Macro Systems: Adopting a Coherent Top-Down Framework in Undergraduate Engineering Courses

Top down, bottom up and classroom reading anxiety and their effect on reading performance of undergraduate engineering students in Pakistan

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-07-2018-0138 ◽

2019 ◽

Vol 11 (3) ◽

pp. 590-603

Author(s):

Ashfaque Hussain Soomro ◽

Imran Khan ◽

Muhammad Younus

Keyword(s):

Engineering Students ◽

Negative Impact ◽

Reading Performance ◽

First Year ◽

Top Down ◽

Bottom Up ◽

Content Type ◽

Undergraduate Engineering ◽

Reading Anxiety ◽

The Impact

Purpose The purpose of this paper is to explore EFL reading anxiety of first-year undergraduate engineering students and its effect on their reading performance in a public sector engineering university in Pakistan. It specifically aims to explore their top-down, bottom-up and classroom EFL reading anxiety. Design/methodology/approach Data for the present study were collected from 200 first-year engineering students to explore their reading anxiety. A 20-item questionnaire developed by Zoghi and Alivandivafa (2014) was used to measure students’ EFL reading anxiety, while an IELTS academic reading test was used to measure their reading performance. The data were analyzed through exploratory factorial analysis and multiple regression analysis to determine which type of reading anxiety has a significant effect on students’ reading performance. Findings It was found that the bottom-up reading anxiety and the classroom reading anxiety have a significant negative impact on the reading performance of the first-year undergraduate engineering students of a Pakistani university. However, top-down reading anxiety has an insignificant negative impact on the reading performance of university students. Research limitations/implications The data for the current study were drawn from one Pakistani public sector engineering university, and all the students were first-year undergraduates. The data were collected through a self-reported questionnaire and IELTS (academic) reading test. Some of the students may be unfamiliar with the IELTS test pattern, so their reading performance might have been affected. Practical implications Teachers should adopt such a methodology in their EFL classrooms which helps students reduce their reading anxiety. Reading texts must be selected considering the proficiency level of students, and reading strategies must be explicitly taught to reduce bottom-up and top-down reading anxieties. Teachers should create a positive learning environment in their classroom by encouraging students to make an effort to improve their reading skills in order to deal with classroom reading anxiety. Students must be explained that they should help one another rather than ridiculing each other’s reading mistakes. Differentiated instruction can also be adopted to facilitate weak readers. The teachers can provide additional/out of the class support to weak readers in order to help them deal with reading anxiety. Originality/value The EFL reading anxiety among university students in the Pakistani context has received little attention from the researchers. Furthermore, although the impact of EFL reading anxiety on EFL students’ reading performance has been explored previously, the impact of three types of EFL reading anxiety on EFL learners’ reading performance has not been adequately investigated.

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Top-Down Processing and Visual Reorientation Illusions in a Virtual Reality Environment

Swiss Journal of Psychology ◽

10.1024/1421-0185.63.3.143 ◽

2004 ◽

Vol 63 (3) ◽

pp. 143-149 ◽

Cited By ~ 3

Author(s):

Fred W. Mast ◽

Charles M. Oman

Keyword(s):

Virtual Reality ◽

Visual Processing ◽

Line Length ◽

Perceptual Cues ◽

Virtual Reality Environment ◽

Top Down ◽

Test Conditions ◽

The Subject ◽

Processing Mechanisms

The role of top-down processing on the horizontal-vertical line length illusion was examined by means of an ambiguous room with dual visual verticals. In one of the test conditions, the subjects were cued to one of the two verticals and were instructed to cognitively reassign the apparent vertical to the cued orientation. When they have mentally adjusted their perception, two lines in a plus sign configuration appeared and the subjects had to evaluate which line was longer. The results showed that the line length appeared longer when it was aligned with the direction of the vertical currently perceived by the subject. This study provides a demonstration that top-down processing influences lower level visual processing mechanisms. In another test condition, the subjects had all perceptual cues available and the influence was even stronger.

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Functional Anatomy of Intensity Aspects of Attention

Zeitschrift für Neuropsychologie ◽

10.1024/1016-264x.14.3.181 ◽

2003 ◽

Vol 14 (3) ◽

pp. 181-190 ◽

Cited By ~ 2

Author(s):

Walter Sturm

Keyword(s):

Right Hemisphere ◽

Functional Anatomy ◽

Fmri Data ◽

Functional Networks ◽

Top Down ◽

Stimulus Modality ◽

Spatial Orienting ◽

Phasic Alertness ◽

Co Activation ◽

Attention System

Abstract: Behavioral and PET/fMRI-data are presented to delineate the functional networks subserving alertness, sustained attention, and vigilance as different aspects of attention intensity. The data suggest that a mostly right-hemisphere frontal, parietal, thalamic, and brainstem network plays an important role in the regulation of attention intensity, irrespective of stimulus modality. Under conditions of phasic alertness there is less right frontal activation reflecting a diminished need for top-down regulation with phasic extrinsic stimulation. Furthermore, a high overlap between the functional networks for alerting and spatial orienting of attention is demonstrated. These findings support the hypothesis of a co-activation of the posterior attention system involved in spatial orienting by the anterior alerting network. Possible implications of these findings for the therapy of neglect are proposed.

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Auswirkungen eines Aufmerksamkeitstrainings auf die aphasische Symptomatik bei Schlaganfallpatienten

Zeitschrift für Neuropsychologie ◽

10.1024/1016-264x/a000027 ◽

2011 ◽

Vol 22 (1) ◽

pp. 21-32 ◽

Cited By ~ 2

Author(s):

Julia Graf ◽

Hartwig Kulke ◽

Christa Sous-Kulke ◽

Wilfried Schupp ◽

Stefan Lautenbacher

Keyword(s):

Top Down

Aufmerksamkeit kann als Kontrollsystem neuronaler Aktivität verstanden werden, welches Neuroplastizität top-down modulieren hilft. Bisher wurde selten versucht, durch deren gezielte Förderung Funktionswiederherstellungen nach Hirnschädigung zu begünstigen. In vorliegender Studie wurde dies am Beispiel der Aphasie erprobt. 15 Schlaganfallpatienten erhielten ein dreiwöchiges Training der selektiven Aufmerksamkeit mit den PC-Programmen CogniPlus und „Konzentration“ bei fünf Sitzungen pro Woche zusätzlich zur Standardtherapie, 13 weitere bildeten eine Kontrollgruppe ohne Aufmerksamkeitstraining. Zur Effektivitätskontrolle dienten zwei Versionen des Untertests Go/Nogo (Testbatterie zur Aufmerksamkeitsprüfung) und die Kurze Aphasieprüfung. Nach dem Training manifestierte sich zwischen den Untersuchungsgruppen kein Unterschied in Aufmerksamkeits- und Sprachfunktionen; das zusätzliche Aufmerksamkeitstraining war also wirkungslos. Allerdings zeigten Patienten mit deutlichen Aufmerksamkeitsverbesserungen tendenziell weniger Aphasie-Symptome, was die Hypothese aufmerksamkeitsvermittelter Plastizitätsmodulation nach Hirnschädigung partiell stützt.

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Aufmerksamkeitswechsel und Konzentration: Von den Funktionen zum Mechanismus

Zeitschrift für Psychologie / Journal of Psychology ◽

10.1026//0044-3409.209.1.34 ◽

2001 ◽

Vol 209 (1) ◽

pp. 34-53 ◽

Cited By ~ 1

Author(s):

Rainer Bösel

Keyword(s):

Top Down ◽

Eeg Alpha

Zusammenfassung. Aufmerksamkeit wird sowohl als Selektivität in der bewußter Verarbeitung oder auch als selektive neuronale Aktivierung verstanden. Die neuronalen Strukturen, die Objektdiskrimination ermöglichen, erlauben eine Interaktion von datengetriebenen und endogenen top-down Prozessen, die zu einer selektiven Bereitstellung von Verarbeitungs-Ressourcen führen. Zielgerichtetes Verhalten erfordert manchmal einen Wechsel in der Ressourcen-Bereitstellung und eine Konzentration von mentaler Aktivität. Aufmerksamkeitswechsel kann als ein zweiphasiger Prozeß verstanden werden, der aus einer breiten Mobilisierung von Gedächtnis-Ressourcen besteht (angezeigt durch EEG-Theta), gefolgt von einer re-organisierenden Einengung neuronaler Aktivität (angezeigt durch langsames EEG-Alpha). Dieser Beitrag unterstützt die Annahme, daß die Analyse des gekoppelten Wechselspiels aus Mobilisierung und Konzentration in bestimmten Teilen der posterioren und anterioren Rindenregionen ein Schlüssel für das Verständnis von Aufmerksamkeitswechsel sein könnte.

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