scholarly journals EL ESTILO COGNITIVO Y SU INFLUENCIA EN LA SOLUCIÓN DE PROBLEMAS EN QUIMICA. Un estudio en el aula de clase

2000 ◽  
Author(s):  
Myriam Esperanza Sandoval Q. ◽  
Humberto Caicedo López
Keyword(s):  
Experimental Study ◽  
Empirical Evidence ◽  
Field Dependence ◽  
Independence Dimension

The experimental study was made to get additional empirical evidence to show how thecognitive style in its field dependence-independence dimension differentiate studentswith different aptitude to solve chemistry problems. Twenty eight students participated,11 female and 17 male, average age seventeen. The test used was a set of simpleproblems, to obtain information about level of perception and selected strategy to get anappropriate solution.

scholarly journals Obedience Pressure and Tax Sanction: An Experimental Study on Tax Compliance

2019 ◽  
Vol 21 (2) ◽  
pp. 68-81
Author(s):  
Kadek Pranetha Prananjaya ◽  
Niluh Putu Dian Rosalina Handayani Narsa
Keyword(s):  
Experimental Study ◽  
Empirical Evidence ◽  
Practical Implication ◽  
Compliance Rate ◽  
Tax Compliance ◽  
Factorial Experiment ◽  
Experiment Method ◽  
Interaction Test

This research aims to test the influence of tax sanction and obedience pressure on tax compliance. By applying a 2x2 between-subject factorial experiment method, this research has found the empirical evidence that taxpayers tend to be more tax-compliant when the tax sanction is high rather than low. Next, when taxpayers tend to be more non-compliant when they receive obedience pressure from their superior rather than not. Lastly, from the interaction test between tax sanction and obedience pressure variables, the researcher found empirical evidence that shows that, when given high tax sanctions, a taxpayer will have higher tax compliance rate when they do not receive obedience pressure compared with when they receive obedience pressure. This research has a practical implication that obedience pressure from a superior is a key that could potentially reduce tax compliance rate because, although there are low or high sanctions, if there are any obedience pressure, then the tax compliance rate will be low.

The Effects of Training on Field Dependence/Independence and the Educational Implications for the Pre-school

1981 ◽  
Vol 25 (3) ◽  
pp. 297-311 ◽  
Author(s):  
G. M. Barnes
Keyword(s):  
Field Dependence ◽  
Cognitive Styles ◽  
Review Of The Literature ◽  
Older Children ◽  
Visual Ability ◽  
Educational Implications ◽  
Independence Dimension ◽  
Testing Instruments ◽  
Widespread Interest ◽  
Different Levels

In this paper attention has been called to the debate on whether field dependence/independence displays two distinctive cognitive styles on different levels of spatial-visual ability. The effectiveness of testing instruments for young children is questioned for they may not measure the same dimensions as the instruments used for older children and adults. The field dependence/independence dimension has generated widespread interest and stimulated much research into the effects of training on the construct. A condensed review of the literature is presented. From this basis, the gaps in the literature are discussed. The educational implications are discussed with a warning that all training programs should be monitored carefully.

Strain Differences Occurring in an Experimental Study of Punishment

1965 ◽  
Vol 16 (2) ◽  
pp. 531-536 ◽  
Author(s):  
Morton H. Kleban
Keyword(s):  
Experimental Study ◽  
Empirical Evidence ◽  
Wistar Rats ◽  
Strain Differences ◽  
Training Procedure ◽  
Sprague Dawley ◽  
Sprague Dawley Rats ◽  
Y Maze ◽  
Minimum Number ◽  
The Difference

Forty-three Sprague-Dawley and 43 Wistar rats were given reward training for 40 trials in a Y-maze. On the next 20 trials, control groups were continued under the same training procedure, and 50% shock trials were introduced in the training of the remaining rats. For the extinction training, the reward was shifted to the opposite arm and 50% shock was continued for the no-delay and 30-sec. delay shock groups. The most significant results were that in the 30-sec. delay groups, the delay helped the Sprague-Dawley rats reverse in a minimum number of trials, whereas the Wistar rats showed strong indications of response stereotypy. The findings with respect to the Sprague-Dawley rats supported the empirical evidence on the effectiveness of delay in overcoming response persistence and the findings on the Wistar rats supported the empirical evidence on omission in punishment. The difference in response to punishment between the two albino strains emphasizes the need for experimental study of strain factors. Experiments should be repeated with several animal strains to remedy over-generalization from single strains and to help elaborate our understanding of the interaction present between punishment and strains.

NEGOTIATION AND ORAL ACQUISITION OF L2 VOCABULARY

2002 ◽  
Vol 24 (1) ◽  
pp. 81-112 ◽  
Author(s):  
María José de la Fuente
Keyword(s):  
Experimental Study ◽  
Empirical Evidence ◽  
Negotiation Process ◽  
Lexical Acquisition ◽  
Word Retention ◽  
Vocabulary Comprehension ◽  
Negotiated Interaction ◽  
L2 Vocabulary ◽  
Positive Effect

This experimental study investigates the differential effects of three conditions (nonnegotiated premodified input, negotiation without “pushed output” [Swain, 1985], and negotiation plus pushed output) on L2 learners' vocabulary comprehension and acquisition (receptive and productive). Analyses of variance performed on the data indicated that: (a) negotiated interaction had a positive effect on the comprehension of L2 words; (b) only negotiated interaction that incorporated pushed output appeared to have promoted both receptive and productive acquisition of words as well as an increase in productive word retention; and (c) negotiated interaction plus output did not promote receptive acquisition more than negotiation without output, but it was more effective in promoting productive acquisition. The findings of this study provide empirical evidence for the important role of negotiation in facilitating the comprehension and acquisition of L2 vocabulary, which suggests that output plays a key role within the negotiation process for productive lexical acquisition.

Does coffee taste better with latte art? A neuroscientific perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Liwei Hsu ◽  
Yen-Jung Chen
Keyword(s):  
Experimental Study ◽  
Bayesian Statistics ◽  
Empirical Evidence ◽  
Design Methodology ◽  
Visual Stimulation ◽  
Coffee Consumption ◽  
Two Stage ◽  
Content Type ◽  
Business Environments ◽  
Original Contribution

PurposeVisual stimulation affects the taste of food and beverages. This study aimed to understand how latte art affects coffee consumption by collecting participants' brainwave data and their taste responses.Design/methodology/approachSeventy subjects participated in a two-stage experiment. Electroencephalography (EEG) was employed to measure brainwave activity. With an interval of one week, each stage involved coffee consumption with and without latte art. The responses to the taste of the coffee were also collected for analysis.FindingsSignificant differences were found in the participants' alpha and beta brainwave bands. When drinking coffee with latte art, the participants' alpha bands were significantly lower, whereas the beta bands were higher. These findings were supported by Bayesian statistics. A significant increase was found in the participants' taste of sweetness and acidity with latte art, and Bayesian statistics confirmed the results for sweetness although the evidence on the increase in acidity was anecdotal. No difference was found in the taste of bitterness.Originality/valueThis study highlights the effect of latte art on coffee consumption. The authors analysed the empirical evidence from this two-stage experimental study in the form of the participants' brainwave data and their responses to taste. This study's original contribution is that it explored the crossmodal effects of latte art on consumers' taste of coffee from a neuroscientific perspective. The results of this study can provide empirical evidence on how to effectively use latte art in practical business environments.

scholarly journals Магнитострикция через магнитоэлектричество: использование магнитоэлектрического отклика для определения магнитострикционных характеристик композиционных мультиферроиков

2019 ◽  
Vol 45 (22) ◽  
pp. 36
Author(s):  
Д.А. Филиппов ◽  
В.М. Лалетин ◽  
Н.Н. Поддубная ◽  
V.V. Shvartsman ◽  
D.C. Lupascu ◽  
...  
Keyword(s):  
Experimental Study ◽  
Physical Properties ◽  
Field Dependence ◽  
Lead Zirconate Titanate ◽  
Composite Structures ◽  
Lead Zirconate ◽  
Field Dependency ◽  
Voltage Coefficient ◽  
Magnetoelectric Response ◽  
Magnetoelectric Coefficient

A new way for determining the magnetostriction characteristics of a composite multiferroics using the magnetoelectric response of the structure is proposed. It is shown that integral from the field dependency of linear magnetoelectric coefficient is the magnetostriction characteristic of the structure. The results of an experimental study of the physical properties of bulk composites based on lead zirconate titanate and ferrite-nickel spinel are presented. Based on the field dependence of the magnetoelectric voltage coefficient, magnetostriction curves of composite structures with a content of ferrospinel of 10–70% were obtained.

scholarly journals The magnetic properties of bismuth. II—The de Haas-van Alphen effect

1936 ◽  
Vol 156 (889) ◽  
pp. 701-720 ◽  
Keyword(s):  
Experimental Study ◽  
Magnetic Properties ◽  
Electronic Structure ◽  
Temperature Dependence ◽  
Field Dependence ◽  
Liquid Hydrogen ◽  
Non Linear ◽  
Linear Field

Some years ago de Haas and van Alphen showed that the variation of the magnetization of bismuth with field, which is linear at ordinary temperatures, assumes a complicated periodic character at the temperature of liquid hydrogen (20º K) and below. Later, Peierls was able to show theoretically that such an effect was to be expected in general, but that it should be marked only for metals of a special electronic structure such as bismuth. Since this non-linear field dependence of magnetization (which we shall refer to as the de Haas-van Alphen effect) is interesting in itself as a new phenomenon for diamagnetics, and in the light of Peierls's theory could be expected to give information about the electronic structure of bismuth, we have made a further experimental study of it, first confirming the features already found by de Haas and van Alphen and then examining its temperature dependence in greater detail, and and influence of allowing other elements with the bismuth.

Influence of a Metacognitive Scaffolding for Information Search in B-learning Courses on Learning Achievement and Its Relationship With Cognitive and Learning Style

2016 ◽  
Vol 55 (2) ◽  
pp. 147-171 ◽  
Author(s):  
Adriana Huertas ◽  
Omar López ◽  
Luis Sanabria
Keyword(s):  
High School Students ◽  
Cognitive Style ◽  
Learning Style ◽  
Field Dependence ◽  
Information Search ◽  
Analysis Of Covariance ◽  
Positive Interaction ◽  
Learning Achievement ◽  
Independence Dimension ◽  
Metacognitive Scaffolding

The research’s objective is to evaluate the differential effect that a metacognitive scaffolding for information web searches has on learning achievement of high school students with different cognitive style in the field dependence and independence dimension and on learning style in the dimension proposed by Honey and Alonso known as CHAEA. One hundred and four students from a school in the city of Bogotá, Colombia participated in the study. The research was quasi-experimental and was conducted with three 10th-grade groups, which worked with three scaffolding versions: fixed, optional, and without scaffolding. A multivariate analysis of covariance established that the fixed scaffolding favored learning achievement. Regarding cognitive style in the field dependence and independence dimension, the findings allow to conclude that the field independent students exhibited better academic performances in the presence of a fixed scaffolding when compared with the field dependent students. In addition, a positive interaction was identified between cognitive style and the scaffolding that drives learning achievement. However, learning style did not have any effect on academic achievement.

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