Learner-Learner Interaction During Collaborative Pragmatic Tasks: The Role of Cognitive and Pragmatic Task Demands

2016 ◽  
Vol 49 (1) ◽  
pp. 42-57 ◽  
Author(s):  
YouJin Kim ◽  
Naoko Taguchi
Keyword(s):  
Task Demands ◽  
Learner Interaction

scholarly journals Rapid learning of minimally different words in five- to six-year-old children: effects of acoustic salience and hearing impairment

2015 ◽  
Vol 43 (2) ◽  
pp. 310-337 ◽  
Author(s):  
MARCEL R. GIEZEN ◽  
PAOLA ESCUDERO ◽  
ANNE E. BAKER
Keyword(s):  
Cochlear Implant ◽  
Hearing Impairment ◽  
Normal Hearing ◽  
Task Demands ◽  
Deaf Children ◽  
Matching Task ◽  
Object Matching ◽  
Rapid Learning ◽  
Minimal Pairs

AbstractThis study investigates the role of acoustic salience and hearing impairment in learning phonologically minimal pairs. Picture-matching and object-matching tasks were used to investigate the learning of consonant and vowel minimal pairs in five- to six-year-old deaf children with a cochlear implant (CI), and children of the same age with normal hearing (NH). In both tasks, the CI children showed clear difficulties with learning minimal pairs. The NH children also showed some difficulties, however, particularly in the picture-matching task. Vowel minimal pairs were learned more successfully than consonant minimal pairs, particularly in the object-matching task. These results suggest that the ability to encode phonetic detail in novel words is not fully developed at age six and is affected by task demands and acoustic salience. CI children experience persistent difficulties with accurately mapping sound contrasts to novel meanings, but seem to benefit from the relative acoustic salience of vowel sounds.

The Effect of Attention on Repetition Suppression and Multivoxel Pattern Similarity

2013 ◽  
Vol 25 (8) ◽  
pp. 1305-1314 ◽  
Author(s):  
Katherine S. Moore ◽  
Do-Joon Yi ◽  
Marvin Chun
Keyword(s):  
Task Demands ◽  
Initial Presentation ◽  
Fmri Signal ◽  
Repetition Suppression ◽  
Specific Memory ◽  
Pattern Similarity ◽  
Parahippocampal Place Area ◽  
And Task

Fundamental to our understanding of learning is the role of attention. We investigated how attention affects two fMRI measures of stimulus-specific memory: repetition suppression (RS) and pattern similarity (PS). RS refers to the decreased fMRI signal when a stimulus is repeated, and it is sensitive to manipulations of attention and task demands. In PS, region-wide voxel-level patterns of responses are evaluated for their similarity across repeated presentations of a stimulus. More similarity across presentations is related to better learning, but the role of attention on PS is not known. Here, we directly compared these measures during the visual repetition of scenes while manipulating attention. Consistent with previous findings, we observed RS in the scene-sensitive parahippocampal place area only when a scene was attended both at initial presentation and upon repetition in subsequent trials, indicating that attention is important for RS. Likewise, we observed greater PS in response to repeated pairs of scenes when both instances of the scene were attended than when either or both were ignored. However, RS and PS did not correlate on either a scene-by-scene or subject-by-subject basis, and PS measures revealed above-chance similarity even when stimuli were ignored. Thus, attention has different effects on RS and PS measures of perceptual repetition.

What can size tell us about abstract conceptual processing?

2021 ◽  
Author(s):  
Bo Yao ◽  
Jack Edward Taylor ◽  
Sara C Sereno
Keyword(s):  
Congruency Effect ◽  
Lexical Processing ◽  
Task Demands ◽  
Abstract Concepts ◽  
Physical Size ◽  
Conceptual Processing ◽  
Task Effects ◽  
Mental Worlds ◽  
Size Congruency

Embodied cognition theories propose that abstract concepts can be embodied via metaphorical extensions from experiences of the physical or the mental worlds. In three experiments, we explored how semantic size (e.g., the magnitude, dimension or extent of an object or a concept) of abstract concepts is mentally represented. We show that abstract size is metaphorically associated with the physical size of concrete objects (Experiment 1) and can produce a semantic-font size congruency effect comparable to that demonstrated in concrete words during online lexical processing (Experiment 2). Critically, this size congruency effect is large when a word is judged by its size but significantly smaller when it is judged by its emotionality (Experiment 3). Our results suggest that semantic size of abstract concepts can be represented in physical size and that such experiences are variably engaged under different task demands. The present findings advocate flexible embodiment of semantic representations, with an emphasis on the role of task effects on conceptual processing.

Motivation to learn, mobile learning and online learning climate: moderating role of learner interaction

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Deepika Swain ◽  
Lalatendu Kesari Jena ◽  
Sanket Sunand Dash ◽  
Rama Shankar Yadav
Keyword(s):  
Online Learning ◽  
Mobile Learning ◽  
Learning Climate ◽  
Motivation To Learn ◽  
Content Type ◽  
Learner Interaction ◽  
To Come ◽  
The Times ◽  
Moderating Role

Purpose The purpose of this paper is to empirically exhibit the moderating effect of learner interaction (LI) on motivation to learn (MTL), mobile learning (ML) and online learning climate (OLC), so as to bring in enhanced rigour to the virtual knowledge dissemination during the times of crisis. Design/methodology/approach A total of 784 valid responses were considered for the confirmatory factor analysis to test the proposed hypotheses. Findings The study found that MTL and ML contributed to improved OLC and high LI moderated the positive relationship between MTL, ML and OLC. LI also directly contributed to an improved OLC. Practical implications Measures need to be designed to crowbar motivation to ensure heightened interaction of learners, to gear up the ML reach soaring heights achieving a dynamic OLC. Acclimatization of the OLC will be the visionary solution to tackle learning disruption during today’s pandemic times and also many other challenges to come in near-far future. Originality/value The current study established the moderating role of LI in influencing OLC, and also motivating facilitator’s for designing upgraded content, and thereby fuelling the intention to learn.

Human Systems Integration (HSI) in Navy Ship Manpower Reduction

1996 ◽  
Vol 40 (19) ◽  
pp. 977-981 ◽  
Author(s):  
J. Robert Bost ◽  
Thomas B. Malone ◽  
Clifford C. Baker ◽  
Charles D. Williams
Keyword(s):  
Problem Solving ◽  
Task Demands ◽  
Reduction Techniques ◽  
Front End ◽  
Human Systems Integration ◽  
Design Requirements ◽  
Workload Reduction ◽  
Specific Operator

The HSI approach to ship and ship system design for manning reduction is based on the standard human factors front-end analysis to identify functions and requirements, allocate functions to determine the role of the human vs. automation, identify approaches to reduce workload, and conduct task network workload simulation to establish the effectiveness of selected workload reduction techniques. The classes of workload reduction are focused on design requirements associated with automation of functions, consolidation of functions, simplification of function performance, and elimination of functions. Function Automation addresses the automation of functions previously performed manually and the determination of the roles of the human in automated or semi-automated functions. Function Consolidation requires a reassignment of functions among available operators to more evenly redistribute required workload. Function simplification requires that, for high driver functions and tasks assigned to a specific operator or maintainer, the demands that these functions and tasks make must be reduced to the greatest extent possible. Function/task demands include physical, cognitive, and perceptual-motor demands. Function Elimination involves removing a function from the ship through tele-operations or tele-maintenance with shoreside equipment tech-reps or maintenance experts, and reliance on collaboration tools to support dispersed team problem solving, or elimination of a function altogether.

Human Factors Applications in Airport Air Traffic Control

1976 ◽  
Vol 20 (17) ◽  
pp. 400-402
Author(s):  
R.B. Stammers
Keyword(s):  
Human Factors ◽  
Traffic Control ◽  
Air Traffic Control ◽  
Systems Design ◽  
Air Traffic ◽  
Task Demands ◽  
Computer Assistance

Task demands in airport air traffic control are briefly examined in the context of new systems design. As well traditional human factors approaches, the optimal use of computer assistance is considered. Emphasis is placed on the role of the computer in providing both feedback and feedforward information for controllers.

scholarly journals Crafting study tasks among medical students: the role of authentic medical teachers

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Tuan Trong Luu ◽  
Thao Thanh Vo
Keyword(s):  
Medical Students ◽  
Leadership Style ◽  
Structural Equation ◽  
Authentic Leadership ◽  
Task Demands ◽  
Promotion Focus ◽  
Positive Effects ◽  
Study Task ◽  
Medical Teachers

Abstract Background Though leadership has been highlighted as a salient skill for medical teachers in the medical education literature, the role of authentic leadership style among medical teachers in activating medical students’ learning behaviors has not been explored. Our study seeks to examine the effects of medical teachers’ authentic leadership on study task crafting behaviors among medical students. Methods Our study adopted a mixed-methods research design comprising observations of 100 surgical operations and 100 ward conferences led by medical teachers, and surveys on authentic leadership, study task crafting, and promotion focus. Structural equation modelling was utilized in the data analysis. Results Medical teachers’ authentic leadership demonstrated positive effects on the two study task crafting behaviors (seeking resources (B = 0.36, p < 0.001) and seeking challenges (B = 0.21, p < 0.05)) but not on reducing study task demands (B = 0.11, p > 0.10). Promotion focus was found to strengthen such positive effects of authentic leadership on seeking resources (B = 0.23, p < 0.05) and seeking challenges (B = 0.18, p < 0.05). Illustrative excerpts of intraoperative and conference conversations are presented. Conclusions Our study provided empirical evidence that medical students guided by authentic teachers expressed increased levels of study task crafting, which were further increased if medical students were promotion-focused.

On the role of prior knowledge and task demands in the processing of text

1988 ◽  
Vol 27 (4) ◽  
pp. 416-428 ◽  
Author(s):  
Rebecca Fincher-Kiefer ◽  
Timothy A Post ◽  
Terry R Greene ◽  
James F Voss
Keyword(s):  
Prior Knowledge ◽  
Task Demands ◽  
And Task
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