methods have been widely researched, much less information is available regarding SLD diagnostic methods that predict important student outcomes, such as high school completion. The General Abilities Index (GAI) is an SLD diagnostic method that can identify cognitive processing deficits. This study examined the relationships between cognitive processing deficits and the GAI method, high school completion status, performance on state standards assessments, and SLD eligibility. Using a multivariate, nonexperimental design, this study analyzed 149 datasets from records of students tested for an SLD between 1996 to 2013. A GLM analysis found that several types of cognitive processing deficits predicted math and writing performance on the state standards assessment and predicted not being diagnosed with an SLD, while the GAI method failed to predict any relationship with the dependent variables. Positive social changes from this study may include improved SLD diagnostic practices and improved educational interventions that target the cognitive processing deficits. Improved educational outcomes for SLD persons may reduce the high rates of unemployment, substance abuse, and incarceration experienced by the adult SLD population.
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Jiang, Qianhong. "Development of metalinguistic abilities : young learners learning a foreign language by using poetry." Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20079/document.
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La thèse actuelle propose un modèle interactif de capacité métalinguistique, de poésie et d'apprentissage des langues étrangères. Elle vise à examiner l'influence du cours d'anglais langue étrangère basé sur la poésie sur la capacité métaphonologique des élèves, et à explorer des relations entre leur capacité métaphonologique et les facteurs d'apprentissage tels que la pédagogie des enseignants, les stratégies d'apprentissage des langues des apprenants, l'exposition linguistique à l’anglais en dehors de la classe et les commentaires des élèves sur le cours d’anglais auquel on a intégré de la poésie. Deux études de cas visent à enquêter sur le développement de la capacité métaphonologique des élèves dans le cours d’anglais avec poésie, ainsi que les relations mentionnées ci-dessus. Une combinaison de méthodes quantitatives et de méthodes qualitatives est utilisée dans cette thèse. Les résultats de la quasi-expérience indiquent que la classe d'anglais prenant appui sur la poésie facilite le développement de la capacité métaphonologique des élèves dans une certaine mesure. La théorie de Bialystok (2001, 2012), la « noticing hypothesis » de Schmidt (Schmidt, 2010) et la poétique cognitive de Tsur (2008) sont utilisées pour analyser et expliquer les résultats des tests de capacité métaphonologiqueThe present study proposes an interactive model of metalinguistic awareness, poetry and foreign language learning. It aims at examining the influence from poetry-embedded class of English as a foreign language on pupils’ phonological awareness, with considering the relations between their phonological awareness and the factors in ecological learning environment that includes teacher’s instruction, learners’ language learning strategies, linguistic exposure to English that learners receive outside of classroom, and pupils’ feedback on the poetry sequence. Two case studies are conducted to probe into the development of pupils’ phonological awareness in the context of poetry-embedment English class, as well as the relations mentioned above. A combination of quantitative methods and qualitative methods are employed in the current study. The results of quasi-experiment of phonological awareness indicate poetry-embedment English class globally facilitates the development of pupils’ phonological awareness to some extent. Bialystok’s theory (2001, 2012) Schmidt’s noticing hypothesis (Schmidt,2010), and Tsur’s cognitive poetics (2008) are employed to interpret the results of phonological awareness tests
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Sims-Cutler, Kristin M. "The General Abilities Index as a Third Method of Diagnosing Specific Learning Disabilities." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/403.
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Many studies have investigated problems with the ability achievement discrepancy (AAD) method of diagnosing specific learning disabilities (SLDs). The definition of an SLD includes the presence of a deficit in one or more cognitive processing systems. Researchers in other studies found that the AAD method overdiagnoses English language learners and students from low socioeconomic backgrounds, and underdiagnoses students with cognitive processing deficits. Although SLD diagnostic methods have been widely researched, much less information is available regarding SLD diagnostic methods that predict important student outcomes, such as high school completion. The General Abilities Index (GAI) is an SLD diagnostic method that can identify cognitive processing deficits. This study examined the relationships between cognitive processing deficits and the GAI method, high school completion status, performance on state standards assessments, and SLD eligibility. Using a multivariate, nonexperimental design, this study analyzed 149 datasets from records of students tested for an SLD between 1996 to 2013. A GLM analysis found that several types of cognitive processing deficits predicted math and writing performance on the state standards assessment and predicted not being diagnosed with an SLD, while the GAI method failed to predict any relationship with the dependent variables. Positive social changes from this study may include improved SLD diagnostic practices and improved educational interventions that target the cognitive processing deficits. Improved educational outcomes for SLD persons may reduce the high rates of unemployment, substance abuse, and incarceration experienced by the adult SLD population.
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Mason, Elizabeth M. "Factor structure differences in cognitive abilities of LD and EH children." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514851.
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Previous empirical studies have been inconsistent in the identification of cognitive differences between LD and EH children on psychoeducational assessment batteries. Furthermore, studies using multivariate procedures such as discriminant analysis have failed to verify the basic underlying assumption of homogeneity of variance-covariance matrices of the groups. Homogeneity of covariance can be assessed by comparing factor structures of the two groups.The purpose of this study was to investigate the cognitive differences between LD and EH children on a psychoeducational assessment battery Including the WISC-R, WRAT, PIAT, PPVT, and DVMI, typically used to identify the two exceptionalities. Differences In factor structures were investigated in an effort to clarify group differences in cognitive functioning, and to investigate the utility of multivariate analyses such as discriminant analysis with these two groups of children.The subjects were 1165 public school children, aged 6 to 16, referred for assessment and subsequently classified and served in special LD and EH programs. Four and five factor solutions were compared using the congruence coefficient to determine statistical similarities. The first three factors of each solution, Verbal Concepts, Verbal Achievement, and Visual Perceptual Reasoning, were found to be statistically similar in construct and interpretation. These results suggest that If the use of multivariate procedures in studying LD and EH group differences is limited to cognitive performance in the areas of verbal concepts, reading and spelling achievement, and visual perceptual reasoning skills, the results can be accepted as valid. The discriminant analysis would not likely be violating the homogeneity assumption.Differences were found in factor structures Involving the order of the factors extracted in terms of importance In explaining variance. Also, statistically significant differences were found between the factors Involving Math, Visual Motor, and Sequential skills, suggesting that multivariate analyses using these factors would likely violate the homogeneity assumption.Results indicate the presence of heterogeneity in the matrices of LD and EH children, and suggest caution in the interpretation of multivariate statistical analyses with these children. Violation of the assumption of homogeneity can invalidate statistical findings and their application to the study of group differences.
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DeWiele, Lorraine. "Evaluation of a self-instructional manual for the Assessment of Basic Learning Abilities test." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/NQ41605.pdf.
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Slijepcevic, Nedim. "The Effect of Augmented Reality Treatment on Learning, Cognitive Load, and Spatial Visualization Abilities." UKnowledge, 2013. http://uknowledge.uky.edu/edc_etds/4.
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This study investigated the effects of Augmented Reality (AR) on learning, cognitive load and spatial abilities. More specifically, it measured learning gains, perceived cognitive load, and the role spatial abilities play with students engaged in an astronomy lesson about lunar phases. Research participants were 182 students from a public university in southeastern United States, and were recruited from psychology research pool. Participants were randomly assigned to two groups: (a) Augmented Reality and Text Astronomy Treatment (ARTAT); and (b) Images and Text Astronomy Treatment (ITAT). Upon entering the experimental classroom, participants were given (a) Paper Folding Test to measure their spatial abilities; (b) the Lunar Phases Concept Inventory (LPCI) pre-test; (c) lesson on Lunar Phases; (d) NASA-TLX to measure participants’ cognitive load; and (e) LPCI post-test. Statistical analysis found (a) no statistical difference for learning gains between the ARTAT and ITAT groups; (b) statistically significant difference for cognitive load; and (c) no significant difference for spatial abilities scores.
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Von, Wittgenstein Holly E. "Relationships between above-average preschool children’s transfer in classification learning and their cognitive abilities." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25527.
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The relationship between a preschool child's level of intelligence, as measured by the Stanford-Binet Intelligence Test (Form L-M), and his ability to perform classification tasks is investigated. The child's ability to generalize or to spontaneously apply previously learned concepts to similar but not identical tasks is assessed. The sample is composed of 43 three and four year old children who range from average to superior intelligence. It was originally hypothesized that those children having superior I.Q. scores would spontaneously apply learned concepts to new situations with or without the aid of prompting. Those children having the lower I.Q. scores were expected to require prompting before learned concepts would be applied in novel situations. The results were not completely as predicted. While the four year old groups generally followed the predicted pattern, the three year old groups showed some variation from the pattern predicted. The higher I.Q. three-year-olds made strong gains when prompted, whereas the lower I.Q. level group exhibited only losses when prompted. With the four-year-olds, there was little difference between the prompted and the non-prompted higher I.Q. group, whereas the lower I.Q. group receiving prompting did as well as or better than the non-prompted group. In either instance, age was found to be a major limiting factor. While not allowing for a parsimonious interpretation the results do indicate the usefulness of two hypotheses, spontaneity and optimal use, in accounting for differences in the transfer abilities of the preschool children.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Micklewright, Jackie L. "Verbal learning and memory abilities in children with brain tumors the role of the third ventricle region /." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-11172005-133342/.
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Thesis (M.A.)--Georgia State University, 2005.Title from title screen. Tricia Z. King, committee chair; Robin Morris, Mary Morris, committee members. Electronic text (102 p. : col. ill.) : digital, PDF file. Description based on contents viewed July 17, 2007. Includes bibliographical references (p. 91-102).
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GLIDER, PEGGY. "THE EMERGENCE OF CHILDREN'S SPATIAL ABILITIES: A QUESTION OF GEOMETRIC PRECISION." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183953.
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This research investigated the precision with which spatial information can be maintained in memory and reproduced as well as factors which may effect these emerging abilities. To study this, ten males and ten females in each of first, third, fifth, and seventh grades participated in three drawing tasks under two conditions (match and recall). The tasks involved the presentation of a 4" straight line or a 2" x 2" right angle drawn on an 8" white disc. Subjects were asked to draw a line exactly the same size and in the same place (static), after an imagined rotation, or after an imagined bending or unbending of the line (transformation) on an 1" white disc. Several mixed design analyses of variance with repeated measures on the task variables were run. First graders made significantly more errors than all other subjects. Third and fifth graders differed little and both performed significantly less accurately than seventh graders. Performance on the rotation task and the transformation task did not differ significantly with performance on both yielding more error than performance on the static task. The match condition generally proved easier than the recall condition, straight lines led to less error than bent lines, and orientation information was more accurately preserved than metric information. The requirements of the task, i.e., no change, change in position, or a change in form, interacted with both the stimulus type and the type of information preserved. Grade level also interacted significantly with task and stimulus type. When determining how spatial abilities emerge and the accuracy with which spatial information can be dealt, task demands, stimulus characteristics, and type of information being measured must be considered along with the developmental changes.
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Mtonjeni, Mlamli Christopher. "An investigation into teachers’ abilities to engage parents of learners to assist their children with learning difficulties." University of Western Cape, 2020. http://hdl.handle.net/11394/8056.
Full textAbstract:
Magister Artium (Child and Family Studies) - MA(CFS)Parental involvement in the process of implementing inclusive education is one of the major considerations for ensuring support, especially to learners with learning difficulties. The involvement of parents in their children’s education has been found to have a positive contribution and results in good learning outcomes. In the South African context, the Education White Paper 6 (EWP 6) and the policy on Screening, Identification, Assessment and Support (SIAS) emphasizes the importance of the role of parents in the process of implementing inclusive education. This study aimed to explore the ability of teachers to engage parents to assist their children with learning difficulties. A qualitative research method with a phenomenological research design was deemed suitable for the nature of this study with Bronfenbrenner’s bio-ecological systems theory as a theoretical lens to underpin this study.
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Schneider, Judith K. (Judith Kahan). "A Study of the Relationship of Selected Variables to Reading Achievement in a Computer-Assisted Instructional Setting." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331987/.
Full textAbstract:
The focus of this study was to determine the unique contribution of I.Q., gender, instructional organization, time on the computer, classroom instructional time, ethnicity and total instructional time to the predictability of achievement gain in a computer-assisted instructional setting in reading. The sample consisted of 2,000 students in grades three and five from a large suburban school district in the Dallas - Fort Worth area. The students were given the Iowa Test of Basic Skills to determine reading achievement gains and the Cognitive Abilities Test to determine I.Q. levels. The study was conducted over a five month period during the 1984 - 1985 school year. Using multiple regression, the data were analyzed.
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Landa, Katrina G. "Effects of Repeated Readings on Reading Abilities of English Language Learners with Specific Learning Disabilities." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/82.
Full textAbstract:
This study investigated the effects of repeated readings on the reading abilities of 4, third-, fourth-, and fifth-grade English language learners (ELLs) with specific learning disabilities (SLD). A multiple baseline probe design across subjects was used to explore the effects of repeated readings on four dependent variables: reading fluency (words read correctly per minute; wpm), number of errors per minute (epm), types of errors per minute, and answer to literal comprehension questions. Data were collected and analyzed during baseline, intervention, generalization probes, and maintenance probes. Throughout the baseline and intervention phases, participants read a passage aloud and received error correction feedback. During baseline, this was followed by fluency and literal comprehension question assessments. During intervention, this was followed by two oral repeated readings of the passage. Then the fluency and literal comprehension question assessments were administered. Generalization probes followed approximately 25% of all sessions and consisted of a single reading of a new passage at the same readability level. Maintenance sessions occurred 2-, 4-, and 6-weeks after the intervention ended. The results of this study indicated that repeated readings had a positive effect on the reading abilities of ELLs with SLD. Participants read more wpm, made fewer epm, and answered more literal comprehension questions correctly. Additionally, on average, generalization scores were higher in intervention than in baseline. Maintenance scores were varied when compared to the last day of intervention, however, with the exception of the number of hesitations committed per minute maintenance scores were higher than baseline means. This study demonstrated that repeated readings improved the reading abilities of ELLs with SLD and that gains were generalized to untaught passages. Maintenance probes 2-, 4-, and 6- weeks following intervention indicated that mean reading fluency, errors per minute, and correct answers to literal comprehensive questions remained above baseline levels. Future research should investigate the use of repeated readings in ELLs with SLD at various stages of reading acquisition. Further, future investigations may examine how repeated readings can be integrated into classroom instruction and assessments.
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Cooper, Davis Pamela, and n/a. "Exploration of the Structure-of-Intellect - Learning Abilities Test in the context of learning difficulties in a rural area of NSW." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060704.123527.
Full textAbstract:
The Structure-of-Intellect - Learning Abilities Test (SOI-LA) (Meeker, 1975) has
an enthusiastic following in the USA, but is little-known in Australia.
It is based on the Structure-of-Intellect model of J P Guilford, and through a
series of up to 26 subtests, purports to identify 14 general learning abilities.
Forms are designed to cater for students from Kindergarten to adult.
In NSW, classroom teachers can have support for students with learning
difficulties through the Support Teacher program; this support often falls far
short of need, as there is a paucity of time and material resources.
There is a need for a tool which can identify areas of both strength and weakness
efficiently and suggest effective strategies to cater for the identified
weaknesses; the Meeker paradigm is purported to address this need with a
diagnostic approach which identifies learning disabilities which underlie and
serve to maintain school-based learning difficulties, and prescribes materials and
approaches for remediation.
This study explores the first part of the Meeker paradigm, the diagnostic approach
of the Structure-of-Intellect - Learning Abilities Test. This exploration is
undertaken in the context of four rural Support Teachers and their student with
learning difficulties from Grades 2-6. Rather than consider questions of the
Test's validity, this study was designed to explore the Test's utility in the
Support Teacher context, by giving the Support Teachers a working knowledge of the
concepts of SOI-LA, and to compare the application of their knowledge with the
information about their students' learning disabilities from the Test results.
Problems are evident with the Support Teachers' knowledge and understanding of
their students' disabilities; whist they felt comfortable about the approach
which the Test takes, they felt they did not know their students well enough to
make informed judgements about their disabilities. It was apparent from the study
that the Support Teachers' understanding of the concepts of the Test was
comparatively superficial, despite their impression that they did understand well.
Several difficulties with the instrument itself are highlighted by this study; the
assumptions underlying the derivation of the general ability scores are
questioned, and the suitability of Test Forms for a learning disabled population
of this age is open to criticism.
The Structure-of-Intellect - Learning Abilities Test may have utility as an
instrument for gaining information about a student's disability on an individual
basis, and may be best in the hands of the School Counsellor.
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Boese, Nancy M. "The effects of bilingualism on adult multitasking abilities the myth and merit of "brain boosting" /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008boesen.pdf.
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Ramey, James M. "Differences in Statistical Reasoning Abilities through Behavioral-Cognitive Combinations of Videos and Formative Assessments in Undergraduate Statistics Courses." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2494.
Full textAbstract:
This study evaluated whether significant differences in statistical reasoning abilities exist for completers of short online instructional videos and formative quizzes for students in undergraduate introductory statistics courses. Data for the study were gathered during the Fall 2013 semester at a community college in Northeast Tennessee.
Computer-based pedagogical tools can promote improved conceptual reasoning ability (Trumpower & Sarwar, 2010; Van der Merwe, 2012). Additionally, prior research demonstrated a significant relationship between formative quiz access and student achievement (Stull, Majerich, Bernacki, Varnum, & Ducette, 2011; Wilson, Boyd, Chen, & Jamal, 2011), as well as multimedia object access and student achievement (Bliwise, 2005; Miller, 2013). Four research questions were used to guide the study. A series of analysis of variance (ANOVA) statistical procedures was used to analyze the data.
Findings indicated no significant differences in statistical reasoning abilities between students who were provided access to supplemental online instructional videos and formative quizzes and students who were not provided access. Moreover, statistical reasoning abilities did not differ significantly based upon number of quizzes successfully completed, average number of quiz attempts, or number of videos accessed.
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Ortega, Duran Mireia. "Crosslinguistic influence in L2 English oral production: the effects of cognitive language learning abilities and input." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/401091.
Full textAbstract:
The study of crosslinguistic influence (CLI), a phenomenon that emerges due to the interaction of different languages in the learners’ mind, has attracted the attention of SLA researchers since the emergence of the field. It is nowadays clear that learners rely on their previously acquired languages when acquiring and when attempting communication using the target language. However, the extent to which previously acquired knowledge percolates into the language being acquired might depend on varied factors, which have been a fundamental concern in CLI research. A great amount of research in the last decades has focused on the study of the factors of language typology, recency of use, L2 status and proficiency (e.g. Ringbom, 1987, 2001, 2005; Cenoz, 1997, 2001; Williams & Hammarberg, 1998; Jarvis, 2001; De Angelis & Selinker, 2001; Hammarberg, 2001; Odlin & Jarvis, 2004; Navés et al 2005; Sánchez, 2011). Other variables, such as input and cognitive language learning abilities, which might also be relevant in the appearance of CLI, are under-researched.
The purpose of the present study is, therefore, to contribute to the discussion about the factors that promote or prevent CLI. More precisely, it aims at exploring the role that the factors cognitive language learning abilities and amount and type of input have on the appearance of both lexical and grammatical CLI by analysing 107 Catalan/Spanish learners of EFL. On the one hand, the variable cognitive language learning ability considers the learners’ WMC, attention span, language aptitude as measured by the Llama F test (Meara, 2005b), as well as their lexical access. On the other hand, the variable amount and type of input considers the learners’ length of language exposure, measured in relation to number of hours of instruction, exposure in naturalistic settings through SA programmes, and cumulative hours of contact outside the classroom. Lexical and grammatical CLI occurrences were identified from an oral task (a film retelling), and they were further classified according to their type. Following Jarvis (2009), lexical CLI occurrences were classified into lexemic and lemmatic. Moreover, three cases of grammatical CLI –i.e. null subjects, word order and use of articles- were considered in the present study.
The analysis of the data revealed that CLI can occur at advanced stages of proficiency. However, the learners’ level of proficiency is indeed an important factor to take into consideration, as it appeared to significantly influence the appearance of transferred items in the data. Regarding the effects of cognitive language learning abilities and input on the occurrence of CLI, the former did not appear to affect CLI much as compared to the latter. The analysis only showed one statistically significant correlation between language switches and the lexical access factor.
Input, on the other hand, seems to explain CLI occurrence to a greater extent, as several statistically significant correlations were obtained in the quantitative analysis of the data. From the input indexes used, the one that had a major effect was ‘time spent abroad’, since it correlated with the total amount of CLI, the amount of lexical CLI, especially the lemmatic type, language switches and transfer of word order. Additionally, instruction in a classroom setting seemed to have an influence on the amount of lexemic CLI and subcategorization CLI (the type that involves choice of the wrong complement), and cumulative hours of contact with English on the number of semantic extensions produced by the learners.
Finally, the analysis of the interaction of cognitive language learning abilities and input revealed that those learners with high WM and high input produced fewer cases of CLI than those with low WM and low input. However, no statistically significant differences were found among the other groups.L’estudi de la influència interlingüística ha atret l’atenció dels investigadors en segones llengües des de l’aparició d’aquesta área d’estudi. Els aprenents es recolzen en les llengües que han adquirit prèviament a l’hora d’aprendre i comunicar-se en la llengua meta. No obstant això, el grau en què les llengües adquirides prèviament es filtra en la llengua que s’està aprenent pot dependre de diversos factors, com la tipologia lingüística, l’ús recent de les llengües, l’estatus de la L2 i la proficiència. Altres variables, com l’input i les habilitats cognitives per l’aprenentatge de llengües han estat poc investigades. L’objectiu del present estudi és, per tant, contribuir a la discussió sobre aquests factors. Es pretén explorar el paper que les habilitats cognitives i la quantitat i tipus d’input té en l’aparició de la influència entre llengües de tipus lèxic i gramatical mitjançant l’anàlisi de 107 aprenents d’anglès com a llengua. Les ocurrències d’influència interlingüística de tipus lèxic i gramatical van ser identificades a partir d’una tasca oral. L’anàlisi de les dades ha demostrat que la influència interlingüística pot ocórrer en nivells avançats de proficiència. Pel que fa referència als efectes de les habilitats cognitives i l’input i l’aparició de la influència entre llengües, el primer no sembla afectar significativament la influència interlingüística en comparació amb el segon. L’anàlisi de les dades només va mostrar una correlació significativa entre els préstecs i el factor de l’accés lèxic. L’input, d’altra banda, sembla explicar l’aparició de la influència entre llengües en major mesura. El “temps a l’estranger” va correlacionar significativament amb la quantitat total d’ocurrències, el nombre d’ocurrències de influència lèxica, expecialment del tipus lemàtic, préstecs i transferència de l’ordre de les paraules. A més a més, la instrucció a l’aula va tenir una influència sobre la quantitat de transferència de tipus lexèmic i subcategorització (del tipus que implica l’elecció del complement erroni), i les hores de contacte amb l’anglès fora de l’aula sobre el nombre de extensions semàntiques produïdes pels alumnes. Finalment, l’anàlisi de la interacció de les habilitats cognitives en l’aprenentatge de llengües i l’input, ha demostrat que aquells aprenents amb una alta memòria operativa i més input produeixen menys casos d’influència entre llengües.
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Franchi, Dina. "Performance profile of children with learning disabilities and sensory integration dysfunction, an underlying constructional abilities deficit." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ33986.pdf.
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Austen, Susan A. "The social problem-solving abilities and autobiographical memories of a sample of people with learning disabilities." Thesis, Bangor University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263165.
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Micklewright, Jackie L. "Verbal Learning and Memory Abilities in Children with Brain Tumors: The Role of the Third Ventricle Region." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/psych_theses/11.
Full textAbstract:
The third ventricle region houses several neuroanatomical structures that are primary components of the human memory system, and provides pathways through which these brain regions communicate with critical regions of the frontal and medial temporal lobes. Archival data was obtained for 42 children with cerebellar or third ventricle tumors, and was examined for tumor and treatment related confounds. Children with third ventricle tumors were hypothesized to exhibit; 1) better performance on a measure of auditory attention, 2) greater impairment in learning across trials, 3) greater memory loss over a 20-minute delay, and 4) greater impairment across delayed memory tests than the cerebellar group. Children with third ventricle tumors demonstrated significantly better auditory attention, but greater impairments in verbal learning, and greater verbal memory loss following a 20-minute delay. In contrast, children with third ventricle tumors did not demonstrate significantly greater memory impairments across long delay memory tests.
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Ferres, Forga Nuria 1968. "Improving mathematical abilities by training numerical representations in children : the relation between learning mathematics and numerical cognition." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/663849.
Full textAbstract:
Improving mathematical abilities is important for educational systems and for society overall. We present two training regimes based on numerical representations.
In Study 1, we show that a three-week computer-based quantity discrimination training, focused on enhancing the accuracy of the Approximate Number System (ANS), improved mathematics performance in low-performing 7-to-8-year-old children.
In Study 2, we show that a novel numerical estimation training enhancing mappings between Arabic digits and quantities, improved overall mathematical competence in all children, going beyond the improvements obtained by training ANS.
In Study 3, we show that performance in both trainings correlate, in different extend, with school math marks, but we especially found a consistent and extended relation between the ability of mapping digits to quantities and the school math marks in pupils from 8 to 13 years of age.
Thus, training the precision of the digit-quantity relation may improve mathematical competence, particularly in the first crucial years of exposure to formal mathematics.La millora de les habilitats matemàtiques es un objectiu important pels sistemes educatius i per la societat en general. Aquí presentem dos entrenaments basats en representacions numèriques. A l’estudi 1, mostrem com entrenant la discriminació de quantitats durant tres setmanes amb la intenció de fer més precís el Sistema d’Aproximació Numèric (ANS), millora el rendiment matemàtic del nens de 7-8 anys de baix perfil acadèmic A l’estudi 2, mostrem com un inèdit entrenament d’estimació numèrica dissenyat per incrementar la precisió en relacionar els dígits Aràbics amb les quantitats que representen, provoca una millora generalitzada de la competència matemàtica en tots els perfils acadèmics en nens de 7 a 8 anys. A l’estudi 3, mostrem com el rendiment en els dos entrenaments correlaciona amb les notes de matemàtiques a l’escola encara que en diferent mesura, essent l’habilitat de relacionar els dígits amb les quantitats, la que correlaciona amb les notes en més cursos escolars, des dels 8 anys fins als 13. Així, entrenar la precisió en relacionar els dígits amb quantitats provoca una millora de la competència matemàtica, sobretot en els primers anys crucials d'exposició a les matemàtiques formals.
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Shai, Yee-man. "Effects of computer presentation formats on learning among elderly and younger adults the role of cognitive abilities /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35804440.
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Selamat, Mohamad Hisyam. "Developing individuals for developing learning-based systems." Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/936.
Full textAbstract:
This research is concerned with investigating the externalisation, sharing and making tangible of tacit knowledge in the context of organisational learning (OL). The externalisation, sharing and making tangible of tacit knowledge can provide “inputs” for Information Systems (IS) development. This process, in turn, can become a basis for the development of a system that is capable of promoting a learning environment within the organisation. However, the externalising, sharing and making tangible of tacit knowledge, a transparent and subjective form of knowledge, needs staff members’ self-confidence and willingness to undertake it. Therefore, elements that can motivate staff members to externalise, share and make tangible their tacit knowledge or skills are needed. To undertake this, the elements of meta-abilities, understanding organisational roles, internal strengths, formal and informal discussions and rational discourse are proposed. For this research, all these propositions are integrated into a framework. Therefore, the aim of this research is to study the elements that can encourage staff members to contribute inputs for learning-based systems development. The question to be used for the research is stated as follows: How do we include individuals in the learning-based systems development? Why use meta-abilities in order to include individuals in the learning-based systems development? By answering the question this research offers the following contributions. A novel topic in the IS area, meta-abilities is discussed within the context of the IS area. By considering these elements motivation and encouragement can be offered to staff members such that a contribution to inputs for learning-based systems development can occur. The research approach undertaken in this research involved the use of a pilot and an in-depth case study, as well as interviews, observation and reference to archival documents. From the undertaken research it was concluded that the future focus for the OL-based IS development should be towards individual development strategies that develop interpretive, creative staff members. Interpretive, creative staff members in turn, are capable of externalising, sharing and documenting their own tacit knowledge based on the situational contexts and orientation. Systems analysts can study the documented inputs provided by the staff members and can codify them. This whole process will enable continuous re-examination and modification processes of organisational IS, thereby making its content become more relevant for OL.
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Blancas, Muñoz Maria. "Knowing what you know: a pedagogical model based on learners’ metacognitive abilities." Doctoral thesis, Universitat Pompeu Fabra, 2021. http://hdl.handle.net/10803/670750.
Full textAbstract:
Students’ metacognition, that is, the ability to accurately assess one’s skill level and to update
one’s internal model of those skills, is a crucial educational factor, as it can help students selfregulate
their learning. The purpose of this thesis is to assess how individuals’ metacognitive
abilities relate to learning processes and outcomes in STEM-related tasks. It also highlights
how they relate to students’ characteristics, as their gender. This thesis also presents the first
steps towards a methodology to teach programming and robotics to elementary-school children
and a study on digital technologies in museums to present historical content. Finally, it also
explores prediction and collaborative behaviour in young adults in the autistic spectrum, and
how this behaviour is self-perceived during a collaborative task with an artificial agent.Las capacidades metacognitivas de los/as estudiantes (la habilidad de evaluar con precisión las capacidades de uno/a mismo/a y de actuar con nuestro modelo interno de estas capacidades) es un factor educativo crucial, ya que puede ayudar a los/as estudiantes a autorregular su proceso de aprendizaje. El objetivo de esta tesis es evaluar como las habilidades metacognitivas de los/as estudiantes se relacionan con su proceso de aprendizaje y resultados en tareas STEM (Ciencia, tecnología, ingeniería y matemáticas). También investiga cómo se relacionan estas capacidades con sus características, como el género. Esta tesis también presenta los primeros pasos para desarrollar una metodología para enseñar programación y robótica a niños/as de primaria y un estudio sobre tecnologías digitales en museos para mostrar contenido histórico. Finalmente, explora también procesos de predicción y colaboración en adultos jóvenes dentro del espectro autista y cómo perciben su comportamiento durante una actividad colaborativa con un agente sintético.
Les capacitats metacognitives dels/les estudiants (l’habilitat d’avaluar amb precisió els capacitats d’un mateix i d’actualitzar el nostre model intern d’aquestes capacitats) és un factor educatiu crucial, ja que pot ajudar els/les estudiants a autoregular el seu procés d’aprenentatge. L’objectiu d’aquesta tesi és avaluar com les habilitats metacognitives dels/les estudiants es relacionen amb el seu procés d’aprenentatge i resultat en tasques STEM (ciència, tecnologia, enginyeria i matemàtiques). També investiga com es relacionen amb les seves característiques, com el gènere. Aquesta tesi també presenta els primers passos per desenvolupar una metodologia per ensenyar programació i robòtica a nens/es de primària i un estudi sobre tecnologies digitals en museus per mostrar contingut històric. Finalment, també explora processos de predicció i col·laboració en adults joves dintre de l’espectre autista i com perceben seu comportament durant una activitat col·laborativa amb un agent sintètic.
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Sams, Kathryn. "An investigation into the abilities of adults with learning disabilities to differentiate and connect thoughts, feelings and behaviour." Thesis, University of East Anglia, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268487.
Full textAbstract:
There is increasing evidence to support the use of cognitive behavioural therapy with adults, for a wide range of psychological disorders. However, the use of cognitive behaviour therapy with adults with learning disabilities is still being questioned as it is thought that they may lack the skills necessary to engage in this treatment method. The current research examines the presence of core cognitive behaviour therapy skills in a non-clinical population of 59 adults with learning disabilities with an IQ of 50-72 points. It examines the abilities of adults with learning disabilities to complete three different types of tasks; a) the ability to identify emotions from facial expressions, using Makaton Symbols; b) the ability to distinguish thoughts from feelings and behaviours and the effect of providing visual cues to assist with this task; and c) the ability to link thoughts to feelings and thoughts to behaviours in the context of prior experience. The results indicated that adults with learning disabilities were able to demonstrate these skills, though not always at the more complex level. Visual cues did not improve performance on the distinguishing thoughts, feelings and behaviour task. Level of intelligence was only related to the distinguishing thoughts, feelings and behaviour task, however level of receptive vocabulary was highly related to all three types of task. It is therefore suggested that cognitive behavioural therapy may be an appropriate form of treatment for adults with learning disabilities, once training has been given on these types of skills and consideration has been taken to level of language ability. The findings are discussed with reference to a range of theoretical and clinical implications and further research has been proposed.
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WANG, JING-HONG, and 王景弘. "A brain tumor diagnostic system with automatic learning abilities." Thesis, 1990. http://ndltd.ncl.edu.tw/handle/72522722312839586689.
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Chen, Yan-ying, and 陳燕瑩. "A Teaching Assistant Agent with Knowledge Retrieval and Learning Abilities." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/25272017570696859287.
Full textAbstract:
碩士逢甲大學
資訊工程所
94
Students may encounter course-related problems in their learning process. With the development of Internet and information technology, the agent technology has been widely applied in various applications. It can be applied in education to act as a virtual teacher or teaching assistant (TA) to assist teachers in teaching and help students resolve their learning problems. In order to assist students, this work designs and implements a teaching assistant agent with the course-based domain knowledge to assist in teaching and learning. In order to attract students to use, the dialogue-based general knowledge should be integrated into the agent. Besides chatting with students to enhance the student-teacher or student-TA interaction, it can also increase their willingness. Based on our framework, the proposed agent’s knowledge is replaceable, making it reusable in multiple courses. With the rapid growth of the Internet and Instant Messaging (IM) technology, IM becomes a popular communication tool. Therefore, both web page and IM are used as the user interfaces of the proposed agent. Also, our system supports both keyword and statement based query and multi-lingual functionality. Another important feature of the proposed agent is the learning ability. In addition to the counselor-based learning, our system also supports the agent-based learning, i.e. our agent can learn knowledge through other agent systems. In order to demonstrate the feasibility of the proposed agent, experiments are conducted for our students in Feng Chia University. Experimental results demonstrate that the agent can increase the students’ efficient learning. Moreover, the agent supporting the multi-lingual functionality and the ubiquitous access is helpful for students to learn.
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Huang, Ta Chung, and 黃大忠. "A Study on the Autonomous Learning Abilities of Civil Service Examinees of E-Learning and Traditional Learning Approach." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/d25phz.
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碩士國立臺南大學
數位學習科技學系數位學習科技碩士在職專班
104
This research studied the performance of autonomous learning on the part of civil service examinees who studied via E-learning and traditional learning respectively, and analyzed their satisfaction with the learning approach. An interactive, in-depth interview was conducted to probe the informants’ thoughts on their mode of learning. Based on the 2013-2014 statistics provided by a civil service cram school, an analysis was carried out to investigate the variances of learning performance between successful examinees adopting varied approaches with regard to regional and categorical differences. A total of 7 informants were involved in the interview. Three of them adopted the traditional learning approach, while the other four E-learning. Classified by the examination category, three of them attended the senior and junior civil service examinations; the other four the special examination for judicial personnel. The interview was designed based on the framework of autonomous learning strategy and the self-regulated learning scale. The result showed that the examinees of E-learning approach outdid those of traditional learning in terms of autonomous learning. All the informants were satisfied with the learning approaches they selected. In addition, the analysis of the 2013-2014 statistics indicated that the mode of learning was no longer the indispensable factor in achieving the examination success. The acceptance of E-learning was much higher in Northern Taiwan than in any other region.
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FENG, JIA-WEI, and 馮嘉瑋. "A simulation of a ship command system with automatic learning abilities." Thesis, 1990. http://ndltd.ncl.edu.tw/handle/98585755848803694786.
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Lan, Yu-Ju, and 籃玉如. "Fostering Early EFL Reading Abilities Through Mobile-Device-Supported Collaborative Learning." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/61696993483915375364.
Full textAbstract:
博士國立臺灣師範大學
資訊教育學系
94
The purposes of this thesis were to explore the impact of mobile technology on elementary EFL reading. Three studies were conducted to investigate this issue: (a) Pilot study, aimed at identifying the opportune moment and approaches to apply mobile technology to elementary EFL reading teaching and learning; (b) based on the results of the pilot study, in Experiment I, a mobile-device-supported peer-assisted learning model (MDPAL) was proposed to deal with the weaknesses in a traditionally collaborative learning group; and (c) Experiment II focused on promoting the awareness of elementary EFL learners’ learning responsibility and strengthening the collaborative effect in a learning group. The results of these studies show that the use of mobile devices effectively reduced the identified weaknesses found in the traditional collaborative learning activities. The use of mobile technology in collaborative reading activities benefited elementary EFL learners’ low level linguistic skills development. Besides, the mobile-device-supported responsibility distribution mechanism effectively promoted elementary EFL learners’ awareness of their responsibility to their own learning led to their active, responsible, collaborative learning behaviors, and consequently triggered better or significant progress in early linguistic skills. The analyses have identified effective ways of using mobile devices to support collaborative EFL reading activities.
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Clark, Kait. "Variation in Visual Search Abilities and Performance." Diss., 2014. http://hdl.handle.net/10161/8729.
Full textAbstract:
Visual search, the process of detecting relevant items within an environment, is a vital skill required for navigating one's visual environment as well as for careers, such as radiology and airport security, that rely upon accurate searching. Research over the course of several decades has established that visual search requires the integration of low- and high-level cognitive processes, including sensory analysis, attentional allocation, target discrimination, and decision-making. Search abilities are malleable and vary in accordance with long-term experiences, direct practice, and contextual factors in the immediate environment; however, the mechanisms responsible for changes in search performance remain largely unclear. A series of studies examine variation in visual search abilities and performance and aim to identify the underlying mechanisms.
To assess differences associated with long-term experiences, visual search performance is compared between laypersons (typically undergraduates) and specific populations, including radiologists and avid action video game players. Behavioral markers of search processes are used to elucidate causes of enhanced search performance. To assess differences associated with direct practice, laypersons perform a visual search task over five consecutive days, and electrophysiological activity is recorded from the scalp on the first and last days of the protocol. Electrophysiological markers associated with specific stages of processing are analyzed to determine neurocognitive changes contributing to improved performance. To assess differences associated with contextual factors, laypersons are randomly assigned to experimental conditions in which they complete a visual search task within a particular framework or in the presence or absence of motivation, feedback, and/or time pressure.
Results demonstrate that search abilities can improve through experience and direct training, but the mechanisms underlying effects in each case are different. Long-term experiences are associated with strategic attentional allocation, but direct training can improve low-level sensory analysis in addition to higher-level processes. Results also demonstrate nuanced effects of experience and context. On searches that contain multiple targets, task framework impacts accuracy for detecting additional targets after one target has been identified. The combination of motivation and feedback enhances accuracy for both single- and multiple-target searches. Implications for cognitive theory and applications to occupational protocols are discussed.
Dissertation
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WANG, SHIN-IUAN, and 王信淵. "The Abilities of Undergraduate Students Applying Scratch’s Learning Achievement, Learning Attitude Scoring and Problem Solving Scale." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9p45j9.
Full textAbstract:
碩士國立臺北教育大學
資訊科學系碩士班
106
The main purpose of discussing how the undergraduate students apply Scratch design of entity and virtual self-propelled vehicle’s learning Achievement、learning attitude scoring and problem solving scale. This study was conducted with experimental design in National Taipei University of Education with 16 students divided into experiment group and control group. An object of study they are liberal arts. In the past three weeks, the teaching ways are similar and the other two weeks are different. Research tools include Scratch learning test、Learning attitude scoring、Problem solving scale and interviews. After the teaching experiment was completed. The data was analyzed. Research findings was as follows: 1.As you can see there was no significant difference in learning test between the two groups. However, the average score of the experimental group was not higher than that of the control group, two groups score was no significant difference. 2.Experiment group and control group’s learning attitude scoring scale: 「Satisfaction」was no significant difference. 「Interest」was no significant difference. 「Practical」was no significant difference. 「Cooperation」was no significant difference. 「Confidence」was no significant difference. 3. Problem solving scale: 「Clarify the problem」was no significant difference. 「Suggest possible solutions」was no significant difference. 「Decided to solve the strategy」was no significant difference. 「Act in accordance with the strategy」was no significant difference. 「The effectivenss of the evaluation action」was no significant difference The researcher suggests was overcome with timing, siting and experimental subject. Moreover increase ability of program analysis and electronic materials explaining. Expecting that the number of samples could be more.
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Light, Kenneth Royce. "Working memory training increases general learning abilities in CD-1 outbred mice." 2010. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000052129.
Full text
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Bauerly, Kimberly. "Motor Learning Abilities in Adults who Stutter: Predictors to Stuttering Treatment Outcome." Thesis, 2012. http://hdl.handle.net/1807/33927.
Full textAbstract:
This dissertation is comprised of three studies investigating the hypothesis that people who stutter (PWS) differ from people who do not stutter (PNS) in their motor skill learning abilities. The first study in this dissertation examined the ability to learn a novel sequential speech task following a 24-h retention period. Despite slower sequence durations compared to the PNS, PWS showed the ability to retain what they had learned for all measured variables on day one and following a 24-h consolidation period. The second study in this dissertation examined the ability to learn a sequential finger tapping task by observing the ability to produce the sequence under both tests of retention and interference. For tests of retention, PWS showed the ability to retain improvements in performance for all measured variables, albeit at slower speeds compared to PNS. For tests of interference, a significant interaction for reaction time and sequence duration revealed that PNS’ performance reached a relative plateau while PWS’ performance continued to show improvement.
The third study in this dissertation investigated the extent to which individual differences in motor learning are associated with differences in stuttering treatment outcome. PWS participating in an intensive fluency treatment program were assessed for their working memory ability and their motor
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learning performance on a syllable reading and finger tapping task. Treatment success was measured at pre-treatment, post-treatment and six months follow-up using percent syllables stuttered, introspective clinical characteristics (OASES; Yaruss, 2010) and fluency effort. The relationship between motor learning and treatment outcome was examined using multiple regression analyses. Results did not support the hypothesis that the ability to learn a simple speech and nonspeech motor task is predictive of treatment outcome. Although treatment proved successful as evidenced by percent syllables stuttered and OASES scores, scores of fluency effort indicated that participants had not automated their newly learned fluency skills when speaking in everyday conversations.
Together, these studies do not support the hypothesis of a motor learning deficit in PWS but rather support the assumption of limited motor abilities. Limited motor abilities are discussed as having implications to stuttering treatment outcome.
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Lin, Pei-Ying, and 林沛穎. "The English Speech Perception Abilities of Elementary School Students with Learning Disabilities." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/75059297755241306482.
Full textAbstract:
碩士國立彰化師範大學
特殊教育學系所
94
The purpose of this study is to realize the English speech perception abilities of elementary students with learning disabilities as well as influential factors, including sex, beginning age of English learning, English cram school participation and time spent on English after school. Moreover, there are 136 grade six students in Changhwa County, Taiwan, participating in this study. This study has found the following results: 1.Students with learning disabilities’ abilities of auditory discrimination and of phonological awareness are significantly lower than normal students. Further, the phenomenon of bimodal distribution doesn’t exist in the speech perception of these students. 2.The order of difficulties in tasks for English speech perception assessments is listed as followed: (1) Students with learning disabilities: auditory discrimination, rhyming, blending, segmentation. (2) Normal peers: auditory discrimination, rhyming, blending, segmentation. As a result, the order of difficulties of speech perception of students with learning disabilities is the same. 3.The English speech perception abilities can not be predicted by the following factors: sex, beginning age of English learning, English cram school participation. 4.The longer time spent on English contributes to the better English speech perception abilities of students with learning disabilities and their normal peers. According to the results mentioned above, this study suggests several teaching implications for educators who care students as English learners.
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Lin, Ke-Fan, and 林可凡. "The Influence of Different Training Types and Learning Emotions on Associative Abilities." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/5fwmt4.
Full textAbstract:
碩士國立臺中科技大學
資訊管理系碩士班
106
The important of creativity attracts extensive attention worldwide in recent years. Association is one of the key ability effect creativity. Therefore, this study aimed to explore the influence of free association and remote association on association by experimental research. There are total 37 participants into two group, the free association group (n = 18) and the remote association group (n = 19). The training takes ten days into two stages, 14 minutes per day. Their heart rate variability data was collected during the training for discriminating their learning emotion. Before first stage the participants have a pretest, between the first and second stage they have a middle test and after the second stage they have a posttest and an interview. After all procedure, we take the Mann Whitney U test and Wilcoxon test for statistical data. It was found that first, while the concept or semantic network is too remote it will be less effective associative thinking. Second, both free association and remote association are not suitable for training association.
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Chen, Hsiu-Lan, and 陳秀蘭. "The Effect of Cooperative Learning on Creative Thinking Abilities of Second Graders." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/m474r5.
Full textAbstract:
碩士銘傳大學
教育研究所碩士在職專班
95
The research attempted to explore the effect of cooperative learning on creative thinking abilities of second graders. Specifically speaking, the main purposes of this research were to examine whether cooperative learning can promote second graders’ fluency, originality, and, imagination in creative thinking abilities. This research was conducted under the quasi-experimental method and by ” nonequivalent control group design”. The participants were 66 students from two classes of second graders at an elementary school in Taipei County. There were 33 students randomly assigned to the experimental group, and the other 33 students were randomly assigned to the control group. The experimental group received 21 sessions of cooperative learning for 7 weeks, and the control group received the same sessions of lecturing for the same 7 weeks. In the study, the measurement instrument, Thinking Creatively in Action and Movement (TCAM), was used as the pretest and posttest. The data obtained were analyzed by one-way MANCOVA. Based on the scores of the TCAM, the results indicated that scores for fluency, originality, and imagination in the experimental group were all significantly higher than scores in the control group. The results in this study indicated that cooperative learning can help improve second graders’ creative thinking abilities. Therefore, this study suggested that teachers should use cooperative learning in teaching activities for second graders to effectively enhance their fluency, originality, and imagination in creative thinking abilities. Hopefully, this study can be helpful for elementary school teachers to implement cooperative learning.
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Hsieh, Shu-Tzu, and 謝淑姿. "An Action Research of Designing Learning Passport to Promote Students’ Mathematics Abilities." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/60197536323923644749.
Full textAbstract:
碩士國立東華大學
教育研究所
97
Learning of mathematics must be built on a solid foundation. The difficulty of vocational high school teachers in mathematics teaching is that the students are lack of basic knowledge of mathematics. Facing vocational high school students whose basic aptitude tests scores are mostly below 100 points and whose mathematics scores are all below 25 points, teachers usually feel frustrated in teaching math. This research is aiming at discovering the reasons why vocational high school students can not learn math well. The researcher had thought that the students can’t learn math well only due to their lack of prior knowledge, and thus they will learn well if their prior knowledge is enhanced, but the researcher found in the researching process that the vocational high school students lack not only the prior knowledge but also the most basic mathematics abilities, so by consulting the concepts of Programmed Instruction, the researcher applied the learning passports in class, and by passing barriers in learning process, the students gradually acquired the basic mathematics abilities. This not only prevents students from giving up math learning, but also benefits them in math classes. This research adopts the concepts and methods of the Action Research and the researcher tried to improve the contents and methods in teaching math. The researcher first designed the teaching project of “the circles” and applied it in a target class in the year of 2007. During the researching process, the researcher collected data including teacher’s handbooks of all editions, math textbooks for junior high school and primary school. By analyzing these data, the researcher designed the activities of conquering barriers and from the activities discovered what the prior knowledge the students lack and then designed a learning passport according to it. After the learning passport had been designed, the researcher applied it in the target class in the year of 2008. This research studies the reasons why vocational high school students can not learn math well through realistic action researches, and in the process, continually improves the teacher’s teaching contents and methods and hopefully promotes the mathematics abilities of vocational high school students. After applying the learning passport in the target class, the researcher found that via the learning passport, the students showed higher interests in learning math and their math scores were mostly promoted. The results also show that the reasons why they can not learn math well for most vocational high school students are poor memories, poor basic arithmetic abilities, unable to understand concepts of mathematics, lacking the abilities of exchange for text and symbols. This shows that most vocational high school students have learning disabilities in learning mathematics, and so designing proper teaching contents is necessary for them. After applying the learning passport in the target class, the students’ learning interests and mathematics abilities are both promoted.