The document describes a study that tested the effectiveness of configural face training at improving face recognition abilities in developmental prosopagnosics. 24 developmental prosopagnosics participated in either an active training group or a waitlist control group. The training group completed 15 days of intensive face discrimination training while the waitlist group did not receive any training during that period. Both groups were assessed before and after using tests of face perception, face memory, and real-world recognition. The results showed that the training group demonstrated significantly greater improvements than the waitlist group on several face processing measures, suggesting that configural face training can enhance face recognition in developmental prosopagnosics.
Interactive Games as a Rehabilitation Tool for Elderly with Dementia: A Pilot...spastudent
The study aimed to investigate the effects of Wii Bowling on selective attention, simple reaction time, and quality of life in elderly with dementia. Twenty elderly with mild dementia were recruited and randomly assigned to an intervention or control group. The intervention group played Wii Bowling twice a week for 4 weeks, while the control group received usual day care activities. Results showed improvements in quality of life domains of family and self as a whole for the intervention group. The study provides preliminary evidence that interactive games like Wii Bowling may benefit elderly with dementia.
This document discusses coaching and motor control research. It provides background on the topic, including definitions of internal and external feedback. It summarizes studies conducted by researchers like Dr. Gabriele Wulf on how feedback influences learning and motivation. The document also reviews literature on reinforcement and its effects. It concludes by discussing practical applications for coaches, including using intermittent reinforcement and empowering athletes in the feedback process.
The document outlines the curriculum for the College of Medicine at the Northern Border University over six years. It includes the following key details:
- Each year is divided into two semesters, with courses and clinical experience increasing in complexity each year.
- The first two years focus on basic medical sciences, anatomy, physiology and pathology.
- Years three and four introduce clinical disciplines and early clinical experience.
- The final two years are devoted almost entirely to clerkships in major medical and surgical specialties, along with electives.
- For each course, contact hours are specified for lectures, tutorials, practical sessions, clinical/problem-based learning and self-directed learning.
-
This study investigated how mixing two auditory perception tasks during training affects learning. Participants completed a target task (amplitude modulation detection) that was interleaved with one of three proceeding tasks. The tasks differed in their task-relevant dimensions (modulation depth vs rate). Results showed learning was disrupted when the training required alternating attention between the tasks that had different relevant cues. Learning did not transfer between the tasks unless the training included more than one condition. The findings suggest perceptual learning acquisition is disrupted when training requires shifting attention between tasks with different relevant dimensions.
Wasting in children and participation in the pre school education in the urbanAlexander Decker
This academic article examines the relationship between wasting (current undernutrition) and participation in pre-school education among 390 Kenyan children. The study found a statistically significant relationship between wasting and not attending pre-school, with more wasted children not participating in pre-school. The article provides background on related studies and describes the study methodology and results in detail through tables and figures. It concludes that interventions are needed to ensure children receive balanced and adequate nutrition to support pre-school participation and development.
The document discusses finding purpose and meaning in work. It makes three key points:
1) God created humans in His image and told them to work, finding purpose in caring for creation. All jobs can reflect God's creativity when done with the right intentions.
2) While sin introduced brokenness, God redeems humanity and calls Christians to works of healing, liberation, and empowerment through their vocations.
3) Finding one's calling involves discerning natural talents and passions, then taking steps to use those talents to serve others through meaningful work that reflects God's love. Success is defined by faithfulness to one's calling rather than achievements.
The document describes the Avista Hideaway Resort & Spa in Phuket, Thailand. It is a new luxury resort located 45 minutes from the airport, 20 minutes from downtown Phuket, and 3 minutes from the entertainment areas of Patong. The resort has 150 guest rooms including suites with jacuzzis and pools. It features 3 outdoor pools, a spa, restaurants, a gym, meeting spaces, and a private beach club located 5 minutes away. Transportation like limo service from the airport and a private jet are available upon request.
Interactive Games as a Rehabilitation Tool for Elderly with Dementia: A Pilot...spastudent
The study aimed to investigate the effects of Wii Bowling on selective attention, simple reaction time, and quality of life in elderly with dementia. Twenty elderly with mild dementia were recruited and randomly assigned to an intervention or control group. The intervention group played Wii Bowling twice a week for 4 weeks, while the control group received usual day care activities. Results showed improvements in quality of life domains of family and self as a whole for the intervention group. The study provides preliminary evidence that interactive games like Wii Bowling may benefit elderly with dementia.
This document discusses coaching and motor control research. It provides background on the topic, including definitions of internal and external feedback. It summarizes studies conducted by researchers like Dr. Gabriele Wulf on how feedback influences learning and motivation. The document also reviews literature on reinforcement and its effects. It concludes by discussing practical applications for coaches, including using intermittent reinforcement and empowering athletes in the feedback process.
The document outlines the curriculum for the College of Medicine at the Northern Border University over six years. It includes the following key details:
- Each year is divided into two semesters, with courses and clinical experience increasing in complexity each year.
- The first two years focus on basic medical sciences, anatomy, physiology and pathology.
- Years three and four introduce clinical disciplines and early clinical experience.
- The final two years are devoted almost entirely to clerkships in major medical and surgical specialties, along with electives.
- For each course, contact hours are specified for lectures, tutorials, practical sessions, clinical/problem-based learning and self-directed learning.
-
This study investigated how mixing two auditory perception tasks during training affects learning. Participants completed a target task (amplitude modulation detection) that was interleaved with one of three proceeding tasks. The tasks differed in their task-relevant dimensions (modulation depth vs rate). Results showed learning was disrupted when the training required alternating attention between the tasks that had different relevant cues. Learning did not transfer between the tasks unless the training included more than one condition. The findings suggest perceptual learning acquisition is disrupted when training requires shifting attention between tasks with different relevant dimensions.
Wasting in children and participation in the pre school education in the urbanAlexander Decker
This academic article examines the relationship between wasting (current undernutrition) and participation in pre-school education among 390 Kenyan children. The study found a statistically significant relationship between wasting and not attending pre-school, with more wasted children not participating in pre-school. The article provides background on related studies and describes the study methodology and results in detail through tables and figures. It concludes that interventions are needed to ensure children receive balanced and adequate nutrition to support pre-school participation and development.
The document discusses finding purpose and meaning in work. It makes three key points:
1) God created humans in His image and told them to work, finding purpose in caring for creation. All jobs can reflect God's creativity when done with the right intentions.
2) While sin introduced brokenness, God redeems humanity and calls Christians to works of healing, liberation, and empowerment through their vocations.
3) Finding one's calling involves discerning natural talents and passions, then taking steps to use those talents to serve others through meaningful work that reflects God's love. Success is defined by faithfulness to one's calling rather than achievements.
The document describes the Avista Hideaway Resort & Spa in Phuket, Thailand. It is a new luxury resort located 45 minutes from the airport, 20 minutes from downtown Phuket, and 3 minutes from the entertainment areas of Patong. The resort has 150 guest rooms including suites with jacuzzis and pools. It features 3 outdoor pools, a spa, restaurants, a gym, meeting spaces, and a private beach club located 5 minutes away. Transportation like limo service from the airport and a private jet are available upon request.
The document provides tips for getting a job, including doing work with excellence, acting on mission, and being enchanting. It advises setting SMART goals, doing research on target companies and their needs, clarifying the value you offer, and providing examples and references to give potential employers "reasons to believe". The overall message is that getting a job requires treating it as its own job by pouring your best energy into it and tailoring your approach for each opportunity.
Medicare's Value Based Purchasing program redistributes hospital payments based on quality performance scores to incentivize better care. Hospitals will have funding reduced by up to 2% by 2017 if they do not meet targets for clinical process, patient experience and outcome measures. This represents a shift from fee-for-service payments to a model emphasizing value, quality outcomes, and total cost of care. For pharmacy, it implies demands to work across care settings, coordinate care beyond health system walls, and actively engage patients in their care as part of optimizing value-based care.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Towns Alive Awards 2013 - fantastic projects making their towns strongerTownsAlive
The Towns Alive Awards are Britain's most prestigious awards for town / community improvement projects. 2013's awards attracted inspirational entries from across the UK.
Towns have come up with ideas for schemes that are creating social and economic capital, generating footfall, supporting their businesses, and providing fantastic new facilities.
AMT Towns Alive announced the category winners within each region of the awards in July 2013 and the Regional Winners, the CCLA Town Trailblazer Award Winner, and the Overall National Winner of the 2013 Awards on 6 November 2013.
Winning projects came from towns of all sizes - what they have in common is a can-do attitude. The projects are making a real impact in their local communities.
The overall winner for 2013 is Cardigan-based 4CG Cymru and the CCLA Town Trailblazer Winner is Ossett Observer.
Other regional and category winners came from towns including Northallerton, Rochdale, Sevenoaks, Henley, Lancing, Henfield, Rochford, Braintree, Beccles, Altrincham, Leek, Bloxwich, the south Lake District, Aberystwyth, Cardigan Bay, Blaenau Ffestiniog, and Welshpool. Read all about them here: http://towns.org.uk/market-town-awards/towns-alive-awards-2013/
This document discusses crowdfunding as a way to fund civic projects through Spacehive's online platform. It allows communities to propose projects, raise funds from supporters, and complete projects with assistance for legal/verification processes. Crowdfunding has already raised over £1.2 billion in the UK and been used successfully for civic projects abroad and in Wales. Spacehive partners with organizations to provide matching funds and wants to help more towns engage communities and fund projects in light of limited public funds but demand for improvements.
The article discusses Northwood University alumna Amanda Yocum, who graduated in 2002. After working in various roles, she returned to NU to teach economics courses. Yocum believes the core values and ethics taught at NU have helped her succeed, and she aims to pass these lessons on to her students to help prepare them for careers and life. The article highlights how NU alumni remain connected to the university and its mission of promoting free enterprise.
Development and validation of a vocabulary size test of multiword expressionsRon Martinez
1. The document discusses using language tests as research instruments and focuses on the concept of validity in language testing. It describes how validity is not an inherent characteristic of a test but depends on the inferences and uses of test scores.
2. An experiment is described that administered two reading comprehension tests with identical vocabulary levels to Brazilian English learners and found they overestimated their comprehension on the second test, which had less compositional texts.
3. The document outlines the development and validation of a new vocabulary size test of multiword expressions, describing the challenges, pilot tests, and full field test with over 2,000 participants. It found the new test format had fewer discrepancies between declared and actual knowledge.
Using Categories to Direct Curriculum Reform and EvaluationExamSoft
The document summarizes a webinar on using item categories in ExamSoft to direct curriculum reform and evaluation. The webinar covered:
1. Mapping assessment categories to identify gaps and redundancies in curriculum content coverage and frequency.
2. Connecting assessment data to learning objectives to measure intended and unintended changes in student learning over time.
3. Examples of how one medical school used category data in ExamSoft for curriculum blueprinting, predicting future performance, and gap/redundancy analysis.
The webinar emphasized that category data in ExamSoft can contribute significantly to program evaluation efforts and encouraged attendees to think about integrating it with other assessment systems.
The document summarizes three studies on the effects of learning with online erroneous examples. The studies examined:
- Whether advanced students gain more from erroneous examples with help for self-explanation.
- If erroneous examples can improve cognitive skills, conceptual understanding, transfer abilities, and error detection/correction.
- Whether adaptive help plays a role.
Across the three studies, results showed that erroneous examples with help led to better metacognitive skills like error detection and conceptual understanding compared to examples without help or normal problem solving. Advanced students and those with help detecting and correcting errors benefited most. However, conceptual topics like "part of a whole" proved more difficult.
The document summarizes three studies on the effects of learning with online erroneous examples. The studies examined:
- Whether advanced students gain more from erroneous examples with help for self-explanation.
- If erroneous examples can improve cognitive skills, conceptual understanding, transfer abilities, and error detection/correction.
- Whether adaptive help plays a role.
Across the three studies, results showed that erroneous examples with help led to better metacognitive skills like error detection and conceptual understanding compared to examples without help or normal problem solving. Advanced students and those with help detecting and correcting errors benefited most. However, conceptual topics like "part of a whole" proved more difficult.
The document summarizes three studies on the effects of learning with online erroneous examples. The studies examined:
- Whether advanced students gain more from erroneous examples with help for self-explanation.
- If erroneous examples can improve cognitive skills, conceptual understanding, transfer abilities, and error detection/correction.
- Whether adaptive help plays a role.
Across the three studies, results showed that erroneous examples with help led to better metacognitive skills like error detection and conceptual understanding compared to examples without help or normal problem solving. Advanced students and those with help detecting and correcting errors benefited most. However, conceptual topics like "part of a whole" proved more difficult.
The document summarizes three studies on the effects of learning from online erroneous examples. The studies examined whether presenting erroneous examples with or without help improved 6th-10th grade students' cognitive skills, metacognitive skills, conceptual understanding, and transfer abilities regarding fractions.
The first study found that students who received erroneous examples with help performed better on metacognitive measures like error detection and correction compared to students in the control group. The second study also found benefits of erroneous examples with help for metacognitive skills and lower cognitive load. The third and largest study replicated these findings and showed additional benefits of erroneous examples with help for cognitive skills, conceptual understanding, and transfer.
Playful Toothbrush CHI 2008 presentationguestd2f315
The document describes a Playful Toothbrush system that uses computer vision and a game to teach proper tooth brushing skills to kindergarten children. A study found that after using the system for 5 days, the children showed improved cleaning effectiveness, increased number of brushing strokes, longer brushing time, and better coverage of all teeth areas compared to before using the system. The Playful Toothbrush is an example of using sensing and persuasive technologies embedded in a child's environment to positively influence their behaviors.
The document summarizes research on using machine learning to predict patient comorbidities from discharge summaries. It describes training rule learning classifiers on annotated examples and evaluating their performance. The best models were rule learners like JRip and J48, achieving high precision but lower recall. Rules learned for conditions like asthma, depression, and obesity were relatively simple but descriptive of the data.
ACL 2015: Automatic Identification of Age-Appropriate Ratings of Song Lyrics ...Ruli Manurung
Our poster at ACL 2015 (The 2015 Annual Meeting of the Association for Computational Linguistics) in Beijing, 26-31 July 2015. The full paper can be found in the ACL Anthology at http://aclweb.org/anthology/P15-2096
Effects of Advance Organizers on Learning and Retention from a Fully Web-base...Baiyun Ch
The purpose of this study is to investigate the short-term and long-term effects of two kinds of advance organizers (AOs), a visual concept map and a text outline. The AOs were administered in a fully Web-based course in health care ethics. The outcome measures are students’ knowledge acquisition and application in two posttests.
This study was conducted through a post-test only control group design with a random assignment. The population of the study involved 166 college students who participated in this online class in their junior or senior year. The voluntary research participants were randomly assigned into the two treatment groups and one control group.
The treatment of AO was administered as an integral part of a one-week-long online module on the topic of patient-physician relationships. Students of the two treatment groups were presented with one of the two AOs, while the control group was instructed to proceed to textbook reading without an AO. Then, students were tested on the subject matter with two parallel posttests. Both posttests were composed of a multiple-choice question quiz and a set of scenario-based essay questions. The students took posttest I at the end of the instructional week, and posttest II four weeks after. A survey and interviews were also conducted to supplement the quantitative results with contextual information.
The findings do not demonstrate a statistically significant AO effect among the treatment groups and the control group. However, in agreement with the previous research, this study shows a positive but inconclusive benefit of using AOs for students’ short-term knowledge acquisition. The students using a concept map consistently obtained higher learning achievements than individuals using a text outline. More importantly, this study reiterated the proposition that students of lower-learning abilities benefit more from using an AO for online learning than those of higher-learning abilities.
The current study extends our knowledge on the use of AOs in fully Web-based educational environments. The results indicated that although AOs more often than not have small facilitative effects for learners, they are not equally effective for all learners in all learning situations. The incorporation of the instructional strategies, such as AOs, in Web-based courses and programs might benefit online learners, especially those students of lower verbal and analytical abilities, or of lower prior knowledge of the material-to-be-learned.
Inverting Critique: Emergent Technologically-Mediated Critique Practices of D...colin gray
Critique is the primary method of assessment used in design education, yet is not well understood apart from traditional structures of institutional power and faculty initiation. In this study, we analyze the classroom presentations and critiques of eleven teams in a design-focused human-computer interaction graduate program, focusing on an emergent instructional design for technologically-mediated critique created by experienced students serving as peer mentors. Initial analysis suggests complex interaction between multiple modes of critique beyond the “traditional” critique: 1) public oral critique led by faculty, 2) a critique document authored in Google Docs by experienced students, and 3) backchannel chat in Google Docs by experienced students. These interactions indicate instructional affordances for including many simultaneous users within an existing critique infrastructure. Implications of this instructional design for expanding the capacity of physical critique events and the role of participation in student learning are considered.
Using ExamSoft Data to Prepare For and Ease the Accreditation ProcessExamSoft
Presented by Kimberly K. Daugherty, PharmD, BCPS, Professor and Assistant Dean of Academic Affairs and Assessment, Sullivan University College of Pharmacy, and Ashley Castleberry, PharmD, MAEd, Assistant Professor and Director of Assessment, University of Arkansas for Medical Sciences College of Pharmacy, and Leah Simpson, EdD, MPA, Director of Curriculum Development and Assessment, University of Kentucky
When preparing for the accreditation process, ExamSoft data can be used to document student mastery of accreditation standards, the student development of self-awareness, as well as provide data for course and curriculum improvement. Data from ExamSoft can also provide students with report cards providing autonomy supportive feedback (“feed up, feed back, feed forward”). In this model, the first step is to establish a clear goal for the students to obtain (feed up). Next, the teacher responds to the work being done (feed back). Finally, students are provided with ways to improve attainment of their goals (feed forward). This process can also be useful for the teacher as it allows for justifiable improvement in teaching and in the course. Student report cards are autonomy supportive, as they can provide students with the goal to obtain (achievement of the program outcomes) and allow the teacher or advisor to comment on things being done well or needing improvement. It is possible to collate student data so that a college can see which outcomes are being taught well in the curriculum and which may need improvement. Finally, report cards can be useful tools to help students develop and practice their metacognitive skills. The University of Arkansas, University of Kentucky, and Sullivan University Colleges of Pharmacy have been using this type of data to improve student learning and performance. The purpose of this session is to describe how ExamSoft longitudinal assessment data can be used to develop a report card for students showing their progression through a curriculum and how this data can be used for accreditation.
The Science Behind Engaging Students in ClassKevin Clauson
This is the expanded version of 'How to Fight Lecturalgia'. The enhancements from the peer-reviewed literature and science behind aspects of visual design were added in response to feedback after presenting the former version. This was presented as the keynote of Faculty Development at the University of Louisiana - Monroe.
This document provides a summary report of course evaluations for English composition courses at BHSU for the 2019 Fall term. It shows the number of students enrolled, responded and response rates for 4 course sections. It then provides data on students' self-reported progress on 13 learning objectives using a 5-point scale. Finally, it includes students' level of agreement with 3 statements about the course on a 5-point scale.
The document provides tips for getting a job, including doing work with excellence, acting on mission, and being enchanting. It advises setting SMART goals, doing research on target companies and their needs, clarifying the value you offer, and providing examples and references to give potential employers "reasons to believe". The overall message is that getting a job requires treating it as its own job by pouring your best energy into it and tailoring your approach for each opportunity.
Medicare's Value Based Purchasing program redistributes hospital payments based on quality performance scores to incentivize better care. Hospitals will have funding reduced by up to 2% by 2017 if they do not meet targets for clinical process, patient experience and outcome measures. This represents a shift from fee-for-service payments to a model emphasizing value, quality outcomes, and total cost of care. For pharmacy, it implies demands to work across care settings, coordinate care beyond health system walls, and actively engage patients in their care as part of optimizing value-based care.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Towns Alive Awards 2013 - fantastic projects making their towns strongerTownsAlive
The Towns Alive Awards are Britain's most prestigious awards for town / community improvement projects. 2013's awards attracted inspirational entries from across the UK.
Towns have come up with ideas for schemes that are creating social and economic capital, generating footfall, supporting their businesses, and providing fantastic new facilities.
AMT Towns Alive announced the category winners within each region of the awards in July 2013 and the Regional Winners, the CCLA Town Trailblazer Award Winner, and the Overall National Winner of the 2013 Awards on 6 November 2013.
Winning projects came from towns of all sizes - what they have in common is a can-do attitude. The projects are making a real impact in their local communities.
The overall winner for 2013 is Cardigan-based 4CG Cymru and the CCLA Town Trailblazer Winner is Ossett Observer.
Other regional and category winners came from towns including Northallerton, Rochdale, Sevenoaks, Henley, Lancing, Henfield, Rochford, Braintree, Beccles, Altrincham, Leek, Bloxwich, the south Lake District, Aberystwyth, Cardigan Bay, Blaenau Ffestiniog, and Welshpool. Read all about them here: http://towns.org.uk/market-town-awards/towns-alive-awards-2013/
This document discusses crowdfunding as a way to fund civic projects through Spacehive's online platform. It allows communities to propose projects, raise funds from supporters, and complete projects with assistance for legal/verification processes. Crowdfunding has already raised over £1.2 billion in the UK and been used successfully for civic projects abroad and in Wales. Spacehive partners with organizations to provide matching funds and wants to help more towns engage communities and fund projects in light of limited public funds but demand for improvements.
The article discusses Northwood University alumna Amanda Yocum, who graduated in 2002. After working in various roles, she returned to NU to teach economics courses. Yocum believes the core values and ethics taught at NU have helped her succeed, and she aims to pass these lessons on to her students to help prepare them for careers and life. The article highlights how NU alumni remain connected to the university and its mission of promoting free enterprise.
Development and validation of a vocabulary size test of multiword expressionsRon Martinez
1. The document discusses using language tests as research instruments and focuses on the concept of validity in language testing. It describes how validity is not an inherent characteristic of a test but depends on the inferences and uses of test scores.
2. An experiment is described that administered two reading comprehension tests with identical vocabulary levels to Brazilian English learners and found they overestimated their comprehension on the second test, which had less compositional texts.
3. The document outlines the development and validation of a new vocabulary size test of multiword expressions, describing the challenges, pilot tests, and full field test with over 2,000 participants. It found the new test format had fewer discrepancies between declared and actual knowledge.
Using Categories to Direct Curriculum Reform and EvaluationExamSoft
The document summarizes a webinar on using item categories in ExamSoft to direct curriculum reform and evaluation. The webinar covered:
1. Mapping assessment categories to identify gaps and redundancies in curriculum content coverage and frequency.
2. Connecting assessment data to learning objectives to measure intended and unintended changes in student learning over time.
3. Examples of how one medical school used category data in ExamSoft for curriculum blueprinting, predicting future performance, and gap/redundancy analysis.
The webinar emphasized that category data in ExamSoft can contribute significantly to program evaluation efforts and encouraged attendees to think about integrating it with other assessment systems.
The document summarizes three studies on the effects of learning with online erroneous examples. The studies examined:
- Whether advanced students gain more from erroneous examples with help for self-explanation.
- If erroneous examples can improve cognitive skills, conceptual understanding, transfer abilities, and error detection/correction.
- Whether adaptive help plays a role.
Across the three studies, results showed that erroneous examples with help led to better metacognitive skills like error detection and conceptual understanding compared to examples without help or normal problem solving. Advanced students and those with help detecting and correcting errors benefited most. However, conceptual topics like "part of a whole" proved more difficult.
The document summarizes three studies on the effects of learning with online erroneous examples. The studies examined:
- Whether advanced students gain more from erroneous examples with help for self-explanation.
- If erroneous examples can improve cognitive skills, conceptual understanding, transfer abilities, and error detection/correction.
- Whether adaptive help plays a role.
Across the three studies, results showed that erroneous examples with help led to better metacognitive skills like error detection and conceptual understanding compared to examples without help or normal problem solving. Advanced students and those with help detecting and correcting errors benefited most. However, conceptual topics like "part of a whole" proved more difficult.
The document summarizes three studies on the effects of learning with online erroneous examples. The studies examined:
- Whether advanced students gain more from erroneous examples with help for self-explanation.
- If erroneous examples can improve cognitive skills, conceptual understanding, transfer abilities, and error detection/correction.
- Whether adaptive help plays a role.
Across the three studies, results showed that erroneous examples with help led to better metacognitive skills like error detection and conceptual understanding compared to examples without help or normal problem solving. Advanced students and those with help detecting and correcting errors benefited most. However, conceptual topics like "part of a whole" proved more difficult.
The document summarizes three studies on the effects of learning from online erroneous examples. The studies examined whether presenting erroneous examples with or without help improved 6th-10th grade students' cognitive skills, metacognitive skills, conceptual understanding, and transfer abilities regarding fractions.
The first study found that students who received erroneous examples with help performed better on metacognitive measures like error detection and correction compared to students in the control group. The second study also found benefits of erroneous examples with help for metacognitive skills and lower cognitive load. The third and largest study replicated these findings and showed additional benefits of erroneous examples with help for cognitive skills, conceptual understanding, and transfer.
Playful Toothbrush CHI 2008 presentationguestd2f315
The document describes a Playful Toothbrush system that uses computer vision and a game to teach proper tooth brushing skills to kindergarten children. A study found that after using the system for 5 days, the children showed improved cleaning effectiveness, increased number of brushing strokes, longer brushing time, and better coverage of all teeth areas compared to before using the system. The Playful Toothbrush is an example of using sensing and persuasive technologies embedded in a child's environment to positively influence their behaviors.
The document summarizes research on using machine learning to predict patient comorbidities from discharge summaries. It describes training rule learning classifiers on annotated examples and evaluating their performance. The best models were rule learners like JRip and J48, achieving high precision but lower recall. Rules learned for conditions like asthma, depression, and obesity were relatively simple but descriptive of the data.
ACL 2015: Automatic Identification of Age-Appropriate Ratings of Song Lyrics ...Ruli Manurung
Our poster at ACL 2015 (The 2015 Annual Meeting of the Association for Computational Linguistics) in Beijing, 26-31 July 2015. The full paper can be found in the ACL Anthology at http://aclweb.org/anthology/P15-2096
Effects of Advance Organizers on Learning and Retention from a Fully Web-base...Baiyun Ch
The purpose of this study is to investigate the short-term and long-term effects of two kinds of advance organizers (AOs), a visual concept map and a text outline. The AOs were administered in a fully Web-based course in health care ethics. The outcome measures are students’ knowledge acquisition and application in two posttests.
This study was conducted through a post-test only control group design with a random assignment. The population of the study involved 166 college students who participated in this online class in their junior or senior year. The voluntary research participants were randomly assigned into the two treatment groups and one control group.
The treatment of AO was administered as an integral part of a one-week-long online module on the topic of patient-physician relationships. Students of the two treatment groups were presented with one of the two AOs, while the control group was instructed to proceed to textbook reading without an AO. Then, students were tested on the subject matter with two parallel posttests. Both posttests were composed of a multiple-choice question quiz and a set of scenario-based essay questions. The students took posttest I at the end of the instructional week, and posttest II four weeks after. A survey and interviews were also conducted to supplement the quantitative results with contextual information.
The findings do not demonstrate a statistically significant AO effect among the treatment groups and the control group. However, in agreement with the previous research, this study shows a positive but inconclusive benefit of using AOs for students’ short-term knowledge acquisition. The students using a concept map consistently obtained higher learning achievements than individuals using a text outline. More importantly, this study reiterated the proposition that students of lower-learning abilities benefit more from using an AO for online learning than those of higher-learning abilities.
The current study extends our knowledge on the use of AOs in fully Web-based educational environments. The results indicated that although AOs more often than not have small facilitative effects for learners, they are not equally effective for all learners in all learning situations. The incorporation of the instructional strategies, such as AOs, in Web-based courses and programs might benefit online learners, especially those students of lower verbal and analytical abilities, or of lower prior knowledge of the material-to-be-learned.
Inverting Critique: Emergent Technologically-Mediated Critique Practices of D...colin gray
Critique is the primary method of assessment used in design education, yet is not well understood apart from traditional structures of institutional power and faculty initiation. In this study, we analyze the classroom presentations and critiques of eleven teams in a design-focused human-computer interaction graduate program, focusing on an emergent instructional design for technologically-mediated critique created by experienced students serving as peer mentors. Initial analysis suggests complex interaction between multiple modes of critique beyond the “traditional” critique: 1) public oral critique led by faculty, 2) a critique document authored in Google Docs by experienced students, and 3) backchannel chat in Google Docs by experienced students. These interactions indicate instructional affordances for including many simultaneous users within an existing critique infrastructure. Implications of this instructional design for expanding the capacity of physical critique events and the role of participation in student learning are considered.
Using ExamSoft Data to Prepare For and Ease the Accreditation ProcessExamSoft
Presented by Kimberly K. Daugherty, PharmD, BCPS, Professor and Assistant Dean of Academic Affairs and Assessment, Sullivan University College of Pharmacy, and Ashley Castleberry, PharmD, MAEd, Assistant Professor and Director of Assessment, University of Arkansas for Medical Sciences College of Pharmacy, and Leah Simpson, EdD, MPA, Director of Curriculum Development and Assessment, University of Kentucky
When preparing for the accreditation process, ExamSoft data can be used to document student mastery of accreditation standards, the student development of self-awareness, as well as provide data for course and curriculum improvement. Data from ExamSoft can also provide students with report cards providing autonomy supportive feedback (“feed up, feed back, feed forward”). In this model, the first step is to establish a clear goal for the students to obtain (feed up). Next, the teacher responds to the work being done (feed back). Finally, students are provided with ways to improve attainment of their goals (feed forward). This process can also be useful for the teacher as it allows for justifiable improvement in teaching and in the course. Student report cards are autonomy supportive, as they can provide students with the goal to obtain (achievement of the program outcomes) and allow the teacher or advisor to comment on things being done well or needing improvement. It is possible to collate student data so that a college can see which outcomes are being taught well in the curriculum and which may need improvement. Finally, report cards can be useful tools to help students develop and practice their metacognitive skills. The University of Arkansas, University of Kentucky, and Sullivan University Colleges of Pharmacy have been using this type of data to improve student learning and performance. The purpose of this session is to describe how ExamSoft longitudinal assessment data can be used to develop a report card for students showing their progression through a curriculum and how this data can be used for accreditation.
The Science Behind Engaging Students in ClassKevin Clauson
This is the expanded version of 'How to Fight Lecturalgia'. The enhancements from the peer-reviewed literature and science behind aspects of visual design were added in response to feedback after presenting the former version. This was presented as the keynote of Faculty Development at the University of Louisiana - Monroe.
This document provides a summary report of course evaluations for English composition courses at BHSU for the 2019 Fall term. It shows the number of students enrolled, responded and response rates for 4 course sections. It then provides data on students' self-reported progress on 13 learning objectives using a 5-point scale. Finally, it includes students' level of agreement with 3 statements about the course on a 5-point scale.
1) A study examined the effects of a strengths intervention on students' personal growth initiative.
2) 98 master's students participated in a 1-day training to identify their strengths and encourage developing those strengths.
3) Results showed the strengths training enhanced students' personal growth initiative and increased their psychological capital, which mediated the relationship between the intervention and personal growth.
This document discusses a psychology summer conference on the topic of student marks. It includes historical data on student enrolment and examination specifications from 2004 to 2009. It also outlines criteria for judging student performance in knowledge, analysis, application, evaluation and communication. Statistical moderation effects are presented, showing student scores before and after moderation from 2000 to 2006. The document also discusses research on student retention and capabilities, and the ideas of assessing students against defined standards using criteria, as embraced in Queensland.
Keynote update on the program directors%27 caucus activities and introducti...jakinyi
The document discusses the GI Program Directors' Caucus and its role in coordinating GI fellowship training programs. It provides an overview of GI fellowship programs in terms of size and research focus. The Caucus aims to better promote the educational goals of gastroenterology societies, facilitate communication between programs, and create standardized tools. It also discusses challenges faced and proposed governance changes to make the Caucus more effective in shaping the training environment.
This document discusses assessment challenges in higher education. It notes increased pressures on staff from the new fee and funding regime as well as raised student expectations. The key question is what the deal will be regarding assessment expectations and workload. The document outlines some serious curriculum design and quality assurance issues beyond individual teachers. It discusses formative assessment, feedback, and developing student autonomy. Several studies are referenced that show feedback is often not helpful or timely for students. The document argues students need support to develop as autonomous learners and appreciate academic standards. Overall it addresses balancing assessment expectations with realistic workloads in challenging higher education times.
This document summarizes the 2009 SASTA Psychology Summer Conference. It discusses the examination process including setting, vetting, marking, and central moderation. It provides data on the 2009 exam including question means, research tools used to analyze results, and the effects of statistical moderation. Schools are advised to analyze moderation reports to compare their class results to the total cohort.
Rothenberg Assessment Report 2009 S A S T A P S Y Conf 10
Dp train lab_mtngpresentation
1. Configural face training
enhances face processing in
developmental
prosopagnosics, particularly in
“better trainers”
Joe DeGutis
Sarah Cohan
Ken Nakayama
2. Rehabilitation of Prosopagnosia
Compensatory skills vs. Remediation
◦ Teaching non-face skills
◦ Verbal coding of internal facial features
◦ Training configural/holistic processing
Teaching specific relevant faces vs.
teaching a general skill
◦ Most rehabilitation approaches teach
specific faces
3. Rehabilitation of Acquired
Prosopagnosia
Ellis & Young, 1988
◦ After> two years of daily face matching training, no
improvement was observed in child prosopagnosic
Provoked overt recognition, (Diamond,1994)
Francis et al, 2002
◦ Rehabilitated a patient with prosopagnosia and person-
based semantic disorder by emphasizing both semantic
information (name/occupation) and visual imagery
Patient PS (Mayer &Rossion, 2007)
◦ Taught her to verbalize internal facial features for 4 months
◦ Showed improvements in recognizing pupils in her class
and increased confidence
4. Rehabilitation of Developmental
Prosopagnosia
8 and 4 year-old DPs; Brundson (2006)
&Schmalzl (2008)
◦ Taught to perceive, discuss, and remember
five distinctive facial characteristics of
personally familiar faces
◦ Improved recognition of novel views of target
faces; Schmalzl also found more normal eye
movement scan paths
48 year-old DP, DeGutis et al., 2007
◦ Sought to expand perceptual integration
ability
9. Current Study
Larger population of developmental
prosopagnosics (N=24)
Test-retest (waitlist) control group
Broader battery of face perception/recognition
and self-report diaries
Design Tweaks
◦ Emphasized speed as well as accuracy
◦ Initial face size set to maximize holistic processing
◦ With improved performance, we included more varied
sizes of faces
10. Difficulty Levels
Level 1 Level 2 Level 3 Level 4
Subjects were advanced in level after three rounds of training at or
above 93% average accuracy, and faster than 1000ms average RT
11. Single Training Trial
500ms Category 1 or 2?
+
Wait for Feedback
response 500ms
Subjects participated in 15 days of training.
3 rounds per day. 300 trials per round.
Prompted for a short break after 100/200 trials.
12. Assessments
Simultaneous Face Matching
• Philadelphia Face Similarity Test (Thomas et. al, 2008)
• Cambridge Face Perception Test (Duchaine et. al, 2007)
Sequential Face Matching
• Faces, Objects, Bodies Perception Test (Pitcher et. al, 2009)
Face Working Memory
• Face Working Memory Test (Chatterjee & Nakayama)
Part and Whole Processing
• Part Whole Face Test (Tanaka et. al, 2004)
Real World Improvements
• 5-day Diary Entry
17. Assessments
Part and Whole Processing
• Part Whole Face Test (Tanaka et. al, 2004)
500ms
1000ms
or
500ms
18. Assessments
Real World Improvements
• 5-day Diary Entry
1. Today, on a scale of 1 to 10, what was your level of anxiety about recognizing people?
(1=not anxious, 10=extremely anxious)
2. Today, on a scale of 1 to 10, how confident did you feel about recognizing people?
3. Today, did your face recognition difficulties cause you to avoid social situations? (If you
had no opportunity for social interaction today, please choose N/A. Other options: Not at
All, Somewhat, Yes, Very Much.)
For the following questions, please be sure to think carefully about whether you recognized
someone by their FACE rather than any cues or characteristics such as
context, hairstyle, clothes, voice, gait, etc. We understand this is challenging, but do your
best to limit your answers to experiences of FACE recognition.
4. How many people who you know personally, did you recognize today by their face IN
PERSON?
5. How many people who you know personally, did you recognize today by their face in
PICTURES or VIDEO? (i.e. Facebook, photographs)
6. How many FAMOUS people did you recognize today by their face (in person, pictures, or
video - i.e. TV, Movies, Magazines)?
19. Assessments
Real World Improvements
• 5-day Diary Entry
7. Of the times you successfully recognized people, how often did you use an alternative
strategy such as gait, hair, context, or voice? (If you did not successfully recognize anyone
today, please choose N/A. Other options: Never, Sometimes, Often, Always)
8. Of all the people you successfully recognized today in the questions above, how many
can you form a clear mental image of their face?
9. How many incidents are you aware of in which you failed to recognize someone familiar?
10. Please tell us about any negative experiences you had today regarding face recognition:
11. Please tell us about any positive experiences you had today regarding face recognition:
12. Please describe the type of day you had today (weekday at home, typical work
day, weekend day at home, any social events with mostly familiar or mostly unfamiliar
people, time surfing on Facebook/looking at photos or magazines, TV/Movie watching, etc):
13. Do you have any other comments or questions to share?
20. Timeline
DP Train-Only Group (N=12)
Screening Pre-training Post-training
& Random Diary Entries Pre-training Training (15 Post-training Diary Entries
Assignment (5 Days) Tests (1 Day) Days) Tests (1 Day) (5 Days)
3 rounds of 300
faces per day
DP Waitlist Group (N=12)
Screening Pre-training Post-training Post-training Post-training
& Random Diary Entries Pre-training Waiting (15 Tests - Round Training Tests - Round 2 Diary Entries
Assignment (5 Days) Tests (1 Days) 1 (1 Day) (15 Days) (1 Day) (5 Days)
Day)
23. Train-Only vs. Waitlist Control Waitlist Training
Results Experimental
Train-Only
80% Control
Waitlist 80%
Philadelphia Face
78% 78%
Similarity Test
76% 76%
74% 74%
72% 72%
70% 70%
68% 68%
66% 66%
64% 64%
Before After Before After
Pre-Training Post-Training 1 2
2.10 2.10
2.00 2.00
Face Working
Memory Test
1.90 1.90
1.80 1.80
1.70
1.70
1.60
1.60
1.50
1.50 1 2
Before
Pre-Training After
Post-Training Before After
75% 75%
Part Whole
Whole Trials
70% 70%
65% 65%
60% 60%
55% 55%
Before
Pre-Training After
Post-Training Before
1 After
2
24. Self-reported Face
Results Recognition Failures/Day
p<.05
2.50
2.00
1.50
1.00
0.50
0.00
Before
1
After
2
Training Training
Self-reported Face
Recognition Confidence
5.50
p<.05
5.00
4.50
4.00
3.50
3.00
Before
pre After
post
Training Training
25. Results
Train Only Waitlist Training Groups Combined
Better Trainers
Worse Trainers
Face Working 2.30 2.30 2.30
Memory Test 2.20 2.20 2.20
2.10 2.10 2.10
2.00 2.00 2.00
1.90 1.90 1.90
1.80 1.80 1.80
1.70 1.70 1.70
1.60 1.60 1.60
1.50 1.50 1.50
1 2
80% 80% 80%
Part Whole Face Task
75% 75% 75%
70% 70% 70%
Whole Trials
65% 65% 65%
60% 60% 60%
55% 55% 55%
50% 50% 50%
Before After Before After Before
1 After
2
Training Training Training Training Training Training
26. Results
Train Only Waitlist Training Groups Combined
Better Trainers
Part-Whole Task: Holistic Processing
Worse Trainers
0.15
Parts regressed from Wholes
0.15 0.15
0.10
0.10 0.10
0.05
0.05 0.05
0.00
0.00 0.00
-0.05
-0.05 -0.05
-0.10
-0.10 -0.10 1 2
Pre-Training Post-Training
0.50
Inverted regressed from Upright
0.50 0.40
Face Working Memory: FIE:
0.50
0.40 0.30
0.40
0.30 0.30 0.20
0.20 0.20 0.10
0.10 0.10 0.00
0.00 0.00 -0.10
-0.10 -0.10 -0.20
1 2
-0.20 -0.20
Before After Before After
Pre-Training Post-Training Before After
Training Training Training Training Training Training
27. Results
Worse Trainers Better Trainers Healthy Controls
90%
85%
Part Whole Face Task
80%
75%
Eyes Trials
whole
trials
70%
65% parts
trials
60%
55%
50%
Before Training
Before After Training
After Before Training
Before After Training
After Untrained
Untrained Controls
Training Training Training Training Healthy
Controls
28. Results Summary
Training showed modest overall
improvements on 3 out of 5 tasks
Significant overall self-reported
improvements included increased confidence
and decreased daily face recognition failures
“Better Trainers” showed significantly more
improvement than worse trainers, more
holistic/configural processing, and more
holistic processing of the eye region
29. Future Directions
Make the training more fun!... and longer
◦ Set up game-like points and reward system
◦ Incorporate a phase II training
e.g., Matching training that emphasizes eye discrimination
Include real face stimuli
◦ Include more „variances‟ such as viewpoint and
emotion and incorporate them earlier in training
Combine with non-invasive brain stimulation
Pre/post neuroimaging
◦ Assay N170/N250 and OFA/FFA
In this task, participants were presented with a central target face, above two test faces. The target face disappeared after 3 seconds, and participants had to choose which test face was most similar to the target face. One modification from Thomas et al. included cropping out all external facial features (hair, ears, contour, etc.) from all images so that only the internal features of the face appeared in each stimulus.
The Cambridge Face Perception Test (CFPT) is a computerized sorting task in which participants arrange six front-view faces according to their similarity to a three-quarter-view target face. There were 9 upright trials, and participants had 1 minute for each trial.
The Faces-Objects-Bodies Perception Test is a battery consisting of three separate same-different tasks, using face, body, and object stimuli. Each test consisted of 80 trials with 10 practice trials, during which a fixation cross was presented (2000ms), then a sample stimulus (500ms), then a mask (200ms), the probe stimulus (500ms), and then a blank screen which remained until subject pressed “s” if the two stimuli presented were the same, or “d” if the two were different. The order in which these three tests were taken was counterbalanced across subjects.
The dependent measure in this task is the average number of faces that a participant can accurately hold in working memory. The stimuli used were a random assortment of 3,241 computer generated faces, created using FaceGen software. A trial begins by showing two repeated sequences of target faces to the participant. Each face is shown for 500ms with a 200ms interstimulus interval, follow by a 500ms scrambled mask image. The participant is then presented with a three alternative forced choice task in which they must choose a target face from two foils (presented for 3000ms.) The subject is prompted for a reply and after their response is recorded, feedback is provided, and they press the spacebar to continue to the next trial. The task begins with two repeated sequences of one target. Once a participant provides correct responses on three trials in a row, the repeated sequences then consist of two different face stimuli. At that point, if they again provide three correct responses, the sequences then consist of three difference face stimuli. The test progresses in this staircase pattern, but at any time should an incorrect response be given, the number of faces in the sequences is decreased by one. Subjects were provided with 5 practice trials at the beginning of the test.
The Part-Whole Face Task assesses the ability to use the face context when discriminating changes in individual facial features. After encoding a target face, neurotypical subjects demonstrate an advantage for discriminating a feature change when features are shown within the context of the target face compared to when discriminating features shown in isolation. Each trial began with a central fixation display presented for 500ms. Next, one of the 6 target faces was centrally presented for 1000ms and subjects attempted to encode this face. Next, a scrambled face mask was displayed for 500ms. During the subsequent test period, participants were presented with a pair of probe images side-by-side, either whole faces (whole trials) or isolated features (part trials). Stimuli remained on the screen until participants indicated with a button press which probe stimulus matched the target face (respond 1 for left image, respond 2 for right image). For whole trials, subjects chose between the whole target face and a whole foil face, which was the same as the target face except that one of the features (eyes, nose, or mouth) was replaced with a foil feature. For part trials, subjects chose between a face part from the target face (either eyes, nose, or mouth), and the same facial feature from a foil face. On a given trial, subjects had no indication on which feature they would be tested, nor did they know if isolated features or whole faces would be shown during the test period. There were 72 trials (36 parts trials and 36 whole trials), 24 for each feature type.