Letteratura scientifica selezionata sul tema "Sensory and intuitive learners"
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Articoli di riviste sul tema "Sensory and intuitive learners"
1
Chalfoun, Pierre, e Claude Frasson. "Subliminal Cues While Teaching: HCI Technique for Enhanced Learning". Advances in Human-Computer Interaction 2011 (2011): 1–15. http://dx.doi.org/10.1155/2011/968753.
Testo completoAbstract (sommario):
This paper presents results from an empirical study conducted with a subliminal teaching technique aimed at enhancing learner's performance in Intelligent Systems through the use of physiological sensors. This technique uses carefully designed subliminal cues (positive) and miscues (negative) and projects them under the learner's perceptual visual threshold. A positive cue, called answer cue, is a hint aiming to enhance the learner's inductive reasoning abilities and projected in a way to help them figure out the solution faster but more importantly better. A negative cue, called miscue, is also used and aims at obviously at the opposite (distract the learner or lead them to the wrong conclusion). The latest obtained results showed that only subliminal cues, not miscues, could significantly increase learner performance and intuition in a logic-based problem-solving task. Nonintrusive physiological sensors (EEG for recording brainwaves, blood volume pressure to compute heart rate and skin response to record skin conductivity) were used to record affective and cerebral responses throughout the experiment. The descriptive analysis, combined with the physiological data, provides compelling evidence for the positive impact of answer cues on reasoning and intuitive decision making in a logic-based problem-solving paradigm.
2
Bougsiaa, Hussein. "Teaching and Learning Context in Augmented Reality Environment". Ars Educandi, n. 13 (1 dicembre 2016): 23–31. http://dx.doi.org/10.26881/ae.2016.13.02.
Testo completoAbstract (sommario):
The article presents Augmented reality (AR) as a step between reality and virtual reality for the benefit of education. After some introductory example of where AR heads, the technology will be explained itself. Then, I describe the modules of the AR that are developed and how it can be used in university courses and activities.AR is the mid-point on a continuum between the real physical world around us, and the virtual digital world online superimposing information on our sensory experiences as we move through time and space. Viewing physical objects through a mobile’s camera, AR uses image recognition, geo-location, the device’s accelerometer, and online databases to provide information relevant in time and space to the user. Research continues into different interaction methods and display possibilities making engagement with online data more natural and intuitive. The article explores current research in AR and associated technologies in order to understand possibilities for learners today and in the future.This literature review focuses on AR for learning that utilize mobile, context-aware technologies (e.g., smartphones, tablets), which enable participants to interact with digital information embedded within the physical environment. Summarizing research findings about AR in formal and informal learning environments (i.e., schools, universities, museums, parks, zoos, etc.), with an emphasis on the affordances and limitations associated with AR as it relates to teaching, learning, and instructional design. As a cognitive tool and pedagogical approach, AR is primarily aligned with situated and constructivist learning theory, as it positions the learner within a real-world physical and social context while guiding, scaffolding and facilitating participatory and meta-cognitive learning processes such as authentic inquiry, active observation, peer coaching, reciprocal teaching and legitimate peripheral participation with multiple modes of representation.
3
Graulty, Christian, Orestis Papaioannou, Phoebe Bauer, Michael A. Pitts e Enriqueta Canseco-Gonzalez. "Hearing Shapes: Event-related Potentials Reveal the Time Course of Auditory–Visual Sensory Substitution". Journal of Cognitive Neuroscience 30, n. 4 (aprile 2018): 498–513. http://dx.doi.org/10.1162/jocn_a_01210.
Testo completoAbstract (sommario):
In auditory–visual sensory substitution, visual information (e.g., shape) can be extracted through strictly auditory input (e.g., soundscapes). Previous studies have shown that image-to-sound conversions that follow simple rules [such as the Meijer algorithm; Meijer, P. B. L. An experimental system for auditory image representation. Transactions on Biomedical Engineering, 39, 111–121, 1992] are highly intuitive and rapidly learned by both blind and sighted individuals. A number of recent fMRI studies have begun to explore the neuroplastic changes that result from sensory substitution training. However, the time course of cross-sensory information transfer in sensory substitution is largely unexplored and may offer insights into the underlying neural mechanisms. In this study, we recorded ERPs to soundscapes before and after sighted participants were trained with the Meijer algorithm. We compared these posttraining versus pretraining ERP differences with those of a control group who received the same set of 80 auditory/visual stimuli but with arbitrary pairings during training. Our behavioral results confirmed the rapid acquisition of cross-sensory mappings, and the group trained with the Meijer algorithm was able to generalize their learning to novel soundscapes at impressive levels of accuracy. The ERP results revealed an early cross-sensory learning effect (150–210 msec) that was significantly enhanced in the algorithm-trained group compared with the control group as well as a later difference (420–480 msec) that was unique to the algorithm-trained group. These ERP modulations are consistent with previous fMRI results and provide additional insight into the time course of cross-sensory information transfer in sensory substitution.
4
Corbi, Alberto, Olga C. Santos e Daniel Burgos. "Intelligent Framework for Learning Physics with Aikido (Martial Art) and Registered Sensors". Sensors 19, n. 17 (24 agosto 2019): 3681. http://dx.doi.org/10.3390/s19173681.
Testo completoAbstract (sommario):
Physics is considered a tough academic subject by learners. To leverage engagement in the learning of this STEM area, teachers try to come up with creative ideas about the design of their classroom lessons. Sports-related activities can foster intuitive knowledge about physics (gravity, speed, acceleration, etc.). In this context, martial arts also provide a novel way of visualizing these ideas when performing the predefined motions needed to master the associated techniques. The recent availability of cheap monitoring hardware (accelerometers, cameras, etc.) allows an easy tracking of the aforementioned movements, which in the case of aikido, usually involve genuine circular motions. In this paper, we begin by reporting a user study among high-school students showing that the physics concept of moment of inertia can be understood by watching live exhibitions of specific aikido techniques. Based on these findings, we later present Phy + Aik, a tool for educators that enables the production of innovative visual educational material consisting of high-quality videos (and live demonstrations) synchronized/tagged with the inertial data collected by sensors and visual tracking devices. We think that a similar approach, where sensors are automatically registered within an intelligent framework, can be explored to teach other difficult-to-learn STEM concepts.
5
Aliakbari, Mohammad, e Elham Mahjub. "Analytical/intuitive EFL learners and gender effect". International Journal of Pedagogies and Learning 6, n. 1 (gennaio 2010): 41–48. http://dx.doi.org/10.5172/ijpl.6.1.41.
Testo completo
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Kaur, Gurjeet. "Seeing Light". Contemporary Education Dialogue 14, n. 1 (gennaio 2017): 22–48. http://dx.doi.org/10.1177/0973184916678697.
Testo completoAbstract (sommario):
Despite its familiarity and the fact that it becomes a formal area of study in early upper primary grades, optics remains a cognitive challenge for young as well as advanced learners, not only because much of it is counter-intuitive but also because its conceptual comprehension involves negotiating the vocabulary and graphical symbolism involved in the study of the subject. In this article, I will attempt to trace the comprehension difficulties faced by learners in the area of optics to the nature of the subject, the intuitive notions associated with it and its textbook representations. I will also describe an investigation into prospective teachers’ ideas in optics and discuss the effect of an intervention that was conceptualised as a way forward in its teaching.
7
Linebaugh, Gary, e Thomas Roche. "Learning to hear by learning to speak". Australian Review of Applied Linguistics 36, n. 2 (1 gennaio 2013): 146–59. http://dx.doi.org/10.1075/aral.36.2.02lin.
Testo completoAbstract (sommario):
In this paper we explore English pronunciation teaching within an English as an International Language (EIL) framework, arguing that teaching learners how to produce English phonemes can lead to an improvement in their aural ability. English as an Additional Language (EAL) learners often have difficulty discriminating between and producing specific sounds of the target language; Arabic speakers, for example, typically have difficulty distinguishing between /p/ and /b/ in words such as pin and bin. The research described here indicates that explicit articulatory training in the production of two problematic sounds, /p/ and /b/, improves learners’ ability to perceptually discriminate between the two. Following articulatory training, participants were better at correctly identifying which member of a minimal pair they heard (pack or back, for example), whereas simply providing focused aural exposure to those sounds, as advocated in the non-form focused intuitive-imitative approach, did not lead to similar improvement. This suggests that for sounds that are perceptually difficult for learners, complementing exposure as advocated by the intuitive-imitative approach with articulatory training may produce the best results in terms of segmental discrimination and ultimately target language production. We also point to evidence that accuracy in segmental production is especially relevant in the EIL context.
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Vaezi, Shahin, e Hamid Reza Shahroosvand. "Iranian EFL Learners' and Teachers' Sensory Preferences and the Learners' Speaking Ability". International Journal of English Language Education 3, n. 2 (18 maggio 2015): 14. http://dx.doi.org/10.5296/ijele.v3i2.7627.
Testo completo
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Lomax, Kendra, Kristin Alfonzo, Sarah Dietz, Ellen Kleyman e Elham Kazemi. "Trying Three-Act Tasks with Primary Students". Teaching Children Mathematics 24, n. 2 (ottobre 2017): 112–19. http://dx.doi.org/10.5951/teacchilmath.24.2.0112.
Testo completoAbstract (sommario):
An extended vignette demonstrates a new take on problem solving: how to provide multiple entry points for K–grade 2 learners, leverage their intuitive understandings of the world around them to make sense of and solve problems, and engage them in rich mathematical modeling.
10
Stacy, Stephanie, Qingyi Zhao, Max Kleiman-Weiner e Tao Gao. "Intuitive Visual Communication Through Physical-Social Commonsense". Journal of Vision 20, n. 11 (20 ottobre 2020): 1517. http://dx.doi.org/10.1167/jov.20.11.1517.
Testo completoTesi sul tema "Sensory and intuitive learners"
1
De, Beer Isabella Constance. "Experiences of learners when a computer simulation is used to aid teaching the photoelectric effect". Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40532.
Testo completoAbstract (sommario):
This study explores the use of computer simulations to supplement learning in Science lessons, specifically the photoelectric effect. This study uses the Felder and Silverman Learning Style Model (FSLSM) as a theoretical framework to investigate the use of simulations as it provides a useful lens through which to explore the consistent way in which a person learns regardless of the teaching method or content learnt. Using this theoretical framework, this research investigates the experiences of learners with different learning styles when an interactive computer simulation is used to aid teaching the photoelectric effect in Physical Science. This case study used qualitative data collected from 17 computer literate Grade 12 learners in three different classes at a secondary school in Nelspruit, Mpumalanga. Analysis of the data collected in this study shows that when the simulation is used in Science, the learning experience of the learners is enhanced. Positive experiences for all four the Dimensions in the FSLSM could be indentified when the ICS was used and this could be linked to specific learning styles. Sensory and Intuitive learners enjoyed conducting the experiment that would normally require unsafe conditions and that the experiment could be set up quickly and with ease. The different dimension brought about by using the ICS was enjoyed by Intuitive learners. The visualisation of the abstract physical systems enhanced the learning for Visual and Verbal learners, whilst Global and Sequential learners felt that they gained a deeper understanding of the photoelectric phenomenon by using the ICS. Reflective learners enjoyed the precision of their pseudo-experimental data, but the Active learners felt that they did not understand the graphs given in the ICS. The interactive control variables and the fact that the learners had an option to work in either a group or on their own, benefitted both Active and Reflective learners.Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Science, Mathematics and Technology Education
unrestricted
2
Cook, Ray Anne. "Sensory processing of learners in the Western Cape diagnosed with attention-deficit/hyperactivity disorder". Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17923.
Testo completoAbstract (sommario):
Thesis (MOccTher)--Stellenbosch University, 2011.ENGLISH ABSTRACT: Background Temperament and sensory thresholds play an important part in how a person processes sensory information. Because people are differently construed, the way we perceive sensory information and act on the information will differ. Any person who suffers from an ailment or condition that interferes with this process of receiving, interpreting and acting on stimuli from our environments may find this process even harder. Behavioural observations that deviate from the "norm" are often found in children with attention-deficit/hyperactivity disorder (ADHD) and sensory processing disorder (SPD). More recent research focused on the relationship between ADHD and SPD. Dunn developed the Sensory Profile Caregiver1 and Sensory Profile School Companion2 (SPSC) measures to identify children’s sensory processing difficulties. Although many studies have been conducted using the Sensory Profile, no studies have been conducted outside the United States of America (USA) to establish whether Dunn’s SPSC will differentiate between children who are considered to be "normal" and those diagnosed with ADHD. Aim The aim of this study was to investigate how learners with ADHD in the Western Cape would perform on Dunn’s Sensory Profile School Companion (SPSC) and the ADHD Rating Scale-IV³ in order to assess the sensory processing problems of learners with ADHD in South Africa (see note end of abstract). Methodology A descriptive study was conducted using a convenience sample (n=108) from learners in the Western Cape between the ages of five and ten years and diagnosed with ADHD. Data collection consisted of a demographical form completed by the parents/legal guardians of the learners, as well as the completion of two questionnaires by the educator of the learners. The first questionnaire, the ADHD Rating Scale-IV, was used to classify the learners into subtypes of ADHD. The second questionnaire was Dunn’s SPSC, which is a teacher-report measure of learners’ responses to sensory input in the school environment. The following statistical analyses were performed: • descriptive statistics to provide means, medians and measurements of dispersion of the learners in the Western Cape on the SPSC; • The Kruskal-Wallis one-way ANOVA probability value to consider if significant differences existed between the medians of the 13 group scores of the SPSC; and • The Welsh T-test to compare learners with ADHD in the Western Cape with SPSC norms and Dunn’s sample of learners with ADHD. Results The results showed that there were significant differences (p=0.000) on all 13 group scores of the SPSC in learners with ADHD in the Western Cape showing significantly more behaviours characterising poorer sensory processing, when compared to Dunn’s normal sample. The comparison to Dunn’s sample of learners with ADHD did not yield significant differences in 11 of the 13 group scores, indicating that learners with ADHD in the Western Cape did not differ from Dunn’s ADHD learners. Avoiding and School Factor 4 showed significant differences, with the Western Cape group showing more extreme behaviours related to sensory input than Dunn’s group. The results using the ADHD Rating Scale-IV were less significant and it was found that the rating scale could not differentiate between the two types of ADHD, although some inferences could be made regarding the use (or not) of medication. There was a significant difference (p < 0.01) on the inattentive, hyperactive-impulsivity and total scores of the ADHD Rating Scale-IV with learners not on medication showing a higher frequency of ADHD behaviours. Conclusion Dunn’s SPSC was found to be a good measure to assess learners with ADHD’s sensory processing problems. The ADHD Rating Scale-IV, on the other hand, could not classify the learners into the subtypes and therefore cannot be used when learners are already using medication. Further investigation is recommended to try to establish a link between the different subtypes of ADHD and the placement of learners on the different quadrants of Dunn’s SPSC as well as the School Factors and Sensory Section Scores.
AFRIKAANSE OPSOMMING: Agtergrond Temperament en sensoriese drempels speel 'n belangrike rol in die wyse waarop 'n persoon sensoriese inligting verwerk. Omdat mense verskillend is, sal die manier waarop ons sensoriese inligting waarneem en dan daarop reageer, verskil. Enige persoon wat aan 'n kwaal of toestand ly wat inmeng met hierdie proses van hoe sensoriese insette uit die omgewing opgeneem, geïnterpreteer en dan op gereageer word, sal dit moeilik vind. Gedrag wat afwyk van die "norm" word dikwels in kinders met aandagafleibaarheid/hiperaktiwiteitsteuring (AAHS) en sensoriese prosesseringsdisfunksie (SPD) waargeneem. Meer onlangse navorsing fokus op die verhouding tussen AAHS en SPD. Dunn het die Sensory Profile Caregiver4 en die Sensory Profile School Companion5 (SPSC)-skale ontwikkel om kinders se sensoriese prosesseringsprobleme te identifiseer. Alhoewel baie studies gedoen is wat die Sensory Profile gebruik het, is daar geen studies buite die VSA gedoen om te bepaal of Dunn se SPSC tussen kinders wat as normaal beskou word en dié wat met AAHS gediagnoseer is, kan differensiëer nie. Doelstelling Die doel van hierdie studie was om ondersoek in te stel na hoe leerders met AAHS in die Wes- Kaap op Dunn se Sensory Profile School Companion (SPSC) en die ADHD Rating Scale-IV6 sou presteer om die sensoriese prosesserings probleme van leerders met AAHS te assesseer. Metodiek 'n Beskrywende studie is gedoen met 'n gerieflikheidsteekproef (n=108) van leerders tussen die ouderdomme vyf en tien jaar oud in die Wes-Kaap wat met AAHS gediagnoseer is. Datainsameling het bestaan uit 'n demografiese vorm wat deur die ouers/wettige voogde van die leerders ingevul is, sowel as die voltooiing van twee vraelyste deur die opvoeder van die leerders. Die eerste vraelys, die ADHD Rating Scale-IV, is gebruik om die subtipes van AAHS te klassifiseer. Die tweede vraelys was die Sensory Profile School Companion (SPSC) wat 'n meting met behulp van die onderwyser se verslag is wat die leerders se reaksie ten opsigte van sensoriese insette in die skoolomgewing meet. Die tweede vraelys (Dunn se SPSC) is deur onderwysers ingevul ten einde leerders se response op sensoriese insette in die skoolomgewing te bepaal. Die data is aan die volgende ontledings onderwerp: beskrywende statistiek wat die gemiddelde, mediane en metings van die verspreiding van leerders in die Wes-Kaap op die SPSC verskaf; • die Kruskal-Wallis-eenrigting-ANOVA waarskynlikheidswaarde om vas te stel of daar beduidende verskille tussen die mediane van die 13 groeptellings van die SPSC is; en • die Welsh T-Toets om leerders met AAHS in die Wes-Kaap te vergelyk met die SPSCnorme en Dunn se steekproef van leerders met AAHS. Resultate Die resultate het beduidende verskille getoon (p=0.000) op al 13 groeptellings van die SPSC by leerders met AAHS in die Wes-Kaap, wat dui daarop dat hierdie groep aansienlik meer probleme kenmerkend aan sensoriese verwerking toon as wat in Dunn se normale steekproef waargeneem is. Die vergelyking met Dunn se steekproef met AAHS het in 11 van die 13 groeptellings nie beduidende verskille getoon nie wat aandui dat leerders met AAHS in die Wes-Kaap nie veel verskil het van Dunn se AAHS-leerders nie. Avoiding en School Factor 4 het beduidende verskille getoon met leerders in die Wes-Kaapse groep wat meer uiterstes in gedrag getoon het ten opsigte van sensoriese insette as dié van Dunn se groep. Die resultate waar die ADHD Rating Scale gebruik is, was minder beduidend en daar is bevind dat die skaal nie kon differensiëer tussen die twee tipes AAHS nie, alhoewel daar afleidings gemaak kon word ten opsigte van die gebruik (of nie) van medikasie. Daar was 'n beduidende verskil (p < 0.01) in die onoplettende, hiperaktief-impulsiwiteit en totale tellings van die ADHD Rating Scale-IV met leerders nie op medikasie nie, wat 'n hoër frekwensie van AAHS-gedrag getoon het. Slot Daar is bevind dat Dunn se SPSC 'n goeie maatstaf is om die sensoriese verwerkingsprobleme van leerders met AAHS te assesseer. Die ADHD Rating Scale-IV aan die ander kant kon nie die leerders in die verskillende subtipes klassifiseer nie en kan dus nie gebruik word wanneer die leerders reeds medikasie gebruik nie. Verdere ondersoek word aanbeveel in ’n poging om 'n skakel te kry tussen die verskillende subtipes AAHS en die plasing van leerders op die verskillende kwadrante van Dunn se SPSC sowel as die School Factors- en Sensory Section-tellings.
3
Smit, Sanet. "Exploring the contact-making process of teachers with learners who present with sensory processing disorder / Sanet Smit". Thesis, North-West University, 2012. http://hdl.handle.net/10394/9842.
Testo completoAbstract (sommario):
The contact-making process of teachers with learners, who present with sensory processing disorder (SPD), has an impact on the learners’ functioning in the classroom. In this study the researcher explored how teachers made contact with these learners by using their senses to accommodate the learners’ unique contact-making style. The involved occupational therapists selected teachers, who taught learners who received occupational therapy for SPD in the age group 7-12 years. The selected teachers participated in unstructured interviews. The case study was used as research method and aimed at gaining deeper insight into and understanding of the teachers’ understanding of and contact-making process with learners with SPD. Erikson’s developmental theory was integrated with the Gestalt theoretical perspective, with focus on the relevant age group.
The researcher became aware of contact-making interruptions that occurred during the contact- making process between the teachers and learners with SPD. These interruptions occurred because the teachers did not fully understand the contact-making processes and needs of the learners with SPD. The mentioned contact-making interruptions may occur in various forms. The contact-making interruptions were used by the learners to protect themselves and for organismic self-regulation. During the unstructured interviews the teachers became aware of the importance of the way that they made contact with learners who present with SPD, but they lacked training in the appropriate teaching techniques. The results indicated that teachers needed knowledge about SPD and skills to facilitate and accommodate learners with SPD and to approach them according to their uniqueness. Recommendations were formulated to enhance the teachers’ knowledge about SPD and support the teachers to try other strategies in the classroom to improve the contact-making process with learners who present with SPD. The recommendations made by the researcher were done in support of teachers in order to make sufficient contact with learners who present with SPD, and in doing so, to promote the holistic development of these learners.
It is important that teachers are aware of the possible contact-making interruptions used by learners who present with SPD, in order to creatively adjust their own contact-making process and to retry to make and maintain good contact with involved learners by using different senses. This study is a first step in more effective service rendering to learners with SPD, by clarifying issues and shedding light on how teachers cope with this challenge.Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.
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Zhang, Felicia Zhen, e n/a. "The teaching of Mandarin prosody: a Somatically-Enhanced Approach for second language learners". University of Canberra. Languages, International Studies & Tourism, 2006. http://erl.canberra.edu.au./public/adt-AUC20060725.120903.
Testo completoAbstract (sommario):
For adult English speakers studying Mandarin (Modern Standard Chinese), the acquisition of
the Mandarin prosody presents major difficulties. One particularly problematic aspect of the
Mandarin prosodic system, and the one singled out for research here is the acquisition of tones
by second language (L2) learners of Mandarin. This thesis involves a literature review and a
description of an experiment conducted for the purpose of assessing the effectiveness of a new
teaching method for educating students in Mandarin prosody generally, but especially with
regard to "tones."
Most studies investigating the acquisition of Mandarin tones by L2 learners have treated tones
as separate from other aspects of Mandarin prosody such as stress, loudness and duration. The
teaching method examined in this thesis, however, takes an alternative approach. Here the
acquisition of Mandarin prosody is approached as a complex dynamic that has tones as an
integral part.
The aims of the study are twofold: (1) to identify the principal problems encountered by most
learners in order to discover the causes of recurrent error patterns and, (2) to find out how a
multi-sensory approach, which in this study was called the Somatically Enhanced Approach
(SEA), might influence the acquisition of Mandarin prosody in these areas.
The experiment involved 22 adult Australian students studying Mandarin in the first three
months of language training. The experimental component of the study consisted of an
evaluation of two groups of students� oral conversations. The two groups of students were
divided into a control group and an experimental group. The control group was trained in a nonmulti-
sensory but communicative approach in 2001 and 2002. Their results are compared with
those of a test group and with a group of students trained in the multi-sensory communicative
approach (SEA) in 2003 and 2004. The test materials consisted of short dialogues that were
likely to occur in everyday communication. Data was collected from each group, once during
the first half of the first semester of study in each year.
The findings of the experiment were that the order of difficulty of the four Mandarin tones was
found to be similar for both the experimental and control groups of students. However, the order
of difficulty differed from what has been reported by previous researchers. This suggests that
the input and the type of task used to collect data might exert a significant influence on the
learning of tones. In other words, the performance of subjects in the dialogues suggests that in
the initial stages of learning, the major cause of errors was first language (L1) interference
rather than the physical "difficulty" of articulating particular phonemes (or any features of
Universal Grammar). Therefore, by using a multi-sensory approach (SEA) to the learning of
Mandarin, it may be possible to considerablly lessen the influence of learners� L1 from the
outset.
Finally, a number of suggestions for improving the teaching of Mandarin prosody are made and
future research directions outlined. Some salient suggestions for teaching of Mandarin prosody
that arise from the research are:
(1) To use movement and gesture in the early stages of learning to enhance students� perception
and production of Mandarin. This approach provides students with useful memory tools for
learning both in class and in self-accessed learning;
(2) To teach Tone 3 not as a full Tone 3 but as a low level tone. This should not be done solely
through a simple verbal explanation but through a combination of movement and gesture,
provision of visual and auditory feedback and a large amount of exposure and perception
training so that Tone 3 is recognised as a low level tone rather than a full Tone 3. By so doing
confusion is reduced between the various realizations of Tone 3 during the initial learning
stages; and
(3) To caution students about the common error patterns caused by interference from their L1.
This should be supplemented with opportunities for students to observe their own production of
Mandarin and then experience how physically they can find ways of reducing the interference.
A qualitative analysis of interview and question data obtained from this research also revealed
that the extensive use of computer enhanced language learning and SEA work well together, not
only efficiently conditioning students to the phonology of Mandarin, but dramatically changing
students' strategies in learning and increasing their learning opportunities.
5
de, Jager Petronella Susanna. "A case study on the impact of sensory processing difficulties on the learning and development of two Asperger's syndrome learners in grade R". Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1938.
Testo completoAbstract (sommario):
Dissertation (Masters in Education (Education and Social Sciences))--Cape Peninsula University of Technology, 2009The purpose of this study was to explore the impact that sensory processing had on the learning and development of two Grade R learners that experience Asperger's Syndrome. The present study is grounded in theories originating from the works of Piaget (1973 & 1978), Vygotsky (1978 & 1993), Feuerstein (1980 & 1991) and Erikson (1950). The informal, flexible education experienced in Grade R classes reflects both the OBE curriculum and inclusive education systems found in South Africa. The main medium of learning is through sensory experiences, therefore it was necessary to research how two AS learners would learn and develop and explore their world through their senses. This research approach was purely qualitative. Multi-methods of data collection, particularly interviews and observations were used. The sample size was two independent case studies, using learners aged between five and seven, who had been clinically diagnosed with Asperger's Syndrome (AS). The two AS learners both attended mainstream Grade R classes and both had facilitators. The findings of the study answer the key research question: “What is the impact of sensory processing difficulties on the learning and development of two learners experiencing Asperger's Syndrome in Grade R?” The results confirmed the impact sensory processing had on the learning and development of learners experiencing AS. The learners had difficulty learning new skills and concepts. Although they were both bright learners, they were perceived as underachievers. Identifying these sensory difficulties and creating awareness among educators, can have a positive impact on these learners' adaptability in a mainstream school environment. This study recommends that early intervention with AS learners is vital for their future learning and development. The interpretation of body language and social skills of normal learners needs to be taught to learners with AS so they can begin to socialise with other learners positively. Ebersöhn & Eloff (2006) suggest that knowledge of asset-based good practices should be shared with educators and caregivers, so that they can focus on the AS learners' strengths and positive character traits. The multi-disciplinary team need to work together to offer support to these learners assisting them to develop to their full potential
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Levitt, Fern. "Exploring the use of MALL with a scaffolded multi-sensory, structured language approach to support development of literacy skills among second-chance EFL learners at a technological-vocational secondary school in Israel". Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/72418/.
Testo completoAbstract (sommario):
This thesis describes a qualitative mixed-methods study carried out in a vocational-technical secondary school with second-chance adolescent learners of English as a Foreign Language (EFL) in a peripheral area of Israel. The learner population was characterized by complex, socio-economically disadvantaged family backgrounds and a high rate of learning disabilities. The study investigated the effects of a Mobile-Assisted Language Learning (MALL) intervention to support the development of basic EFL literacy skills by students who lacked solid foundational English skills. The intervention provided an interactive educational software application, The English Club™, on iPod Touch devices to scaffold learning and review of letter sounds and rules of English, integrate them into words and texts, and practice reading, writing and comprehension. Learners developed literacy skills depending on the level they reached in the application. The English Club follows a scaffolded Multi-Sensory Structured Language (MSL) approach, adapting for struggling EFL learners the Hickey Multi-Sensory Method (Combley, 2001), developed by Kathleen Hickey of the British Dyslexia Institute. Printed books containing the material complemented the use of the MALL. The English teachers at the school chose the learners who participated and determined how to integrate the intervention into their English classrooms. An investigation of the teachers' roles was included in the study. The methodology was primarily action research with case studies of individual learners and teachers. Pre-intervention and post-intervention data on learners' English knowledge, skills, attitudes and opinions and on teachers' attitudes and opinions about use of this MALL intervention was generated via skills assessments and semi-structured interviews. As a participant-teacher-observer, I observed the intervention's use in classes and in sessions with individual students. Changes in skills, attitudes and opinions were analyzed in the framework of Vygotsky's theories of language acquisition and the Zone of Proximal Development as elaborated in Scaffolding Theory. Theories of motivation, literacy and second language acquisition, and how struggling learners experience these, have provided additional lenses for analysis. My goals in performing this study were to understand in depth the whole picture of the intervention, both its effects on students' English skills and attitudes, and the factors that shaped these outcomes. The study's findings contribute to an understanding of the ways in which delivering a scaffolded MSL approach to literacy education via MALL can contribute to addressing the world crisis in literacy acquisition, and issues that must be addressed for this type of intervention to be effective. Findings showed that learners who actively engaged in the intervention made significant progress in their English literacy skills, increased their confidence in their ability to learn English and thus their willingness to engage in learning, and demonstrated increased awareness of the connection between their own investment of effort and learning. This success was shaped by many factors, including variation among individual learner profiles, the degree of teachers' support for the intervention, increasing students' motivation to invest effort, minimizing disruptions to the students' learning routine, and maximizing access to charged, working devices and to books. The individual MALL delivery platform enabled an untrained, inexperienced but committed teacher to provide the benefits of this scaffolded method, appropriate to her learners' needs, in multi-level English classrooms and to provide a solution for students returning from extended absences to catch up with missed classwork. Recommendations for policy and practice include use of such scaffolded MSL MALL applications with struggling language learners in conjunction with printed materials and closely accompanied by committed teachers, who do not have to be highly trained in specialized methods to support learning by struggling students. Schools engaging in such interventions need to ensure that the devices will be fully available for use during learning hours, minimize disruptions to the class schedule, and maximize students' use of the MALL app and books in class, during free time at school, and at home. If necessary, extrinsic rewards should be offered to overcome students' learned helplessness.
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De, Beer Isabella Constance. "Experiences of learners when a computer simulation is used to aid teaching the photoelectric effect". Diss., 2014. http://hdl.handle.net/2263/40441.
Testo completoAbstract (sommario):
This study explores the use of computer simulations to supplement learning in Science lessons, specifically the photoelectric effect. This study uses the Felder and Silverman Learning Style Model (FSLSM) as a theoretical framework to investigate the use of simulations as it provides a useful lens through which to explore the consistent way in which a person learns regardless of the teaching method or content learnt. Using this theoretical framework, this research investigates the experiences of learners with different learning styles when an interactive computer simulation is used to aid teaching the photoelectric effect in Physical Science. This case study used qualitative data collected from 17 computer literate Grade 12 learners in three different classes at a secondary school in Nelspruit, Mpumalanga. Analysis of the data collected in this study shows that when the simulation is used in Science, the learning experience of the learners is enhanced. Positive experiences for all four the Dimensions in the FSLSM could be indentified when the ICS was used and this could be linked to specific learning styles. Sensory and Intuitive learners enjoyed conducting the experiment that would normally require unsafe conditions and that the experiment could be set up quickly and with ease. The different dimension brought about by using the ICS was enjoyed by Intuitive learners. The visualisation of the abstract physical systems enhanced the learning for Visual and Verbal learners, whilst Global and Sequential learners felt that they gained a deeper understanding of the photoelectric phenomenon by using the ICS. Reflective learners enjoyed the precision of their pseudo-experimental data, but the Active learners felt that they did not understand the graphs given in the ICS. The interactive control variables and the fact that the learners had an option to work in either a group or on their own, benefitted both Active and Reflective learners.Dissertation (MEd)--University of Pretoria, 2014.
gm2014
Science, Mathematics and Technology Education
unrestricted
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Demopoulos, Maria. "A pilot study of the effect of a sensory diet on the in-seat behaviour of grade one learners in the classroom". Thesis, 2009. http://hdl.handle.net/10539/7427.
Testo completoAbstract (sommario):
Sensory integration based paediatric occupational therapists working in schools commonly
function with a dual role of providing the child with therapy to assist the child to function
optimally as well as act as consultants in assisting teachers to develop strategies to help
promote the classroom performance of students with sensory processing difficulties.
A single-group pre test post test quasi-experimental research design was used in this pilot study
on a convenient sample of 11 participants to explore the effects before and after exposure to
the intervention of a sensory diet on the in-seat behaviours of the child and determine whether
the desirable sensory input is effective in improving the performance of children with sensory
processing difficulties during a handwriting lesson. The behaviours showing the highest trend of
improvement in the hypothesized direction included less distractibility and trend of work ethos
related behaviours (not giving up easily and completing the task; being less impulsive, not
working too fast, better planning; better able to initiate and carry tasks out independently).
Trends of various in-seat behaviours (restless, overactive and fidgety, disorganized on self and in
his work, difficulty in getting down to his work, slow to complete a task) to regress in the
hypothesized direction were also noted. Descriptive and statistical analysis was performed to
examine trends in changes of pre- and post-intervention behavioural scores. The data were also
analysed using Poisson’s regression to the normal distribution to calculate p values (using a chisquared
distribution) to compare the number of observations in a period of time intervals.
Implications of the results of the study for therapists working with students with sensory
processing difficulties and their teachers are discussed.
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Chemel, Yael. "Evaluation of measures of sensory processing and inattention in a sample of South African preschool learners". Thesis, 2015. http://hdl.handle.net/10539/18685.
Testo completoAbstract (sommario):
dissertation submitted to the Faculty of Health Sciences, University of the
Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree
of Master of Science in Occupational Therapy
Johannesburg, 2015The purpose of this study was to determine what percentage of 100 preschool children between the ages of 4 years to 6 years 11 months attending seven private mainstream schools were identified by teachers and parents with inattention and sensory modulation disorder (SMD). A cross section quantitative descriptive design was used as observational data was obtained on the entire sample of the preschools, at one point in time only, by the child’s parents and teachers. Parents of the participants scored the Sensory Profile and the teachers scored the School Companion and Attention Deficit Disorders Evaluation Scale- (ADDES-3) inattention subtest based on their functioning and behaviour at home and at school. Participants were assessed in the classroom and at home and results showed that parents and teachers scored them as having more definite dysfunction than expected compared to a normal distribution. Teachers also scored the participants below average for inattention. Parents indicated less dysfunction than teachers with weak relationship between the School Companion and Sensory Profile indicating that the context in which the participants were observed is important and they may have problems other than SMD and inattention. The School Companion had a moderate positive correlation with the ADDES-3. For the 43% of participants attending therapy there was a low association in the identification of SMD and inattention and attendance at therapy.
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Rosa, Cecelia Mary. "The modes of thinking and learning of educationally disadvantaged learners". Thesis, 2004. http://hdl.handle.net/10500/1415.
Testo completoAbstract (sommario):
The aim of this investigation was to determine the modes of thinking and learning of South African disadvantaged learners as well as to discover whether the teaching methods used by their teachers, encourage diverse cognitive skills and learning styles amongst learners.
A survey of existing literature on this subject identifies a number of theories that indicate that learners come to school with diverse modes of thinking and learning.
Furthermore, existing literature, indicate that educationally disadvantaged learners tend towards a Field Dependent, socially orientated mode of cognitive processing and a largely visual and kinaesthetic mode of sensory processing information.
Research also reveals that teaching methods and teacher expectation of learner potential play a vital role in the academic achievement of disadvantaged learners. Teachers tend to have lower expectations of the academic potential of disadvantaged learners. Moreover, teachers tend to favour teaching methods that meet the needs of learners who use Field Independent cognitive and Auditory sensory processing.
Another aspect acknowledged in existing literature that influences the academic achievement of disadvantaged learners is the role of family and the community. Disadvantaged learners generally do not have the support and security of a stable home and are frequently exposed to violence and an educationally impoverished environment. Parents and guardians tend to be less involved in the education of their children.
Disadvantaged learners who were part of this empirical study conducted in the Ekhuruleni Metropolitan area, east of Johannesburg, South Africa, showed a more concrete approach to academic activities and revealed a tendency towards Field Dependency and a visual and kinaesthetic sensory approach to processing information. Learners preferred more frequent social interaction during academic activities.
The study also found that the teaching method most commonly used in the geographical area mentioned above, took the form of lecturing or `chalk-and-talk' and that teaching aids generally took the form of worksheets. Hence the teaching approach most used by teachers in the study, did not address the modes of thinking and learning of disadvantaged learners in the schools that participated in the empirical study and generally did not encourage deeper cognitive structures.Educational Studies
D. Ed. (Psychology of Education)
Libri sul tema "Sensory and intuitive learners"
1
Teaching Literacy to Learners with Dyslexia: A Multi-Sensory Approach. SAGE Publications, Limited, 2011.
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2
Teaching Literacy to Learners with Dyslexia: A Multi-Sensory Approach. SAGE Publications, Limited, 2011.
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3
Recipes for Messy Play: 40 Fun Sensory Experiences for Young Learners. New Shoots Publishing, 2018.
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4
Recipes for Messy Play: 40 Fun Sensory Experiences for Young Learners. Redleaf Press, 2017.
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5
Vision for Doing: Assessing Functional Vision of Learners Who Are Multiply Disabled (Sensory Series). Moray House School of Education, 1992.
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Williams, Richard O., e Jeffrey Freed. The Spectrum of Twice Exceptional and Autistic Learners and Suggestions for Their Learning Styles. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0014.
Testo completoAbstract (sommario):
This chapter compares the exceptionalities and learning disabilities found in twice exceptional (2e) learners with those of learners on the autistic spectrum who have identifiable autistic traits but not an autistic spectrum disorder diagnosis. Many autistic learners have similar exceptionalities to 2e learners, and the chapter presents genetic and neuroscience evidence to support the claim. It argues that many of the learning disabilities for each group result from unusual and exceptional sensory processing issues. In many cases hypersensitivity of the senses causes behavioral issues for the classroom and learning disabilities for the students. Both groups have very similar learning and cognitive styles and are excellent visual-spatial thinkers and learners. The chapter describes a spectrum that plots sensory traits, abilities and disabilities, exceptionalities, learning disabilities, and genetic mutations from mild to abundant. A list of teaching suggestions to accommodate the sensory and learning difficulties of the two groups is provided.
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Frankel, Melissa. Pleasures, Pains, and Sensible Qualities in Berkeley’s Philosophy. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190225100.003.0008.
Testo completoAbstract (sommario):
Pleasures and pains play an important role for Berkeley, not just in motivating action, but also by providing knowledge of the physical world in which we act. This chapter considers the parallels that Berkeley draws between sensible quality perceptions and pleasures/pains. Importantly, Berkeley holds that we can have intuitive or demonstrative knowledge of the existence and nature of the physical world on the basis of our sensory perceptions. His parallel analysis of pleasures and pains thus surprisingly implies that these, too, can provide us with intuitive or demonstrative knowledge of the physical world. Taking pleasures and pains to have an epistemic and cognitive function allows us to reread certain Berkeleyan texts in ways that are illuminating. This includes texts on the laws of nature, which enable us to regulate actions precisely because knowledge of the natural laws involves generalizing over regularities of sensory perceptions, which include pleasures/pains.
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Harrod, Molly, Sanjay Saint e Robert W. Stock. How to Think About Thinking. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190671495.003.0006.
Testo completoAbstract (sommario):
Through clinical reasoning, seasoned physicians correctly diagnose patients’ problems and develop appropriate treatments. It has two main components. The first is the ability to mentally stockpile and integrate information gathered in the process of treating many patients and reading research, allowing physicians to recognize patterns of data and sometimes make automatic diagnoses. The process is intuitive and nonanalytical. The second major facet of clinical reasoning is analytical. Physicians painstakingly examine and weigh all evidence, including patients’ clinical history and physical examination, to develop hypotheses and management plans. Attendings viewed the use of “why” questions as teaching opportunities. Questions served multiple purposes, including guiding the learners through their thinking processes, building on knowledge through hypothetical questions, and using the Socratic method to foster critical thinking. Instilling the ability to think critically about one’s own decision-making process was the attendings’ ultimate goal for their learners.
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Wierzbicka, Anna. The meaning of kinship terms. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198736721.003.0002.
Testo completoAbstract (sommario):
This chapter seeks to portray the meanings of some basic kin terms in English and some other European languages in a new way, holding on to two principles: that all the meanings one posits have to be open to intuitive verification by ordinary native speakers, and that the meanings posited for individual kin words should ‘add up’ to a coherent overall picture. To achieve this, the chapter aims at an account which could make sense in a developmental as well as cross-linguistic perspective: there must be some imaginable developmental progression from the meanings of children’s kin words such as mummy and daddy to the meanings of kin terms hypothesized as operating in adult speech. The chapter shows that semantic components phrased in the Natural Semantic Metalanguage (NSM) allow us to ‘reconstruct’ such a progression in a way which is both rigorous and testable and which makes sense to ordinary speakers, including language learners.
Capitoli di libri sul tema "Sensory and intuitive learners"
1
Engeness, Irina. "Development of Sensory Images". In Cultural Psychology of Education, 75–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-64022-4_6.
Testo completoAbstract (sommario):
AbstractIn this lecture, Galperin presents a case study of the development of sensory images in learners by tasking them with the analysis of medieval Armenian churches. Both target and control groups participated in the study.
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Koh, Caroline. "Using Serious Games to Support Learners with Mobility and Sensory Impairments". In Diversifying Learner Experience, 241–53. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9861-6_14.
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Kucks, Adeline, e Hilary Hughes. "Creating a Sensory Garden for Early Years Learners: Participatory Designing for Student Wellbeing". In School Spaces for Student Wellbeing and Learning, 221–38. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6092-3_12.
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Meyer, Imke A. M., e Karsten D. Wolf. "Intuitive Visualization of Complex Diagnostic Datasets to Improve Teachers’ Individual Support of Learners Based on Data Driven Decision Making". In HCI International 2021 - Posters, 102–8. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78645-8_13.
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Routley, Catherine. "Sensory programme Level 1". In Special Learners in School, 44. Routledge, 2019. http://dx.doi.org/10.4324/9780429458194-5.
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"Intuitive Conceptions Among Learners and Teachers". In Understanding and Teaching the Intuitive Mind, 15–38. Routledge, 2001. http://dx.doi.org/10.4324/9781410605740-3.
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Reese, Debbie Denise. "GaME Design for Intuitive Concept Knowledge". In Handbook of Research on Effective Electronic Gaming in Education, 1104–26. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-808-6.ch064.
Testo completoAbstract (sommario):
Game-based, metaphor-enhanced (GaME) design is a process for engineering instructional games to prepare learners with the prior knowledge they need to learn later, more complex science concepts. The key step in the method is specifying a domain’s relational structure and then developing a game world based upon that structure. Reviewing relevant game design, cognitive science, and learning science theories, the author argues: (a) the need for GaME design; (b) that game worlds, complex concepts, and mental models are analogous systems; (c) how game-based technologies can provide a pragmatic and embodied context for making complex, introductory concepts intuitive; and (d) that the pragmatic, physical, and procedural aspects of games make them powerful learning tools that must be carefully designed. The author illustrates GaME design using Selene: A Lunar Creation GaME. Rigorous methods for design of instructional games will enhance control over learning outcomes.
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Audi, Robert. "Perception, Intuition, and Apprehension". In Seeing, Knowing, and Doing, 105–17. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197503508.003.0007.
Testo completoAbstract (sommario):
This chapter brings the theory of perception developed in Chapters 1 to 6 to bear on clarifying intuition, especially regarding abstract elements. Intuitive apprehension of these elements has much in common with perception. Such intuition is structurally parallel to perception, and it is experientially representational in a way that enables it to confer, as does perception, (prima facie) justification on beliefs. Moreover, both perception and intuitive apprehension are non-inferential, hence not premise-based. Both, given their status as embodying sensory or intuitive seemings, yield (and can explain) inclinations to believe and can explain belief-formation. Like perceptions, intuitions (in their occurrent forms) are direct responses to something one considers or otherwise experiences; they are not inferential responses to a premise. As experiential, non-inferential, and phenomenally representational, intuitions can confer justification on beliefs. This ascription of directness to intuitive apprehensions goes well with their role in explicating the self-evident—which, in certain cases, is paradigmatically intuitive—and thereby in accounting for a priori justification and knowledge.
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Stensæth, Karette, e Bjørn Kruse. "Nuets responsivitet – når det fremmede og det uperfekte setter premissen! Et filosofisk essay om musikalsk improvisasjon". In Musikkfilosofiske tekster. Tanker om musikk og språk, tolkning, erfaring, tid, klang, stillhet m.m., 285–99. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.115.ch15.
Testo completoAbstract (sommario):
As we improvise in music and become increasingly engrossed in the activity, we are intuitively engaged in a playful negotiation of various aesthetic possibilities in the Now. We are in a state where random impulses and irrational, unintentional actions become key premise providers along with everything we have learned through knowledge and experience. This essay reflects on the responsiveness of the Now in musical improvisation. We ask: What does the experience of the Now offer? Does it come with any kind of ethics and accountability and, if so, what kind and to whom does it apply? In our elaborations we are influenced by our own experiences of, and reflections on, compositional and music therapeutic practice. We refer to the theory of musical improvisation and early interaction, and also philosophical texts, especially those by Mikhail Bakhtin. We suggest that the responsiveness of the Now in musical improvisation is a mindset that challenges us both ethically and aesthetically. It does so by seeking creative satisfaction, joy and insight, taking shape through sensory perception that is close to intuition, mimesis and imagination. Its meaning remains unfinalised and foreign to us. It is also risky and is situated on the boundary between music and performer, between performer and other performers, and between the past and future of our actions. The ideal is to strive for a Now that can be experienced as the right now but also as a Now that suits the responses we try to find room for when we improvise.
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Webb, Dr P., e Dr J. I. Robson. "An Intuitive Control and Sensory System for the Enhancement of Remotely Controlled Vehicle Operation". In Mechatronics '98, 349–54. Elsevier, 1998. http://dx.doi.org/10.1016/b978-008043339-4/50056-0.
Testo completoAtti di convegni sul tema "Sensory and intuitive learners"
1
Casadiego, Jenny Johana Izquierdo. "Multi-Sensory Technology In Teaching English To Young Learners". In World Conference on Research in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/worldte.2019.12.932.
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Heimler, Benedetta, Amir Shur, Ophir Netzer, Tomer Behor e Amir Amedi. "The Topo-Speech Algorithm: An intuitive Sensory Substitution for Spatial Information". In 2019 International Conference on Virtual Rehabilitation (ICVR). IEEE, 2019. http://dx.doi.org/10.1109/icvr46560.2019.8994658.
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Csapo, Adam, e Peter Baranyi. "A tensor algebraic framework for the intuitive exploration of sensory substitution spaces". In 2010 IEEE 8th International Symposium on Intelligent Systems and Informatics (SISY 2010). IEEE, 2010. http://dx.doi.org/10.1109/sisy.2010.5647127.
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Miura, Satoshi, Yuya Matsumoto, Yo Kobayashi, Kazuya Kawamura, Yasutaka Nakashima e Masakatsu G. Fujie. "Visual and somatic sensory feedback of brain activity for intuitive surgical robot manipulation". In 2015 37th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2015. http://dx.doi.org/10.1109/embc.2015.7318250.
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Song, Renshuang. "Using Venn Diagram and Sensory Integration in Chinese EFL Learners’ Pronunciation Drill". In ISAPh 2016 International Symposium on Applied Phonetics. ISCA: ISCA, 2016. http://dx.doi.org/10.21437/isaph.2016-23.
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Nanjundaswamy, V. G., Amit Kulkarni, Zhuo Chen, Prakhar Jaiswal, Sree Shankar S., Anoop Verma e Rahul Rai. "Intuitive 3D Computer-Aided Design (CAD) System With Multimodal Interfaces". In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12277.
Testo completoAbstract (sommario):
The existing interfaces for 3D CAD modeling softwares use 2D subspace inputs such as x and y axes of mouse to create 3D models. These existing interfaces are inherently modal because one needs to switch between subspaces, and disconnects the input space from modeling space. This makes existing interfaces tedious, complex, non-intuitive and difficult to learn. In this paper, a multi-sensory, interactive, and intuitive 3D CAD modeling interface is presented to address these shortcomings. Three different modalities (gestures, brain-computer interface, and speech) have been used for creating interactive and intuitive 3D CAD modeling interface. DepthSense® camera from SoftKinetic is used to recognize gestures, EEG Neuro-headset from Emotiv® is used for acquiring, and processing neuro-signals and CMU Sphinx is used for recognizing and processing speech. Multiple CAD models created by several users using the proposed multi-modal interface are presented. In conclusion, the proposed system is easier to learn and use as compared to the already existing systems.
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Arangarasan, Rajarathinam, e Rajit Gadh. "Geometric Modeling and Collaborative Design in a Multi-Modal Multi-Sensory Virtual Environment". In ASME 2000 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/detc2000/cie-14592.
Testo completoAbstract (sommario):
Abstract Shape modeling plays a vital role in the design process but often it is the most tedious task in the whole design cycle. In recent years the Computer Aided Design (CAD) industry has evolved through a number of advances and developments in design methodology. However, modeling in these CAD systems requires expertise and in-depth understanding of the modeling process, user interface and the CAD system itself, resulting in increased design cycle time. To overcome these problems a new methodology and a system called “Detailed Virtual Design System” (DVDS) has been developed for detailed shape modeling in a multi-modal, multi-sensory Virtual Environment (VE). This system provides an intuitive and natural way of designing using hand motions, gestures and voice commands. Due to the lack of effective collaborative design, visualization and analysis tools, designers spend a considerable amount of time and effort in the group discussion during design process. To enable multiple designers to effectively and efficiently collaborate in a design environment, framework of a collaborative virtual environment, called “Virtual Environment to Virtual Environment” (V2V), has been discussed. This framework allows same site and remote site multi-modal, multi-sensory immersive interface between designers.
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Yokota, Masao. "Intuition as mental image processing: Some psycholinguistic considerations on intuitive sensory data structuring and processing based on mental image directed semantic theory". In 2013 International Joint Conference on Awareness Science and Technology & Ubi-Media Computing (iCAST-UMEDIA). IEEE, 2013. http://dx.doi.org/10.1109/icawst.2013.6765467.
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Doel, David L. "Interpretation of Weighted-Least-Squares Gas Path Analysis Results". In ASME Turbo Expo 2002: Power for Land, Sea, and Air. ASMEDC, 2002. http://dx.doi.org/10.1115/gt2002-30025.
Testo completoAbstract (sommario):
Gas turbine performance analysis programs convert raw measurements (thrust, fuel flow, gas path temperatures and pressures) into engine and component figures of merit (e.g., specific fuel consumption, component efficiencies). The derived parameters allow a diagnostician to recognize a poorly performing engine and help to identify the root cause for the problem. These goals can be foiled by measurement problems or by analysis assumptions embedded in the programs. A gifted analyst learns to recognize measurement or assumption problems via characteristic “fingerprints” in the program output. The latest data analysis tools tackle the same issues using a weighted-least-squares algorithm which estimates sensor errors at the same time component health is being determined. The weighted-least-squares algorithm modifies the “fingerprint” of a measurement problem and also that of a problem-free solution. To develop intuition for these new programs, the analyst must understand how weighted-least-squares works and how normal and problem situations are reflected in the output. This paper describes the weighted-least-squares algorithm, as implemented in GE’s TEMPER program, with the goal of stimulating a new intuition for interpreting gas path analysis results.
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Geffner, Hector. "Model-free, Model-based, and General Intelligence". In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/2.
Testo completoAbstract (sommario):
During the 60s and 70s, AI researchers explored intuitions about intelligence by writing programs that displayed intelligent behavior. Many good ideas came out from this work but programs written by hand were not robust or general. After the 80s, research increasingly shifted to the development of learners capable of inferring behavior and functions from experience and data, and solvers capable of tackling well-defined but intractable models like SAT, classical planning, Bayesian networks, and POMDPs. The learning approach has achieved considerable success but results in black boxes that do not have the flexibility, transparency, and generality of their model-based counterparts. Model-based approaches, on the other hand, require models and scalable algorithms. Model-free learners and model-based solvers have indeed close parallels with Systems 1 and 2 in current theories of the human mind: the first, a fast, opaque, and inflexible intuitive mind; the second, a slow, transparent, and flexible analytical mind. In this paper, I review developments in AI and draw on these theories to discuss the gap between model-free learners and model-based solvers, a gap that needs to be bridged in order to have intelligent systems that are robust and general.