scholarly journals When using sound with a text or picture is not beneficial for learning

2000 ◽  
Vol 16 (2) ◽  
Author(s):  
Slava Kalyuga
Keyword(s):  
Working Memory ◽  
Conventional Wisdom ◽  
Multimedia Instruction ◽  
Guiding Principles ◽  
Memory Overload ◽  
Better Than ◽  
Visual Instructions

<span>Conventional wisdom tells us that two modalities (visual and auditory) are better than one modality in any instructional message. This paper describes two cases where combining audio explanations with visual instructions has had negative rather than positive or neutral effects. The results were explained as a consequence of working memory overload. Some guiding principles in the design of multimedia instruction are suggested.</span>

scholarly journals Children's Understanding of Instructions Presented in Noise and Reverberation

2014 ◽  
Vol 23 (3) ◽  
pp. 326-336 ◽  
Author(s):  
Dawna E. Lewis ◽  
Crystal M. Manninen ◽  
Daniel L. Valente ◽  
Nicholas A. Smith
Keyword(s):  
Working Memory ◽  
Digit Span ◽  
Normal Hearing ◽  
Speech Understanding ◽  
Noise Performance ◽  
Significant Variance ◽  
And Performance ◽  
Children's Speech ◽  
Better Than ◽  
Visual Instructions

Purpose This study examined children's ability to follow audio–visual instructions presented in noise and reverberation. Method Children (8–12 years of age) with normal hearing followed instructions in noise or noise plus reverberation. Performance was compared for a single talker (ST), multiple talkers speaking one at a time (MT), and multiple talkers with competing comments from other talkers (MTC). Working memory was assessed using measures of digit span. Results Performance was better for children in noise than for those in noise plus reverberation. In noise, performance for ST was better than for either MT or MTC, and performance for MT was better than for MTC. In noise plus reverberation, performance for ST and MT was better than for MTC, but there were no differences between ST and MT. Digit span did not account for significant variance in the task. Conclusions Overall, children performed better in noise than in noise plus reverberation. However, differing patterns across conditions for the 2 environments suggested that the addition of reverberation may have affected performance in a way that was not apparent in noise alone. Continued research is needed to examine the differing effects of noise and reverberation on children's speech understanding.

Validating Drug Court Collaboration Instrument: Differences in Model Adherence Between Adult and Juvenile Drug Courts

2019 ◽  
Vol 63 (11) ◽  
pp. 1990-2017 ◽  
Author(s):  
Xiaohan Mei ◽  
Jacqueline G. van Wormer ◽  
Ruibin Lu ◽  
Mia J. Abboud ◽  
Faith E. Lutze
Keyword(s):  
Drug Abuse ◽  
Drug Court ◽  
National Sample ◽  
Black Box ◽  
Drug Courts ◽  
Juvenile Courts ◽  
Black Boxes ◽  
Current Article ◽  
Guiding Principles ◽  
Better Than

Drug courts aim to significantly address drug abuse and drug-related criminality. However, the effectiveness of drug courts varies from court to court. The variation of success demands insights regarding what is going on inside the “black box” of drug court practices. Therefore, it is necessary to evaluate to what extent drug courts are operated in adherence with guiding principles and strategies. Using a national sample and validated measures, the current article examines the “black boxes” of adult and juvenile drug courts across the country. We found that, in general, adult drug courts face less model adherence challenges in comparison with juvenile courts, which may, in part, explain why adult drug courts perform better than juvenile drug courts overall.

Self-Corrected Reaching in a Three-Location Delayed-Response Search Task

1998 ◽  
Vol 9 (1) ◽  
pp. 66-70 ◽  
Author(s):  
J. Steven Reznick ◽  
J. J. Fueser ◽  
Michelle Bosquet
Keyword(s):  
Working Memory ◽  
Spatial Orientation ◽  
Search Task ◽  
Chance Level ◽  
Delayed Response ◽  
Age Group ◽  
Cause Of Error ◽  
Better Than

Infants watched an experimenter hide a toy in one of three wells and then attempted to retrieve it after a brief delay. Seven-month-olds performed at chance. Nine-month-olds reached correctly on 43% of trials, which is significantly better than chance. After an incorrect reach, infants were allowed to choose between the two remaining locations. Seven-month-olds responded at a chance level on their second reach, but 9-month-olds chose correctly more often than would be expected by chance despite a 10- to 20-s delay between hiding and search. One cause of error on the initial reach was a profound bias toward the center well. In Experiment 2, the wells were covered simultaneously, and the infant's spatial orientation was disrupted during the delay; this procedure eliminated the centripetal bias. Nine-month-olds still responded correctly more often than would be expected by chance on their second reach. These findings suggest that 9-month-olds sometimes have a more durable working memory for location than is generally reported for that age group.

scholarly journals Finding your unique path in science

2020 ◽  
Vol 31 (25) ◽  
pp. 2749-2751
Author(s):  
Prachee Avasthi
Keyword(s):  
Early Phase ◽  
Cell Biology ◽  
Scientific Communication ◽  
Conventional Wisdom ◽  
Unique Path ◽  
Guiding Principles ◽  
Scientific Questions

I always found it curious that in science, we value unique, creative thinkers, but we teach scientists to progress in a formulaic manner that rarely takes each person’s individual strengths into account. Surprisingly, when we break the mold, we are often rewarded for it. This cycle of learning to survive using conventional wisdom but being rewarded for a unique path outside of it seems to be an unspoken key to success. I am honored to be awarded the 2020 Women in Cell Biology Junior Award for Excellence in Research and am thrilled to share some of the unconventional guiding principles that brought me to where I am in this rich scientific landscape. The game changers in the early phase of my career were informal mentors, open scientific communication, and persistence in pursuing difficult scientific questions.

scholarly journals Better than a sack full of Latin: Anticlericalism in the Middle Dutch Dit es de Frenesie

2009 ◽  
Vol 89 (4) ◽  
pp. 431-453
Author(s):  
Bas Jongenelen ◽  
Ben Parsons
Keyword(s):  
Nineteenth Century ◽  
Experimental Work ◽  
Conventional Wisdom ◽  
Middle Dutch ◽  
English Verse ◽  
Better Than

AbstractThis article offers the first substantial survey of the Middle Dutch satire Dit es de Frenesie since the work of C.P. Serrure in the mid nineteenth century. It contests much of the conventional wisdom surrounding De Frenesie, challenging the poem's usual classification as an early boerde or fabliau. Instead it is argued that the text is an experimental work, which blends together elements of several satiric traditions without committing itself to any one. The implications of this maneuver and others within the text are considered, revealing the poem's clear sympathy with the newly educated and articulate laity. De Frenesie itself is appended in both the original Middle Dutch and an English verse translation.

scholarly journals Hierarchical recruitment of competition alleviates working memory overload in a frontoparietal model

2019 ◽  
Vol 19 (12) ◽  
pp. 8
Author(s):  
Dominic Standage ◽  
Martin Paré ◽  
Gunnar Blohm
Keyword(s):  
Working Memory ◽  
Memory Overload

The Hard Fall Effect

2015 ◽  
Vol 62 (2) ◽  
pp. 89-97 ◽  
Author(s):  
Noémylle Thomassin ◽  
Corentin Gonthier ◽  
Michel Guerraz ◽  
Jean-Luc Roulin
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Memory Span ◽  
Memory Task ◽  
Strategy Use ◽  
Short Term ◽  
Simple Task ◽  
Term Memory ◽  
Task Conditions ◽  
Better Than

Participants with a high working memory span tend to perform better than low spans in a variety of tasks. However, their performance is paradoxically more impaired when they have to perform two tasks at once, a phenomenon that could be labeled the “hard fall effect.” The present study tested whether this effect exists in a short-term memory task, and investigated the proposal that the effect is due to high spans using efficient facilitative strategies under simple task conditions. Ninety-eight participants performed a spatial short-term memory task under simple and dual task conditions; stimuli presentation times either allowed for the use of complex facilitative strategies or not. High spans outperformed low spans only under simple task conditions when presentation times allowed for the use of facilitative strategies. These results indicate that the hard fall effect exists on a short-term memory task and may be caused by individual differences in strategy use.

Design and Development of a Multimedia Constructivist Learning Environment to Affect the Achievement of Chemistry Learners

2011 ◽  
pp. 287-305
Author(s):  
Vickneasvari Krishnasamy ◽  
Toh Seong Chong ◽  
Irfan Naufal Umar
Keyword(s):  
Learning Environment ◽  
Constructivist Learning ◽  
High Ability ◽  
Constructivist Learning Environment ◽  
Multimedia Instruction ◽  
Design And Development ◽  
Field Independent ◽  
Field Dependent ◽  
Better Than ◽  
Low Ability

The MCI pupils performed significantly better than the MOI pupils in the multimedia instruction. The high-ability pupils also performed significantly better than the low-ability pupils in the multimedia instruction. However, the field-independent pupils did not perform significantly better when compared to the field-dependent pupils in the multimedia instruction. Implications of this study in the context of constructivist learning were discussed.

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