Applying psychology for design students: reflections and future work

Design students who are blind or sight-impaired face distinct challenges when studying a visually centric discipline such as design practice. Students who are sighted use computer-aided design (CAD) which is presented via high definition using a PC mouse. However, design students who are blind or sight-impaired are not able to use visual display technology; therefore, this creates a barrier to access for this community. The aim of this study is to present a haptic prototype trial (Haptic Application Prototype Test [HAPT]) designed to assist design students who are blind/sight-impaired to interact with prototype assembly at the Open University (OU). The study specifically assessed the user feedback and the efficacy of access to CAD interface through the affordances of the haptic interface. The experiment included two groups of participants: one group included students who were blind and sight-impaired and the second group students who were classed fully sighted. Both groups were tested in two conditions of haptic engagement – manual and virtual. The parameters examined were (a) time – set at an industry-recognized time taken to assemble a ‘sketch model’ or prototype, and (b) ncollision – the number of collisions created by a collision algorithm which calculated any random collisions with the virtual environment or objects therein. Quantitative results showed that there was little statistical difference between time and a between-group test. From this we can imply that the haptic interface had offered equal access to CAD for people in the trial who were sighted and blind/sight-impaired indiscriminate of their sight acuity. Further future work using HAPT could be developed to a wider audience and a larger more diverse range of sight-impaired users. Future work will focus on new explorations of teaching using of haptics for greater immersion for distance learners at the OU science, technology, engineering and mathematics (STEM) labs.

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Present status of radio astrometry with baselines ≤ 35 km

International Astronomical Union Colloquium ◽

10.1017/s025292110007411x ◽

1978 ◽

Vol 48 ◽

pp. 175-178 ◽

Cited By ~ 1

Author(s):

K. J. Johnston

Keyword(s):

Present Status ◽

Future Work

A summary of results for radio astrometry with baselines ≤ 35 km and priorities for future work are given.

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A Phonomotor Approach to Apraxia of Speech Treatment

American Journal of Speech-Language Pathology ◽

10.1044/2020_ajslp-19-00116 ◽

2020 ◽

Vol 29 (4) ◽

pp. 2109-2130

Author(s):

Lauren Bislick

Keyword(s):

Phase I ◽

Treatment Effects ◽

Single Case ◽

Motor Planning ◽

The Other ◽

Multimodal Approach ◽

Apraxia Of Speech ◽

Duration Of Treatment ◽

Treatment Gains ◽

Future Work

Purpose This study continued Phase I investigation of a modified Phonomotor Treatment (PMT) Program on motor planning in two individuals with apraxia of speech (AOS) and aphasia and, with support from prior work, refined Phase I methodology for treatment intensity and duration, a measure of communicative participation, and the use of effect size benchmarks specific to AOS. Method A single-case experimental design with multiple baselines across behaviors and participants was used to examine acquisition, generalization, and maintenance of treatment effects 8–10 weeks posttreatment. Treatment was distributed 3 days a week, and duration of treatment was specific to each participant (criterion based). Experimental stimuli consisted of target sounds or clusters embedded nonwords and real words, specific to each participants' deficit. Results Findings show improved repetition accuracy for targets in trained nonwords, generalization to targets in untrained nonwords and real words, and maintenance of treatment effects at 10 weeks posttreatment for one participant and more variable outcomes for the other participant. Conclusions Results indicate that a modified version of PMT can promote generalization and maintenance of treatment gains for trained speech targets via a multimodal approach emphasizing repeated exposure and practice. While these results are promising, the frequent co-occurrence of AOS and aphasia warrants a treatment that addresses both motor planning and linguistic deficits. Thus, the application of traditional PMT with participant-specific modifications for AOS embedded into the treatment program may be a more effective approach. Future work will continue to examine and maximize improvements in motor planning, while also treating anomia in aphasia.

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Confirmatory Factor Analysis of the Long and Short Forms of the Worry Domains Questionnaire

European Journal of Psychological Assessment ◽

10.1027/1015-5759.25.4.239 ◽

2009 ◽

Vol 25 (4) ◽

pp. 239-243

Author(s):

Roberto Nuevo ◽

Andrés Losada ◽

María Márquez-González ◽

Cecilia Peñacoba

Keyword(s):

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Factor Structure ◽

Goodness Of Fit ◽

Factorial Validity ◽

Fit Indices ◽

Short Forms ◽

Confirmatory Factor ◽

Positive Correlations ◽

Future Work

The Worry Domains Questionnaire was proposed as a measure of both pathological and nonpathological worry, and assesses the frequency of worrying about five different domains: relationships, lack of confidence, aimless future, work, and financial. The present study analyzed the factor structure of the long and short forms of the WDQ (WDQ and WDQ-SF, respectively) through confirmatory factor analysis in a sample of 262 students (M age = 21.8; SD = 2.6; 86.3% females). While the goodness-of-fit indices did not provide support for the WDQ, good fit indices were found for the WDQ-SF. Furthermore, no source of misspecification was identified, thus, supporting the factorial validity of the WDQ-SF scale. Significant positive correlations between the WDQ-SF and its subscales with worry (PSWQ), anxiety (STAI-T), and depression (BDI) were found. The internal consistency was good for the total scale and for the subscales. This work provides support for the use of the WDQ-SF, and potential uses for research and clinical purposes are discussed.

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Psychology in Outerspace

European Psychologist ◽

10.1027/1016-9040/a000023 ◽

2010 ◽

Vol 15 (3) ◽

pp. 220-228 ◽

Cited By ~ 5

Author(s):

Viren Swami ◽

Tomas Chamorro-Premuzic ◽

Manal Shafi

Keyword(s):

Individual Difference ◽

Sensation Seeking ◽

Structural Equation ◽

Political Orientation ◽

Equation Modeling ◽

Big Five Personality ◽

Social Conformity ◽

Extraterrestrial Life ◽

Paranormal Beliefs ◽

Future Work

Previous work has shown that is important to consider the disjunction between paranormal and nonparanormal beliefs about extraterrestrial life. The current study examined the association between both such beliefs and individual difference and demographic variables. A total of 555 British participants completed the Extraterrestrial Beliefs Scale, as well as measures of their Big Five personality scores, social conformity, sensation seeking, and demographics. Results showed no sex differences in ratings of paranormal and nonparanormal extraterrestrial beliefs, but participants rated nonparanormal beliefs more positively than paranormal beliefs. Results of structural equation modeling showed that individual difference factors (specifically, Openness, Conscientiousness, and social conformity) explained 21% of the variance in extraterrestrial beliefs, whereas demographic factors (specifically, education level, political orientation, and religiosity) explained 16% of the variance. Limitations and directions for future work are considered.

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Inspiration Space

Conference Proceedings of the Academy for Design Innovation Management ◽

10.33114/adim.2017.19 ◽

2019 ◽

Vol 1 (1) ◽

Author(s):

Milene GONÇALVES ◽

Katja THORING ◽

Roland M. MUELLER ◽

Petra BADKE-SCHAUB ◽

Pieter DESMET

Keyword(s):

Learning Environments ◽

Physical Environment ◽

Educational Institutions ◽

Expert Interviews ◽

Learning Spaces ◽

Causal Graph ◽

Physical Environments ◽

Creative Learning ◽

Design Students

Building on the assumption that the physical environment can have an influence on the creativity of designers and design students in particular, the aim of this paper is to provide theoretical propositions and evidences for this relationship. We develop various propositions about the influence of physical environments on creativity, based on eight expert interviews and supported by literature. A particular focus was given to the environments of design educational institutions. We present a summary of the main insights and visualize the developed propositions as a causal graph addressing how space influences creativity. These propositions can be regarded as a first step towards a theory of creativity-supporting learning environments and they can serve as a reference when designing or adjusting creative learning spaces.

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Entrepreneurial Mindset

Conference Proceedings of the Academy for Design Innovation Management ◽

10.33114/adim.2019.03.312 ◽

2019 ◽

Vol 2 (1) ◽

Author(s):

Nusa FAIN ◽

Michel ROD ◽

Erik BOHEMIA

Keyword(s):

Influencing Factors ◽

Future Study ◽

Engineering Students ◽

Initial Study ◽

Longitudinal Survey ◽

Teaching Approaches ◽

Approaches To Teaching ◽

Design Students ◽

Commerce Students ◽

Case Based

This paper explores the influence of teaching approaches on entrepreneurial mindset of commerce, design and engineering students across 3 universities. The research presented in this paper is an initial study within a larger project looking into building ‘entrepreneurial mindsets’ of students, and how this might be influenced by their disciplinary studies. The longitudinal survey will measure the entrepreneurial mindset of students at the start of a course and at the end. Three different approaches to teaching the courses were employed – lecture and case based, blended online and class based and fully project-based course. The entrepreneurial mindset growth was surprisingly strongest within the engineering cohort, but was closely followed by the commerce students, whereas the design students were slightly more conservative in their assessments. Future study will focus on establishing what other influencing factors beyond the teaching approaches may relate to the observed change.

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Gertrude Stein's Transmasculinity

10.3366/edinburgh/9781474438094.001.0001 ◽

2018 ◽

Author(s):

Chris Coffman

Keyword(s):

Twentieth Century ◽

Ernest Hemingway ◽

Pablo Picasso ◽

False Consciousness ◽

Mass Consumption ◽

Museum Exhibits ◽

Carl Van Vechten ◽

The Media ◽

Future Work ◽

Opening Up

By reading written and visual artefacts of Gertrude Stein’s life, Gertrude Stein’s Transmasculinity reframes earlier scholarship to argue that her gender was transmasculine and that her masculinity was positive rather than a self-hating form of false consciousness. This book considers ways Stein’s masculinity was formed through her relationship with her feminine partner, Alice B. Toklas, and her masculine homosocial bonds with other modernists in her network. This broadens out Eve Kosofsky Sedgwick’s account of “male homosocial bonding” to include all masculine persons, opening up the possibility of examining Stein’s relationship to Toklas; masculine women such as Jane Heap; and men such as Pablo Picasso, Ernest Hemingway, and Carl Van Vechten. The Introduction and first four chapters focus on surfacings of Stein’s masculinity within the visual and the textual: in others’ paintings and photographs of her person; her hermetic writings from the first three decades of the twentieth century; and her self-packaging for mass consumption in The Autobiography of Alice B. Toklas (1933). Whereas the chapter on The Autobiography underscores Toklas’s role in the formation of Stein’s masculinity and success as a modernist, the final three register the vicissitudes of the homosocial bonds at play in her friendships with Picasso, Hemingway, and Van Vechten. The Coda, which cross-reads Stein’s Everybody’s Autobiography (1937) with the media attention two museum exhibits about her attracted between 2011 and 2012, points to possibilities for future work on the implications of her masculine homosocial bonds with Vichy collaborator Bernard Fäy.

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